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AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) RESOURCES IN TEACHING OF BUSINESS EDUCATION COURSES IN TERTIARY INSTITUTIONS IN OGUN STATE

Vocational Technical Education Project Topics & Materials

AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) RESOURCES IN TEACHING OF BUSINESS EDUCATION COURSES IN TERTIARY INSTITUTIONS IN OGUN STATE

TABLE OF CONTENTS

PAGES

Title Page-       –           –           –           –           –           –           –           –           –           –           ii

Approval Page            –           –           –           –           –           –           –           –           –           –           iii

Certification    –           –           –           –           –           –           –           –           –           –           iv

Dedication      –           –           –           –           –           –           –           –           –           –           v

Acknowledgement      –           –           –           –           –           –           –           –           –           vi

Table of Contents       –           –           –           –           –           –           –           –           –           ix

List of Tables  –           –           –           –           –           –           –           –           –           –           x

Abstract          –           –           –           –           –           –           –           –           –           –           xi

CHAPTER I                  INTRODUCTION           –           –           –           –           –           1

Background of the Study –  –           –           –           –           –           –           –           –           1

Statement of the Problem –  –           –           –           –           –           –           –           –           10

Purpose of the Study –         –           –           –           –           –           –           –           –           13

Significance of the Study    –           –           –           –           –           –           –           –          13

Research Questions-            –           –           –           –           –           –           –           –           –           15

Research Hypothesis –         –           –           –           –           –           –           –           –           16

Delimitation of the Study-   –           –           –           –           –           –           –           —          16

CHAPTER II           REVIEW OF RELATED LITERATURE            –           –           –           18    Conceptual Framework-     –           –           –           –           –           –           –           –           18

  • Information and Communication Technology Resources available for

teaching Business Education Courses –          –           –           –           –           18

  • The level of utilization of ICT resources in teaching Business

Education subjects/courses in higher institutions    –           –           –           26

  • The benefit of ICT resources in teaching Business Education courses 53
  • Problems facing ICT resources as it concerns teaching of Business

Education subjects/courses –   –           –           –           –           –           –           59

Theoretical Framework –     –           –           –           –           –           –           –           –           63

Review of Related Empirical Studies-       –           –           –           –           –           –           67

Summary of Review of Related Literature-          –           –           –           –           –           84

CHAPTER III            METHODOLOGY –            –           –           –           –           –           87

Design of the Study-          –           –           –           –           –           –           –           –           87

Area of the Study-  –           –           –           –           –           –           –           –           –           87

Population of the Study-    –           –           –           –           –           –           –           –           88

Instrument for Data Collection-     –           –           –           –           –           –           –           88

Validation of the Instrument-         –           –           –           –           –           –           –           89

Reliability of the Study-     –           –           –           –           –           –           –           –           89

Method of Data Collection –          –           –           –           –           –           –           –           90

Method of Data Analysis-  –           –           –           –           –           –           –           –           90

CHAPTER IV        PRESENTATION AND ANALYSIS OF DATA   –           –           92

Research Question 1-  –           –           –           –           –           –           –           –           –           92

Research Question 2-  –           –           –           –           –           –           –           –           –           93

Research Question 3-  –           –           –           –           –           –           –           –           –           95

Research Question 4-  –           –           –           –           –           –           –           –           –           96

Research Hypothesis 1-          –           –           –           –           –           –           –           –           98

Research Hypothesis 2-          –           –           –           –           –           –           –           –           99

Research Hypothesis 3-          –           –           –           –           –           –           –           –           100

Findings of the Study-            –           –           –           –           –           –           –           –           –           101

Discussion of Findings-          –           –           –           –           –           –           –           –           103

CHAPTER V        SUMMARY, CONCLUSION AND RECOMMENDATIONS      107

Re-Statement of the Problem-            –           –           –           –           –           –           –           –           107

Summary of Procedures Used-           –           –           –           –           –           –           –           110

Major Findings-          –           –           –           –           –           –           –           –           –           111

Implication of the Study-       –           –           –           –           –           –           –           –           112

Conclusion-     –           –           –           –           –           –           –           –           –           –           112

Recommendations-     –           –           –           –           –           –           –           –           –           113

Suggestions for Further Studies-        –           –           –           –           –           –           –           114

References-     –           –           –           –           –           –           –           –           –           –           115

Appendices    –           —                      –           –           –           –           –           –           –           125

Appendix I: Respondents’ Statistics        –           –           –           –           –           –           125

Appendix II: Letter of Request for Validation of Instrument –    –           –           –           126

Appendix III: Letter to the Respondents   –           –           –           –           –           –           127

Appendix IV: Questionnaire-        –           –           –           –           –           –           –           128

LIST OF TABLE

Table                                                                                                                                        Pages

  1. Mean Responses of the Respondents on the ICT resources available for

teaching Business Education Courses in Tertiary Institutions in Ogun State 92

 

  1. Mean Responses of the Respondents on the Extent of Utilization of each

ICT Resources for Teaching Business Education Courses in Tertiary

Institutions in Ogun State     –           –           –           –           –           –           –           94

 

  1. Mean Responses of the Respondents on the Benefits derived in using

ICT Resources in Teaching of Business Education Courses in Tertiary

Institutions in Ogun State    –           –           –           –           –           –           –           95

 

  1. Mean Responses of the Respondents on the Problems confronting the Use

of ICT Resources for Teaching Business Education Courses in Tertiary

Institutions in Ogun State    –           –           –           –           –           –           –           97

 

  1. Comparisons of z-test differences between the Mean Ratings of Male and

Female Business Education Lecturers on the Level of Utilization of

ICT Resources in Teaching Business Education Courses in Tertiary

Institutions in Ogun State    –           –           –           –           –           –           –           98

 

  1. Comparisons of z-test differences between the Mean Ratings of Male and

Female Business Education Lecturers on the Contributions of Information

and Communication Technology Resources to the Teaching Business

Education Courses in Tertiary Institutions in Ogun State           –           –           99

 

  1. Comparisons of z-test differences between the Mean Ratings of Male and

Female Business Education Lecturers on the Problem Facings Information

and Communication Technology Resources in Teaching Business

Education in Tertiary Institutions in Ogun State  –           –           –           –           100

ABSTRACT

The study was carried out to investigate the availability and utilization of ICT resources in teaching of business education courses in tertiary institutions in Ogun State. The study adopted a survey research design. A population of 30 business education lecturers was used for the study. Four research questions and three null hypotheses were raised and formulated respectively to guide the study. Data collected were analyzed using the mean and standard deviation for the research questions while t test statistic was used for testing the null hypotheses. It was found out from the study that: nine out of twenty ICT resources were available for teaching business education courses; information communication technology resources were often utilized for teaching business education courses  and  information and communication technology resources highly contributed to the teaching of business education courses in tertiary institutions in Ogun State; All the problems presented were facing the teaching of business education courses using information and communication technology recourses in tertiary institutions in Ogun State. There was no significant difference in the Mean ratings of male and female business education lecturers on; the level of utilization of ICT resources; the contributions of information and communication technology resources  and the problem facing information and communication technology resources in teaching business education in tertiary institutions in Ogun State. It was recommended that: relevant information and communication technology resources for teaching business education courses should be provided by government and philanthropists in the society. Also, Workshop, seminars and short time training should be organized for business education lecturers by school administrators and government in order to improve their skills in using all kinds of ICT resources for business education courses.


INTRODUCTION

CHAPTER ONE

Background of the Study

The twentieth century has brought growth and improvement to Business Education Courses in the area of information and Communication Technology. The rate of growth in information handling is quite alarming and has posed great challenges to all business educators (Olivers and Bernard, 2010).

Business education course is run in education institutions all over the world. Although their structures may vary, the aims of the courses are consistent. According to America Vocational Association (AVA) in Osuala (2004) described business education as a programme of instruction which consists of two parts.

  1. Office Education, a vocational education programme for office careers through initial, and upgrading education leading to employability and advancement in office occupations, and
  2. General business education, a programme to provide students with information and competencies which are needed by all in managing personal business affairs and in using the services of the business world.

Njoku (2007) further posited that it is educational programme that equips the recipients with functional saleable skills; knowledge and attitude/value that enable them operate in the environment they find themselves. This operational statement buttresses business education as a study that provides the skills, knowledge and competencies needed for managing any successful business outfit, and also makes the recipients of business education programme to be self-reliant or employer of labour.Makeri (1990) noted that Business Education is an educational programme that prepares students not only for entry into advancement, but also prepares individuals to handle their own business affairs and to function intelligently as consumers and citizens.

From the above definitions, it is crystal clear that business education has a variety of benefits to make the youth useful as an employee, an entrepreneur or to be self-reliant. The fact remains that business education enhances job creation and entrepreneurship development. The general aim of business education is to provide students with saleable skills and competencies needed to enhance the productive capacity of the citizens and to produce better consumers of goods and services (NCCE 2002).

Mebane (2000) said that the products of business education constitute very critical inputs to production in the quest for economic and national development. The rate of development of a nation depends on availability and utilization of ICT resources in all fields of economy. It will be shameful if the products of business education are found wanting in the world of work already permeated by these innovations. Nigerians are currently living in computer age. It can be vividly said that there is no area of life that does not have its own share of ICT resources as it affects our personal life, education, games, government and many more (Awuya and Iwuga  2000). To Onumah (2006) Information and Communication Technology Resources are vital factors in the students’ knowledge, acquisition of skills and ideas. Education would be failing woefully unless lecturers are familiar with the use of CD ROMs, E-mail, Internet, and on-line database searching.

Availability means to be available, find or get in abundant. Necessary Information and Communication Technology resources that are supposed to be available for teaching as well as keeping of school records, retrieving records, word-processing, analyzing students’ performance, searching for knowledge include: electronic learning facilities (computer assisted learning, tutorial drills, database and excel, computer assisted design, spreadsheets, word processor, computer assisted testing), telephone, websites, fax/facsimile, electronic library, internet facilities, global system for mobile communication, white board, bulleting board, television lesson, radio broadcast, reprographic machine, storage devices, (compact disc),  teleconferencing device, electronic-mail, interacting radio counseling, interactive voice system, audio-cassette, micrographic system, power-point device, photocopier, microfilm and computer to mention but a few. Information communication technology resources have become critical tools for professional training.

Utilization means ability to use something for practical purpose. It implies that the sooner the learners find and know how to use ICT resources, the easier they can find the way to capture the newest methods of data acquisition and transformation of knowledge (Ngurukwem 2005).

Before ICT resources became widely used, different methods and equipment were used by teachers to teach, record, store, retrieve information and conduct researches. Some of these equipments include: filing cabinet, manual typewriter, tape-recorder, concrete objects and analogue telephone to mention but a few. Some of these methods of teaching also include: lecture, assignment, excursion and so on. As the volume of work increased, the need also arose for more efficient and effective ways of passing and managing information. In tertiary institutions, manual information systems are giving way to electronic information systems (Igbinoba  2005).

According       to Lucy (1987), ICT is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numeric information by a micro electronic based combination of computing and telecommunications. Oliver and Chapman (1990) see ICT as the technology which supports activities involving the creation, storage, manipulation and communication of information together with their related method, management and application. Teaching of Business Courses could be simplified and made more effective through the use of ICT resources. ICT resources have been found to effectively aid instruction in the area of tutorial, drill and practice, test administration, test question banking, management of instruction and simulation.

The areas where ICT resources are used in teaching Business include:

Computerization of students’ records, learning records, learning process: (Computer Assisted Learning, (CAL), Computer Managed Learning (CML), Computer Based Training (CBT), Computer Aided Design (CAD) and so on, Library automation, and Research activities, etc.

The computerization of students’ records, examination records and library automation simply mean the use of computer for information processing in the various quarters. Another relevant area is the Computer Assisted Learning (CAL) otherwise known as Computer Aided Instruction (CAI) or Computer Based Training (CBT). This generally has to do with the use of computer for teaching. In other words, it depicts a situation whereby the computer is being programmed to assist the students in learning some courses.

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