ICT Application And Use In Business Education Courses For Teaching And Learning

Project and Seminar Material for Business Education Students

ICT Application And Use In Business Education Courses For Teaching And Learning


Abstract


This study was carried out to assess ICT application and use in business education courses for teaching and learning in Ogun State Polytechnic. The study was specifically set to determine whether there is an adequate availability of ICT facilities for the teaching and learning of business education courses in Ogun State Polytechnic, determine the extent ICT facilities are utilized for instructional delivery of business education courses in Ogun State Polytechnic, determine the impact of ICT on the effective teaching and learning of business education courses in Ogun State Polytechnic, and ascertain the factors affecting the application of ICT during the teaching and learning of business education courses in Ogun State Polytechnic. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of business education students and lecturer in Ogun State Polytechnic. In determining the sample size, the researcher conveniently selected 160 respondents and 141 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi- square statistical tool. The result of the findings reveals that ICT facilities are not well utilized for instructional delivery of business education courses in Ogun State Polytechnic. Furthermore, the study revealed that ICT facilitates effective teaching and learning of business education courses in Ogun State Polytechnic as it enhances lesson planning and delivery, facilitates distant learning, promotes blended learning, facilitates collaborative learning, and enhance communication flow between lecturers and students. Therefore, it is recommended that the state government should should enter into partnership with ICT manufacturing organizations to assist in improving the supply of ICT resources required for effective teaching and learning of business education courses. To mention but few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

In the view of Nwosu (2003), Business Education at the university level is concerned mainly with the development of skills and knowledge needed to enable an individual function well. Isu (2004) defined Business Education as “that type of education that deals with the acquisition of practical skills, knowledge and values that enables one function effectively in the society”. Business Education is a collaborative programme in which educational and industrial sectors of any economy form partnership thereby preparing the individual to adequately fit into both industry and classroom as a professional which consist of office education which is a vocational programme that provides information and competencies needed for managing and using business (Osuala, 2004). According to the (FRN, 2004), the National Policy on Education it is an aspect of education which leads to the acquisition of practical and applied skill as well as basic scientific knowledge. Business education seek to develop seek to develop a student skills in accounting, information process, keyboarding/typewriting and shorthand.

Consequently, it is an aspect of the educational programme designed to provide an individual with the needed business and vocational attitudes, understanding, knowledge and skills. It is concerned with the acquisition of pedagogical and professional competencies in industry and education necessary for personal use, for entry into the business world as an employer or employee or self-employed and for effective participation in the educational industry as a professional business teacher. Business Education on the hand is a programme of instruction

Teaching and learning are transformational activities which involve two major variables – teacher and student. In the teaching-learning process emphasis is on students and on increasing their potentials to contribute to educational excellence. In addition to their conventional roles as recipients, students are the raw materials for education.

The grandiloquent role of students as recipients and raw materials for education becomes a paradox when teachers are not grounded with the knowledge, skills, techniques and other wherewithal needed to transform these students who are raw materials into useful outputs. Therefore, teachers are seen as catalysts. As catalysts teachers are expected to cause a change in the behaviour of these students. A teacher who can act as an ideal catalyst is an authority on the subject he/she teaches, flexible in attitude, exemplary in conduct, easily approachable, controls and directs when necessary and goes out of the way to allow leadership acts to emerge from learners.

Teaching itself is a two way communication but learning is more important than teaching because if teaching does not result in learning, it is futile. This implies that any teaching which does not result in a change in the bahaviour of learners is not teaching at all. Thus, prima facie terms like “need-based” teaching are used to describe the type of teaching that can put learners on achievement track. Any teaching plan should therefore be a symbiosis of theoretical vigour with “hand on” practical application.

This makes the utilisation of ICT by both lecturers and students in teaching and learning of Business Education in tertiary institution a serious episode. Federal republic of Nigeria (FRN, 2004) views tertiary education as the type of education given after secondary education in universities, colleges of education, polytechnics, monotechnics including those institutions offering correspondence courses. The goals of tertiary education is further highlighted by FRN to include contribution to national development through high level relevant manpower training; develop and inculcate proper values for the survival of the individual and society; acquisition of both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society, among others.

Unfortunately, graduates of Business Education in Tertiary Institutions having undergone reasonable period of teaching and learning processes come out of school without employable skills, thus, widening the unemployment that already at its chronic states in Nigeria.

The teaching and learning of Business Education requires the utilization of information and Communication Technology (ICT) for the inculcation of these skills especially to match pace with changes already experienced globally in the way both office work and business activities are carried out. The moment, the skill gap experienced among Business Education graduates in Nigerian tertiary institutions points to low utilisation of ICT.


1.2 Statement of the Problem

Teaching and learning process in Business Education in Nigeria tertiary institutions is still at it crudest form. Both lecturers and students are still relying on textbooks information and lecturers class verbalisation due to the general poor attitude towards innovation. Both lecturers and students believe that government has neglected education. Consequently, it is observed that many Business Education lecturers and students are yet to fully utilise ICT for teaching and learning. Thus, calling for researches in this direction.


1.3 Objectives of the Study

The main objective of this study is to examine ICT application and use in business education courses for teaching and learning. Specific objectives of this study are:

  1. To determine whether there is a relationship between ICT application and the teaching and learning of business education courses.
  2. To determine the extent to which ICT is applied in business education courses for teaching and learning.
  3. To examine some of the challenges faced by using ICT application in the teaching and learning of business education courses.
  4. To examine strategies that could enhance the using ICT application in the teaching and learning of business education courses.

1.4 Research Questions

The following research questions will be answered in this study:

  1. Is there a relationship between ICT application and the teaching and learning of business education courses?
  2. What is the extent to which ICT is applied in business education courses for teaching and learning?
  3. What are some of the challenges faced by using ICT application in the teaching and learning of business education courses?
  4. What are the strategies that could enhance the using ICT application in the teaching and learning of business education courses?

1.5 Research Hypotheses

The following hypotheses will validate this study

  • Ho1: There is no relationship between ICT application and the teaching and learning of business education courses.
  • Ho1: There is a relationship between ICT application and the teaching and learning of business education courses.

1.6 Significance of the Study

This study is significant because it highlights the important need for internet resources among business education students and Nigerian youths in general by examining the educational system, strategies, and the consequent social developmental impact on the society.

The study stresses the country’s education challenges as regards to providing internet resources and ICT applications to students. This study will also serve as an added material for future research and further studies.


1.7 Scope of the Study

This study focuses on examine ICT application and use in business education courses for teaching and learning. Specifically, this study focuses on determining whether there is a relationship between ICT application and the teaching and learning of business education courses, determining the extent to which ICT is applied in business education courses for teaching and learning, examining some of the challenges faced by using ICT application in the teaching and learning of business education courses and examining strategies that could enhance the using ICT application in the teaching and learning of business education courses.


1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

Business Education:

Business education is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education institutes.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on ICT application and use in business education courses for teaching and learning in Ogun State Polytechnic. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to examine ICT application and use in business education courses for teaching and learning in Ogun State Polytechnic. The study was specifically carried out to determine whether there is an adequate availability of ICT facilities for the teaching and learning of business education courses in Ogun State Polytechnic, determine the extent ICT facilities are utilized for instructional delivery of business education courses in Ogun State Polytechnic, determine the impact of ICT on the effective teaching and learning of business education courses in Ogun State Polytechnic, and ascertain the factors affecting the application of ICT during the teaching and learning of business education courses in Ogun State Polytechnic.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 141 responses were validated from the enrolled participants where all respondent were business education students and lecturer in Ogun State Polytechnic.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. There is no adequate availability of ICT facilities for the teaching and learning of business education courses in Ogun State Polytechnic.
  2. ICT facilities are not well utilized for instructional delivery of business education courses in Ogun State Polytechnic.
  3. ICT facilitates effective teaching and learning of business education courses in Ogun State Polytechnic as it enhances lesson planning and delivery, facilitates distant learning, promotes blended learning, facilitates collaborative learning, and enhance communication flow between lecturers and students.
  4. The factors affecting the application of ICT during the teaching and learning of business education courses in Ogun State Polytechnic includes; lack of technological skill, inadequate provision of latest IT facilities, epilectic power supply, technical errors, and poor maintenance.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. The state government should should enter into partnership with ICT manufacturing organizations to assist in improving the supply of ICT resources required for effective teaching and learning of business education courses.
  2. Periodic workshops, training and regular retraining should be organized for lecturers and students to gain competence in current ICT skills in order to impart and gain knowledge it effectively on the students.

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