Information And Communication Skills Needed By Business Studies Teachers In Junior Secondary Schools In Adamawa State

Project and Seminar Material for Economics

Project and Seminar Material for Economics


Dedication


This project report is dedicated to my husband, Ndubuisi Iro Ibelegbu.


Acknowledgements


The researcher wishes to express her profound gratitude to the Almighty Father, the creator of the Universe and those who contributed in one way or the other to make this work a success. Particularly, she wishes to express her gratitude and deep appreciation to her project supervisor Prof E.E. Agomuo, whose patience, guidance, personal commitment and dedication, helped to bring this work to a successful completion.

She is very grateful to Prof C.A. Obi, Head of Department, Dr Mrs. Ukonze, and Dr Mrs. Ibezim whose immense assistance in this work can not be forgotten. The researcher thanks her friends Mrs. C.L. Nwachukwu, Mrs. J. Kanu, Miss Clara Ofodile and all her colleagues and course mates for their assistance.

Finally, she is very grateful to her sisters Christiana Adugun and Chinenye Ekoh for their financial support. Her deepest appreciation goes to her husband Ndubuisi Ibelegbu, who never allowed her to lack anything and her children for their prayers, patience and understanding throughout this period of her study.

Ibelegbu Ngozi


Abstract


This study investigated the Information and Communication Technology skills needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State. To achieve this broad objective, four research questions were developed and answered while three research hypotheses were formulated and tested. Survey research design was used to carry out this study. The population for the study consisted of 129 business studies teachers from four education zones of the State. Since the population was sizeable there was no sampling. The instrument for data collection was structured questionnaire which was face validated by three experts from department of Vocational Teacher Education, University of Nigeria Nsukka. To determine the internal consistency of the instrument, Cronbach alpha method was used and a reliability coefficient of 0.77 was obtained.

Data for the study was collected with the help of four research assistants. Data collected was analyzed using mean, standard deviation, t-test and Analysis of Variance (ANOVA). The mean was used to answer the research questions. Standard Deviation was used to determine how close or otherwise are the respondents’ opinion to one another and to the mean. The null hypothesis one was tested using t-test while hypotheses 2 and 3 were tested using analysis of variance (ANOVA) at P<0.05 level of significance.

Presentation and analysis of data were made by the use of tables. The result revealed that business studies teachers needed all the computer appreciation, word processing, the use of internet and data processing skills identified; there was no significant difference in the mean ratings of responses of male and female business studies teachers on the listed ICT skill needed by teachers for effective instruction; there was no significant difference in the mean responses of business studies teachers according to their education zones on the ICT skills needed, there was no significant difference in the mean responses of business studies teachers according to their educational qualifications on the ICT skills needed.

It was recommended that Institutions of higher learning where business studies teachers are being trained should fully equip business education department with ICT gadgets so as to give them necessary training that would enable the teachers have full knowledge and skills they would transfer to their students. To increase professional development opportunities, business studies teachers need to be retrained on the use of ICTs, this will help them to integrate and utilize ICTs in junior secondary schools.


Table Of Contents


  • Title Page i
  • Approval Page¬† ii
  • Certification¬† iii
  • Dedication¬† iv
  • Acknowledgements¬† v
  • Table of Contents¬† vi
  • List of Tables¬† ¬†vii
  • Abstract¬† ¬†viii

Chapter One:

  • Introduction
  • Background of the Study¬† ¬†1
  • Statement of the Problem¬† 6
  • Purpose of the Study¬† 7
  • Significance of the Study¬† 8
  • Research Questions¬† 9
  • Hypothesis¬† 10
  • Delimitation¬† 10

Chapter Two:

  • Review Of Related Literature
  • Conceptual Framework 11
  • Information and Communication Technology¬† 11
  • ICT Skills¬† 16
  • Computer Appreciation Skills¬† 18
  • Word Processing Skills¬† ¬†23
  • The use of Internet Skills¬† 29
  • Data Processing Skills¬† 33
  • Theoretical Framework¬† ¬†38
  • Psychomotor Theory¬† ¬†39
  • Competency Theory¬† 40
  • Skill Acquisition Theory¬† 31
  • Experiential Theory¬† 42
  • Review of Related Empirical Study¬† 43
  • Summary of Review of Related Literature¬† – 48

Chapter Three:

  • Research Methodology
  • Research Design 50
  • Area of Study¬† 50
  • Population of the Study¬† 51
  • Instrument for Data Collection¬† 51
  • Validation of the Instrument¬† 52
  • Reliability of the Instrument 52
  • Method of Data Collection¬† 53
  • Method of Data Analysis¬† 53

Chapter Four:

  • Presentation And Analysis Of Data
  • Research Question 1¬† 55
  • Research Question 2¬† 56
  • Research Question 3 – 57
  • Research Question 4¬† ¬†59
  • Null Hypothesis 1¬† 60
  • Null Hypothesis 2¬† ¬†61
  • Null Hypothesis 3¬† ¬†61
  • Findings¬† ¬†62
  • Discussion of Findings¬† 65

Chapter Five:

  • Summary, Conclusions And Recommendations
  • Re-statement of the Problem¬† 69
  • Summary of Procedure Used¬† 70
  • Summary of Findings¬† 71
  • Conclusions¬† 71
  • Recommendations¬† 72
  • Suggestions for further Study 73
  • References 74
  • Appendix A: Population for the Study
  • Appendix B: Instrument for Data Collection
  • Appendix C: Result of the Reliability Test
  • Appendix D: Result of Data Analyzed

List Of Tables


Table No. Pages

  1. Means and Standard Deviation of the Responses of the Respondents on ICT Skills Needed by Business Studies Teachers in Computer Appreciation 55
  2. Means and Standard Deviation of the Responses of the Respondents on ICT Skills Needed by Business Studies Teachers in Word Processing   56
  3. Means and Standard Deviation of the Responses of the Respondents on the ICT Skills Needed by Business Studies
    Teachers in the Use of Internet  57
  4. Means and Standard Deviation of the Responses of the Respondents on ICT Skills Needed by Business Studies
    Teachers in Data Processing  59
  5. Result of t-test Analysis of the Responses of Male and Female Business Studies Teachers on the ICT Skills Needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State   60
  6. Result of Analysis of Variance of the Responses of Business Studies Teachers according to Education Zones (Yola, Numan, Gombi and Mubi) on the ICT Skills Needed by Business Studies Teachers in Junior Secondary Schools
    in Adamawa State  61
  7. 7. Result of Analysis of Variance of the Responses of Business Studies Teachers according to Educational Qualification (NCE/OND, B.Sc. (ED)/HND and Postgraduate qualifications) on the ICT Skills Needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State  61

Information And Communication Skills Needed By Business Studies Teachers In Junior Secondary Schools In Adamawa State


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