Information and Communication Technology: Efficiency, Frequency And Usage Among Business Education Students In Higher Institution

Project and Seminar Material for Business Education Students

Information and Communication Technology: Efficiency, Frequency And Usage Among Business Education Students In Higher Institution


Abstract


This study was carried out to examine Information and Communication Technology (ICT) efficiency, frequency and usage among business education students in higher institution using Abia State University as case study. The study was specifically set to reveal the degree of possession of ICT tools by undergraduate students and it efficiency in Abia State University, determine the extent to which business education students utilize ICT facilities to support their studies, establish whether competency of Business Education students in utilizing ICT tools relates to learning outcome, and identify the extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of business education student in Abia State University, Uturu, Abia State. 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. While the hypotheses were tested using Chi- square statistical tool. The result of the findings reveals that the the degree of possession of ICT tools by business education undergraduate students is low. Furthermore, the study revealed that the extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University is high. 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 for business education programme in order to enhance business education students’ learning quality and boost the quality assurance indices of the programme. 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

The 21st Century has recorded the development of learning especially with the introduction of electronic learning technology. In developed countries such as China, Japan etc, learning is made easier as a result of easy accessibility to computers, internet service and other electronic devices. Students are, therefore, enthusiastic about the usage of these devices in the learning process. There seems to be open access to information on a wide variety of subjects (Bupo & Ndinechi, 2015). Information and Communication Technology (ICT) has open access to information on a wide variety of subjects which include Business Education to enhance student‟s performance. According to Nwagwu and Azih (2016), the world is rapidly tending to a global digital society through the use of ICT facilities and at the heart of this revolution is the ease through which information, ideas, innovations and life styles spread to nooks and crannies of the world. It has revolutionized the nature and manner of instructional preparation and delivery in education generally and Business Education programmes are bound to be affected by this rapid change of Information and Communication Technology (ICT). According to Ajisafe (2014), Information and Communication Technology (ICT) is the technology ies that help students to record, store, process, retrieve, transfer and receive information. World Bank (2007) asserted that Information Communication Technology (ICT) involves the use of hardware, software, networks and media for the collection, storage, processing, transmission and presentation of information (voice, data, text, images etc) as well as related services. According to Obanya (2002), ICT is a broad term that has to do with the harnessing of process, the methods and the product of electronic communication related technologies and other related resources in today‟s knowledge driven society, for enhancing the productivity, the spread and efficiency of set programme activities geared towards the achievement of clearly defined goals. Also, Deebom and Zite (2016) defined Information and Communication Technology (ICT) as electronic media, devices and application used in the classroom to aid effective teaching and learning processes. All such materials, media and devices provided by ICT which appeal to all the senses and feeling and learning constitute teaching and learning materials.

Today, the adventure and advancement of new technologies (ICT) has posed challenge the traditional method and process of learning and have also change the way education is managed to a more flexible, friendly and simplified form (Deebom & Zite, 2016). The United Nation Education Scientific and Cultural Organizations (UNESCO, 2004) stressed that ICT has turned from being a technology of communication and information alone, but to a curriculum creation and delivery system for educators and learners. Okereke (2005) reports that in the developed countries, various electronic devices and facilities have been used to aid education. He posits that electronic mail, real time text conferencing, and online tutorials have been used in the teaching and learning process for several years. Some e-learning platforms used in the developed countries, as listed by Ipaye (2011), include websites, wikis, blogs, Second Life, e-mail, twitters, course management systems, video/audio podcasts, facebook, threaded discussion lists, video/audio text chat, videoconferences software etc. However, e-learning appears to be poorly utilized in Nigerian Tertiary Institutions. It appears that Business Education students in many institutions still do not have e-mail addresses; cannot operate a computer and have little knowledge of e-learning platforms. As posited by Olusegun, Gabriel, Sushil and Zhang (2006), e-learning utilization is influenced by the students‟ computer literacy and many Business Education students do not have the needed competency in computer operations that forms the basis for e-learning integration to enhance academic performance. Business Education is defined by Nwagwu and Azih (2016) is a vocational programme that equips the recipients with skills, attitudes, knowledge and understanding needed for effective participation and contribution as producers and/or consumers of business products. It therefore means that Business Education prepares individuals who will adequately participate in business activities and also equip individuals with business knowledge and skills. These noble objectives of Business Education could not be achieved without utilizing this technology (ICT) in the training of their learners through the integration of e-learning.

The usage of e-learning by Business Education students in tertiary institutions will lay the foundation for computer and software utilization in pursue of academic programmes. It also increases the performance of students as teaching and learning are made easy and more realizable other than being abstract. Also, it help them in handling assignment, writing ICT-based examination, presenting seminars, effective in research and also packaging messages, disseminating message and receiving messages in modern offices. In light of the above, Business Education students should utilize ICT innovations to equip and improve their academic performance through modern learning techniques.


1.2 Statement of the Problem

It is no longer gainsaying that traditional educational practices no longer provide students with all the necessary skills to survive economically in today‟s work place and also to enhance academic performance especially among Business Education students. This is so because Teaching and learning process in Business Education in Nigeria tertiary institutions is still at it crudest form where lecturers and students are still relying on textbooks information and lecturers class verbalization due to the general poor attitude towards innovation and adoption of modern technologies such as ICTs (Edet & Francis, 2013). Also, Ajayi (2008) noted that today‟s schools are organized around yesterday‟s ideal, yesterday‟s needs, and yesterday resources and they were not even doing very well yesterday. Although, the use of computer applications in teaching has no doubt contributed immensely to the delivery of knowledge. It has made the teaching and learning process more exciting and easy to understand approach of learning encouraged. ICT has greatly affected the way and manner students of Business Education students‟ approaches academic and research challenges and its impact on our daily lives cannot be over emphasized. Consequently, it is observed that many Business Education lecturers and students are yet to fully utilized ICT for teaching and learning to improve the academic performance especially in Business Education. It is also sad to note that teaching at higher level of education and Business Education in particular is still dependent on traditional practices and materials and that Information and Communication Technology facilities are rarely utilized by its students (Gbenga, 2006; Nwaosa & Okolocha, 2014). It is against this backdrop that this study seeks to examine Information And Communication Technology (Ict): efficiency, frequency and usage among business education students in higher institution using Abia State University as case study.


1.3 Objective of the Study

The broad objective of this study is to examine Information and Communication Technology (ICT): efficiency, frequency and usage among business education students in higher institution using Abia State University as case study..This research is aimed at achieving the following objectives :

  1. To reveal the degree of possession of ICT tools by undergraduate students and it efficiency in Abia State University.
  2. To determine the extent to which business education students utilize ICT facilities to support their studies
  3. To establish whether competency of Business Education students in utilizing ICT tools relates to learning outcome.
  4. To identify the extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University.

1.4 Research Question

  1. What is the degree of possession of ICT tools by business education undergraduate students?
  2. What is level of efficiency of the ICT tools possessed by business education undergraduate students in Abia State University?
  3. What is the extent to which business education students utilize ICT facilities to support their studies?
  4. Does the competency of Business Education students in utilizing ICT tools relates to their learning outcome?
  5. What is the extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University?

1.5 Research Hypothesis

  • Ho: The use of ICT facilities by Business Education student does not influence their academic performance in Abia State University.
  • Ha: The use of ICT facilities by Business Education student does influence their academic performance in Abia State University.

1.6 Significance of the Study

This research will reveal the deficiencies inherent in business education students’ use of ICT technologies. This research will help open the eyes of business education students to the unexplored variety of opportunities that exist in ICT use.This research will also help business education students realize how to increase the influence of ICT on their studies.

Findings of the study will contribute to the general body of knowledge and serve as a reference material to both student and scholars who wishes to conduct further studies in related field.


1.7 Scope of the Study

The scope of this study borders on Information and Communication Technology (ICT): efficiency, frequency and usage among business education students in higher institution using Abia State University. The study is however delimited to business education student in Abia State University, Uturu, Abia State..


1.8 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only business education student in Abia State University, Uturu, Abia State.. Thus findings of this study cannot be used for generalization for universities in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.


1.9 Definition of Terms

Information Communication Technologies:

In this study, this refers to the computer and internet connections used to handle and communicate information for learning purpose.

E-learning:

This is a learning program that makes use of an information network, such as the internet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course delivery, interaction and/or facilitation. Web-based learning is a subset of e-learning and refers to learning using an internet browser such as the moodle, blackboard or internet explorer(Tinio,2002).


1.10 Organization of the Study

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, abnd 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 Information and Communication Technology (ICT) efficiency, frequency and usage among business education students in higher institution using Abia State University as case study. 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 Information and Communication Technology (ICT) efficiency, frequency and usage among business education students in higher institution using Abia State University as case study. Specifically the study was set to reveal the degree of possession of ICT tools by undergraduate students and it efficiency in Abia State University, determine the extent to which business education students utilize ICT facilities to support their studies, establish whether competency of Business Education students in utilizing ICT tools relates to learning outcome, and identify the extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University.

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 respondents are business education student in Abia State University, Uturu, Abia State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion

  1. The degree of possession of ICT tools by business education undergraduate students is low.
  2. The level of efficiency of the ICT tools possessed by business education undergraduate students in Abia State University is high.
  3. The extent to which business education students utilize ICT facilities to support their studies is low.
  4. The competency of Business Education students in utilizing ICT tools relates to their learning outcome.
  5. The extent to which ICT facilities that are utilized by Business Education student influences their academic performance in Abia State University is high.

5.4 Recommendations

Based on the findings of the study, the following recommendations were made:

  1. The state government should should enter into partnership with ICT manufacturing organizations to assist in improving the supply of ICT resources for business education programme in order to enhance business education students’ learning quality and boost the quality assurance indices of the programme.
  2. The Federal Government of Nigeria through the Ministry of Education should mandate the National University Commission to urgently develop an e-learning policy for Nigerian universities.
  3. Periodic workshops, training and regular retraining should be organized for students to gain competence in current ICT skills in order to improve learning.

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