PROBLEMS IN BUSINESS EDUCATION RESEARCH IN ICT ERA AS PERCEIVED BY BUSINESS EDUCATORS

PROBLEMS IN BUSINESS EDUCATION RESEARCH IN ICT ERA AS PERCEIVED BY BUSINESS EDUCATORS

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Abstract

The study determined the the perception of business educators on ICT as a problem of business education. The study determined the relationship between ICT utilisation by Business Educators and Students and the teaching - learning of Business Education in tertiary institutions in Cross River State. The survey research design was adopted. The population comprises Business Educators and Students totaling 985 on which 25 lecturers and 75 students were sampled for the study using stratified random sampling technique. Two sets of questionnaires were administered on the respondents after validation and reliability test.  The reliability indices were 0.96 and 0.98 for ICTULSBEQ and TLBEQ respectively using Cronbach Alpha Reliability technique. The findings of the study show that ICT utilisation by lecturers and students has a significant positive relationship with teaching and learning of Business Education in tertiary institution. Based on the findings it is concluded that  ICT utilisation if fully utilised will fill the skill gap among graduates of tertiary institutions. Based on the conclusion drawn it is recommended that tertiary institutions should equip their schools with ICT facilities while lecturers and students should make effort to own Personal Computers, internet enabled mobile phones among others, and equally utilize same for teaching and learning.


CHAPTER ONE

INTRODUCTION

BACKGROUND TO STUDY

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 utilization of ICT. 

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 Educators and students are yet to fully utilise ICT for teaching and learning. Thus, calling for researches in this direction. 

Purpose of the Study 

This study determines the utilisation of ICT in teaching-learning Business Education in Nigeria tertiary institutions in Cross River State. Specifically, the study determines: 

(1) The relationship which exist between ICT utilisation by Business Educators and teaching  of Business Education in Tertiary Institutions in Cross River State.

(2) The relationship which exist between ICT utilisation by Business Education students and  learning in tertiary institutions in Cross River State. 

Research Questions

1.   What is the relationship between ICT utilisation by Business Educators and teaching  of Business Education in Tertiary Institutions in Cross River State?

2.   What is the relationship between ICT utilisation by Business Education Students and  learning of Business Education in Tertiary Institutions in Cross River State?

Research Hypotheses

(1)  There is no significant relationship between ICT utilisation by Business Educators and teaching  of Business Education in Tertiary Institutions in Cross River State.

(2)  There is no significant relationship between ICT utilisation by Business Education Students  learning of Business Education in Tertiary Institutions in Cross River State.

 Significance of the study

Drawing experiences from Nigeria among other African countries, the study explores the contention that ICT can also be a significant factor in improving research in business education. The study aims to explore the potential of the ICT in improving the standard of business education.This study is particularly significant since it seeks to explore and outline, by drawing experiences from other empirical evidence of the study group. It is envisaged that this study will contribute to the development of African educational system.

Scope of the study

This study covers the problems of in business education research in ICT era. However the study is however limited to the efficient utilization of ICT in teaching business education by educators using cross river state as case study. The study area is used because it is convenient for the researcher to gain relevant information about the study.


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