THE PERCEPTION OF TEACHERS TOWARDS THE AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY FACILITIES IN THE TEACHING OF BUSINESS STUDIES IN SOME SELECTED SECONDARY SCHOOL IN ABEOKUTA SOUTH LOCAL GOVERNMENT AREA, OGUN STATE

THE PERCEPTION OF TEACHERS TOWARDS THE AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY FACILITIES IN THE TEACHING OF BUSINESS STUDIES IN SOME SELECTED SECONDARY SCHOOL IN ABEOKUTA SOUTH LOCAL GOVERNMENT AREA, OGUN STATE

 

 

ABSTRACT

This study was carried out on the perception of teachers towards availability and utilization of information and communication technology facilities in the teaching of business studies in some selected junior secondary schools in Abeokuta South Local Government Area of Ogun State.

In carrying out the study, questionnaires were administered to 100 business studies subject teachers from 10 randomly selected junior secondary schools in the Local Government Area covered.  The questionnaires were 100 percent completed and returned. The response of the sample was analyzed using the chi- square statistical tool, the result of the analysis revealed that the three hypotheses were rejected with the calculated value greater than the table value. It was recommended that Government should provide enough technology facilities to all secondary schools in the state and makes the use of facilities mandatory for all Business studies teachers in the classroom.  So also Business studies teachers should be motivated to make ICT facilities available for themselves at anytime needed for re-training in other to be experts in the use.

 

 

TABLE OF CONTENT

                                                                                Pages

Title page                                                                        i

Certificate                                                                      ii

Dedication                                                                      iii

Acknowledgement                                                          iv

Abstract                                                                          v

Table of Content                                                    

CHAPTER ONE:      Introduction

Background to the study 1

Statement of the problem 6

Purpose of the study 8

Research question 9

Research Hypothesis 10

Significance of the study 11

Scope of the study 11

Definition of terms 12

 

CHAPTER TWO:      Literature Review

2.0  Introduction 14

2.1   Business studies in Nigeria                                     15

2.2   Business teachers teaching effectiveness                 17

2.3   Business studies teachers and instructional application of ICTs                                                 20

2.4   Importance of ICT in the teaching of business studies21

2.5   Information and communication technology facilities integration by Business studies teachers                       24

2.6   Factors preventing business studies teachers to the use of ICT facilities                                            25

2.7   Barriers to technology usage by business studies teachers                                                       28

CHAPTER THREE:  Research Methodology

3.0   Introduction                                                             30

3.1   Research design                                                       31

3.2   Population                                                               32

3.3   Sample and sampling procedure                             32

3.4   Research instrument                                                       33

3.5   Validity of research instruments                              34

3.6   Reliability of the instrument                                    35

3.7   Procedure of administration                                    35

3.8   Method of data analysis                                           35

CHAPTER FOUR:   Presentation of Result and Discussion

4.0   Analysis of demographic characteristics of

respondents                                                             38

4.1   Presentation of result                                               38

4.2   Discussion of findings                                             63

CHAPTER FIVE:     Summary, Conclusion and Recommendation

5.1   Summary                                                                         67

5.2   Conclusion                                                              69

5.3   Recommendation                                                     70

References                                                                      74

Appendix (Questionnaires)                                            77

 

PAGES

LIST OF TABLES                                                         Pages

Table 1       Sex distribution of respondent

Table 2       Age distribution of respondent

Table 3       Teachers qualification distribution of respondent

Table 4       Years of experience of respondent

Table 5       Religion distribution of respondent

Table 6       Research question 1

Table 7       Research question 2

Table 8       Research question 3

Table 9       Summary of responses on availability of ICT facilities to male and female business studies teachers

Table 10     Summary of responses towards availability of ICT facilities on qualification of business studies teachers

Table 11     Summary of responses towards utilization of ICT facilities on the years of experience of business studies teachers

 

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the study

The emergence of information and communication technology (ICT) facilities has totally revolutionized way we access, process, store, retrieve and disseminate information within organization or across the globe whether it is in vocal, pictorial, textual, numeric or macro-electric based.

Hence, ICT is now a topical issue in Nigeria. It may not be because it is relatively new in this part of the world, but because ICT encompass a range of technology and application system of micro processors that have had profound impact on the society and its way of life.

Arunachalam (2005), says ICT revolution is gradually affecting the nature of learning and the production of knowledge and transforming the world in unexpected way. This has facilitated the paradigm shift from the traditional instructional material or traditional innovative technological based teaching and learning methods.

The impact of ICT is becoming more pronounced worldwide such that rarely is anything mention in any area of human endeavor without reference to this type of technology. ICT is daily giving rise to new concepts, new ideas and making impact not only in the industries or business but also in the education sector.

ICT has simplified education through the application of electronics media, internet and computer.

According to Ndukwe (2006), the production and introduction of calculators and proceedings of the 2011 international conference on teaching, learning and change. Agreed that computer in education system worldwide has helped in simplifying teaching and learning in schools, thereby promoting national stability and economic survival.

Today, organization such as educational or research institutions as well as individuals turn to the internet for accurate and up-to date information. Online collaborator, which refers to sharing of information, working or trading with various people at different places through the internet, is becoming common practice.

The evolution of ICT (globally) dates back to 1823, when Charles Babbage a professor of mathematics invented the Analytical Engine. The design comprised of four components for performing the basic functions of input, output, processing and storage.

Akiti and Onyemah, (2009) outlined some characteristics that differentiate this technology revolution from others that have taken place before it, which are as follows:

  1. It is happening at an extremely fast pace.
  2. It is impacting all corners of the globe.
  3. The demand for ICT products is insatiable and generation that has grown up with information technology has developed intuitive means of absorbing and exploiting the capacities that bewilderment of the other generation.

The use of computer is continually gaining grounds in the aspect of teaching business studies. These above characteristics have shown that ICT revolution trend has transformed the global perception of teachers on the way they think and everyday application of their daily task. Subsequently, the utilization of ICT facilities in teaching business studies is in speed and performance than it’s been viewed back done in use of traditional instructional materials.

Business studies is one of the pre-vocational subjects in the junior secondary school curriculum in Nigeria that can provide the youth with training the training given by teachers in the schools aimed at equipping them with useful skills and at improving the knowledge in their desire area of study at the end of training.  To facilitate effective training to the youth to acquire knowledge and skill, it is the desire of the teachers to utilize ICT facilities in our education system.

In order to catch up with the wind of change in education and world technology, it is imperative that every business studies teachers should be able to perform a number of operations by training and retraining.

All business studies teachers must be able to boot and shut down computer system and their peripherals properly, he must be able to identify and use icons, windows and menus.  He also must be able to set up, carry out routine maintenance and troubleshooting exercise, able to protect and care for storage media, create back- up copies of documents and files, able to type ,edit and paste text.

Similarly, he must be able to enter data into an existing spreadsheet and be conversant with graphing or graphic work.  In addition, he must be able to interprets and communicate information in existing database.  Teacher must be versatile in networking and tele-communication, he must be able to connect to the internet in an online services and use of internet in an online services.  He must be able to interact with the use of other media communication tools such as video output devices and presentation equipment to computer and video source for large screen display.

Equally important is the ability to design and create learning experiences based on worthwhile goals and objectives which are relevant to the learners need and based on sound principles for effective teaching.  Since the modern teachers sees education between the child and his environment, to search out facts for themselves and to carry out assignment on their own.

Hence, business studies teachers must be able to use media and technology to address difference in children’s learning and performance in the classroom.

1.2   Statement of the Problem

Information and communication technologies are already a vital factor in successful development of teacher in education. Education for new emerging societies requires ICT to facilitate more meaningful teaching.

It is in the past the teachers goes into the classroom teaching students base or with the use of business textbook without making more research on the lesson to be taught. But ICT has become a critical tool for professional teachers; the sooner teachers know how to use products of information and communication technology facilities.  This will make it easier to find their way in appreciating the importance of ICT facilities to realize their teaching objectives in order not to find themselves incompetent to handle ICT as instruction delivery.

Despite the Federal Government contended that computer knowledge should be a requirement for teachers employments, interviews and promotion, it still appear that some business studies teachers find it difficult to put interest in availability and utilization of information and communication technology facilities in teaching.

From the background information provided above, the need for availability and utilization of ICT facilities by the academic in junior secondary school cannot be over emphasized.  It is based on this foregoing that the study tends to find the perception of teachers towards the availability and utilization of ICT facilities in teaching of business studies in selected secondary schools in Abeokuta south Local Government Area of Ogun State.

1.3   Purpose of the Study

The purpose of this study is to investigate the perception of teachers toward availability and utilization of information and communication technology facilities in the teaching of business studies in selected secondary school in Abeokuta South Local Government Area, Ogun State.

Specifically, the study sought to:

  1. Find the availability of ICT facilities in teaching business studies by business studies teachers in junior secondary school.
  2. Find out whether ICT facilities are utilized in the teaching of business studies by business studies teachers in junior secondary school.
  3. Find out the adequacy of ICT facilities in the teaching of business studies by business studies teachers in junior secondary school.

1.4   Research questions

For the purpose of caring the study, three research questions were formulated to guide the study.

  1. How available is the ICT facilities to business studies teachers in teaching business studies in junior secondary school.
  2. How effective is the ICT facilities utilized in the teaching of business studies by business studies teachers in junior secondary school.
  3. How adequate is the ICT facilities in the teaching of business studies by business studies teachers.

1.5   Research hypotheses

To have a very thorough study of the problem the following hypotheses are:

Ho:   There is no significant difference in the mean responses towards availability of ICT facilities to male and female business studies teachers in the teaching of business studies in the junior secondary school.

Ho:   There is no significant difference in the mean responses toward availability of ICT facilities depending on the qualification of business studies teachers in the teaching of business studies in junior secondary schools.

Ho:   There is no significant difference in the mean responses towards utilization of ICT facilities depending on the year of experience of business studies teachers in the teaching of business studies in junior secondary school.

1.6   Significance of the study

It is however hope that this study will give an insight to the perception of teachers towards the availability and utilization of information and communication technology facilities in the teaching of business studies in junior secondary school in Abeokuta South Local Government Area.

The study will make teachers realize the need and use of ICT facilities to make teaching more meaningful in the classroom.  It will also enable the Federal and state Government mandatory for teachers in using ICT facilities in teaching in the classroom.

1.7   Scope of the study

Although the perception of teachers towards availability and utilization of information and communication technology facilities in the teaching of business studies in junior secondary school is universal and not regional.  This research work is only limited to some selected junior secondary school business studies teachers in Abeokuta South Local Government Area in Ogun State.  This study could have covered the entire 19 junior secondary school in Abeokuta South Local Government Area but due to limited time, the research is limited to 10 (ten) schools.

1.9   Definition of terms

Information and Communication Technology (ICT): Is a term that include any communication device or application encompassing radio, television, cellular, phones, computer, hardware, software, satellite system as well as the various services and application associated within.

Business Studies: Is an academic area of concentration within the business major that is taught at an institution in order to make a career and earn a living.

Utilization: The proportion of the available time, especially to find a profitable or practical use of equipment or a system for operation.

Availability: Is when a system or component is continuously operating for a desirable long length of time and at hard when needed.

Teacher: An experience person who impart information, knowledge, skills to an immature or less experience person through a process that is morally and pedagogically accepted.

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