The Use of Innovative Ict Facilities for Effective Teaching of Business Education in Michael Okpara University of Agriculture
CHAPTER ONE
Objectives of the Study
The main objective of this study is to determine the level to which Information and Communication Technology influences teaching of business education courses in co, Nigeria. The specific objectives are to:
- establish the extent to which business education lecturers and are skilled in the use of ICT facilities in teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- identify the extent of availability of ICT facilities for teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- ascertain the extent of utilization of ICT facilities provided for teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- identify the challenges in the use of ICT facilities for teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- determine the extent to which available ICT facilities has help students in learning business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviewed relevant literature under the following sub-headings:
2.1 Theoretical framework
2.2 Concept of Information and Communication Technology (ICT)
2.3 The Concept of Business Education
2.4. Concept of teaching and learning in Business Education
2.5 The use of innovative ICT facilities for effective teaching and learning Business Education courses
2.6 Empirical Studies
2.7 Summary of Literature Reviewed
Theoretical Framework
The theoretical framework that informs this study is the Engagement theory. This was first propounded by Kearsley and Shneiderman (1999) as:
a schema for building learning activities that evoke engaged learning. Engaged learning occurs when active cognitive processes, such as problem-solving, decisionmaking and evaluating are involved. Engagement theory focus on the learner as constructor allies with those in the Constructivist domain; and by championing experiential learning and self-direction.
The choice of this theory was based on the framework for technological-based teaching and learning which is related to the topic under study. The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology. It is believed that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a framework for technology-based learning and teaching. Shneiderman (1994) asserted that:
Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning.
By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom.
These three components, summarized by Shneiderman (1994), imply that learning activities:
- occur in a group context (i.e collaborative teams)
- are project-based
- have an outside (authentic) focus
The first principle (the ―Relate‖ component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students has been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaborative, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaborative also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (teenagers, distance learners). Furthermore, when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter focuses on the step by step procedural activities taking by the researcher in this study. They were discussed under the following sub-headings:
3.1 Research Design
3.2 Population for the Study
3.3 Sample Size and Sampling Procedure
3.4 Instrument for Data Collection
3.4.1 Validity of the Instrument
3.4.2 Pilot Study
3.4.3 Reliability of the Instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
3.1 Research Design
The researcher adopted a descriptive research design. This was because descriptive research design was aims at exploring opinion of a given population on existing practices and conditions. They include survey, case study, and casual comparative. In this study the survey method was selected as suggested by Abiola (2002). This enabled the researcher to administer questionnaire to many respondents at the same time.
Population of the Study
The population of this study consisted of all the Business Education lecturers and the Year 3 students of Michael Okpara University of Agriculture, Umudike, where business education programme was run.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the results of the findings under the following order:
4.1 Demographic Data
4.2 Answering of Research Questions
4.3 Hypotheses Testing
4.4 Discussion of Findings
The table 4.2 showed the different ranks of the respondents. From the table, thirty (30) lecturers representing 18% of the total respondents were lecturers I. followed by rank of chief lecturer, which were twenty seven (27) lecturers i.e. 16% of the total respondents. The next were that of lecturer II who are twenty five (25) respondents with 15 % of the total respondents. This was followed by the ranks of senior lecturers and assistant lecturers who are 23 respondents respectively with 14% each of the total respondents. The category of lecturers that has least responses was that of principal lecturers and lecturer III which were 20 in number and represent 11.5% each of the respondents (lecturers).
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This study was to investigate the influence of Information and Communication Technology (ICT) on teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria. The research work in chapter one cover background of the study, statement of the problem, five specific objectives, five research questions and five hypotheses. The chapter two reviewed some related literature while chapter three discussed the research design and methodology. Chapter four contained the analysis of research questions and test of hypotheses as well as the summary of discussion of the findings
Based on the study, the researcher came up with the following findings:
- Business education lecturers are not skilled in the use of ICT facilities in teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- Relevant information and communication technology facilities are not available for teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- ICT facilities are not utilized in teaching business education courses in Michael okpara university of agriculture.
- There are a lot challenges in the use of ICT facilities in teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
- Available ICT facilities do not help students in learning business education in Michael Okpara University, Umudike, Nigeria.
Conclusion
On the basis of the findings, the researcher concluded that business education students will not be able to acquire ICT skills that will give them competitive advantage in the world of work since business education lecturers are not skilled in using relevant ICT facilities in teaching business education courses in Michael Okpara University of Agriculture, Umudike, Nigeria.
Recommendations
For solution to the problem as identified from findings and conclusion drawn from the study, the researcher made the following recommendations:
- Business education lecturers should engage themselves in continuous training in ICT facilities.
- Universities should fully equip business education department with ICT facilities.
- Adequate use and management of facilities should be ensured by the heads of department as well as lecturers.
- Government should provide adequate fund for business education programme to enable it procure necessary relevant ICT facilities.
- Business students should have easy access to ICT facilities without paying for additional cost.
Limitation of the Study
The limitation of the study was lack of cooperation from the respondents as to filling and returning of the questionnaire. Another limitation was the issue of administrative ―bottleneck‖ in obtaining permission from the college authorities where the study was conducted. However, these limitations were minimized through follow-up by the researcher and the assistants not minding the time consumed and also ensure punctuality of every time given by each respondent.
Suggestion for Further Study
A study of this nature cannot cover every area hence; there is the need for further studies.
It is on this basis that the researcher suggested that further research can be conducted as:
- Extension of similar studies to other states of the country.
- Determine the influence of ICT in teaching and learning business education in the Nigeria universities.
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