Assessment of Availability and Utilization of Resources for Teaching and Learning Business Education in Federal Colleges of Education in North-west Zone, Nigeria
CHAPTER ONE
Objectives of the Study
The general objective of this study is to assess the availability and utilization of physical facilities and equipment for teaching and learning Business Education in Federal Colleges of Education in North-west zone, Nigeria, while the specific objectives are to:
- assess the level of availability of physical facilities for teaching and learning Business Education in Federal Colleges of Education in North-west zone, Nigeria
- determine the level of availability of equipment for teaching and learning Business Education in Federal Colleges of Education in North-west zone, Nigeria.
- assess the level of utilization of physical facilities for teaching and learning Business Education in Federal Colleges of Education in North-west zone, Nigeria.
- determine the level of utilization of equipment for teaching and learning Business Education in Federal Colleges of Education in North-west zone, Nigeria.
REVIEW OF RELATED LITERATURE
In this chapter, the researcher reviews the work of other researchers relevant to the research study. This is essential because the review of related and relevant literature provided a theoretical base for the researcher to build upon. It also provided the researcher with a sense of direction. The chapter focused on the following sub-headings:
- TheoreticalFramework
- Concept of BusinessEducation
- Concept of Resources
- Resources require in Teaching and Learning BusinessEducation
- Availability and Utilization of Resources in Business Education
- Benefits of Availability and Utilization of Resources in Business Education
- Challenges of Availability and Utilization of Resources in Business Education
- Related EmpiricalStudies
- Summary of Related LiteratureReviewed
Theoretical Framework
Theoretical frameworks and theories for any research work vary from different dimensions, but for the purpose of this study, the researcher used the Context, Input, Process and Product (CIPP) evaluation model, as its theoretical framework. The CIPP model is a model of curriculum evaluation and it was propounded by Daniel Stufflebeam in (1971) but popularized in 1975 and 1980 by Egan and Tim respectively. The CIPP model is an evaluation model that identify what should be evaluated in an
academic set-up or training programme. Evaluation can be seen as the process of alienating, obtaining and providing useful information for judging decision alternatives. Thus, there are different evaluation models in educational endowment; as such educational evaluators choose the one that is suitable for conducting their studies. CIPP model among others agreed with the present study hence is used as a theoretical framework of the study. In the CIPP model four elements are regarded as parameter thus: Context evaluation, Input evaluation, Process evaluation and Product evaluation.
Context Evaluation: this is applicable when a programme or course is newly planned. It is concerned with the determination and validation of goals and objectives of a programme. Context evaluation is conducted to define the prevailing environment in which a programme will take place, to discover the environment‟s unmet needs (students‟ needs, community needs and state needs), to identify some of the constraints and problems underlying those needs and to discover the opportunities for meeting those needs which already exist in the community. Context evaluation answers the question: where are you and what are your needs?
Input Evaluation: This evaluation parameter provides information on the resources available and how these resources may be used to achieve the desired goals and objectives of a Programme. Input evaluation entails the assessment of resources, staff, students, physical facilities, equipment, library and resources that are involved in the educational programme (Akpan, 2006). It provides information on the quality and quantity of existing resources of a programme. According to Tim (1980) the end product of input evaluation is an analysis of alternative procedural designs in terms of potential cost and benefits in attaining the desired goals. Input evaluation attempts to answer the question: how will you get there? However, this study hinges typically on the input evaluation parameter.
Process Evaluation: This type of evaluation is undertaken during the period of programme implementation and it provides periodic feedback on the quality of implementation. The primary purpose of process evaluation is to detect or predict defects during the programme or course implementation or operational stages. Process evaluation determines if the programme is being implemented as originally planned. The overall process evaluation strategy identifies and monitors on a continuous basis the potential sources of failure. These include the course offerings, teaching methods, teachers‟ performance, interpersonal relationships among others (Tim, 1980). The real question to be answered by process evaluation is: how are you doing to get there?
Product Evaluation: This form of evaluation is undertaken at the end or conclusion of a programme or course. The primary purpose of product evaluation is to determine the degree to which intended objectives and goals of a programme have been met and to relate same to context, input, and process evaluation in the measurement and interpretation of the outcome. Product evaluation is used to determine the effectiveness of a programme or course after it has been completed. It answers the question: have you made it?
Relevance of CIPP Evaluation Model to the Study
The CIPP evaluation model is relevant to the study as it identifies and describes such evaluation parameters as input evaluation. Input evaluation assesses the educational resources (input resources) available for a programme. Such input resources include personnel, physical facilities and equipments resources. Therefore, the entirety of this study is centred on input evaluation because it seeks to assess the availability and utilisation of physicals facilities and equipments in the teaching and learning Business Education in Colleges of Education, North-west zone, Nigeria in relation to academic achievements, standards of business and skills acquisition in Business Educations. This has made the CIPP evaluation model very relevant in guiding this study.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter describes the method and procedure used for the study and it discussed under the following sub-headings:
Research Design
The present study used Survey and Ex-post facto research designs. The purpose of survey research design as noted by Tafida, (2008) is to find out or study a group of people or item by collecting and analyzing data from only few people or item considered to be representative of the entire group. Akuezuilo and Agu (2003) posit that Ex-post facto design seeks to find out the factors or conditions associated with certain occurrence, outcomes, situation or process by analysis of past events or of already existing conditions. The choice of these designs for this study is because the physical facilities and equipment assessed are already in existence in Business Education Departments in Colleges of Education in North-west zone, Nigeria.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSES
This chapter presented the result of the data analysis used to answer four research questions and four null hypotheses. Percentage, mean and standard deviation were used in answering the research questions while Hypotheses 1 and 2 were tested using the Analyses of Variance (ANOVA) and Hypotheses 3 and 4 were tested with the Pearson Product Moment Correlation (PPMC). All null hypotheses were tested at 0.05, alpha levels of significance. The chapter was organized under the following sub-headings:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter summarized the findings of the study. Based on these findings conclusions were drawn and recommendations were made. The chapter was presented
Summary
This study aimed at assessing the availability and utilization of physical facilities and equipment in the teaching and learning of Business Education in Federal Colleges of Education in North-west zone, Nigeria. Four objectives and four research questions were raised. To guide the study, four null hypotheses were formulated and tested at
0.05 alpha levels of significance. Descriptive survey and ex-post facto as designs were used. The population of the study consisted 140 lectures and 952 NCE III Students. Out of this population a sample of 28 lecturers and 190 NCE III students‟ were used, this is 20% of the total population. Questionnaire and checklist were used as the instrument for data collection. The data collected were analyzed using percentages, mean, standard deviation and Analysis of Variance (ANOVA) and Pearson Product Movement Correlation (PPMC). The percentages, mean and standard deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used in testing Hypotheses 1 and 2 and Pearson Product Movement Correlation was used to test the null hypotheses 4 and 3. Null hypotheses 1 and 2 were accepted and retained
because the p-values are higher than 0.05 alpha levels of significance, while 3 and 4 were rejected because the p-values are less than 0.05 alpha levels of significance. Therefore, the study revealed that:
Conclusion
Based on the findings discussed in chapter four, this study concludes that teaching and learning of Business Education in the five Federal Colleges of Education in North-west zone, Nigeria require not only available resources (physical facilities and equipment) for the teaching and learning processes, but also needed to meet up with the standards requirements as stipulated by the NCCE. Also, proper and effective utilization of physical facilities and equipment will enhance skills acquisition Business Education.
Recommendations
Based on the findings of this study the following recommendations are hereby put forward:
- Typing Laboratories, Shorthand Studios and Model Offices of Business Education Departments should be adequately equipped with relevant equipment to meet the requirement of NCCE minimum
- Business Education Departments should regularly appraise and review the status oftheir physical facilities and the equipment vis-a-vis the students‟ sizes for the enhancement of academic achievements. Also the Colleges that did not possess available Computers/Laptops should therefore ensure their availability for effective teaching and learning
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