Relationship Between Teachers’ Factors and Usage of Information and Communication Technology in Teaching Business Education Courses in Nigerian Universities
Chapter One
Objectives of the Study
Based on the above problem or concern, the objective of this study is meant to establish the business educators‘ factors (such as knowledge in computer, competences and skills) influences usage of ICT in teaching business education courses in Nigerian universities. The specific objectives are to:
- determine the relationship between lecturers‘ possession of ICT skills and its usage in teaching business education courses in Nigerian Universities;
- determine the relationship between lecturers‘ exposure to ICT and its usage in teaching business education courses in Nigerian universities;
- determine relationship between lecturers‘ accessibility to ICT and its usage in teaching business education courses in Nigerian universities;
- determine the relationship between lecturers‘ attitude and motivation towards ICT and its usage in teaching business education courses in Nigerian universities;
- determine relationship between lecturers‘ working experience and usage of ICT for teaching business education courses in Nigerian universities;
- determine the relationship between male and female business education teachers‘ usage of ICT in teaching business education courses in Nigerian universities.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this chapter, the researcher reviewed related literature on relationship between perception of business education teachers‘ and usage of information and communication technology (ICT) in tertiary education teacher preparation programme in Nigeria. This review has been done under following sub-headings:
Theoretical Framework
This research work is built on educational technology teaching theory (ETTT) of DeCeccom (1964).The theory argues that technology plays a key role in the development of cognitive function and higher order thinking results in teaching and learning. The theory assumed that technology is designed to produce change in teaching and learning. The theory asserts that technology has changed the educational sector. The theory sthat the use of technology is based on psychological processes devised on aptitude, abilities, skills and interests of teachers. ETTT describes how these variables help teachers on the use of modern technology in the classroom (Oniye and Okoro, 2007).
The advocates of the theory such as Owolabi (2008), Mangal and Mangal (2009), Anandarum (2011) and Udoye & Ndum (2013) establish that the use of modern technology in education produces changes in teachers‘ skills, critical thinking and research work. Researchers from different parst of the world also acknowledge that the use of modern technology is very important in education. Contemporary Nigerian researchers that reflect on this trend include Akpochafo & Filho (2006), Badau & Sakiyo (2013). They have reported that teacher skills, attitude and understanding of modern technology is very instrumental in teaching profession. They stress that, the use of modern technology such as ICTs promote efficiency of delivery of educational services by supplementing conventional delivery mechanisms that promote revolutionary changes in the educational paradigm. Scholars such as Adeyinka (20139, Alade (2011), Chukwurah (2011), Okebukola (2010), and Ekpenyong and Nwabuisi (2003), opined that use ICTs in teaching have to be enriched in the areas of general teaching method and learning interactions (curriculum delivery) in the university in relation to producing relevant and globally competitive graduates. Considering the importance of technology on education, the National Policy on Education (2004) stressed upon employing educational technology to improve the quality of education. The Policy considers the use of ICT as catalyst that improves access, quality and efficiency in the school system.
Conceptual Framework
A conceptual framework in this study that represents factors of importance in understanding the business education teachers‘ factors in usage of ICT has been developed following a review of existing literature and current research on teachers‘ factors and ICT use in education. Key stakeholders (senior academic colleagues), recognized experts in educational research and ICT experts were consulted towards investigating business education teachers‘ factors and ICT use in education.
An attitude or disposition is directed towards an object and a goal. Nevertheless, the strength of a teacher‘s attitude is his interest. An interest is thus a power, the force an attitude has, and which manifest in a teacher‘s behaviour. The conceptual framework identified for this research work revolves around the institution, and the teachers‘ information and communication characteristics (for example lecturers‘ competence in ICT skills, exposure ICTs, accessibility to ICTs, attitude to ICTs, working experience with ICTs and gender (Afshari, et al, 2009). Since an institution provides the framework upon which ICT infrastructure and human capacity building are anchored, teachers‘ factors in ICT use can be studied from variables of institutional structure (such as availability of ICT resources and enabling infrastructures).
ICT and Institutional Framework
The institutions are assumed to have ICT structures and resources (platform, hardware, and software). Furthermore, that availability and adequacy of the resources are ensured by the management in each of the universities covered by this research work. According to Adodo (2012), adoption of ICTs in schools could be affected by a number of factors that can be grouped as contextual factors (school) and psycho-sociological factors (teachers‘). Afshari, et al (2009) had earlier argued that using up-to-date hardware and software resources is a key feature to diffusion of technology and that this is a school factor (contextual) since schools are expected to be equipped with different kinds of technological infrastructure and electronic resources to enhance pedagogical delivery (Anderson, 2012, and Babalola, 2012). Therefore, school culture affects whether technology is received with optimism or pessimisms. It is the responsibility of the school to avoid a mismatch of values between school culture and technology adoption (Albirini, 2006).
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
In this chapter, the researcher explained the methodology used in conducting the research work under the following sub-headings:
Research Design
In order to ensure that the evidence obtained enabled the researcher to answer the research questions which were raised for the study, the researcher considered appropriate choice of a design. Isaac and Michael (1997) in Trochim (2006) said a design ensures that the major parts of the research such as sample, measures, treatments and methods work together to address the central research questions. The descriptive survey research design was therefore used for this research study because it avails itself of systematic documentation of current opinions and information on the research work. Francis (2003); Glasow (2005); Isaac and Michael (1997) in Trochim (2006), opined that this design enables researchers to analyse trends across time, and generally to describe what exists, in what amount, and in what context. In essence, the researcher administered survey questionnaires to the respondents (business education teachers) in the institutions selected for the study so as to be able to quantitatively describe specific aspect of the sample study and examine relationships among variables of the study (Glasgow, 2005).
Further, the survey design was chosen because the random assignment was not feasible in this study, also one of the variables of the study (ICT skills) is in its emerging phase for teaching and learning in Nigerian universities. In addition, the pool of the respondents that participated was too dispersed (Moore, 2008) across seventeen cities in seventeen State‘s capital in Nigeria.
Population for the Study
The population for the study comprised all the one hundred and sixty-three (163) teachers of Business Education in the Eleven Federal and Six State owned Nigerian Universities. According to Taylor (2014), population consists of everything or everyone being studied in an inference procedure and can be large in size, although not necessarily large. The population of business education teachers in these seventeen universities, obtained from personnel records of each of the universities during 2012/2013 session as summarizes, shows that 104 were in the Federal Universities and 59 in the State Universities respectively.
The nominal roll of teaching staff in business education programme across the entire seventeen institutions as at 2012/2013 academic session when the study was embarked upon are presented in Table 3.1.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
In this chapter, the researcher presents the collected data for analysis and discussion.
The analysis is presented under the following headings:
Analysis of Demographic Data
To enable the researcher collect demographic information on the respondents, Questionnaire Section A) items 1-2 in Appendix III was used. In analyzing the demographic data of the respondents, frequency distribution and percentages were used. Summary of the analysis of demographic data is presented in Table 4.1.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
In this chapter, the researcher presents the summary and conclusion of the study and proffer recommendations based on the results obtained from analysis of the data.
Summary
The study was conducted to explore teacher factors on ICT and its usage in teaching business education courses in Nigerian universities. The study had six objectives, six research questions and six null hypotheses. Descriptive survey design was adopted for the study with population of one hundred and sixty three (163) business education lecturers in Nigerian universities in 2012/2013 academic session. One hundred and forty (140) respondents were randomly selected as sample for the study. Four rating scale structured question was used to elicit information from the targeted respondents. Face to face method was adopted in distribution of the questionnaire in which 127 were retrieved and coded into Statistic Package of Social and Science (SPSS). In the analysis, 2.5 was used as index for answering research questions while Pearson Product Moment Correlation (PPMC) was employed in testing the six null hypotheses at significant level of 0.05. The findings of the study revealed that:-
- significant relationship exists between lecturers with ICT skills and its usage in teaching business education courses among lecturers in Nigerian Universities
- level of ICT exposures influence its usage in teaching business education courses among business education lecturers in Nigerian Universities
- have access to ICT gadgets has influences on its usage among business education lecturers in teaching in Nigerian Universities
- there is significant relationship between lecturers‘ attitude to ICT and its usage in teaching business education courses in Nigerian Universities
- working experience of business education lecturers in Nigerian universities has significant relationship with the use of ICT in business education courses.
- gender has no significant relationship on the use of ICT in teaching business education courses among lecturers in Nigerian Universities
Conclusions
Based on the findings as revealed by analysis of the data collected for the study the following were concluded:
The study revealed that basic ICT tools/resources (such as computers and application software for word processor, spreadsheets, PowerPoint, Database, e-mail and Internet) were in use for teaching business education courses in Nigerian universities. The test of null hypotheses also supported these major findings. The implication is that this development is an encouragement and attestation that students have access to quality education in business education programme in Nigerian universities. However, the issue of epileptic power supply from the national grid and the attendant high overhead cost in running alternative energy sources may constitute a great hindrance to regular usage of ICT facilities in the institutions‘ laboratories.
Usage of ICT tools/resources for teaching business education courses in the universities was determined by lecturers‘ possession of ICT skills and competence. This was further confirmed by the result of the tested null hypothesis one that showed that there was a significant relationship. ICT skill competence needs to be sustained by institutions through computer loan support to teachers, outright give of a computer each or computer at subsidized loan to encourage access and usage. But where this is not done, teachers will continue to use traditional methods for teaching their courses.
Teachers‘ exposure to the use of basic ICT and computers resources determined the usage of ICTs for teaching business education courses in the universities in Nigeria. This outcome was further confirmed through null hypothesis two that showed a significant relationship existed between the independent and the dependent variables. Exposure and access were complimentary to one another. Teachers‘ exposure and role model status motivates learners as they would want to learn via ICT provided both have access to the use of the facilities in their institution‘s laboratory. But when access is denied, restricted or hindered, motivation to learn will reduce and the capital outlay on the facilities will tend to be a waste.
Usage of ICT tools/resources for teaching business education courses in the universities was determined by availability and accessibility to instructional resources (such as multimedia/ desktop/laptop/notebook computers, digital/slide/opaque/ projectors and interactive whiteboards, printers, and Internet protocol); ICT instructional software (such as word processor, spreadsheet, PowerPoint, Database, web browser, and electronic mail); and ICT professional support (such as technical support for repairs and maintenance of computer) were available in majority of the universities for teaching business courses. The null hypothesis three supported this outcome. Availability and accessibility has to be sustainable for un-interrupted usage thereby enhancing and improving the quality in teaching and learning. However, availability can only be sustained in terms of adequacy and functionality. Where this is not the case, the laboratory will be in comatose.
The study has established that lecturers‘ working experience directly has significant relationship with use of ICTs for teaching business education courses in Nigerian universities. This finding was supported by the outcome of the analysis of research null hypothesis five that confirmed that use of PowerPoint and other computer peripherals usage for teaching has direct relationship with lecturers‘ years of working experience. However since the use of computer/ICT revolve around team efforts, the teachers and the technical expert (computer laboratory assistant/technician) has major roles at ensuring a balance between the curriculum specification and availability of the appropriate hardware and software that support effectiveness in lecture delivery. When Computer/ICT laboratory is equipped with essential gadgets and technical support, teaching and learning is enhanced. Otherwise if the technical staff is not available or properly situated to manage the laboratory in ICT usage may be a mirage.
The usage of ICTs for teaching business education courses in the university had no bearing with whether the teacher is either a male or female lecturer. Thus, gender factor has not influenced the ICT use Nigerian universities. The tested null hypothesis six lend credence as it showed that there was no statistically significant relationship between gender and ICT usage for teaching business education in the universities. The implication is that use of ICT for teaching transcend gender factor as male and female teachers‘ are motivated to used the gadgets/resources.
Recommendations
Based on the major findings of the study and as supported by the test of null hypothesis, the following recommendations were hereby made:
There is need for the universities to ensure that ICT instructional tools/ resources (such as the hardware and the software) that are available in the department/section:
- are in sufficient quantity to cater for the carrying capacity of the section;
- are regularly updated and or maintained by qualified professional technician;
- are supported with adequate quantity of consumables for the hardware and the software to function efficiently and effectively;
- are supported by alternate source(s) of electricity power supply to ensure continuous use of the
- In line with continuous changes that are taking place in IT/ICT world, teachers should be provided with regular training/re-training for professional development and capacity building to improve and or upgrade the teachers‘ competence in ICT Skills For those individual teachers that are at the primary level of ICT literacy, it is recommended that Department of Mathematics in each of the universities should have a programme of ICT skill training (9 weeks for professional training in ICT Skills (such as word processing, spreadsheet, PowerPoint, use of multimedia/digital/slide projectors, (including routine maintenance of computer systems).
- Institutions lacking in provision of ICT tools/resources (such as instructional tools/materials, instructional application software, and technical support services) are encouraged to make adequate planning to put these facilities in place to enrich the quality of graduates of business education programme in the respective
- Staff members should be further motivated with provision of personal computers (such as Notebooks for teachers‘ programme) either at full or partial absorption
- Universities should give priority to acquisition of ICT infrastructure and the provision of Internet Services (to include intranet and extranet) for global competitiveness and cross boarder exchange of ideas and research work by both staff and students.
Limitations of the Study
The main limitations to this study are that
- The study being a survey research design with the use questionnaire instrument could not empirically measure the variables (such as exposure to ICTs, competence in ICT skills, and use of ICTs in teaching courses), with use of proficiency test in ICT .
- The researcher was unable observe the respondents during actual teaching Also, the researcher did not conduct physically assessment of teaching with ICTs.
- Teachers‘ use level and proficiency in usage was found to have been affected by irregular electricity supply to enable full utilization of ICT resources. However, all departments visited have alternative source of power supply (mostly either in idle state or made available on rationing basis) and which place restrain on regular usage
Suggestions for Further Research Studies
The researcher recommends further study in the following areas:
- An Evaluation of relationship between Students‘ and Teachers‘ Perception on Availability of ICTs and Actual Usage of ICTs in Teaching Business Education Courses in the Universities in Nigeria.
- An Assessment of relationship between Teachers‘ and Students‘ Perception on ICTs and its Usage in Teaching Business Education Courses in the Universities in Nigeria.
- A Survey of Availability and Usage of ICTs in Teaching Business Education Courses in the Universities in Nigeria.
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