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This study aimed at assessing the extent of availability of ICT resources for quality assurance of Business Education in South-West Nigeria. One research question and three null hypotheses were drawn to guide the study. Related literatures were reviewed after the conceptual framework based on the major variables of the study. A Descriptive research design was adopted to conduct the study. The population of the study comprises 550 (52 lecturers and 498 final year students) of Business Education from universities that offer Business Education in South-West Nigeria. A sample size of three hundred and one (301) 52 lecturers and 249 students was used for the study; using stratified random sampling techniques. A modified questionnaire was used for data collection. The reliability of the instrument was established through the use of Cronbach‘s Alpha Reliability Coefficient and reliability coefficients of 0.87. Arithmetic mean and standard Deviation were used to analyze data and answer research questions. While z-test was used to test hypotheses at 0.05 level of significance. The findings of this study revealed that ICT resources are available at a low extent for quality assurance of business education in universities in South-West Nigeria. This study recommends, among others, that the Government and managements of programme should join hands together and ensure that ICT resources are available to enhance qualitative teaching and learning of 21st century that afford the students job opportunities in the global labour market.
The need to ensure quality in business education towards enriching graduates' competitive ability in the global workplace of the current era necessitated this study on assessment of information and communication technologies (ICT) utilization for quality in business education programme in universities in SouthWest Nigeria. Two research questions guided the study and three null hypotheses were tested. Descriptive survey research design was adopted for the study. Population was 550 (52 lecturers and 498 final year students). Purposive sampling technique was used to draw a sample size of 302 (all 52 lecturers and 250 students) for the study. A five-point rating scale questionnaire containing 24 items in two clusters which was validated by three experts was used for data collection. A pilot study was conducted involving 30 (10 lecturers and 20 students) of business education from universities outside the area of the study to establish the reliability of the instrument. Data collected were analyzed using Cronbach alpha and coefficients 0.85 and 0.82 were obtained for the two clusters with an overall reliability coefficient of 0.83. Mean and standard deviation were used to answer the research questions and ascertain the closeness of the respondents' views while z-test was used to test the hypotheses at 0.05 level of significance. Findings revealed a small extent utilization of ICT resources by the subjects, status and institution ownership significantly influenced the respondents' mean ratings but gender did not. Based on the findings, it was concluded that the training of university business education students in southwest Nigeria is not adequate to give them competitive advantage in the global workplace of the current information age which is powered by ICTs. Therefore, it was recommended among others that management of the institutions should ensure adequate provision of ICT resources and sponsor their business education lecturers to retraining programmes to enhance their effective utilization in order to equip the graduates with relevant competencies for the 21 st century global labour market demands.
The study examined the Information and Communication Technology (ICT) challenges encountered in teaching business education in Rivers State tertiary institutions. The research adopted a descriptive survey design. Two research questions and two hypotheses were posed to guide the study. The population for the study was 99 Business Education lecturers and the sample size was 70 Business Education lecturers that was randomly selected from three selected tertiary institutions in Rivers State, namely; Rivers State University of Science and Technology Port Harcourt (RSUST), Ignatius Ajuru University of Education (IAUOE) and Federal College of Education (Technical) Omoku (FCET). The Instrument used for data collection was a structured questionnaire titled " ICT Challenges in Teaching Business Education Questionnaire " (ICTBEQ). The reliability of the research instrument was obtained using test-retest method, the Pearson Product Moment Correlation coefficient of .87 was obtained. The instrument was validated by two experts from the department of business education, Rivers State University of Science and Technology. All 70 copies of the questionnaire were retrieved and analyzed using mean for the research questions and analysis of variance (ANOVA) for the hypothesis at .05 level of significance. The results obtained indicated that business education lecturers are yet to fully apply ICT facilities in teaching and this is as a result of the challenges confronting its application. Thus, it is required that both government and relevant stakeholders must come together to put in place the necessary ICT facilities in order to improve its use in teaching business education.
This study assessed the utilization of ICT resources in teaching among business educators in tertiary institutions in south Nigeria. Two research questions and two null hypotheses guided the study. Descriptive survey research design was adopted for the study. The population and sample for the study comprised all 240 business educators in colleges of education and universities in south Nigeria. A 28-item structured questionnaire was used as instrument for data collection. Copies of the instrument were administered on 240 business educators and 213 were returned representing 88.75 percent. Data collected were analyzed using mean and standard deviation for the research questions. The null hypotheses were tested at 0.05 level of significance using inferential statistics of t-test. The findings revealed that the few available ICT resources are rarely utilized in the teaching of business education, ICT resources utilization has high influence on teaching and that business educators encounter several problems such as irregular power supply in the utilization of ICT resources. It was recommended among other things, that government and stakeholders in education should make adequate budgetary allocation for the provision of ICT resources and the identified barriers that stand against effective utilization of ICT should be tackled and removed to better equip products of tertiary institutions to fit into various workplaces.
Mediterranean Journal of Social Sciences
ICT Utilization and Teaching – Learning in Business Education in Tertiary Institutions in Cross River State2013 •
This study aims to assess the factors influencing quality assurance of Business Education programme in Nigerian public Education Colleges of Ogun State. Thus, the study was guided by three research questions and three null hypotheses. Consisting of 245 Business Education students' sampling, the study adopts descriptive survey design. Adapted from Babayemi (2019), Azasu, et. al. (2015) and Salami (2019), this study developed a structured questionnaire, Factors Influencing Quality Assurance of Business Education Programme Questionnaire (FIQABEDQ) as its structured questionanaire. The questionnaire was validated by three experts and applied to the study. Split-half method was utilised to establish reliability coefficient, at 0.83 using Cronbach Alpha. The data generated for the study were analysed using mean and standard deviation. All null hypotheses were tested at 0.05 level of significance using inferential statistic of ANOVA. The findings showed, among others, that Business Education curriculum moderately influenced the achievement of Business Education Programme's objective. In addition, this study suggests that Business Education curriculum should be revisited and tailored towards equipping for self-employment, among others. Therefore, cooperation and collaboration among Business Education's stakeholders are needed in an attempt to achieve the stated objectives in Business Education by providing ample and proper modern facilities in their tertiary institutions.
Technological change and globalization have created a new global economy with Information and Communication Technology (ICT) occupying a complex position in relation to globalization. The emergence of this new global economy has serious implications on the nature and purpose of educational institutions. The paper is basically a theoretical discourse. Data for analysis were obtained from secondary sources. The paper found that significant challenges confront the integration of ICTs in education in the areas of educational policy and planning, infrastructure, language and content, capacity building and financing in Nigeria. The paper concluded that business education needs to be well equipped to anticipate and respond to opportunities created by ICTs in order to participate productively and equitably in an increasingly technology-rich and knowledge-driven world. The paper recommended, among others, that the investments in ICTs should be used to promote the development of basic skills, problem-solving and communication skills and the professional development of teachers.
International Journal of Higher Education
Appraisal of Information and Communication Technology Courses in Business Education Programme of Universities in South East Nigeria2015 •
Information and Communication Technology (ICTs) occupies a complex position in relations to teaching and learning of Business Education in Colleges. The emergence of ICTs has serious implications on the nature and purpose of educational institutions. The researcher is basically concerned with academic performances of students if ICTs is used as a tool for teaching. Data for analysis were obtained from a test given to the students in both experimental and the control groups. The data was analyzed using Pearson moment correlation coefficient and t-value was also used for the test of significance. The researcher found that significant value was obtained between the experimental and the control groups. The researchers concluded that business education needs to be well equipped to anticipate and respond to opportunities created by ICTs in order to enhance academic performance of students. The researchers recommended, among others, that the investments in ICTs should be used to promote the development of basic skills, problem-solving, communication skills and the professional development of teachers.
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