European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 5│2017
doi: 10.5281/zenodo.556596
BUSINESS EDUCATORS’ EDUCATIONAL AWARENESS AND
ADOPTION OF WEB 2.0 TECHNOLOGIES FOR INSTRUCTIONAL
PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Ementa, Christiana Ngozii ,
Ile, Chika Madu
Department of Vocational Education,
Nnamdi Azikiwe University, Awka, Nigeria
Abstract:
Education today has gone digital and has created the need for players in the sector to
appreciate the benefits of utilizing Web 2.0 technologies for educational purposes. This
study set out to assess business educators awareness and adoption of adoption of Web
2.0 technologies for instructional purposes in tertiary institutions in south east Nigeria.
Two research questions guided the study. Four null hypotheses were tested at 0.05 level
of significance. Population of the study was 144 business educators teaching in tertiary
institutions offering business education programme in south east Nigeria. A structured
5-point scale questionnaire was used for the study. The questionnaire was validated by
one expert in ICT and two experts in measurement and evaluation. The reliability of the
instrument was established using Split half method. Data collected in respect of the
research questions were analyzed using mean of scores while t-test was used to test the
null hypotheses. The results revealed that the respondents were moderately aware of
the educational benefits of Web 2.0 technologies and adopted Web 2.0 technologies for
instructional purposes to a very low extent. The result also revealed that age was a
critical factor in business educators rating of awareness and adoption of Web 2.0
technologies for instructional purposes while gender, sex, years of experience in
teaching and type of institution did not affect the respondents ratings. It was
recommended, among others, that business educators should be abreast of all emerging
technologies and be attuned to the contemporary methods and applications of web
technologies in the instructional process.
Keywords: business educators, web 2.0, instructional purposes
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
1. Introduction
The essence of educational instruction in schools is to direct the learning process
towards the acquisition of knowledge and skills which lead to learners acquiring
requisite capabilities. Educational instruction could be provided through teachercentered approach or student-centered approach. Fowler and Mayes (2000) noted the
teacher-centered delivery of instruction as a representational view of learning, where
the acquisition of knowledge is exhibited in the learners memorization which occurs
out of context. Di Napoli (2004) described the teacher-led instructional approach as one
in which teachers serve as the center of knowledge, directing the learning process and
controlling students access to information. Explaining further the teacher-centered
approach of instruction delivery, Namgyel (2013) held that the transmission of
knowledge as one-way with little interaction between teachers and students, and
participation in classroom is dominated and controlled by the teacher. Zohrabi, Torabi
and Baybourdiani (2012) highlighted this instructional approach as aimed at getting
learners to perform well on state-mandated test rather than catering for students needs.
Instructional delivery in business education programmes in Nigeria is mainly
based on face-to-face method of teaching and learning. Thus, Mamman and Nwabufo
(2014) affirmed that instructional provision in business education programmes is
carried out using conventional methods in which students are told what to learn, where
to learn as well as when and how to learn. This type of learning environment cannot
prepare the students for the contemporary world of work and enterprise activities.
Igberaharha (2009) noted that teacher-centered instruction in higher institutions has
proved ineffective for producing graduates who can perform optimally. Furthermore,
Polka (2001) expressed the need for institutions to migrate from a teacher-centered to a
student-centered model of instruction so as to facilitate effective instruction. In
addition, Ahmed (2013) emphasized the need for faculties to shift focus from the
teacher to the learner as to ensure the effectiveness of the educational process as well as
to empower the learner. Student centered instruction is an instructional or pedagogical
approach where learners use their experiences to keenly construct understandings that
seem right and present meanings to them, instead of having knowledge conveyed to
them in an organized manner (Ementa & Ile, 2016). In student centered approach,
students work with teachers to select learning goals and objectives based on authentic
problems and students prior knowledge, interest and experience Di Napoli,
.
Nevertheless, teacher-centered instructional approach currently seems to face
great challenges with the emergence of internet and high-tech gadgets. The advent of
the internet and associated learning technologies has produced a climate in which
online learning is seen as a means of improving higher education instructional delivery
(Ementa & Ile, 2016). Yuen, Yaoyuneyong and Yuen (2011) asserted that the advent of
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Web 2.0 as a learning technology has transformed the internet into a global network of
interconnected learning communities and have changed the ways teachers and students
interact.
Web 2.0 is a collection of web based applications which create and facilitate
collaboration and interactions among people. O Reilly
defined Web . as a web
platform and web applications that run on the platform that provides users control over
content and facilitate collaboration between individuals and groups. Furthermore, it is a
collection of web-based technologies which share a user-focused approach to design
and functionality where users actively participate in content sharing and editing
through open collaboration between members of communities of practice (McGee &
Begg, 2008). Wilclox, Winn and Fyvie-Guald (2005) asserted that Web 2.0 technologies
enhance learning, teaching and assessment strategies, quality of staff/student
relationships and collaborative approaches to student learning. Light and Polin (2010)
noted that Web 2.0 in education offers resources in four categories: tools that create or
support a virtual learning environment, tools that support communication and cultivate
relationship, resources to support teaching and learning, tools enabling students to
create artifacts representing what they are learning. Significant gains of using Web 2.0
for instruction according to Weller (2013) are that same application can be accessed on
different devices (smartphones, tablets, netbooks, etc), accessible from any computer
anywhere in the world, many are free to use, applications are written in html (which is
the common language of internet) and is certain to run on all devices that have an upto-date web browser.
There are numerous Web 2.0 tools/applications with potentials in education. The
tools include but are not limited to:
A. Blogs: The term Blog is the short form of weblog. They are websites maintained by
an individual with regular commentary entries, event descriptions, or other materials
such as graphics or video. Herring, Scheidt, Wright and Bonus (2005) described blogs as
frequently modified webpages in which dated entries are listed in reverse chronological
sequence. Baxter, Connolly, Stansfield, Tsvetkova and Stoimenova (2011) explained that
the diary-like format for blogs promote thinking by writing and allows bloggers to
insert posts to reflect the context of personal experience. Instructors can use blogs for
networking and personal knowledge sharing, instructional tips for students, course
announcements and readings, annotated links for reading or reference and for
experience and content sharing (Baker, 2003).
B. Social networks: Social networking sites are websites that permit individuals to
create and become members of a virtual community. Lenhart and Madden (2007)
described social networks as websites that allow a user create personal files and
establish a variety of networks that connect one with family, friends and colleagues.
Crook, Cummings, Fisher, Graber, Harrison, Lewin, Logan, Lukin, Oliver and Sharples
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
(2008) explained that mainstream social networking sites typically include education
oriented friendship groups. Some sites convene members online based on alumni
relations (Friends reunited), business curriculum vitae and professional connections
(LinkedIn) while some have strong student base (Facebook), some more media oriented
(MySpace) and others create social links based on users tagging their personal goals
(43things). Other sites provide student-oriented design and security service for crosssite collaboration (Schoolnetglobal); teachers also create learning communities
(Learnhub) while some other tools exist for special interest groups to design their own
social network sites (ning). In addition, Crook et al (2008) noted social networking sites
as platforms that allow users to create digital spaces into which they can invite friends
to share messages, texts, videos among others.
C. Wikis: Wiki or fast originated from Hawaii. Stern
viewed wiki as a page or
a collection of webpages designed to enable anyone who accesses them to contribute or
modify the content easily. Noting the usefulness of Wiki in educational setting,
Ramanau and Geng (2009) highlighted the primary use of wikis in higher education as
support to group work among students. It provides students with a sense of autonomy
to learn collectively from one another through reciprocal feedback. Harris and Lea
(2009) stated that wikis can be used in project development with peer review as a group
authoring tool to track a group project, collect data for a class project, class and teacher
evaluation, and tracking research groups. In addition, instructors can use wikis for
collaborative curriculum design and course content authoring.
D. Virtual Worlds: known as virtual learning environment are computer simulated
environments where real people are characterized by avatars, which enable users to
interact with others without environmental borders (Ementa & Ile, 2016). Here, real
people meet, interact and exchange ideas with each other at virtual locations. Light and
Polin (2010) referred to virtual learning environment as a software platform that
provides a private (password-protected) virtual classroom space where teachers can
perform static and interactive tasks and provide classroom resources. Baker, Wentz and
Woods
asserted that virtual worlds increase students engagement, particularly
for online classes, by providing opportunities for real time (virtual) face-to-face studentfaculty and student-student interactions. Students who are reluctant to comment or ask
questions in class might feel comfortable doing so in a virtual world.
E. Podcasts: These are digital media files (usually audio or video) which can be
downloaded from the internet. The files can be played on a personal computer or
mobile device at the users convenience. One of the reasons for the popularity of
podcasts is that they can be played using laptops, ipods, mobile phones, PDAs or other
portable devices. Stating the educational relevance of podcasts, McGarr (2009)
categorized the purpose of podcasting in education into three; enhancing the flexibility
of learning, increasing accessibility to learning (particularly in relation to enabling
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
mobile access and enhancing the students learning experiences particularly in on
campus courses through the use of more blended learning experiences). YouTube is the
most popular site to post and see podcasts.
F. Online Forum: Often referred to as online bulletin boards or online discussion
boards. Online forum is a many-to many discussion space where participants can
communicate, discuss and share ideas on issues of interest. Explaining online
discussion boards as a learning tool, Balaji and Chakrabarti (2010) held that it is as an elearning platform that allows students to post messages to the discussion threads, to
interact and receive feedback from other students and instructors to foster deeper
understanding of a subject under study.
Expatiating on the educational benefits of Web 2.0 technologies, Yuen,
Yaoyuneyong and Yuen (2011) noted that teachers can use Web 2.0 tools to captivate
students, hold their attention and enhance their learning experiences. Jimoyiannis,
Tsiotakis, Roussinos and Siorenta (2013) highlighted six interrelated aspects of Web 2.0
to include:
a. Participatory web: rooted in the features of Web 2.0 tools which promote students'
engagement and make publication an easy task for both teachers and students.
b. Open web: support creativity through learner generated content and peer review,
and the evolution of a collective intelligence within the Web 2.0 environments.
c. Collaboration: Web 2.0 tools effectively support collaborative work and learning
through discovering, sharing and transforming media, co-creating new content,
concepts, ideas and, finally, developing new forms of thinking.
d. Sociability: It offers enhanced opportunities for communication and interaction
among participants, developing social groups and networks (social networking),
and at the end supporting autonomous communities of learning.
e. Open classroom: It transforms the notion of classroom by extending students'
learning spaces (both physical and virtual) beyond the walls of the classroom.
f. Web as a learning platform: This concept is tightly related to the five notions above
which determine the new learning paradigm supported by Web 2.0.
The essence of teaching is to impart learning and advance knowledge. Teaching
is the process of passing knowledge and information to students and a coaching process
that can be modified to suit the learning needs of students (Enonbun, 2012). Business
educators as teachers are expected to be well-informed in the use of technology to
effectively provide for the learning needs of young learners who prefer graphics to
texts, access and process information quickly and multitask more easily. Business
educators are teachers who impart knowledge and skills needed to prepare individuals
for the workplace and for self-reliance. A business educator in the context of this study
is the same as the teacher in the business education programme. The role of the
business educator in the instructional process is to make students learning possible.
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Emphasis is placed on the learning procedure where learner participation is enhanced
with the use of technological devices. Okpala (2014) stressed that teachers are
responsible for monitoring changes in technologies, determining if they appeal to their
learners and seeking ways to use technologies to compliment and support instructional
methodologies. Okolocha, Ile and Okolocha (2012) noted that for business educators to
apply on-line delivery of instruction, they must first be familiar with hi-tech tools and
utilize the tools effectively in teaching and learning process. Ramsden (2003) advocated
that teachers should think deeply about what and how they want their students to
learn, placing emphasis on active participation and social aspects of learning guided by
the discipline they teach in.
Today s young learners are heavily immersed in the use of Web . technologies
for current and trending information. The use of web tools change the values and
interests of students and when educational instruction is attuned with students
interest, academic achievements and learning goals are bound to improve greatly.
Business educators need sophisticated abilities in the use of Web 2.0 technologies to
make learning interesting for the new generation learners as the traditional
instructional environment cannot effectively prepare students for today s workplace
where the use of web tools guide information gathering and sharing.
1.1. Research Questions
The following research questions guided the study:
1. To what extent are business educators in tertiary institutions in south east
Nigeria aware of the educational benefits of Web 2.0 technologies?
2. To what extent do business educators in tertiary institutions in south east Nigeria
adopt Web 2.0 for course planning?
3. To what extent do business educators in tertiary institutions in south east Nigeria
adopt Web . technologies for students assessment?
1.3. Hypotheses
The following null hypotheses were tested at 0.05 level of significance
1. Male and female business educators in tertiary institutions in south east Nigeria
do not differ significantly in their mean ratings on their extent of awareness of
the educational benefits of Web 2.0 technologies.
2. Business educators aged below 45 years and business educators aged 45 years
and above in tertiary institutions in south east Nigeria do not differ significantly
in their mean ratings on their extent of awareness of the educational benefits of
Web 2.0 technologies.
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
3. Experienced and less experienced business educators in tertiary institutions in
south east Nigeria do not differ significantly in their mean ratings on the extent
of awareness of the educational benefits of Web 2.0 technologies.
4. Business educators in universities and colleges of education in south east Nigeria
do not differ significantly in their mean ratings on the extent of awareness of the
educational benefits of Web 2.0 technologies.
2. Theoretical Underpinning
The use of Web 2.0 for educational purposes could be understood better by reviewing
certain theories. For instance, social constructivism theory by Vygotsky (1962).
Vygotsky s theory stressed the fundamental role of social interaction as a dimension of
learning. Two main principles of Vygotsky s work are: More Knowledgeable Other –
which refers to someone who has a higher ability level than the learner with respect to
particular tasks, processes or concepts; and Zone of Proximal Development – which is the
distance between the actual developmental levels as determined by independent
problem solving and the level of potential development as determined through
problem solving under adult guidance or in collaboration with more capable peers
(Vygotsky, 1978). The implication of Vygotsky social constructivism theory to the study
is that Web 2.0 is ideal for mediating social interactions and collaboration, as learning is
an active process which requires collaboration between teachers and students in order
to facilitate meaning construction in students.
Connectivism is a learning theory associated to this study. The theory known as
theory for digital age was promoted by Siemens (2005). The theory postulates that
learning is a process which occurs within nebulous environments of shifting core
elements – not entirely under the control of the individual. Learning resides outside
individuals and is focused on connecting specialized information sets, this connection
enables individual learn more which is more important than the person s current state
of learning. Learning and knowledge, according to Siemens, rests in diversity of
opinion, and knowledge is distributed across an information network which can be
stored in a variety of digital format. This theory indicates the effect of technology on
how people live, communicate and learn. It also brings to mind that instead of
educators bringing information to the mind of the learners, they should rather work
towards developing the skills of learners to enable them effectively perform and survive
in a connected environment.
The theory of situated learning by Lave and Wenger (1988) is also relevant to this
study. The advocators owed their work to John Dewey and Vygotsky. This theory held
that learning is situated and occurs by means of legitimate peripheral participation
within a community of practice (a group of people who evolve naturally because of
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
members common interest in a particular area or domain . Lave and Wenger
argued that learning should not be viewed as simply the transmission of abstract and
decontextualized knowledge from one individual to another but a social process
whereby knowledge is co-constructed. According to the theory, learning is situated in a
specific context and embedded within a particular social and physical environment. In
other words, learning in a natural setting occurs as a function of activities, context or
culture in which it is situated. This theory helps educators understand how to take
advantage of knowledge and skills that their students may already possess in order to
help them learn new content and skills. The theory relates to this study as Web 2.0
applications provide and serve as the environment that do not only make learning by
doing possible but also enhances participatory learning through rich opportunities and
experiences.
3. Method
Survey research design was used for the study. The study took place in five South East
States of Nigeria of Abia, Anambra, Ebonyi, Enugu and Imo States. The population of
the study comprised 144 business educators in universities and colleges of education.
No sample was taken of the population because the population was manageable. A 36item structured questionnaire set out in two clusters (B1 and B2) was used for data
collection. A total of 144 copies of the questionnaire were administered out of which 125
(86.8%) were duly returned and used for data analysis. Mean scores and standard
deviation were used to analyze data related to the research questions while t-test was
used to test the hypotheses. For the research questions, real limits of numbers of 4.505.00 (Very High Extent), 3.50 – 4.49 (High Extent), 2.50 – 3.49 (Moderate Extent), 1.50 –
2.49 (Low extent), 0.50-1.49 (Very Low Extent) was used. Standard deviation value close
to 0 was an indication of homogeneity in agreement among the respondents while
standard deviation value far from 0 was an indication that the agreement among the
respondents was loose or heterogeneous. In testing the hypotheses, the decision rule
was to retain the null hypothesis where the p-value is greater than 0.05 and reject the
null hypothesis where p-value is less than or equal to 0.05.
4. Results
The results of the study are presented below:
A. Research Question 1
To what extent are business educators in tertiary institutions in south east Nigeria
aware of educational benefits of Web 2.0 technologies?
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Table 1: Respondents mean ratings and standard deviation of awareness of educational
benefits of Web 2.0 technologies
S/N
Educational benefits of Web 2.0 technologies
Mean
17
Increase students active participation in discussion boards (created in social
networking sites)
SD
Remarks
0.31
Moderate
Extent
0.45
Moderate
Extent
3.06
18
Provide opportunities for students and teachers to share valuable
information.
3.21
19
20
21
22
Provide opportunities for students and teachers to share valuable ideas
within work groups
Provide opportunities for students and teachers to share valuable sources
within work groups
Allow increased use of multimedia videos for effective giving of
instruction.
Permits increased use of multimedia texts for effective passing of
knowledge
4.32
3.85
3.93
0.11
0.14
0.05
Allow increased use of multimedia pictures for effective giving of
instruction
25
Allow increased use of multimedia audios for effective passing of
information
Establish effective communication between students and educators using
platforms students are familiar with.
4.10
0.16
Moderate
Extent
0.24
0.04
3.47
26
Helps students in developing critical thinking skill as to solve problem.
3.88
27
0.05
Enhance interaction between students and teachers for effective learning
and consequent understanding.
Allows online giving of course related tasks
2.54
30
Permits online retrieval of home works/assignments.
3.03
31
0.04
Moderate
Extent
Moderate
Extent
Moderate
Extent
0.03
0.04
Allows forming groups in line with the common interests of students.
0.04
Moderate
Extent
0.05
Moderate
Extent
Permits forming of groups in line with the needs of students.
3.23
33
34
35
36
High Extent
Moderate
Extent
2.65
32
Moderate
Extent
0.04
3.07
29
High Extent
Allows online delivery of course materials/sources.
2.84
28
High Extent
Moderate
Extent
3.43
24
High Extent
0.04
2.63
23
High Extent
Allows student provide feedbacks on understanding of course/subject
content.
Provide opportunities for teachers to understand their students in a social
learning environment.
Provide students opportunity to take the role of producer in creating
content.
Providing students opportunity to take the role of consumer in creating
content.
Mean of Means
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3.40
4.32
3.85
3.93
0.06
0.14
0.03
High Extent
High Extent
High Extent
0.06
Moderate
2.63
Extent
Moderate Extent
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Data in Table 1 show that twelve out of twenty items on educational benefits of Web 2.0
technologies had mean values of 2.54 to 3.43 which fell within the range regarded as
moderate extent while eight items had mean value which fell within the range of 3.85 to
4.32 regarded as high extent. However, with a mean of means of 3.40, the analysis
showed that the respondents were aware of the educational benefits of Web 2.0
technologies to a moderate extent. Furthermore, the standard deviation ranging from
0.03 to 0.45 shows how homogeneous the opinions of the respondents are in rating the
items.
B. Research Question 2
To what extent do business educators in tertiary institutions in south east Nigeria adopt
Web 2.0 for course planning?
Table 2: Respondents mean rating and standard deviation on adoption of
Web 2.0 technologies for course planning
S/N
Applications of Web 2.0 for course planning
37
Use blogs to post articulated course goals for students to read
38
Use blogs to read students post on objectives attainment.
Mean
1.41
1.28
39
40
Use blogs to plan study activities to be covered within the duration
of the course with students.
Use blogs to post class conduct policies for students to review.
41
Use wikis to create summary pages on unit to be learnt.
42
Use wikis to create achievement page for parents/guardian to go log
in.
2.09
2.11
1.47
43
1.23
Use wikis to delete misleading entry behaviour.
1.21
44
Use social networks to provide links for obtaining additional
information about a course.
1.18
45
46
Use social networks to create group page to plan learning objectives
for students to reflect on.
Use social networks to plan test of students entry behaviour.
2.07
1.38
47
Use podcasts for audio recording of lesson activities to be covered
for students to download.
1.45
48
Use podcasts for video recording of lesson activities to be covered
for students to download.
1.23
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SD
0.23
0.71
Remarks
Very Low
Extent
Very Low
Extent
0.40
0.51
Low Extent
Low Extent
0.52
Very Low
Extent
0.18
Very Low
Extent
0.55
Very Low
Extent
0.21
Very Low
Extent
0.73
Low Extent
0.76
Very Low
Extent
0.45
Very Low
Extent
0.54
Very Low
Extent
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INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
49
Use virtual worlds/Virtual Learning Environment games to simulate
students understanding towards achieving course goals.
1.10
50
Create virtual thematic units on topics of choice to be covered.
1.12
51
Use online forum to provide structure for class communication.
1.44
52
Use online forum to plan introduction of lesson to set mood for class
discussion.
1.13
Very Low
Extent
Very Low
Extent
0.13
0.15
Very Low
Extent
0.45
Very Low
Extent
Very Low
Extent
0.43
Mean of Means
1.43
The data in Table 2 reveals that three out of sixteen items had mean values ranging
from 2.07 to 2.11 which fell within the range regarded as low extent. The remaining
thirteen items had mean values ranging from 1.10 to 1.47 which fell within the range
regarded as very low extent. With the mean of means at 1.43 which fell within the range
regarded as very low extent indicates that the respondents generally adopt Web 2.0 for
course planning to a very low extent. The standard deviation which span from 0.13 to
0.76 showed the heterogeneity of the opinions of the respondents in rating the items.
C. Research Question 3
To what extent do business educators in tertiary institutions in south east Nigeria adopt
Web 2.0 for assessment?
Table 3: Respondents mean rating and standard deviation on adoption of
Web 2.0 technologies for assessment
S/N
Applications of Web 2.0 in assessment
69
Use blogs to provide assignments for students to work on.
Mean
1.43
70
Use blogs to check students grammatical errors.
1.22
71
Use blogs to evaluate students projects.
72
Use blogs to survey students learning needs.
73
Use wikis to create assessment criteria.
1.38
2.11
1.47
74
Use wikis to measure students course tasks.
1.23
75
Use wikis to edit students spelling errors.
76
Use social networks to evaluate home works.
1.22
1.17
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SD
Remarks
0.24
Very Low
Extent
0.76
Very Low
Extent
0.54
Very Low
Extent
0.43
Low Extent
0.54
Very Low
Extent
0.14
Very Low
Extent
0.55
Very Low
Extent
0.24
Very Low
Extent
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
77
Use social networks group page to grade tests.
1.11
78
Use virtual worlds/Virtual Learning Environment to measure
time spent on course tasks.
1.11
82
Very Low
Extent
0.76
Very Low
Extent
0.54
Very Low
Extent
0.14
Very Low
Extent
0.16
Very Low
Extent
0.55
Very Low
Extent
Use podcasts to grade students video recordings.
1.47
81
0.45
Use podcasts to evaluate students audio recordings.
1.43
80
Very Low
Extent
Use social networks to give quizzes to students.
1.35
79
0.78
Use virtual worlds/Virtual Learning Environment to assess
students participation.
83
Use online forum to grade students class contribution.
84
Use online forum
engagements.
1.12
1.44
to
grade
students
collaborative
1.21
Mean of Means
1.34
0.43
Very Low
Extent
Very Low
Extent
The data in Table 3 show that one out of the sixteen items on adoption of Web 2.0 for
assessment had a mean value of 2.11 which fell within the range regarded as low extent
while the remaining fifteen items had mean values ranging from 1.11 to 1.47 which fell
within the range regarded as very low extent. However, with the mean of means of 1.34
which fell within the range regarded as very low extent shows that the respondents
adopt Web 2.0 for assessment to a very low extent. The standard deviation which range
from . to . shows how wide apart the respondents opinion are in rating the
items.
Hypothesis 1
Male and female business educators in tertiary institutions in south east Nigeria do not
differ significantly in their mean ratings on their extent of awareness of the educational
benefits of Web 2.0 technologies.
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Table 4: t-test of difference between the mean rating of male and female business educators on
awareness of educational benefits of Web 2.0 technologies
Gender
Male
Female
N
22
22
̅
SD
0.43
3.72
0.55
3.81
DF
t-value
20
0.74
p-value
0.47
Remarks
Not Significant
The data in Table 4 show t-test of difference between mean rating of male and female
business educators regarding educational benefits of Web 2.0 technologies. The p-value
of the test is 0.47 which is greater than 0.05. This provides evidence that the null
hypothesis of no significant difference is not rejected. This means that male and female
business educators do not differ significantly in their mean ratings on their extent of
awareness of educational benefits of Web 2.0 technologies.
Hypothesis 2
Business educators aged below 45 years and business educators aged 45 years and
above in tertiary institutions in south east Nigeria do not differ significantly in their
mean ratings on the extent of awareness of the educational benefits of Web 2.0
technologies.
Table 5: t-test of difference between mean ratings of business educators below 45 years and
business educators 45 years and above on awareness of
educational benefits of Web 2.0 technologies
Age
Below 45 years
45 years & above
N
22
22
̅
SD
0.60
2.62
0.68
4.19
DF
t-value
p-value
Remarks
20
7.78
0.00
Significant
The data in Table 5 show t-test of difference between mean ratings of business
educators below 45 years of age and business educators aged 45 years and above on
awareness of education benefits of Web 2.0 technologies. The p-value of the test is 0.00
which is less than 0.05. This provides evidence that the null hypothesis of no significant
difference is rejected. This means that there is a significant difference between the mean
ratings of business educators below 45 years of age and business educators aged 45
years and above on their extent of awareness of Web 2.0 technologies.
Hypothesis 3
Experienced and less experienced business educators in tertiary institutions in
southeast Nigeria do not differ significantly in their mean rating of awareness of
educational benefits of Web 2.0 technologies.
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
Table 6: t-test of difference between the mean rating of experienced and less experienced
business educators on awareness of educational benefits of Web 2.0 technologies
Years of experience
in teaching
Experienced
Less Experienced
N
22
22
̅
SD
4.18 0.50
DF
t-value
20
0.61
p-value
0.55
Remarks
Not Significant
4.09 0.60
The data in Table 6 reveal t-test of difference between the mean rating of experienced
and less experienced business educators on educational benefits of Web 2.0
technologies. The p-value of the test is 0.55 which is greater than 0.05. This provides
evidence that the null hypothesis of no significant difference is not rejected. This means
that experienced and less experienced business educators do not differ significantly in
their mean rating on the extent of awareness of educational benefits of Web 2.0
technologies.
Hypothesis 4
Business educators in universities and colleges of education in southeast Nigeria do not
differ significantly in their mean ratings on the extent of awareness of the educational
benefits of Web 2.0 technologies.
Table 7: t-test of difference between the mean ratings of business educators in universities and
colleges of education on awareness of educational benefits of Web 2.0 technologies
Type of institution
University
College of Education
N
22
22
̅
SD
0.69
3.95
0.56
4.14
DF
t-value
p-value
Remarks
20
2.17
0.14
Not Significant
The data in Table 7 show t-test of difference between mean ratings of business
educators in universities and colleges of education on the educational benefits of Web
2.0 technologies. The p-value of the test is 0.14 which is greater than 0.05. This provides
evidence that the null hypothesis of no significant difference is not rejected. This means
that business educators in universities and colleges of education do not differ
significantly in their mean ratings on the extent of awareness of educational benefits of
Web 2.0 technologies.
5. Discussion
The study revealed that the respondents were aware of educational benefits of Web 2.0
technologies. However, the mean of means of 3.40, which fell within the range of
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
moderate extent, showed that the respondents were aware of the educational benefits of
Web 2.0 to a moderate extent. This finding corroborated the findings of Echeng, Usoro
and Majewski (2013) who reported that many Nigerians are not quite aware of the
benefits of Web 2.0 technologies in the teaching and learning process. The findings also
agreed with Mtega, Dulle, Malekani and Chailla
who noted that faculties
awareness of the usefulness and academic benefits of Web 2.0 tools could enhance its
adoption. Business educators need to be aware of the educational values of Web 2.0 and
use same tools to actively engage students in educational activities.
Regarding the adoption of Web 2.0 technologies for course planning, the
respondents held that these technologies were adopted for course planning to a very
low extent with mean of means of 1.43. This finding is in disagreement with the
findings of Nazatul-Aini (2014) who reported that university faculties in Malaysia used
Web 2.0 tools for learning planning to capture not just the interest of students but to
cater for the needs of students with different levels of thinking. Most people will readily
agree that poor adoption of Web 2.0 technologies for course planning could be
attributed to teacher-centered form of course planning adopted by lecturers in most
tertiary institutions in Nigeria. Ajise and Fagbola
reported lecturers high level of
usage of Web 2.0 with regards to activities which excludes instruction. Harris and Lea
(2009) noted that Web 2.0 technologies are beneficial to instructors to collaborate with
students in planning and delivery of course content.
Regarding the adoption of Web . technologies for students assessment, the
study found that the adoption of Web . for students assessment was rated at very
low. This finding corroborates the findings of Anunobi and Ogbonna (2012) who
expressed concern that despite the opportunities offered by Web 2.0 technologies in
teaching and learning, their adoption is very low. Elliot (2008) observed that one of the
ways assessment can evolve to suite the digital age learner is to adopt Web 2.0 for
assessment in the educational process.
The test of the first hypothesis revealed that male and female business educators
did not differ significantly in their ratings of awareness of educational benefits of Web
2.0 technologies. The finding goes counter to the finding of Collins and Hide (2010) who
reported that male teachers are more aware of the usefulness of Web 2.0 tools than
female teachers because male teachers show more positive attitude towards the use of
Web 2.0 than female teachers. Individuals irrespective of their gender use different Web
2.0 technologies readily accessible in computers and handheld devices and are likely to
be aware of certain educational potentials of Web 2.0 technologies.
Similarly, the test of the second hypothesis showed that respondents aged 45
years and above and those below 45 years differed significantly in their ratings on the
extent of awareness of educational benefits of Web 2.0 technologies. This finding agrees
with the findings of Collins and Hide (2010) that young teachers are more aware of Web
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
2.0 in education than older teachers because young teachers always explore the various
uses of web technologies. Providing reasons for this disparity, Koll and Hill (2008)
asserted that adult educators do not feel comfortable with web technologies because
they have not explored adequately how new and emerging technologies could enhance
their work practices. Young people tend to be more aware of web technologies than
older individuals as they are always on the web scouting for information and new ways
of accomplishing tasks.
The mean ratings of experienced and less experienced business educators in
tertiary institutions in south east Nigeria showed that experienced and less business
educators did not differ significantly in their ratings on the extent of awareness of
educational benefits of Web 2.0 technologies. This result disagrees with the findings of
Yeun, Yaoyuneyong and Yeun (2011) who reported that years of experience in teaching
predicts one s interest, perception and overall experience with Web 2.0 tools. They
noted that experienced teachers are more aware of the benefits of Web 2.0 tools than
teachers who have fewer years of experience in teaching.
The test of the fourth hypothesis revealed that business educators in universities
and colleges of education did not differ significantly in their ratings on the extent of
awareness of educational benefits of Web 2.0 technologies. This result is in disagrees
with the report of Meyer and Xu (2009) that university lecturers are more aware of the
benefits of web technology than college lecturers because university lecturers focus on
research and teaching while college lecturers focus more on teaching rather than
research.
6. Conclusion
In view of the findings of this study, it was concluded that there existed a fair
awareness of the educational benefits of Web 2.0 technologies. This probably made it
difficult for it to be adopted for educational activities. Business educators level of
awareness of these web tools is not compatible with their utilization for educational
instruction. This implies that business educators may not effectively harness the
potentials of these tools and will find it difficult to tackle the needs of digital learners.
Additionally, poor adoption of Web 2.0 tools for educational instruction implies that
business educators scarcely provide the learners opportunity to create their own digital
learning materials, personal study environments and social groups so as to demonstrate
knowledge and aptitude required in a knowledge-based society. The study also
concluded that young business educators use Web 2.0 technologies for educational
instruction more than older business educators. The reason for this is obvious. The
older business educators are digital migrants who were not trained with these web
tools.
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
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Ementa, Christiana Ngozi, Ile, Chika Madu
BUSINESS EDUCATORS EDUCATIONAL AWARENESS AND ADOPTION OF WEB . TECHNOLOGIES FOR
INSTRUCTIONAL PURPOSES IN TERTIARY INSTITUTIONS IN SOUTH EAST NIGERIA
7. Recommendations
Sequel to the findings and conclusion of the study, the researchers make the following
recommendations:
1. Business education curriculum planners, developers and implementers should
revise the curriculum framework of business education programme to ensure the
inclusion of web technologies in order to enhance collaboration, inclusive
participation and interaction between teachers and students.
2. The management of tertiary institutions as well as professional bodies like the
Association of Business Educators of Nigeria (ABEN) should institute regular
workshops, symposia and seminars to train members on the use of Web 2.0
technologies. This would strengthen their instructional competencies.
3. All business educators should keep abreast with emerging technologies and find
ways of adopting them for educational instruction. This would make them to be
digitally compliant and have the capability to apply the new technologies in the
instructional process.
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