INFORMATION TECHNOLOGY COMPETENCIES NEEDED BY BUSINESS STUDIES TEACHERS IN SECONDARY SCHOOLS IN ABAKALIKI EDUCATION ZONE
The study was conducted to assess Information Technology competencies needed by Business studies teachers in secondary schools in Abakaliki education zone. Four specific objectives and corresponding research questions provided guide for the study. Four hypotheses were tested in the study. The population was 234 business studies teachers from all the secondary schools in Abakaliki Education zone. The sample size used for the study was drawn using 70 percent of the entire population given rise to 164 respondents. The instrument for data collection was “IT competencies required by business studies teachers (ICBST)” which consist of 55 literature-based items meant to elicit information from the respondents. The reliability of the instrument was ensured by trial-testing it in secondary schools in Onueke educational zone and data collected were subjected to Cronbach alpha reliability computation which yielded an index of 0.88 was obtained. A total of 164 instruments were administered to the respondents but 152 were correctly filled and returned. Mean, standard deviation and t-test statistical techniques were used to analyze the data that emerged from the study and the hypotheses tested at 0.05 alpha level. Results from the data analyzed showed that: Business studies teachers in secondary schools need data base competencies, word processing competencies, spread sheet competencies and power point competencies. The finding also revealed among others that there is no significant difference on the mean rating of business studies teachers in urban and rural areas on spread sheet competencies they require and there is no significant difference on the mean rating of business education teachers in urban and rural areas on word processing competencies they require. Based on the findings of the study, it was recommended, among others, that business studies teachers should be trained and encouraged to acquire different computer competencies necessary for their teaching activities. One of the implications of the study is that business education teachers in secondary schools need database competencies which means that the competencies are very relevant in achieving effective teaching and learning of business subjects.
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