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PROJECT TOPIC- INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) UTILIZATION IN TEACHING BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN IDEMILI NORTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE

PROJECT TOPIC- INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) UTILIZATION  IN TEACHING BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN IDEMILI NORTH  LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Abstract

The study focused on the Information Communication and Technology (ICT) Utilization in Teaching Business Studies in Junior Secondary Schools in Idemili North Local Government Area of Anambra State. Descriptive survey research design was adopted for the study and the population of the study comprised of 4,386 teachers and students in the twenty one junior secondary schools. Sample of the study consisted of the entire 300 respondents mainly teachers and students. Structured questionnaire was formulated as an instrument for data collection which was validated by three experts, two from Business Education Department and one from Science Education Ebonyi State University. The data was analyzed using simple statistical mean and standard deviation. Results from the data analyzed showed that: ICT is important in teaching and learning of Business studies in junior secondary schools, ICT competencies are required by Business Studies teachers in teaching Business Studies in Junior Secondary Schools, to a low extent is computer equipment available in Business studies in Junior secondary schools and finally, lack of qualified teachers to teach ICT in schools, lack of electricity, lack of computers, lack internet or slow connectivity and expensive modem/Air time are problems militating against effective utilization of ICT in teaching and learning of Business Studies in junior secondary schools. Based on the findings, the study recommended that: Government should equip all government owned secondary schools with ICT equipment ranging from internet access equipment as it aid for easy learning process; teachers should be trained on how to utilize ICT facilities for effective teaching and learning and that government should provide ICT equipment and also finance the school system on the bases of equipping schools with the needed resources.

CHAPTER ONE

INTRODUCTION

Background to the Study

There has been increasing interest in introducing innovations such as Information and Communication Technology (ICT) into the teaching and learning of business studies especially when the Nigeria Education and Research Development Council (NERDC) introduced a modern curriculum into the school system. Information and Communication Technology (ICT) involves the use of computers and other electronic devices to process information.

Nworgu in Ibelegbu(2013) stated that ICT refers to a whole range of facilities or technologies involved in information processing and electronic communication to be handled with skills and expertise, for effective achievement and realization of its potentials in Education. In the view of Valasidou (2008), ICT is an innovative instrumental tool that enables the educators to modify the teaching and learning processes in order to increase students’ interest.

Brown (2009) explained that ICT is considered very crucial for the achievement of various educational objectives in terms of expanding thecitizenry access to education at all levels and improving the quality of teaching and learning process. in the explanation of Daniels (2002), the use of Information and Communication Technologies in the educative process has been divided into two broad categories: ICTs foreducation and ICTs in education.

ICTs for education refers to the development of ICTspecifically for teaching learning purposes, while the ICTs in education involves the adoption ofgeneral components of ICTs in the teaching learning process. Effiong (2005) emphasized thatICT use in school curriculum depends highly on the teachers who will use ICT to teach the students. This requires that teachers should have the ability to incorporate ICT into teaching andlearning.

Okereke (2008) noted that, application of ICT to teaching and learning makesinstructions more effective and productive. In this regard ICT is viewed as innovations thatenable business studies teachers facilitate teaching and learning of business studies.Business studies is an academic subject that helps students to be exposed to realities ofbusiness practices. The subject is designed to introduce students to the foundational knowledge of the principles and practices of business.

Okute (2014) opined that business studies is thefundamental subject which has to do with acquisition, conservation and expedition of wealth.Osuala (2004) stated that business studies help the students to make informed decisions ineveryday business of living. Obi (2014), explained that business studies prepares students for Business career or enables those in that career become more efficient and advance to higherbusiness positions. In the view of NERDC (2007), business studies will enable the students to:

  • acquire the basic knowledge of business studies;
  • develop the basic skills in office occupation;
  • prepare for further training in business studies;
  • have basic skills with which to start a life of work;
  • have basic skills for personal use in future;
  • relate the knowledge and skills they have acquired to the national economy.

These objectives can be achieved through teachers’ effectiveness, who is the implementers of curriculum.A teacher is an individual who is trained in pedagogy and teaching areas of a particular subject to impart knowledge, skills, and attitudes to students in an institution. According to Olaitan, Alaribe, and Nwobu (2009), a teacher is a person who communicates knowledge, skills and attitudes to someone in a school.

Okute and Agomuo (2010) noted that a teacher is a facilitator of learning; who helps students to realize their full potentials educationally,emotionally, and socially in career selection and transition. Garba and Dambe (2007) defined a teacher as one who possesses practical and theoretical knowledge of his vocation, has clear understanding of the students he teachers, and ensures that he increases in the knowledge of hisfield at all times. There are male and female business studies teachers.

These teachers are trained in different higher institutions of learning where they obtain various qualifications. In this study, a business studies teacher is someone who is trained in pedagogical areas of business education and is charged with the responsibilities of imparting acquired knowledge, skills and attitudes of business studies to students in junior secondary schools.

Secondary school is the school for young people between the ages of 11, 16 and National Policy on Education (FRN, 2008) defined secondary education as the education children received after primary education and before the tertiary stage. Secondary schools are divided into junior and senior sections. The junior secondary school is both pre-vocation and academic. The ability of business studies teachers to teach students ICT depend on the level ofICT skills possessed.

In Anambra State, new curriculum in business studies has been put in place by the government to replace the old one. The newcurriculum contains some component of ICT such as computer appreciation, word processing,data processing, and the use of internet which were absent in the old curriculum of businessstudies.Computer appreciation entails the general understanding of the basic building blocks ofthe computer systems, literacy in operating the computer and using the window interface calledwindow explore and other similar interfaces. Azuka (2000) explained that keyboarding should beemphasized along with the traditional typing; the author identified closer relationship betweenthem likewise word processing, data processing and the use of the internet.

Word processing is the application of computer for manipulating text-based documents;the electronic equivalent of paper, pen, typewriter, eraser, and most likely, dictionary andthesaurus (Encarta, 2009). According to Agomuo (2005), word processing can be likened to atypewriter inside a computer in that it incorporates all the duties of a typewriter which basicallyare: the ability to type and produce text on paper, store and manipulate text in documents and getprinted copies.

But when using computers, it deviates a little from the common typewriter. Thereis the enter key replacing the carrier movement and there are commands (simple ones) forparagraph, indent, spacing and so on. In addition, one can: store the document for futurereference or use; make corrections to the documents very conveniently; format your documentsto a wide variety of specification; automate some functions such as page numbering, generationof indexes; check the spelling of text in your document for correctness; and have greater controlover page layout attribute such as margin and so on. Other area where computer is most useful in daily activities is in the use of the internet and data processing.

The internet is a computer-based global information system (Comer, 2009). It iscomposed of many interconnected computer networks. Each network may link tens, hundreds, oreven thousands of computers, enabling them to share information. The Internet has made itpossible for people all over the world to communicate with one another effectively,inexpensively and to have free access to useful data for further processing.

Data processing deals with the analysis and organization of data by the repeated use ofone or more computer programmes (Kogge, 2013). Data processing is used extensively inbusiness, and in all areas in which computers are used such as education, to process dataeducationally by the teachers and other education administrators. Notwithstanding the aspect of ICTs implementation in Junior Secondary Schools, most schools lack the facilities for effective teaching and learning process in the areas.

According to Hennessy and Bridley in Uwameiye (2015) asserted that students of Business Studies discipline cope with the new technology equipment but vehemently suffered for certain factors such as: lack of Ict teachers, unstable power supply, lack of fund and limited access to internet facilities. The researcher observed that business studies teachers in AnambraState have some difficulties in teaching the ICT component of thecurriculum; therefore, they need improvement.

Improvement means change for something better. Improvement, in the explanation of Robinson (2012) is the development of circumstances in which something is lacking to betterstandard or quality than before. In this study, improvement is viewed as the act of making thelevel of skills acquired by business studies teachers in ICT better. For business studies teachers to improve in their teaching of the ICT components in the curriculum they need to upgrade theirskills. Therefore, it is necessary to determine ICT skills needed by business studies teachers for effective instruction in junior secondary schools in Anambra State.

PROJECT TOPIC- INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) UTILIZATION  IN TEACHING BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN IDEMILI NORTH  LOCAL GOVERNMENT AREA OF ANAMBRA STATE

Statement of the Problem

In Anambra State, new curriculum in business studies has been put in place by thegovernment to replace the old one. The new curriculum contains some component of ICT such ascomputer appreciation, word processing, the use of internet and data processing, which wereabsent in the old curriculum of business studies. The researcher observed that most businessstudies teachers in junior secondary schools in the state have some difficulties in teaching theICT component of the curriculum.

The present business studies teachers are those that were trained and had been working inschool system many years ago particularly before the introduction of modern technologies inteaching and learning of business studies. These teachers were not trained with modern ICTtechnologies and facilities. This suggests that the training they received seems to be irrelevant tothe present curriculum because of technological changes taking place in work places where the

students will find themselves after graduation. The inefficiency of business studies teachers inimparting ICT skills to junior secondary school students has been noticed in the students’inability to do well in work places. Ademiluyi (2007) observed that most business studiesstudents do not have the ability to succeed in private enterprise.

The researcher observed that many junior secondary school students after graduation findit difficult to establish and manage small businesses, particularly those who had no opportunityfor further training. Those who tried to work in business centres where information is processedwith modern technologies found it difficult to manipulate computers and other ICT equipment.

Olufemi and Onyenu (2010) affirmed that the influence of technologies has rendered manual skills inadequate for the world of work while creating needs for new sophisticated skills.Inadequate information communication and technology equipment made available and the inability of the teachers to adapt and utilizes ICT equipment. From the background information provided above, the need for accessibility and utilization of ICT facilities by the academic in secondary educational system cannot be over emphasized. It is based on this foregoing that the study tend to empirically test the utilization of ICT facilities in the teaching of business studies in secondary schools in Idemili North Local Government Area of Anambra State.

Purpose of the Study

The major purpose of the study is to ascertain the utilization of Information Communication and Technology (ICT) in teaching Business Studies in Junior Secondary Schools in Idemili North Local Government Area of Anambra State. Specifically, the study tends to:

(1)Findoutthe benefit of ICTs in teaching and learning of Business Studies in junior secondary schools.

(2) Ascertain the ICT competencies needed by Business Studies teachers in teaching Business Studies in junior secondary schools.

(3) Extent to which computer equipment availablein teachingBusiness Studies in junior secondary schools.

(4) Examine the problemsmilitating against effective utilization of ICT in teaching and learning of Business Studies.

Significance of the Study

The findings ofthis study will be beneficial to business studies teachers, junior secondary school students, schooladministrators, government, and curriculum planners at teachers’ preparation stage and fellowresearchers with keen interest in ICT skills needed by business studies teachers for effective and quality instructional delivery.

Business studies teachers will find the study useful. The findings of the study will enablethe teachers understand ICT skills they needed and their importance. They will have first handinformation on ICT skills they are required to acquire in order to face the challenges ofknowledge update through seminars, workshops and conferences. Business studies teachers willknow the vacuums of ICT skills they need to fill up in their academic lives and timely too, toremain relevant in their profession. Also, this will help to further equip them for better servicedelivery in teaching and coordinating the conduct of the students during teaching and learningprocess.

Junior secondary school students will also benefit from the result of this study. The studywill help them to be better informed on the relevant ICT skills they need to acquire. They willalso know the level of skills they currently posses and seek to fill any gap/vacuum created.

The result of the findings will be of immense benefit to school administrators and thestate government. It will provide information that will help them to see the need for adequateprovision of ICT facilities and materials, organizing workshops, and in-service training ofteachers at the junior secondary school levels in the state. The state government will have betterunderstanding of their participatory responsibilities in curriculum effectiveness.

The findings that will emanate from the study will provide wealth of information neededby curriculum planners for curriculum review and update at teachers’ preparation stage. It willhelp curriculum planners to be more comprehensive in scope, also, to give participatoryopportunities for more learners’ achievement.

Finally, fellow researchers with keen interest in the identification of ICT bybusiness studies teachers in computer appreciation, word processing, the use of internet and dataprocessing will be helped to be more focused by the information that will be provided by thestudy. It will serve as a good starting point for any further meaningful research in this area ofstudy.

The revealed of this study will aid the teachers to know the impact of ICT instructional aids in teaching and learning process, hence, this will induce them to incorporate ICT aids in their lesson. It will help them to embark on the use of teaching aids so as to avoid poor academic performance among the students

Scope of the Study

The study focuses on theutilization of ICT in teaching of Business Studies in junior secondary schools. Only government owned junior secondary schools students will be used for the study. The study covered; ICT skills needed by Business Studies Teachers, ICT equipment for teaching of Business Studies, the utilization of ICT material in teaching business Studies, benefiting of ICT to Business Studies students, finally, factors affecting the teaching and learning of Business Studies. The study was carried out in Idemili North Local Government Area of Anambra State.                                                                                                                                                                                                                                                                                  

Research Questions

The following research questions were formulated to guide the study:

(1) What are the benefit of ICTs in teaching and learning ofBusiness Studies in junior secondary schools?

(2) What are the ICT competencies needed by Business Studies teachers in teaching Business Studies in junior secondary schools?

(3) To what extent are computer equipment are available in teachingBusiness Studies in junior secondary schools?

(4) What are the problems militating against effective utilization of ICT in teaching and learning of Business Studies?

PROJECT TOPIC- INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) UTILIZATION  IN TEACHING BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOLS IN IDEMILI NORTH  LOCAL GOVERNMENT AREA OF ANAMBRA STATE

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