CHAPTER ONE

INTRODUCTION

Background to the Study

The emergence of Information and Communication Technology (ICT) has totally

revolutionalized the way we access, process, store, retrieve and disseminate information

within organizations or across the globe, whether it is in vocal, pictorial, textual, numeric,

or macro electric based hence ICT is now a topical issue in Nigeria (Ubulom, Enyekit and

Onuekwa, 2011). They further said that, ICT encompass a range of technologies and

application systems of microprocessors that have had profound impact on the society and

its way of life.

Information and communication technology is daily giving rise to new concepts,

new ideas and making impact not only in the industries/businesses but also in the

education sector. ICT has simplified education through the utilization of electronics

media, internet and among others. The production and introduction of calculators and

computer in the education system worldwide has helped in simplifying teaching and

learning in schools, thereby promoting national stability and economic survival.

The entire world has become a global village through information and

communication technology. The new wave of Business Education and ICT is a dynamic

change cutting across every country; a change that is being experienced even more in

developing countries.ICT, globalization and educational technology cannot be ignored by

any nation hence there is need for continued application of ICT in all spheres of

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educational activities in order to achieve the much desired growth which will enable

enhanced technological, social and economic advancement in the developed world (Ibe,

2010).ICT which are technological gadgets which are used in receiving, processing,

storing, and disseminating information. According to Humby (2004) information

communication technologies are electronic technologies used for information storage and

retrieval.

Business education is a programme geared towards the acquisition of knowledge

and skills needed in the work place. Business Education revolves round the creation and

processing of data and management of information in the system, particularly in office

technology and accounting education. Generally, education emancipates man and makes

him capable and fit for the world of work. In the words of Osuala (2004), there is no basis

for comparison between the knowledge provided through the traditional teaching method

and that given through ICT. In the view of the increasing need for effectiveness,

efficiency and continuity, compared with the rapid expansion of business outfits, and ever

increasing commercial transactions, it has become imperative that new entrants into the

world of work and in particular Business education graduates, should be well prepared.

The convergence of tools of ICT with the education process has brought to the

fore emerging competencies which are not present in the various curricula for producing

office workers. Emerging technologies under ICTs, such as E-commerce, the internet,

peach trees, multimedia system and other digital communication means are positively

impacting on the ways of educational instructions. Despite this supposed impact, the

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products of Nigerian educational systems are not receiving pedagogical and manipulative

training through full Utilization of ICT in educational instructions. The paucity of

resources of ICT in Nigeria educational system appears to make her a poor ICT based

educational instruction country.

Business Education graduates may find themselves working in offices where ICT

equipment abounds or teach in a school where ICTs are used as instructional materials.

Such equipment and their accessories may challenge them. In the light of the above, it is

clear that, it is only through the proper implementation of ICT assisted learning that

graduates of Business Education would be relevant in fully automated office of today.

This has made it necessary for management to rely on the unlimited capacity of ICT. The

internet has been described as a global connection of many different types of computer

networks linked together. It enables you exchange information with other computer users.

The electronic mail (e-mail) enables one to communicate through electronic

means (computer and telephone handsets). Substantial amount of mails are sent through

this method. Teleconferencing is another interesting aspect of ICT, which allows the

ability of user to converse with others in the actual time, speaking and being seen through

their screen. Thus, allowing group of users from different geographical locations to be

linked together. However, all the technological advancement means are all the processes

that integrate computer and communication device with the traditional manual process.

Virtually every office function should be automated, thus enhancing the office workers’

job.

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 From the foregoing therefore, the researcher embarked on this study to assess the

utilization of ICT in the teaching and learning of business education to bring about

competency in the beneficiaries and also influence the academic performance of students.

Statement of the Problem

Information and communication technologies are already a vital factor in

successful development of education.ICT has become a critical tool for professional

training. The sooner learners know how to use products of ICT, the easier they can find

their way to capture the newest methods of data acquisition, transformation and

utilization to improve knowledge.

The level of development and utilization of modern technologies in different

countries is determined not only by their material resources but, to a large extent, by the

degree of society’s ability to produce, absorb and apply new knowledge. The era of new

ICTs does not eliminate the most difficult problems that the world of education faces now

which have to be solved irrespective of whether the new technologies are adopted or

rejected. According to Nwanewezi (2010), the availability and utilization of ICT in the

teaching and learning have generated serious concerns and worries. ICT, despite its

numerous uses in the teaching and learning process could be lagging in several tertiary

institutions for the teaching/learning of Business Education courses. This is because there

might still be a large number of lecturers who still have to fully appreciate the importance

of ICT in realizing their teaching objectives, while many may find themselves

incompetent to handle ICT as instructional delivery tool.

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 The worry here is that, the world is advancing day by day in the use of technology

and if the old conventional method of teaching is still in-use in the field of business

education it might led to producing of graduates who have little or no orientation in the

handling of modern technology.

Therefore, the problem of this study is to assess the of utilization of ICT as

instructional delivery media and consequently the availability of ICT tools for

instructional delivery in business education in colleges of education.

Purpose of the Study

The purpose of the study is to assess the utilization of Information communication

technology in business education in colleges of education EDO state. Specifically, the

study sought to ascertain the following:

1. Assess the extent to which business education students’ utilize ICT facilities in

colleges of education;

2. To find out the extent lecturers utilize ICT facilities in teaching in colleges of

education.

3. Find out the ICT facilities available to business education students in the various

colleges of education in Edo State of Nigeria;

4. Find out problems encountered by business education students in using ICT

facilities in colleges of education Edo State;

5. Identify the strategies that could solve the problems to enhance the effective

utilization of ICT facilities.

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Research Questions

The following research questions were raised to guide the study. They are:

1. To what extent do business education students’ utilize ICT facilities?

2. To what extent do lecturers utilize ICT facilities in colleges of education?

3. To what extent are ICT facilities available for teaching and learning business

education students in colleges of education?

4. What are the problem militating against the use ICTs by business education

students?

5. How can this problem militating against the use of ICTs by business education

students’ be solved?

The Significance of the Study

The findings of the study will be of immense benefit to all education stakeholders,

particularly, teachers, researchers, policy makers, curriculum planners, students,

government and its agencies and the public.

The findings of the study will be of benefit to the teachers as it will enlighten them on the

need to acquire ICT skills and how this can help to promote professional development

particularly in the teaching of business education courses.

The findings of the study will also be useful to researchers as a source of literature

or related literature that adds to the available material for present and future research

study.

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 It will enable policy makers to carry out a thorough assessment on the

implementation, effectiveness and impact of ICT in the teaching and learning of business

education courses and a subsequent adjustment and follow up actions.

It will also be useful to curriculum experts by drawing their attention to development of

curriculum that ensures relevance, effectiveness, and efficiency of products of

educational system with respect to competency in utilization of ICT equipment available

in colleges of education in Edo State.

The findings of the study will also be useful to government and its agencies,

especially to ministry of education. The outcome of the study will provide useful

information as regards the assessment of the utilization of ICT gadget for the teaching

and learning in business education courses in colleges of education in Edo State which

will facilitate their effective supervision and monitoring

The findings of the study will enable students understand better the concept of

business education and usage of ICT equipment and its relevance in proffering solution to

daily problems in academic and application of knowledge and skills gain in the world of

work. It will also provide vital insight that will enable the students to adjust to the

dynamic and technologically advanced world that we are.

Scope of the Study

The study is focused on the assessment of the utilization of Information

communication Technology in business education in colleges of education in Edo state,

Nigeria only. The study is specifically to assess the extent of availability of ICT, effective

7
utilization ICT, problems and solutions militating against the use of ICT facilities in

teaching and learning of business education only.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of related literature was organized along the following headings:

 Theoretical framework

 Overviews of Information and Communication Technologies (ICTs) and Business

Education;

 Overview of Availability of ICT Resources for Business Education Students in

Colleges of Education;

 Utilization of Information Communication Technology Resources

 Advantages of Information and Communication Technology (ICT) Facilities in

Colleges of Education;

 Information and Communication Technology (ICT) Skills Possessed By Students

in Colleges of Education in Nigeria ;

 Problems Militating Against Students’ Utilization of ICTs in Colleges 0f

Education;

 Possible Solutions to Problems Militating Against Effective Utilization of

Information and Communication Technologies (ICTs) in Colleges of Education

Review of Related Empirical Studies

Summary of the Literature Reviewed

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Theoretical Framework

The theoretical framework of this study is based on the innovation diffusion

theory propounded by a French sociologist Gabriel Trade in 1903. His theory provided a

general framework within the social impact of a technology can be modeled and in so

doing, it seeks to provide insight into the characteristics of those groups who will adopt a

technology at a different phases, or into characteristic inherent in the technology that may

influence specific groups to adopt it.

Although Everett Rogers and Geoffrey Moore did a contemporary work on

innovation diffusion theory. The original diffusion research was done as early as 1903 by

the French Sociologist Gabriel Trade who plotted the original S-shaped diffusion curve

deposited in the figure below. Trade’s 1903 S-shaped curve is of current importance

because most innovation have no S-shaped rate of adoption. (Rogers, 1983) The variance

lies in the shape of the “S” some new innovations diffuse rapidly creating a steep S-

curve; other innovations have a slower rate of adaptation, creating a more gradual slope

of the S-curve.

The rate of adaptation or diffusion rate has become an important area of research

to sociologists and more specifically to advertisers (Diffusion of Innovation Theory,

n.d.).

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diffusion of innovations according to Rogers. With successive groups of consumers
adopting the new technology (shown in blue), its market share (yellow) will eventually
reach the saturation level. In mathematics, the yellow curve is known as the logistic
function. The curve is broken into sections of adopters.

Diffusion is the process by which an innovation is communicated through a

certain channels over time among the members of a social system (Rogers, 1995)

Diffusion is a kind of social change, defined as the process by which alteration occurs in

the structure and function of a social system. When new ideas are invented, diffused and

are adopted or rejected leading to certain consequences, social change occurs (Rogers,

1995). Every truly innovative high tech product starts out as a fact something with no

known market value or purpose but with “great properties” that generate a lot of

enthusiasm within an in-crowd, that is , the early market. Then come a period during

which the rest of the world watches to see if anything can be made of this (Moore, 2002).

Perhaps the principal theoretical perspective on technology acceptance is innovation

diffusion theory which has been at both individual and organizational levels of analysis.

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Its primary intention is to provide an account of the manner in which any technological

innovation moves from the stage of invention to widespread use (or not). Through not

concerned with information technology exclusively, diffusion theory offers a conceptual

framework for discussing acceptance at a global level. Diffusion theory posits five

characteristic of innovation that affect their diffusion

 Relative advantage (the extent to which a technology offers improvements over

current available tools)

 Compatibility (its consistency with other practices and norms among its users)

 Complexity ( its ease of use or learning), triability ( the opportunity to try an

innovation before committing to use it), and

 Observability (the extent to which the technology’s outputs and its gains are clear

to use).

Each of these characteristics on its own is insufficient to predict either the extent

or the rate of diffusion, but diffusion studies have demonstrated that innovations

affording advantages, compatibility with existing practices and beliefs, low complexity,

potential triability, and observability, will be more extensively and rapidly diffused than

an innovation with the cluster of opposite characteristic. An early meta-analysis of the

innovation diffusion literature found that three of these characteristic had the greatest

influence on adoption; compatibility advantage were positively related to innovation

12
adoption (P<0.05), while complexity was negatively related to adoption at marginally

significant (P<0.062) levels.

It can be noted that ICT is new and trending, and as such needs to be accepted to

the school system, hence the need to assess the utilization in teaching and learning,

especially in Business Education.

Overview of Information and Communication Technologies (ICTs) and Business

Education

Under this sub-heading the researcher will consider the following concepts and

the concepts shall be examined thus;

 Information communication technology (ICTs)

 Business Education

Concept of Information Communication Technology (ICT)

Information and Communication Technologies (ICTs) is an umbrella term that

embraces three major terms: Information, Communication and Technology stands out.

Utulu (2008) opined that, “the term Information and Communication Technology (ICT)

evolves from Information Technology (IT) when the processing of information with

electronic technology integrated with telecommunication technology’’. ICT and

Information Technology (IT) are similar concepts that can be used interchangeably. IT

implies tools used for communication and therefore it becomes obvious that the two

terms are synonymous and can be applied in the delivery of instructions in business

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education courses. Information and Communication Technology (ICT) can also be

viewed as composite term, which embodies three important concepts:

· Information

· Communication

· Technology

To understand ICT, one must understand all the above listed three concepts. The

term “Information” is an elusive term that means many things to many people, depending

on the context. Scientifically, information is a processed data. Information, though

abstract, could also be visualized as a commodity, which could be bought or sold

(Womboh et al 2008).

The term Information and Communication Technologies could refer to the

convergence of interests between electronics, computing and telecommunications- all of

which lead to the rapid development of microelectronics. According to Osuagwu (1999),

Information and Communication Technology refers to the convergence of

microelectronics, telecommunications and computer. These definitions, bring to the

limelight the position occupied by computer telecommunication in the business of ICTs.

The components of Information and Communication Technology, therefore, include the

following: computer systems, communication systems (Telecommunications, Telephone,

Satellites, Telex, Fax, E-mail, Facsimile, Internet, Video Text, and Document Delivery),

Reprographic Systems (Micrographic Electronic Copiers, Word Processing) Microwave

systems (Radio, television) Access to information is fundamental to good academics

14
performance of students to enable them access and use information more easily and faster

way, which can be facilitated with the use of ICTs . Information and communication

technologies (ICTs) has over the years given definitions in plethora of literature.

Omekwu (2005) defined Information and Communication Technologies (ICTs) as any

technology including the computer hardware, software and telecommunication networks

that enable the transmission, processing, storage organization and the retrieval of

information for understanding, decision making and taking. On the other hand,

Communication Technology (CT) essentially encompasses all other technologies that

enable humans to communicate and transmit information, such as the radio, television

and telephone. The integration of IT systems with CT systems develops into ICT systems

with enhanced capacities and capacities for the transmission. Similarly, Margbalai (1987)

viewed IT as a term that encompasses the notion of the application of technologies to

information handling. In addition, Matthew (1999) posited that, IT could be defined as

the mechanism used to process, store and transmit information, which could be in

numeric, text and graphic form. Similarly, Oni (2000) equally submitted that information

technology comprise all the electronic infrastructure and facilities employed by business

educators to improve and provide efficient services. Consequently, IT in the business

education holds the key to effective and more appropriate delivery of information

services in the information age. Nwachukwu (2005), viewed IT as a term that

encompasses the application of technologies to information handling (generation, storage,

processing, retrieval, dissemination) etc.

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 Daniel, Oketunji, Okojie and Abdulsalam (2003) have observed that the

information technologies used in delivery of instruction in business education today is a

combination of computers, storage media and telecommunications. In other words,

computers provide the processing storage and retrieval capabilities of information in the

business education while, telecommunication provide the capabilities for transfer and

communication of data (information) from one workstation to another.

Undoubtedly, ICT is positively affecting on all facets of business education.

Today ICT facilities such as computers, software, audio tapes, video tapes, scanners,

printers and other information gadgets have been derived to cope with and make for a

quicker, wider flow of quality information and better Business Education programme.

Akintunde (2004) defines ICT as a terminology that has overtaken information

technology (IT) because of its appropriateness and relevance. He also stated that

information technology was the technology used in the 80s and the 90s. The current trend

in Information and Communication Technologies (ICTs); Information Technology (IT)

focused on the computer while ICT is a generic term used to denote all activities

connected with computer and other technologies such as electronic media, satellites,

telecommunication and storage.

Oketunji (2002) observed that Information and Communication Technology

(ICTs) in the Business education could be divided into three categories:

Computers: This is used to process data, sort data, store and retrieve information.

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Storage Media: This includes both internal and external devices such as Compact Disk,

Read Only Memory (CD-ROM), Flash Drives and other Storage devices.

Telecommunication: This facilitates the transfer or communication of data and

information. Alemna, (1990) defined information as the transmission of human

experience; a signal or a stimulus, a symbol or a set of symbols with the potential for

meaning. Thus, man’s activities are therefore driven and information dependent. Business

education progamme therefore, should be able to meet the information needs of its

beneficiary. Information is an important commodity that is required by every individual

and organization in meeting every mundane activity. All human activities according to

Tiamiyu (1999), entails communication activities of various kinds of and its process of

creating, sending, receiving, understanding and using information in various forms.

Tiamiyu (1999) identified the life circle of information as passing through various

stages namely creation, organization, storage, retrieval, transfer, dissemination, use and/

or disuse. For him, information service is any activity performed to facilitate any of the

stages of the life cycle of any piece of information. Information service helps to

transform or convey information from a specific format, medium, location, and /or time.

Communication on the other hand, refers to the transfer or exchange of

information from person to person or from one place to another. When action produces a

reaction, whether positive or negative, communication has take place. James, et al.,

(2004) defined communication as a process: a transfer of information, ideas, thoughts and

messages. It involves a sender, a receiver, a code and, a language that is understood by

17
the sender and the receiver. According to Womboh & Abba (2008), Technology refers to

the use of scientific knowledge to invent tools that assist human beings in their efforts to

overcome environmental hazards, and impediments to comfort.

In this regard, technology refers to the things like the computer, telephone, cell

phone, GSM handsets, television, radio, etc. Thus, ICT can be defined as the acquisition,

analysis, manipulation, storage and distribution of information; and the design and

provision of equipment and software for these purposes. (De Waterville and Gilbert

2000). Information communication technology is define by UNESCO as form of

technology used for creating, displaying, storing, manipulating and exchanging

information. Meleisa (2007), information communication in general consists of

computers, hardware and software, networks learning management system, e-mail,

internet, telephone, television, radio etc. in the1960s and 1970s. Schools and universities

started to use printed material, television, radio, overhead projectors and movies in

teaching. Since personal computer and the internet began being more widely used in

1980s and early 1990s, the use of ICTs in education has grown rapidly. The proliferation

of personal computers and the internet resulted in significant changes in the

implementation of ICTs in education.. ICTs include not only learning resources but also

tools to facilitate interaction and collaboration (Caladione 2008). Learning management

systems such as Blackboard AND Web CT became widespread. Social networking sites

(e,g, Flicker, facebook, foursquare, and yahoo) permitted people to create profiles and

upload information including text, photos, audios files and video files.

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Concept of Business Education

Business education as a concept in Nigeria is known or called several names in

the past, such as commercial studies, commercial education, secretarial education, office

education and distributives education. The concept gained prominence when emphasis

was placed on acquisition of practical and applied skill for national self reliance and

development, in the early years of Nigerian nation, the Christian missionaries and the

Colonia government, established grammar schools and neglected the establishment of

schools for the study of business education. Private individuals and organization took

advantages of the vacuum and established their own schools, which they ran according to

their own abilities.

Business education is the type of education that assists individual to acquires

skilled, which they can apply to solves problem in business occupations such as

secretary, accountancy, administration, management, marketing, word processing e.t.c

Business education is a part of vocational, technical and general education

system. According to Mathew E.I (2003) in Joint Committee of National Business

Education Association (1980) define business education as a broad comprehensive

discipline whose instructional programme encompass:-

(a) The knowledge, attitude and skilled needed by all citizen in order to effectively

manage their personal business and economic system and

(b) The vocational knowledge and skill needed for entry level employment and

advancement in a broad range of business careers.

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 According to Njoku (2007) further posited that business education is educational

programmes that equip the recipients (student) with functional saleable skills; knowledge

and attitude or value that enables them operates in the environment they find themselves.

Also according to Nwosu (2006) is a programme which prepares youths for

vocation and provides them with relevant information concerning their lives both as

citizen and as individuals.

Availability of ICT Resources for Business Education Students in Colleges of

Education

In the mastering and understanding ICT basic skills that are involve in Business

Education programme,. There is the need to know the ICT resources that are involved in

the teaching and learning of business education curriculum that is ICT-based.

Agwumezie (1999) stated that resources are needed for the implementation of business

education programme that is ICT-based. These include interactive whiteboard,

hardware, software and telecommunications in the form of personal computers,

scanners, digital camera, telephones, faxes, modem, teleconferencing, compact disk,

overhead projector, film strip, digital video disk player, recorders and television and

programs such as database systems used in education(Onah and Okoro, 2010).

The federal government of Nigeria has made some effort to enhance ICT

resources in teaching and learning in its tertiary institutions of learning. Two of such

effort are the partnering with Afrihub-Zinox to provide ICT sustainability intervention,

and the Commissioned Digital Programme (DAP) in tertiary institutions Nigeria

20
(Ndukwe,2007). This programme involve the provision of ICT resources to as many

educational institution as possible across Nigeria. Under the programme the selected

institution were equipped with computer laboratories, fully installed with computer and

computer networks, furniture and internet facilities. These facilities were backed-up with

structural renovation of buildings and supply of air conditioners and power generators.

The provisions of adequate and appropriate learning experience which generate effective

and meaningful learning requires adequate resource in the implementation of such

learning (Ugwuanyi, 2012). Ironically, many tertiary institutions were not beneficiaries

of the partnering. Ojukwu and Ojukwu (2006) attributed this lack of not reaching all

tertiary institutions with this program of ICT resources provision to poor funding of the

programme.

The mandate of Business education programme is to train, prepare and expose

students to career opportunities in the world of business. Business education programme

is ICT-based and cost-intensive. The funds to meet up with these cost-intensive

resources are always inadequate to meet up with the installation of the required

equipment or facilities as resources for teaching and learning in Business Education

programme.

According to Osuala,(2004) the ICT resources that are available in teaching of

business education courses which are:

 Internet

 Slide projectors

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 Overhead projector

 Computers

 Calculators

 Word-processing

 Audio-video retrieve systems

 Individual Audio application

 Videotape recorder (VTR)

 Sound on paper systems

 Dial access system

The above named resources will be explain below:

Internet: it is a worldwide communication system. It is often referred to as the Net. It is

international network. Through internet, instructional material such as syllabi lecture

notes, presentation assignments and announcement sent could be available online. Using

internet will enable teacher and student to collaborate on research and come out with a

creative project even with those who do not live in the same city or country. The internet

possibly is the large store of information on this planet. Everybody can be part of it. The

internet is millions of computer linked together in a global network given access to more

information than a librarian could ever imagine or dream of.

Slide Projector: the slide projector is a machine that rely on the aid of an efficient lens

system and a sufficiently powerful lamp in the order to project image from transparencies

onto a screen. Slide projector are often equipped with the push-button control wired to
22
the projector. This enable the teacher the opportunity to change slides in the slide carriage

as he lectures in any convenient position in the class. It is used to convey information,

teach a skill or effect an attitude change in the learners.

Slides are usually made from a strip of 35mm film and they are usually mounted on 2 by

2 inch cardboard, glass or plastic mounts for easy projection.

Overhead Projector: it is a sophisticated machine which projects an image from a

transparency unto a screen. Overhead transparency is an image usually 8 and halve by 11

on clear acetate or plastic which has been prepared for use in an overhead projector. The

overhead projector is a device which throws an image on a screen and it can be used in a

fully lighted or semi darkened room.

This ICT gadget can be used to prepared lesson material ahead of time thereby saving

valuable lecture time. It can also be used in large and small classes as the image projected

on screen is large enough to be seen by many

Computers: The use of computer in the present day teaching and learning is available

because it helps to meet the need of students for greater individuation of instruction and

greater relevant of the subject matter. Computer assisted instruction consists of the

programmed instructional sequences presented with the computer directly usually at a

terminal (typewriter and or video). Using time-sharing methods, a single computer can

provides simultaneous instruction for a large group of student each working

independently and in his own sequence at a tele-typewriter or other terminal connected to

the computer (Osuala 2004). Similarly, Igbinoba, (2005) asserted that teaching and

23
learning of business education courses could be simplified and made more effective

through the use of computer and telecommunication. He said that computer has been

found to effectively aid instruction in the area of tutorial, drill and practice, test

administration, test question, banking, management instruction and simulation.

According to Leon and Leon (20001) computer based training software allow students to

learn at their-own pace in a small steps and give feedback about how much they have

learned.

Calculators: The dual read out types of calculator, commonly referred be as a display

and print calculators in designed for business and commercial application, which requires

additions, calculations, costing and conversations involving units of measurement.

Calculations and results may appear on display screen when the display screen is engaged

when engaged in print; the calculation and result are printed on paper tape. Its wide range

of capabilities and ease of operation makes the dual read on calculation highly desirable

not only in modern offices but also in the business mathematics, laboratory, office

training laboratory and or accounting laboratory when speed and accuracy in variety of

calculations are necessary.

Word Processing: Word processing is the creation, edition, formatting, saving and

printing of documents using the technology of the computer. In the present modern

office, word processing has replaced the traditional typewriting. It has also replaced the

typewriting in the business education courses. In line with this development, Osuala,

24
(2004) has cautioned that business educators most remain aware of the changing scene in

word processing with the ever-increasing technological development and advancements.

Audio-Video Retrieve System: Audio video retrieval system utilized a delivery source

of media transmission by means of audio-video play book equipment that supplies many

reception areas on a close circuit. The audio-video retrieval system have tremendous

impact on the teaching or learning environment in business education (Osuala,2004) he

said that successful and progressive business educators implements system to

complement the programmes of work as determined by the behavioural objectives set for

in a programmes area.

Individual Audio Application: the audio machines have enhanced individualization of

instruction by making lesson element available to student outsides of regular group

instruction pattern. Osuala, (2004) said individualized instructional materials have been

developed across board in business education. He added that reduction of cost and size,

coupled with an increase in operating convenience have cassette audio-recorders

checkout items for individuals student use in open classroom, business education

laboratories, or not of school assignment.

Videotape Recorder (VTR): this magnetic recording device make it to possible to

record activities or programmes for immensely use and or to store the types for future

presentation. This device is very useful in in-services learning as well as within the

classroom environment. A business educator can make effective use of the system based

upon his resourcefulness creative and ingenuity.

25
Sound on Paper Systems: the development in individualized instruction has led to the

introduction of new and refined way creating a sound dimension to paper pictorial and

verbal material. The most common of these is the audio card machine, which produces

card similar to processing cards. Business educators have found the audio card system to

be one of the handiest most utilized of the audio visual media in business mathematics or

accounting.

Dial Access System: the major objectives of dial access system is to provide direct and

individual access to the collection of audio visual materials at whatever tome is most

appropriate to the learning programme. Through the use of a dial access system a teacher

or student has the capability to request available programme, either audio or video. The

materials are directed through an electronic switching system to any of the remote term

throughout a particular state.

Utilization of Information Communication Technology Resources in Business

Education

Effective utilization of ICT resources in teaching and learning of business

education means that teachers should be skilled in the use of ICT tools to improve their

teaching methods. The teachers should be trained and regularly re-trained to acquire the

competencies and skills required for effective utilization of ICT in instructional delivery.

This can be evidenced in the students with the appropriate skills, knowledge and attitude

for employment in various organizations. Effective utilization can be possible with

adequate provision of ICT facilities and infrastructural in business education programme

26
as well as adequate funding of the programme by government and all stakeholders in the

education industry. The argument regarding the sustainability and applicability of ICTs to

affect educational change are well rehearsed. In fact they are so well rehearsed that we

often tend to merely concur that ICTs inherently are a “good thing” for education. But as

Fitzpatick (2003) and many others argue, new technologies should always be approached

with a sense of cautions realism. In adopting a more critical and questioning approach

towards ICT in business education, it first make sense to reconsider precisely why ICTs

are seen to be beneficial to business education. The globalization of the world through

information communication technology (ICT) has brought about knowledge expansion.

Also, ICT is having a revolutionary impact on educational methodology globally, that is

why teachers are today finding out that the traditional methods of managing and

transmitting knowledge and skills are inadequate to deal with the acceleration change. In

order to achieve the highest standard in education, a new approach to teaching and

learning must tend to initiate change, intensify and diversify programs and build a

foundation continuity Ikediugwu (2008). The delivery of a learning, training or educating

by electronic means is known as Electronic Learning (e-learning) Stockley, (2011). It is

the application of network technologies to create, foster, deliver and facilitate learning

anytime and anywhere.

ICT utilizes a broad range of technologies that are applied in the process of

collecting, storing, editing, retrieving and transfer of information in various forms. One of

the major factors or agencies of national development and global competitiveness is

27
Education in the last few decades, ICT has increasingly played a crucial role in all fields

of human endeavors. Its’ been used globally to translate ideas into realizable goals and

develops same in to concrete achievement. ICT is readily useful in the areas of

Agriculture, engineering, medicine, law, architecture, aviation, commerce, insurance,

banking and finance as well as maritime activities. ICT has the potential to contribute to

substantial improvement in the educational system (Moursund, 2005). However today,

relatively little of this potential has been achieved in spite of ICT having significant

impact on traditional school system. They have provided innovation for teaching and

learning, and have engendered advances in research about how people learn in Business

Education, thereby bringing about rethinking the structure of education (Lopez, 2003). It

is widely acknowledge that ICT can be used to improve the quality of teaching in the

school system(Yusuf, 2000).

ICT is mainly utilize through distance learning when it is used for educational

delivery. Furthermore, it could be a tool for enhancing the quality of education and

complementing the traditional methods of education what is known as Blended Learning.

Because of the complexity of e-learning paradigm, its implementation in the developing

world encounter a lot of hitches. These challenges range from technological, attitudinal,

curriculum and pedagogy, institutional readiness, teachers and learners competence,

maintenance to sustainability. However, ICT is utilize to serve as administration

functions. They replace the laborious exercise of filling papers in cabinets and shelves

28
where records accumulate dust over a long period of time. Application of computer can

also be helpful in testing student and scoring tests which helps to reduce paper work.

ICT can also be used for individualized learning. Due to the large classes and

difference in individual learning style and pace, micro-computers will enable the students

process at their own pace and receive continual evaluation feedback and corrections of

errors made. In this way, computer play the role of tutor and present the learners with a

variety of contents symbolic modes.

ICT can also change current pedagogical practice in colleges of education which

depends heavily on the traditional lecture and method. It is universally accepted that ICT

allow more independent exploration, more personally tailored activities, more team work

etc. the roles of teachers therefore changes from information dispenser to that of

information manager( Smith in Aduwa-Ogegbaen and Iyamu, 2005).

The application of ICT make institutions more efficient and productive thereby

engendering a variety of tools to enhance and facilitate Business Education program

activities. For instance e-learning is becoming one of the most common means of using

ICT to provide education to students both on and off campus by means of online teaching

offered via web-based system (Yusuf, 2005).

The ability to use ICT facilities has become an essential part of everyone’s

education. Skills such as book keeping, clerical and administrative work, stock taking and

so forth now constitute asset of computerized practices that ICT skills package: spread-

sheet, word-processing, and data bases (Reffell and Whiteworth, 2010).

29
Advantages of Information and Communication Technologies (ICTs) in Colleges of

Education

Over the years, the introduction of modern Information and Communication

Technologies (ICTs) to business education has drastically changed the technologies

needed to carry out or deliver instructions and also in the acquisition, storage,

cataloguing, dissemination etc. for efficiency and effectiveness. According to Ukachi

(2008), the application of ICT to business education generally has been accepted as the

most effective means of equipping business education graduate with the right skill to

engage in a life of work in the offices as well as for self employment. Given the centrality

of computers to information flow, the use of Information and Communication

Technologies (ICTs) to facilitate research has become indispensable. ICTs are the use of

computer and telecommunications for the processing and distribution of information in

digital, video and other forms (Morris, 1992).The present information technologies have

introduced an epoch of change, revolutionalizing the way we acquire, process, access,

preserve and disseminate information. It is concerned with generation and dissemination

of information using computers and telecommunications.

According to Manali Oak, (2012) the following are the benefits of using

information communication technology to teach business education courses:

1. Easy access to information

2. Greater interest in learning

3. Increased retention of information

30
 4. Robust information storage

5. Better presentation of information

6. Teaching made interactive

7. Knowledge sharing made easy

According to Morum Graginger and Duffide,(1999) the following are the benefits

of using ICT to teach business education courses:

 ICT unlocks Educational Boundaries:

ICT supports virtual or online learning. Unlike physical classrooms, online learning

is flexible and students from different geographical locations can attend the same class

with no need of travelling from those locations. Advancement in virtual ICT has

supported face-to face communication between students and teachers in the virtual

world. In this case, student can easily ask their remote based educators questions using

virtual communication tools like SKYPE. Online education is a new wave in our

education environment and It has made many educational; courses and materials

accessible to anyone in the world. Many colleges and universities are blending their

educational system with online learning tools, and this helps students of these institution

learn from anywhere.

 ICT simplified access to Educational Resources

ICT helps students gain access to open educational resources. These resources are

kept under the public domain and are freely available to anyone over the world-wide

web. These educational resources include electronic books (e-book) Pod-casts, digital

31
libraries, education games, educational videos and instruction, tutorial and much more.

Teachers have embraced like YouTube, to upload recorded lectures, so that student who

missed lectures can access it from anywhere.

 ICT Motivates Student

The use of computers based instruction makes students feel in control of what

they learn. Students find it easy to learn with ICT because computer are patient

compared to humans. Teachers publish educational instructions on classroom blogs of

the assign research work via email, and this gives a student time to study on their own

and have no fear of making mistakes during the process of learning.

 Increases Collaboration Between Teacher and Student

The use of advanced information communication technology in education helps

teacher reach their students easily and it also help students reach their teacher or follow

student in real time. Teacher can use mobile texting application like remind101.com to

text student about on upcoming test or to assign them research topic.

Information and Communication Technology (ICT) Skills Possessed by Students

Colleges of Education in Nigeria

For every business, task and work, skills competencies and training are needed for

efficiency. Such skills and competencies are learnt, developed and sustained through

training, practice and experience. Beck (2002) even equate them by saying, a competency

can be another term for skill. According to Onasanya (1999), skills refer to a form of

specialized skill aimed at providing the trainee with a specialized knowledge, skills and

32
attitudes which are necessary for effective performance in a given position. Skill refers to

the ability to perform well in a task as result of exposure, training or practice. It is not

innately acquired as one must go through training, exposure and experience to acquire it.

That is why a person who has undergone some extensive training on a particular job and

mastered the activity through length of experience is referred to a skilled person or

grouped under the category of skilled labour (Nnachi, 2007).

Like other skills, ICTs are acquired through the application of certain strategies.

Both teachers and students in business education need technological skills that goes

beyond the old conventional way of teaching and learning. This is because, to prepare the

beneficiaries for the world of work and for them to be grounded with the basic principle

and rudiment of business there is need to acquaint them with the skills in handling of

modern technology, as we are now in the technological age. However the ICT skills

needed to be possess by business education students to make them function well are;

skills in Microsoft words, Microsoft excel, power point, Corel draw etc.

Problems Militating Against Students’ Utilization of ICTs in Colleges of Education

The adoption of emerging education in ICT is fraught with some issues and

challenges which as impediment to successful utilization of ICT resources. Madichie

(2006) note that ICTs have and are still making lots of positive impacts on education.

Many researchers agree with the ideas that ICTs role is to be reliable tool which improves

the quality of life and the economic gap between developed and developing countries.

Applying ICT to schooling is an urgent task for developing countries to implement

33
(Parliamentary Office of Science and Technology, 2006). However there are challenges

that developing world is facing and these make the ‘Digital Divide’ continue not only

between countries but also within countries. The hurdles are mainly divided into four

categories; lack of finance resources, poor access to internet, limited trained teachers and

lack of policy (Golatti 2008, Kozman 1999; Parliamentary Office of Science and

technology 2006, Ruth and Shi 2001).

 Finance Issues

The first issue, which almost all developing countries face, is how to deal with the

scarcity of financial resources (Oliveira 1989). In Nigeria, education is completely

underfunded. The government investment for ICT growth is wholly low, as can be

observe by the ratio of students per computer (Ezeugbor & Nwachukwu, 2011). The

Nigeria economy is poor and hepless to finance the complete utilization of ICT in our

institution as means of teaching and learning. The poor state of the economy has

adversely affected educational growth and development of the country.

Iromantu (1998) revealed in his study that one of the challenges or constrains to

non use of ICT facilities by lecturers in higher education is born out of the unawareness

by lecturers on the National Policy on Computer education. Tino (2002) described

inadequate of full scale computerization, erratic power supply, lack of functional

telephone line and other infrastructure needs as the major hindrance to effective

introduction, development and inadequate man power for effective utilization of software

and their maintenance.

34
 Limited Internet Access

Access to the internet is highly limited in remote areas, and relatively poor

infrastructure in developing nations such as supply of electricity which makes this worse

(Gulanti 2008). Low infrastructure is the fundamental problem for developing countries

to deal with and this might take a long time and huge funding to improve. Low literacy

rate also hinder local people in the remote areas in assessing information through internet

and due to the dominance of English on the internet; non-English speaking people are

isolated from the benefit of using internet (parliament Office of SCIENCE and

Technology, 2006).

 Lack of Trained Staff

Lack of lecturers with the right knowledge of computer usage is one big barrier

militating against the effective utilization of ICT in teaching and learning of business

education. When it comes to practically applying ICT, which is new to the traditional

teachers, many may not know how to deal with it and sometime they are reluctant to

accept new technologies in their classrooms. Thus, tutors who can train these teachers

about new technology and IT professionals who are technically install and maintain the

system are needed. Lecturers need this skill for preparing their course material and

learners equally need it for the comprehensive learning process. Unfortunately most

lectures in Nigeria colleges of education lack the confidence to make effective use of ICT

facilities in and outside lecture room. Inadequate training can be seen as a barrier to

35
lecturers use of ICT resources. Many of the lecturers are still not ICT-compliant and

therefore, cannot maximize the potential of ICT.

 Lack of Policy

Gulati (2008) argues that inappropriate policy and funding decision may hinder

equal educational development in some developing countries. Nigeria focuses mostly on

the higher education system so the poor do not have enough opportunities to get adequate

education even though there is certain technology-enhanced education such as satellite

TV learning programs (Gulati 2008). Pressure from industry might be another source of

improper policy ( Oliveria 1989).

 Epileptic Power Supply

Irregular supply of electricity to operate ICT devices appears to be one of the

greatest problems militating against the use of ICT resources. Virtually, all the ICT

device depend on electronic power function. Electricity instability has been a major

setback for technological development. Currently, the power supply is very low, unstable

and not available most times. In fact, ICT used for teaching and learning of business

education is not possible without electricity.

Possible Solutions to Problems Militating Against Effective Utilization of

Information and Communication Technologies (ICTs) in Colleges of Education
The current development in technology has an extraordinary potential for

transforming education to meet the growing need for customize and on-demand learning

36
(Dublin, 2008; Nwangwu & Ibeneme 2011). Therefore, the following are strategies for

utilization of ICT resources. They are;

 Funding

Effective utilization can be possible with adequate provision of ICT facilities and

infrastructure in business education programme by the government and all stakeholders

in the education industry. The provision of appropriate learning experience which

generate effective or meaniful learning requires adequate resources in the implementation

of such learning (Ugwuanyi,2012). Funds to acquire ICT resources for instances can be

generated through;

I. ICT development levy by students

II. Appeal for donation of ICT equipment by successful alumni members of the

department

III. The department should run a business center and raise money internally to assist

in procuring ICT facilities

IV. Tertiary Education Trust Fund (TETF) authorities should be approached to

include business education pragramme in their priority area of assistance in the

provision of ICT resources.

 Provision of Internet Access

To address the limited internet access, correspondence course can be applied (

Ruth & Shi, 2001). Typical correspondence course mainly use the study material and

exchange assignment between students and tutors through then postal service, so that the

37
students living in the poor countries do not need internet service and computers, which is

relatively expensive for them. Moreover, internet facilities should be made available

24hours to lecturers and students of business education in other to prepare them to meet

up with the current information era.

 Adequate well-Trained Personnel

It is quite pertinent to note that in other to enhance the effective utilization of ICT

resources in teaching and learning of business education, there is need for adequate

training of personnel. More so, there is need for constant training and retraining of

lecturers to ensure that they are fully adopted in the usage and application of ICT

resources in education.

 Adequate Power Supply

There should be regular electricity to operate ICT devices effectively and

efficiently. This is because, virtually all ICT devices depend on electronic power to

function. Electricity is needed to get on the internet and to operate ICT devices. ICT

resources used for teaching and learning of business education are not possible without

electricity. Therefore , there should be provision of alternative power supply like

generator in other to improve the effective utilization of ICT resources.

 Proper Implementation of Policy

The government in developing nations like Nigeria needs to liberalize markets

and cut taxes on ICT industries. For a reasonable and affordable pricing, market

liberalization should be accomplished. Cutting taxes also help in increasing affordability,

38
resulting in spreading ICT accessibility. When it comes to policy advice, Gulati (2008)

especially focuses on investing in infrastructure. These actions will help boost

sustainability technology to enhanced schooling.

Review of Related Empirical Studies

Ajayi and Haastrupt (2000), in their study investigated the application of

information and communication technology in Nigeria colleges of education. The study

investigate the level of ICT facilities in colleges of education, the capacity for using ICT

facilities for teaching and learning, the perceived benefits of using ICT and the problem

facing the use of ICT in colleges of education. The descriptive survey design was used

for the study.

The study considered all the teachers and students in Edo state. The samples

consisted of 50 teachers and 200 students randomly selected from the colleges of

education in Edo state. A self designed questionnaire was used to collect the data for the

study. The data collected were analyzed using frequency counts and percentage scores.

The study revealed that ICT facilities were lacking in the schools and teachers and

students were to a little extent exposed to the use of ICT. Moreover, the result revealed

perceived benefits of using ICT in schools which include making teaching interesting,

helping the distance learning programme, help the teachers to be up-to-date, enhancing

quality of work by both the teachers and the students. However, despite this perceived

benefits, the study also revealed some the challenges facing ICT in colleges of education

such as, epileptic power supply, inadequate computer literature teachers, high cost of

39
purchasing computers in schools, inadequate facilities to support full application of ICT

and lack of fund. It was therefore recommended that government should increase the

funding of the education sector, there should also be periodic training of teacher on

computer and ICT sills acquisition.

Dr. Esharenana E. Adonri, 2010. Application of ICTs in Nigerian colleges of

education. This paper focuses on ICT application in Nigeria colleges of education. It

particularly dwells on the importance of ICT and the causes of low levels of ICT

application in Nigerian colleges of education. Recommendation for improvement were

offered.

The survey on this work was based on factors associated with low ICT application

in Nigerian colleges of education, as perceived by 176 people in two states with 92

respondents. Of the 176 teachers, 97 were male and 77 female. The study setting and

subjects were selected through purposive sampling method.

In his result, Andonri (2010) found that

 Limited/poor information infrastructure ranks highest with 112 respondents

(64percent)

 Frequent electricity interruption rank third with 101 respondent (57persent)

 Poor ICT policy/project implementation strategy attracted 94 respondent

(63persent)

 Inadequate ICT manpower in the schools was indicated by 91 respondent (52)

 High cost of ICT facilities attracted 83 respondents (47percent)

40
 A total of 70 respondent (40percent) indicated “lack of poor perception of ICTs

among teachers and students.

It is concluded that the adoption and use of ICTs in schools have a positive impact

in teaching ,learning and research. Despite the role ICTs can play in education, colleges

of education in Nigeria are yet to extensively adopt them for teaching and learning. Effort

geared towards integrating of ICTs into the colleges of education have not been much

impact. Problem such as poor policy and project implementation strategies and limited or

poor information and infrastructure militate against these efforts. It also recommended

that in order to ensure that ICTs are widely adopted and used in Nigerian colleges of

education, the following effort should be taken;

 Government should ensure that ICT policy statement are translated into reality.

An ICT policy implementation commission should be funded and given power to

provide ICT facilities in the schools and monitor their use.

 All colleges of education should be made beneficiaries of ICT projects.

 The federal ministry of Mines and Power should work towards stabilizing

electricity supply in Nigeria.

This is a paper written on the application of information and communication

technology in the teaching and learning of business education. The relevance of ICT in

the teaching and learning of business education. In view of the fact that computer has

become an inevitable instructional material/method of teaching and learning business

41
education, this paper explores how ICT must be harnessed to promote teaching and

learning in business education.

Summary of Literature Review

In summary, ICT give meaning to teaching and learning process. The utilization

of ICT is an integral part of the all academic performances of students. The provision and

utilization of these ICTs resources is needed in other for effective teaching and learning

to take place in educational institutions.

The role of ICT can never be underestimated in students’ academic performance, most

scholars and researchers agreed to the fact that adequate utilization of ICTs will ensure

effective and efficient teaching and learning. Uloma (2011) found out that inadequate

educational facilities and institutional teaching aids affect student academic performances

or attainment. A school or institutions without ICT may not be able to achieve the state

goals and objective of its system. The study lies on the desire of the federal government,

the colleges of education and the department of Vocational Technical Education in Edo

to improve the quality of ICT and make provision where needed in Business Education

because of central position ICT occupies in the educational system of Nigeria and the

world at large.

42
 CHAPTER THREE

METHODOLOGY

This chapter describes the method and procedure that we be employ into this study. It

will discuss under the following subheadings;

 Research Design

 Population of the Study

 Sample and Sampling Techniques

 Instrumentation

 Validity of the Instrument

 Reliability of the Instrument

 Method of Data Collection

 Method of Data Analysis

Research Design

The research design adopted for this study was a descriptive survey. This design

is chosen for this study because a descriptive survey research is fact-finding in nature. It

focuses on selective dimension of a phenomenon and measures them in a systematic and

precise manner, (Eboh,2009).It is appropriate for this research because this study is set

out to identify, describe and assess the Utilization of Information Communication

Technology in Business Education in Colleges of Education in Edo State.

43
Population of the Study

The population consisted of four hundred and seventy two (472) of 300level

students and thirty (30) lecturers in Business Education in colleges of education in Edo

state. These colleges of Education include: College of Education Igueben and College of

Education Ekaidolor in Benin, Edo State.

Sample and Sampling Techniques

A sample size of 94 students and 6 lecturers was used for the study. The sample size

consists of 50 students and 3 lecturers in business education in College of Education

Ekiadolor and 44 students and 3 lecturers in college of education Iguben. The sampling

method used for this study was proportionate stratified random sampling technique

Table 1: Distribution of Population and sample of business education students in

Ekiadolor College of Education and Iguben college of education in Edo State.

Institution Students Lecturers Sample Size of Sample size Proportion

Population population Business of lecturers (%)
Education
Students
Ekaidolor 250 16 50 3 20%
College of
education
Iguben College 222 14 44 3 20%
of Education
Total 472 30 94 6
Source: Office of the Schools' Registrar

44
Instrumentation

The instrument used for the study to collect data will be a questionnaire. It was

designed by the researcher after thorough review of literature on the assessment of the

utilization of information communication technology in business education programme.

The instrument comprised of two (2) sections; section A and section B. section A will

seeks to collect information on the demographical data of the respondents such data as

age, sex and among others. While section B will comprise of thirty (30) items from which

five (5) items was raised from research question 1, 2, 3 and 4. While ten (10) items was

raised from research question 5, in which the respondents were requested to select the

most appropriate option. The responses for research question 1,2,3,4 and 5 was rated on

four point rating scale ranging from Very High Extent(VHE)=4, High Extent(HE)=3,

Low Extent(LE)=2, Very Low Extent(VLE)=1.

Validation of the Instrument

To ensure that the questionnaire used for this study is valid, the researcher gave

copies of drafted questionnaire to his supervisor in addition to two other experts in the

researcher’s field of study for face validation. The supervisor validated the questionnaire

items and two other experts in the field in terms of: Clarity of instruction to the

respondents; proper wording of items; appropriateness and adequacy of the items for the

study and to add any other item(s) which is/are relevant but not included in the

instrument and to remove irrelevant or ambiguous statement in order to improve the

strength and structure of the items.

45
 The observations, comments, criticism and recommendations of the research

experts served as a guide to modifications of items in the instrument.

Reliability of the Instrument

The test re-test method was used to determine the reliability of the instrument.

The instrument was administered to eighteen students (18) and two lecturers (2) who

were not part of the study. Data collected was analyze using Pearson Product Moment

Correlation Co-efficient and the reliability co-efficient of 0.803 was obtained to show

that the instrument was reliable.

Method of Data Collection

The questionnaires were administered personally by researcher. The questionnaire

was administered to Business Education students in 300level and was collected

immediately to achieve 100% responses or returns

Method of Data Analysis.

Mean and standard deviation was employed to analyze the data which is meant to

answer the questions. While the mean was used to determine the degree of responses, the

standard deviation was used to determine the extent at which the respondents’ responses

cluster or deviate around the means. The mean rating of 2.5 was used for decision point,

such that only item less than 2.5 was regarded as disagree while mean rating equal or

above 2.5 was regarded as agree.

46
 CHAPTER FOUR

ANALYSIS OF DATA, PRESENTATION AND DISCUSSION OF FINDINGS

This chapter presents the responses to the administered questionnaires. Data were

analyzed using SPSS data analysis software tool and the results of analysis were

discussed under the following sub-headings;

 Answering of research questions

 Discussion of findings

ANSWERING RESEARCH QUESTIONS

Data analysis for the research questions were carried out using mean and standard

deviation. The results are presented in tables two to six.

47
Research Question 1: To What Extent Do Business Education Students’ Utilize ICT

Facilities?

Table 2: Respondent’s view on the extent which, students utilize ICT facilities.

S\N ITEMS VHE HE LE VLE MEAN SD REMARK

1 Internet services are mostly 60 24 8 8 3.36 .938 AGREED
used by students to seek for
more information in business
education courses
2 The use of ICT as an 52 44 4 0 3.48 .577 AGREED
instructional media has bridged
the gap between the teachers
and the students
3 Micro-computer enable the 64 24 4 8 3.44 .903 AGREED
students to process information
on their own space and receive
continual evaluation feedback
and corrections of errors
4 Audio-tape is mostly used by 32 24 36 8 2.80 .985 AGREED
students for recording to have
easy access to instruction
delivered during lecturing
5 Students are well grounded in 40 24 28 8 2.96 1.00 AGREED
the use of word-processing in
creating, editing, formatting
and producing of office
document
Source: Field Study 2017

Table 2 reveals the extent at which students utilize ICT facilities in colleges of

education. Responses show the mean values ranging from 2.80 to 3.48. The respondents

agreed with all the items on the extent which students utilize ICT facilities, which

include; Internet services are mostly used by students to seek for more information in

business education courses (3.36), The use of ICT as an instructional media has bridged

48
the gap between the teachers and the students (3.48), Micro-computer enable the students

to process information on their own space and receive continual evaluation feedback and

corrections of errors (3.44), Audio-tape is mostly used by students for recording to have

easy access to instruction delivered during lecturing (2.80) and Students are well

grounded in the use of word-processing in creating, editing, formatting and producing of

office document (2.96).

Research Question 2:To what extent do lecturers utilize ICT facilities in colleges of

education?

Table 3: Respondent’s view on the extent lecturers utilize ICT facilities.

S\N ITEMS VHE HE LE VLE MEAN SD REMARK

1 Projectors are mostly used 40 4 40 16 2.68 1.162 AGREED
by lecturers to facilitate
instructions
2 Lecturers have 40 28 28 4 3.04 .920 AGREED
competencies in the use of
computer system
3 Internet services are 36 24 28 12 2.84 1.051 AGREED
mostly used by lecturers
for update of knowledge
4 lecturers are well 32 24 24 20 2.68 1.127 AGREED
grounded in the use of
word-processing in
creating, editing,
formatting and producing
of office document
5 Every lecturers have their 28 40 20 12 2.84 .927 AGREED
own personal system
Source: Field Study 2017

49
 Table 3 reveals the extent lecturers utilize ICT facilities. . Responses show the

mean values ranging from 2.68 to 3.04. The respondents agreed with all the items on the

extent which lecturers utilize ICT facilities, which include; Projectors are mostly used by

lecturers to facilitate instructions (2.68), Lecturers have competencies in the use of

computer system (3.04), Internet services are mostly used by lecturers for update of

knowledge (2.84), lecturers are well grounded in the use of word-processing in creating,

editing, formatting and producing of office document (2.68) and Every lecturers have

their own personal system (2.84).

50
RESEARCH QUESTION 3: To what extent are ICT facilities available for teaching

and learning business education students in colleges of education?

Table 4: Respondent’s view on the extent ICT facilities are available for teaching and

learning.

S\N ITEMS VHE HE LE VLE MEAN SD REMARK

1 Slide projectors are 36 16 16 32 2.56 1.274 AGREED
available for teaching and
learning in my department
2 The number of computers 12 16 32 40 2.00 1.025 DISAGREED
available are
commensurate to the
number of students in
business education in my
department
3 Internets service are made 28 24 12 36 2.44 1.242 DISAGREED
available for students in
business education to
foster learning
4 Audio-visual gadgets are 24 20 28 28 2.40 1.137 DISAGREED
made available to ease
learning in business
education department
5 Every students have their 20 36 16 28 2.84 1.015 AGREED
own personal system
Source: Field Study 2017

Table 4 reveals the extent ICT facilities are available for teaching and learning.

Responses show the mean values ranging from 2.00 to 2.84. The respondents agreed with

item 1 and item 5 and disagreed with item 2, 3 and 4. These items include; Slide

projectors are available for teaching and learning in my department (2.56), The number

of computers available are commensurate to the number of students in business education

in my department (2.00), Internets service are made available for students in business

51
education to foster learning (2.44), Audio-visual gadgets are made available to ease

learning in business education department (2.40) and Every students have their own

personal system (2.84).

RESEARCH QUESTION 4:What are the problem militating against the use ICTs

by business education students?

Table 5: Respondent’s view on the problem that militate against the use of ICTs by

business education students.

S\N ITEMS VHE HE LE VLE MEAN SD REMARK

1 There are no enough ICT 64 32 0 4 3.56 .701 AGREED
facilities for teaching and
learning in business
education
2 Enough fund were not made 52 28 8 12 3.20 1.025 AGREED
available to procure ICT
facilities
3 Inadequate and epileptic 48 36 8 8 3.24 .911 AGREED
power supply impede the
use of ICT gadgets

4 There is lack of 60 20 16 4 3.36 .984 AGREED

capacity/competence in the
use of ICT facilities

5 Lack of Policy framework 56 28 16 0 3.40 .752 AGREED

on ICTs also negatively
affect the use of ICT in
business education
Source: Field Study 2017

Table 5 reveals the problem that militate against the use. Responses show the

mean values ranging from 3.24 to 3.56. The respondents agreed with all the items on the

problem that militate against the use of ICTs by business students, which include; There

52
are no enough ICT facilities for teaching and learning in business education (3.56),

Enough fund were not made available to procure ICT facilities (3.20), Inadequate and

epileptic power supply impede the use of ICT gadgets (3.24), There is lack of

capacity/competence in the use of ICT facilities (3.36) and Lack of Policy framework on

ICTs also negatively affect the use of ICT in business education (3.40).

53
RESEARCH QUESTION 5: How can this problem militating against the use of

ICTs by business education students’ be solved?

Table 6: Respondent’s view on solution to problems militating against the use of ICTs .

S\N ITEMS VHE HE LE VLE MEAN SD REMARK

1 Provision of sufficient ICT 84 16 0 0 3.84 .368 AGREED
facilities will help countering the
problem facing the use of ICT
2 Adequate power supply will help 48 48 4 0 3.44 .574 AGREED
in the consistency of using ICT
facilities
3 Provision of adequate and 64 12 20 4 3.36 .938 AGREED
effective internet services
provider and more cyber cafes
will help the students have easy
access to information.
4 Provision of grants and aids by 96 4 0 0 3.96 .197 AGREED
the government and college will
help to resolve problems facing
the use of ICT gadget
5 Proper implementation of policy 64 24 12 0 3.52 .703 AGREED
will improve the use of ICT
6 Workshop should be organized 80 20 0 0 3.80 .402 AGREED
for the training of lecturers in the
handling of ICT facilities
7 Enough computer should be made 84 12 4 0 3.80 .492 AGREED
available for students to develop
their skills and competencies in
the use of computer for creating
office document.
8 Available ICT facilities should be 84 12 4 0 3.80 .492 AGREED
well maintained and placed in a
conducive environment
9 Adequate provision of projectors 68 28 4 0 3.64 .560 AGREED
will help enhance instructions
10 Audio tape recorder should be 76 20 4 0 3.72 .533 AGREED
made available to facilitate
learning
Source: Field Study 2017
54
 Table 6 reveals the solution to those problems that militate against the use of

ICTs. Responses show the mean values ranging from 3.36 to 3.96. . The respondents

agreed with all the items on solutions to the problem that militate against the use of

ICTs by business students, which include; Provision of sufficient ICT facilities will help

countering the problem facing the use of ICT (3.84), Adequate power supply will help in

the consistency of using ICT facilities (3.44), Provision of adequate and effective internet

services provider and more cyber cafes will help the students have easy access to

information (3.36), Provision of grants and aids by the government and college will help

to resolve problems facing the use of ICT gadget (3.96), Proper implementation of policy

will improve the use of ICT (3.52), Workshop should be organized for the training of

lecturers in the handling of ICT facilities (3.80), Enough computer should be made

available for students to develop their skills and competencies in the use of computer for

creating office document (3.80), Available ICT facilities should be well maintained and

placed in a conducive environment (3.80), Adequate provision of projectors will help

enhance instructions (3.64) and Audio tape recorder should be made available to facilitate

learning (3.72).

Discussion of Findings

A descriptive survey method was used for the study and a sample size of 100 was

used, using the proportionate stratified random sampling technique.

Findings from table revealed that students utilize ICT facilities to a high extent.

All items listed under this research question were accepted by the respondents. This is in

55
line with the findings of Edem (2007) who in a study on the use of ICTsin selected

institutions found that, majority of respondents use computers for word processing and

Internet search. This also corroborates Gama (2008) that ICT facilities can be used for

different purposes such as academic, leisure or fun etc. A user for instance may use

Internet for fun apart from academic purposes.

Table 2 of the analysis showed that lecturers utilize ICT facilities to a high extent.

All the items listed under this research question were accepted by the respondents this is

in line with Nworgu (1991) who postulated that ICT application were runs by most

teachers through the entire gamut of the educational research process, which comprises

conceptualizing a problem, reviewing literature, formulating hypothesis, designing an

investigation, collection of data, analyzing the data, drawing references from the analysis

and reporting or communicating the results of the investigation.

Table 3 of the analysis show that most ICT facilities are not available for teaching

and learning in business education. Item 2, 3 and 4 were rejected while item 1 and 5 were

accepted. The finding negates the study by Edem, (2007) which indicates that

computer/Internet was not extensively used by librarians and the level of use was very

low. This is in agreement with the findings of Gbenga (2000) that there is gross

inadequate provision of ICT facilities and equipment.

Table 4 revealed that all the problems listed that hinder the effective utilization of

ICT resources by business education students were accepted by the respondents. The

findings corroborates with Nworgu (2006) that the following challenges against the

56
effective utilization of ICTs in educational research among others include lack of

capacity/competence, lack of facilities and lack of funds.

Table 5 the analysis showed that all the strategies proffered by the researcher will

help in the effective utilization of ICT resources available in teaching and learning of

business education. all items were accepted by the respondents. The present finding is in

agreement with Agboola (2009), Onyeneke (2007) and Audu (2006) who were of the

view that there should be restructuring of the yearly orientation programme to meet the

information use and retrieval needs of library users; tertiary institution

57
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

In this study, an attempt has been made to analyze the assessment of utilization of

Information and Communication Technology (ICT) in business education in colleges of

education in Edo State.

The purpose of the study was to determine the extent business education students

utilize ICT facilities, the extent lecturers utilize ICT facilities, the extent at which ICT

facilities are available, factors that hinders the use of ICT facilities and solution to those

factors that hinders the use of ICT facilities.

A descriptive survey method was adopted for the study and a sample size of 100

was used from the population of 472 students and 30 lecturers using the proportionate

stratified random sampling techniques. The instrument used for the study was

questionnaire which was administered to the respondents and the responses for research

question 1,2,3,4 and 5 was rated on four point rating scale ranging from very high extent,

high extent, low extent, very low extent. Mean and standard deviation was employed to

analyze the data where mean of 2.5 was used as a benchmark for accepting the responses

to the items formulated under each research questions.

Conclusion

The findings of the study have clearly shown that the utilization of ICT tools for

effective teaching and learning in business education programme in the colleges of

58
education in Edo State is not very low. This phenomenon will definitely affect the quality

of graduates from this programme. It is expected that the availability and utilization of

ICT resources will impact positively on the academic achievements of business education

students and positively improve the economy of the country as a whole.

Recommendations

In view of the findings on assessment of the utilization of ICTs in business

education in colleges of education, the following measures were recommended.

1. The study recommends that ICT facilities should be made available and

accessible to students in the colleges of education since ICTs were greatly

affecting the ways learning and research activities were been carried out in

academic institutions.

2. There is need to place a high premium/priority on application of ICTs in the

services of colleges of education.

3. Business education students should be encouraged to utilize ICTs based

presentation formats like Microsoft power point, Microsoft excel, CorelDraw,

Microsoft access, statistical analysis, and computer programming languages to

present their academic activities.

4. Government should show more commitment to our colleges and to the

development of an ICT base in the country by making available special ICT

grants to colleges and students on an annual basis. Colleges should also

supplement power supply for effective use of ICTs.

59
5. More cyber cafes with effective and efficient Internet Service Providers (ISPs) to

be setup and located closer to student hostels for convenience and be equipped

with needed ICT facilities. Universities should also meet the ICT training needs

of the business educator and students through sponsorship of workshops,

seminars, conferences and orientations.

Suggestions for Further Research

No research can be said to be totally comprehensive. The research work is not

able due to time and other constraints to cover all the possible areas. The following areas

for further studies were therefore suggested.

1. Trends in ICTs, their integration, potentials as well as their challenges for quality

academic per excellence in the 21st century.

2. The indispensability of ICTs for quality educational development in Nigerian

colleges of education

3. Challenges of ICTs full exploitation in business education and colleges of

education in Nigeria as a whole.

4. The application of ICT facilities and skills in business education in colleges of

education in Nigeria.

60
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 APPENDIX

DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION

FACULTY OF EDUCATION
UNIVERSITY OF BENIN
BENIN CITY
Dear Respondent,

I am SHITTU OLAWALE USMAN with Matric. Number EDU1403316, an

undergraduate of University of Benin in the Department of Vocational and Technical

Education and currently carrying out a research on “Assessment of Utilization of

Information Communication Technology in Business Education in Colleges of

Education in Edo State”

This questionnaire is designed for an academic purpose and I would be very

grateful if you in your honest opinion provide answers to the following questions.

Your unbiased answer will be treated in utmost confidentiality.

Thank you.

SHITTU OLAWALE USMAN

Researcher

Instruction: please read each question properly and indicate your answer by ticking [ √ ]
in the column of the system key.
Section A:Demographic Data
Sex: Male [ ] Female [ ]
Age: 18-20yrs [ ] 21 & above[ ]
Level:300 [ ]
Course Area: Business Education

65
Section B
Key system: Very High Extent [VHE], High Extent[HE], Low Extent[LE], Very Low
Extent[VLE]
S/N VHE HE LE VLE
Q1 To what extent do business education students’
utilize ICT facilities?

1 Internet services are mostly used by students to seek for

more information in business education courses
2 The use of ICT as an instructional media has bridged the
gap between the teachers and the students
3 Micro-computer enable the students to process
information on their own space and receive continual
evaluation feedback and corrections of errors
4 Audio-tape is mostly used by students for recording to
have easy access to instruction delivered during
lecturing
5 Students are well grounded in the use of word-
processing in creating, editing, formatting and
producing of office document
Q2 To what extent do lecturers utilize ICT facilities in
colleges of education?
6 Projectors are mostly used by lecturers to facilitate
instructions
7 Lecturers have competencies in the use of computer
system
8 Internet services are mostly used by lecturers for
update of knowledge
9 lecturers are well grounded in the use of word-
processing in creating, editing, formatting and
producing of office document
10 Every lecturers have their own personal system
Q3 To what extent are ICT facilities available for
teaching and learning business education students in
colleges of education?
11 Slide projectors are available for teaching and learning
in my department

12 The number of computers available are commensurate

to the number of students in business education in my

66
 department
13 Internets service are made available for students in
business education to foster learning
14 Audio-visual gadgets are made available to ease
learning in business education department
15 Every students have their own personal system
Q4 What are the problem militating against the use
ICTs by business education students?
16 There are no enough ICT facilities for teaching and
learning in business education
17 Enough fund were not made available to procure ICT
facilities
18 Inadequate and epileptic power supply impede the use
of ICT gadgets
19 There is lack of capacity/competence in the use of ICT
facilities
20 Lack of Policy framework on ICTs also negatively
affect the use of ICT in business education
Q5 How can this problem militating against the use of
ICTs by business education students’ be solved?
21 Provision of sufficient ICT facilities will help
countering the problem facing the use of ICT
22 Adequate power supply will help in the consistency of
using ICT facilities
23 Provision of adequate and effective internet services
provider and more cyber cafes will help the students
have easy access to information.
24 Provision of grants and aids by the government and
college will help to resolve problems facing the use of
ICT gadget
25 Proper implementation of policy will improve the use of
ICT
26 Workshop should be organized for the training of
lecturers in the handling of ICT facilities
27 Enough computer should be made available for students
to develop their skills and competencies in the use of
computer for creating office document.

67
28 Available ICT facilities should be well maintained and
placed in a conducive environment
29 Adequate provision of projectors will help enhance
instructions
30 Audio tape recorder should be made available to
facilitate learning

68