ABSTRACT
This study was designed to analyze the extent of availability and utilization of information and communications technology facilities for effective instruction of accounting education in Colleges of Education South-East Nigeria. A descriptive survey research design was adopted for the study. The instrument for data collection was a set of questionnaire prepared by the researcher on Analysis of the use of Information and Communication Technology Facilities for Effective Instruction of Accounting Education (AUICTFIA). The questionnaire was validated by three Specialists. The Cronbach Alpha was used to determine the reliability of the instrument and the overall reliability co-efficient of .77 were realized. The population for the study was accounting education lecturers (95) and accounting education students (448) in the twelve Colleges of Education South-East Nigeria, a total of 545. Six research questions and six null hypotheses were formulated. The research questions were answered using Mean and Standard Deviation. The six null hypotheses were tested using the t-test statistic at .05 level of significance at 533 degree of freedom (df). The questionnaire returned was 535 (95 from lecturers and 440 from students). Some of the findings include: that there were low extent of the availability and low extent of utilization of information and communication technologies facilities for teaching and learning of accounting education in Colleges of Education South-East Nigeria. Some of the Constraints to availability identified include; Lack of implementation of government favourable policies, non-inclusion of ICT programme in teacher training institute and management attitude. While some of the Constraints to utilization of ICT facilities in teaching and learning of accounting education identified include among others as: non accessibility of computers and necessary software for accounting instructions, non-availability of ICT facilities for teaching learning of accounting education, etc. Strategies for improving availability of ICT facilities for instruction include: Appealing to business communities and individual within the domain of the institution for donation for procurement of ICT facilities learning and adequate funding by government to support ICT policies. On the other hand, strategies for improving utilization were determined as: massive computer literacy for teachers through seminars and workshops, provision of stand by generators to supplement power supply and others. Based on the above findings the following recommendations were made: The federal ministry of education should prepare curriculum on ICT that will be compulsory for all subjects at all levels of education in the country. Management of Colleges of Education particularly in the South East Nigeria should ensure the availability of internet facilities in the classrooms of their institutions in order to enhance web-based instruction. The Federal Government should fund this by paying internet connection fees to Internet Services Providers (ISP) to provide internet services. The Federal Government of Nigeria should motivate and encourage teachers to develop and use multimedia courseware and software relevant to teaching and learning in their different courses.
TABLE
OF CONTENTS
Cover page
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table of Contents vi
List of Tables ix
Abstract x
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 10
1.3
Purpose of the Study 13
1.4
Research Questions 13
1.5
Research Hypotheses 14
1.6
Significance of the Study 15
1.7
Scope of the Study 16
CHAPTER 2: REVIEW OF RELATED LITERATURE 18
2.1 Conceptual
Framework 18
2.1.1 Concept of accounting/business education
18
2.1.2 Concept
of effective instruction in accounting education and business education 24
2.1.3 Concept of information and communications
technology in education 34
2.1.4
Availability of ICT facilities for teaching-learning of accounting
education 41
2.1.5
Utilization of ICT Facilities in Teaching-Learning of Accounting
Education
42
2.1.6
Constraints in Utilization of ICT in Teaching-Learning of Accounting
Education 44
2.1.7 Strategies
for Improving the Utilization of ICT Facilities in Teaching-
Learning of Accounting Education 48
2.2.0
Theoretical Framework 49
2.2.1
Social Cognitive Theory 50
2.2.2
Technological Determinism
53
2.2.3
Theories of Vocational Education
55
2.3.0
Related Empirical Studies 62
2.4.0
Summary of Review of Related Literature 70
CHAPTER 3: METHODOLOGY 72
3.1
Design of the Study 72
3.2
Area of the Study 73
3.3
Population for the Study 74
3.4
Sample and Sampling Techniques 74
3.5
Instrument for Data Collection 74
3.6
Validation of the Instrument 75
3.7
Reliability of the Instrument 75
3.8
Method of Data Collection 76
3.9
Method of Data Analysis 76
CHAPTER 4: RESULTS AND DISCUSSION 79
4.1
Presentation of Results 79
4.1.1
Research Question 1 80
4.1.2
Hypothesis 1 81
4.1.3
Research Question 2 82
4.1.4
Hypothesis 2 84
4.1.5
Research Question 3 85
4.1.6
Hypothesis 3 86
4.1.7
Research Question 4 87
4.1.8
Hypothesis 4 89
4.1.9
Research Question 5 90
4.1.10
Hypothesis 5 91
4.1.11
Research Question 6 92
4.1.12
Hypothesis 6 94
4.2.0
Discussions of Findings 94
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMEDATIONS
102
5.1
Summary of the Study
102
5.2
Conclusion Based on the Findings 105
5.3
Educational Implications of the Study 106
5.4
Recommendations 107
5.5
Suggestions for Further Research 108
References
Appendices
LIST
OF TABLES
4.1: Group
statistics of the ratings of lecturers and students on the
extent
of availability of ICT facilities for instruction of
accounting
Education 79
4.2: Independent
Samples t-Test for Hypothesis 1 81
4.3: Group
statistics of the ratings of lecturers and students on the
Extent
of Utilization of ICT facilities for instruction of
accounting
education 83
4.4: Independent
Samples t-Test for Hypothesis 2 84
4.5: Group statistics of the ratings
of lecturers and students on the
constraints
to Availability of ICT facilities in teaching and
learning
of accounting education 85
4.6: Independent Samples t-Test for
Hypothesis 3 86
4.7: Group statistics of the ratings
of lecturers and students on the
constraints
to utilization of ICT facilities in teaching and
learning
of accounting education 87
4.8: Independent Samples t-Test for
Hypothesis 4 89
4.9: Group
statistics of the ratings of lecturers and students on the
Strategies
for improving availability of ICT facilities for
instruction
of accounting education 90
4.10: Independent
Samples t-Test for Hypothesis 5 91
4.11: Group
statistics of the ratings of lecturers and students on the
Strategies
for improving utilization of ICT facilities for
instruction of accounting education 93
4.12: Independent Samples t-Test for
Hypothesis 6 94
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Technological
advancements such as electronics, communications and computerization have
greatly affected every aspect of human life. Nwosu and Ogbomo (2012) attested
that the pace of change brought about by new technologies has had significant
effect on the way people live, work and play worldwide. That new and emerging technology
is challenging the traditional way of processing information use, dissemination
and the way it is managed. This can only be true where ICT infrastructure and
facilities are made available. According to Osuala in Obayi and Okafor (2015)
the age we are now is, variously described as knowledge society, information
age, mechatronic age, third wave and third industrial revolution. Even Garba
(2018), admitted that we are in the fifth industrial revolution. According to
him, Information and Communication Technology has become indispensible in the
contemporary society that you cannot imagine the world without it. It is a
known fact that information and communications technology (ICT) is impacting on
instruction in education and accounting education is not an exception. The acronym
ICT stands for information and communication technology. Information signifies
facts or details about something; communication is the transfer of information
from one person to another in an understandable way through a medium like
prints, radios, television, GSM via the internet. Technology is the practical
application of science or the art of applying scientific knowledge to practical
problems. Information and Communication Technology (ICT) in education refers to
the fusion of computers and telecommunication technologies, to improve the
quality of teaching and learning through processing, editing, storage,
retrieval and dissemination of information in the form of sound, graphics and
diagram. It embraces computers and information transmission technologies such
as local and international network of computers, e-mail, Internet, Global System
for Mobile Communication (GSM), World Wide Web (WWW) and other technologies
being used in communication between teachers and students. Milken Exchange on
Education Technology (1999) defined ICT as computer- based tools used by people
to work with the information and communication processing needs of an
organization. It encompasses the computer hardware and software, the network
and several other devices (video, audio photography, camera etc) that convert
information (text), images, sound, and motion and so on into digital form.
Federal
Republic of Nigeria (FRN, 2014) has recognized the prominent role of ICT in
advancing knowledge and skills necessary for effective functioning in the
modern world and therefore saw the necessity to integrate ICT into education in
Nigeria. In view of this, government has promised to provide basic
infrastructure and training for the realization of this goal. Such
infrastructure should of course include provision of computers, networking, as
well as professional development of teachers. Complying with the demand of the
national policy, National Commission for Colleges of Education (NCCE) (2012)
approved facilities for quality delivery with regards to instruction of
business education to include typing pool, information technology room with
computer in the ratio of 1:3 students. Accounting education in colleges of
education being a subset of business education is qualified for such facilities
for effective instructional delivery services.
Adedeji
(2011) posited that availability and use of ICT in colleges of education has
become imperative for the fact that these institutions would produce teachers
that need to teach and educate the populace on the values of ICT. Educators at
this level therefore should be ICT compliance. Colleges of education where
prospective secondary school teachers are being trained have to shift their
focus from dealing with the present education to that of the future. Teacher
preparation on technologies should provide teachers with a solid understanding
of the various media, their application and their constraints. Such
understanding can only emerge when teaching is done using the technological
facilities (Ugwuanyi 2005).
Bhukuvhani,
Zezekwa and Sunsuma (2011) pointed out that availability of computer in schools
does not imply that computers are readily accessible to teachers and students.
They discovered that computers were available in computer laboratory and in
administrative offices but were not readily utilized for teaching and learning
purposes. This observation was also made in some Colleges of Education South
East geo-political zone, Nigeria that instructions do not include the use of
ICT facilities. The colleges of education South East Nigeria include: In Abia
State: Abia State College of Education (Technical), Arochukwu and Harvard
Wilson College of Education, Aba. In Anambra State: Nwafor Orizu College of
Education, Nsugbe; and Federal College of Education (Technical), Umunze. In Enugu
State: African Thinkers College of Education, Enugu; Federal College of
Education, Eha-Amufu; Enugu State College of Education (Technical) (ESCET); Our
Saviours Institute Of Science, Agriculture And Technology College of Education
(OSISATECH); Institute of Ecumenical Education (IECE), Thinkers Corner; Peaceland
College of Education and The College of Education, Nsukka. In Ebonyi State: Ebonyi
State College of Education, Ikwo. In Imo State: Alvan Ikoku Federal College of
Education, Owerri and Imo State College of Education, Ihitte-Uboma.
Every
college of education has a computer/ICT laboratory as this is a prerequisite
for approval and accreditation of business education programmes by NCCE. These
computer laboratories may not necessarily be for teaching and learning. The
researcher in her visit to a state owned college of education in Enugu enquired
from accounting education students about their ICT laboratory, they just
pointed at a building as ICT laboratory and students do not have access to do
anything there. The availability in the context of computer system refers to
the ability of a user to access information or resources there in. In fairness to Institute of Ecumenical
Education (IECE), college of education where the researcher works, the Provost
has done a lot to encourage the use of ICT recourses in all aspects of
activities in the institute. Be it students’
admission, course registrations, taking attendance to work, all are done
electronically. More so the ICT unit of the institute has organized series of
workshops to educate lecturers in the use ICT facilities so as to enable them
to be ICT compliance. Uploading of course work and results of the students is
compulsory task for every lecturer. Yet majority of the lecturers use workers
in ICT unit to do these tasks. The computer laboratory of this institution is
furnished with over 100 computers and lecturers are free to use these to upload
course work and students results. However, none of these facilities is employed
for teaching and learning purposes rather these ICT facilities help for smooth
administration in the institution. The inability of the lecturers to utilize
ICT resources to upload students work maybe because they were not trained with
the ICT facilities during their student days; or that instructions using ICT
were not embedded in the curriculum; or that the lecturers lack competence in
the utilization of these facilities. Ezeuwa (2014) in a study found that ICT
facilities were available in Ebonyi State public secondary schools but the
problem was low utilization. In a study by Ajani (2016) on the impact of ICT on
teaching and learning of business in Adeniran Ogunsanya College of education,
Lagos State, revealed that teachers are lagging behind in the use of ICT and
that there are inadequate ICT facilities in colleges of education. These make
it imperative to use ICT facilities to train the pre-service teachers. Ugwuanyi
(2015) asserted that as a matter of policy all lecturers in colleges of
education are required to possess a recognized certificate in ICT. However, he
regretted that many lecturers who carry ICT certificates do not seem to use ICT
skills in teaching.
Accounting
education at colleges of education is an option of business education programme
in the group of vocational and technical education. Vocational education or
Career education is the type of education that prepares people for jobs in
various areas such as trades, commerce and industries. One of the objectives of business education at
this level is to produce well qualified and competent NCE graduates in business
subject who will be able to teach business subjects in secondary schools in
Nigeria, (FRN,
2014). Graduates of business education
in colleges of education are those who will be awarded Nigerian Certificate in
Education (NCE) based on their choice of option in business education at the
end of the three year programme, either as Accounting education option or
Office Technology and Management (OTM) option.
Accounting
education being a vocational subject should be identified with the
characteristics by which a vocational education programme is known. These
include the fact that training environment should be like the workshop
environment or replica of the working environment; that the instructor himself
must be a master of the skill and knowledge he teaches. Provision of hands on
instruction and practical skills is the main focus of vocational education. Nigerian
Educational Research and Development Council (NERDC, 2012) referred accounting
education curriculum as an effective tools for business success. Accounting is
the language of business. American Institute of Certified Public Accountants
(AICPA) in Akume, Onoka, Idede and Orherhoro (2012) defined accounting as the
art of recording, classifying and summarizing in a significant manner and in
terms of money transactions and events which are in part at least of financial
character and interpreting the result. Accounting is one of the skill subjects
taught in business education. Advances in Information and Communication
Technology have undoubtedly transformed the accounting functions in businesses;
thereby the role of accountants would surely change. Azi (2012) regrettably
stated that schools are very slow in adapting ICT resources and that accounting
education programmes of most tertiary institutions have failed to include
knowledge of modern accounting packages like Microsoft Excel, Microsoft Access
and Peach Tree Accounting. Seethamraju,(2010) posited that accounting education
students need to have concepts of software application from Real Estate
Association(REA) a digital advertising company leading on property and real
estate website; System Application and Product (SAP); and Mind your Own
Business, (MyOB),which provide accounting service software to small and medium businesses.
Also accounting education students need to have knowledge of Forensic
accounting which entails the use of accounting skills to investigate fraud, or embezzlement,
and to analyze financial information use in legal proceedings. All these need
to be embedded in the accounting curriculum and taught with the help ICT
facilities.
The
integration of information and communication technologies for effective instruction
in tertiary institutions in Nigeria, particularly in colleges of education has
been topic of much debate. Effective quality instructional delivery services
entail the extent of effectiveness to which lecturers carry their classroom
teaching and learning process. Effectiveness or effective is not easy to
measure but Wikipedia described this concept as the capability of producing a
desired output. When something is deemed effective, it means it has an intended
or expected outcome. The availability, accessibility, adequacy and utilization,
of needed instructional materials and facilities, also form a key feature to
effective teaching and learning.
The
studies of Ezeani and Ishaq, (2012); Nwangwu, Obi and Ogwu, (2014) and Nwana,
(2016) that investigated extent of availability, utilization and challenges in
application of ICT in teaching and learning in different institutions of
learning in some states in the south-east geopolitical zone of Nigeria
revealed: non-availability of ICT tools, poor utilization of ICT facilities,
acute shortage of e-learning materials etc.
Adedeji, (2011); and Egomu, (2012), carried out similar investigations
in some colleges of education in south western Nigeria, and the studies
revealed low level of usage of ICT tools and non-availability of some ICT
equipment like internet facilities, programmed software materials,
instructional television etc. It is therefore worthy of note that the
propensity to use ICT for effective instructions in institutions of learning is
highly determined by the availability of these resources in the schools.
According to Wikipedia availability is the quality of being able to be used or
obtained. In the case of a computer system, availability refers to the ability
of a user to access information or resources therein. Consequently, lack of ICT
facilities, like appropriate software, internet connections for teaching and
learning of accounting education will result in the lack of skill and
confidence in accounting education lecturers, when in effect accounting
lecturers should keep up with the pace and scope of technological changes in
industries and schools.
According
to NERDC (1985), the keeping of accounting books is essentially an art and the
aims of those who study the subject are essentially utilitarian. Babalola and Tiamiyu (2012) posited that
accounting instructional methods have recently witnessed rapid changes in a
relatively short period of time. Before the mid 20th century, the
technology used for accounting instruction was mainly chalk and talk. In this
age of Information and Communication Technology (ICT), there is a wind of
change towards the use of ICT resources like computer, scanner, printer,
Internet, e-mail, videophone system, teleconferencing devices, wireless
application protocols (WAP), radio and microwaves, television and satellites,
multimedia computer and multimedia projector. The primary purpose of which is
to achieve the objectives of the instruction, and achieve retention and
transfer of knowledge. However, Babalola and Tiamiyu (2012) posit that the
teaching of accounting using these technologies in tertiary institutions in
Nigeria is still in their infancy. The deployment of the above mentioned ICT facilities
in teaching and learning of accounting are still dependent on the availability
of these resources and human capacities capable of handling such technology.
Therefore colleges of education in the south eastern Nigeria are equally faced
with such challenges.
Richmond
in Nwana (2016) identified three major areas that technology can influence
learning as: presentation, demonstration and the implementation of data using productivity
tools; use of curriculum-specific applications such as educational games, drills and practice, simulations, tutorials,
virtual library, visualizations and graphics, representations of abstract
concepts, musical compositions and expert systems and use of information and
resources on CD-Rom, on-line encyclopedia, interactive maps and atlases,
electronic journals and other references.
Students
need to utilize ICT facilities to handle assignments and projects, and obtain
results electronically. Teaching and learning strategies have changed,
particularly in the developed countries of the world, moving away from
procedural tasks memorizing professional standards towards more conceptual and
analytical mode for effective instructions. Using ICT facilities in teaching
has been revealed in literature to create stimulating and motivating learning
environment and if used in colleges of education, would provide a breath of
experiences to trainee teachers. Accounting Lecturers in order to provide for
effective instructional needs of accounting education students, need to be
aware of the current thinking about good practice, they should also have
knowledge and understanding of relevant research so that they can support the
needs of their students. Amuche (2015) asserted that ICT has great potentials
more than any other technological development in the improvement of quality of education,
by expanding learning opportunities and making education accessible. However,
these benefits can only be actualized where necessary ICT resources are
available for instruction in institutions of learning. According to Nwana (2016), the use of ICT in Nigeria is relatively
new. The fact remains that ICT has impacted on the quality and quantity of
teaching, learning and research in teacher education the world over. Ministries
of education (both at federal and state levels) and various educational
organization should see the need for
students to develop understanding and proficiencies in using ICT in appropriate
ways to support learning; and to develop appropriate technological knowledge
and skills necessary for the 21st
century. For this to occur, those organs in charge of education in Nigeria like
National Commission for Colleges of education (NCCE) that is in charge of
setting standards in teacher education need to determine how to design learning
that uses and integrates technology. Also provide teachers with a framework
that will help and guide them. Information Communication Technology (ICT) has
turned the world into a global village. The topic such as availability and use
of ICT for instruction in colleges of education South East geo-political zone
Nigeria, have become imperative for quality education in this technological
age. According to Obayi and Okata (2014) education and learning should be in
consonance with the demands of emerging industries/offices and their enabling
technologies in order to make graduates relevant in the contemporary
workplaces.
The
values of ICT and its integration in education are being found useful in other
sectors such as in e-banking
e-commerce, e-mail etc.(Adedeji,2011) Information and
Communication Technologies (ICT) has become indispensible part of the
contemporary world, and is becoming very important in educational sector the
world over. Teachers are the bed rock of any innovation in the educational
sector of any economy. Preparation of teachers such as those in the colleges of
education and in particular accounting education students should be done by
inculcating in them the skills they will work with and will impart to their
students in future. Facilities for imparting these knowledge and skills to
these pre-service teachers need to be obtained and made available for
instructions to the students in the colleges of education. According to Akuilo
and Olibie in Ezeuwa (2014) ICT facilities include phone, fax, video
conferencing and electronic white board. In the same vein Olorundare (2006)
enumerated ICT facilities to include computers, multimedia and internet. These
facilities need to be available for instruction in colleges of education that
prepare teachers for their job. If the ICT resources are not available to the
extent of being ready for use for instructional and learning purposes in
accounting education which is a vocational course, then this calls for serious
attention on the stakeholders of education in the country.
1.2 STATEMENT OF THE PROBLEM
The
Federal Government of Nigeria (FGN 2014) has recognized the prominent role of
Information and Communication Technologies (ICT) in advancing knowledge and skills
for effective functioning in the modern world and therefore, stated in her
National Policy on education that there is urgent need to integrate ICT in
education in Nigeria. In view of this government has promised to provide
infrastructure and facilities for promotion of ICT at all levels of education.
The emergence of knowledge based society is changing the global economy and the
status of education. Consequently teacher educational institutions like
colleges of education are faced with challenges of preparing new generation of
teachers who would effectively use new learning tools to teach. Should these
promises made by the Federal Government be fulfilled by provision of ICT
infrastructures and facilities like computers, computer laboratories, internet
facilities, videophones, teleconferencing devices, digital libraries, digital
classrooms etc. for instructions in institutions of learning, considerable
benefits of ICT would be reaped by both the learner and the teacher. Such
benefits as would encourage students for individual and collaborative learning;
engaging them in their lesson for better retention of what is learnt. Teachers
through countless online resources will enhance their teaching; giving online
assignments to students and saving the teachers much time to themselves. Hence
learning will shift from teacher-centred and textbook-bound classrooms to
student-centred interactive environment. Therefore availability and use of ICT
in colleges of education has become a necessity for the fact that these
institutions are preparing the- would- be teachers for our primary and
secondary schools. Teacher preparation on information and communication
technologies should provide teachers with a solid understanding of the various
media, and their applications. Such understanding can only emerge when teaching
is done using these technological facilities.
With
Information and Communication Technologies manual accounting with paper and
pencil has given way to computerized accounting. This can be seen in the use of
Automated Teller Machine (ATM), online net workings, Card processing, bill
presentations and payments, and software developments. ICT facilities are now
used even in applications for admissions and jobs, checking results etc.
However, these benefits cannot be realized if ICT facilities are not available
or where they cannot be effectively used in teaching and learning. More so, accounting
education is an art and the aims of those who study the subject are essentially
utilitarian. Vocational competence is the primary objective of graduates of
accounting education since they will use accounting skills acquired during
training for administrative work in offices as well as pedagogy of teaching
accounting in schools. Hence, there is need for teaching and learning of
accounting education to be in consonance with demands of the modern office
practice. Since no education system may rise above the quality of its teachers,
professional development of the pre-service teachers for competence in area of
ICT becomes very necessary. Colleges of education where pre-service teachers
are being trained should acquaint them with skills and knowledge posed by
information and communication technologies in this our contemporary society. The National Commission for Colleges of education
(NCCE) had recommended that in ICT computer laboratory of any business
education department in colleges of education, there should be one computer to
three students. However, the researcher seems to be apprehensive as a lecturer
in a college of education that there are no functional ICT laboratories for
instructional use in most colleges of education within her own environs. That teaching and learning seem to be going
on the traditional way of talk and chalk, but now white board and marker. The
need for development of ICT is now a global concern and it is only reasonable
that the educational system must equally brace up with the present challenges
posed by ICT. This situation is quite
disturbing and threats to national transformation to ICT for effective
instruction that will enable our students compete favourably with products of
other educational systems all over the world. Globalization is real. There
should be combined efforts of the
managements of the different colleges of education and government in providing
the necessary ICT facilities for use in teaching and learning. So that nice policies like NITP (National
Information Technology Policy), enacted in favour of ICT in Nigeria can be
implemented. Based on the above
background the researcher was set to determine the level of available and use
of ICT facilities; the constraints if any with a view to suggest strategies for
improvement for effective instruction of accounting education in colleges of
education, South-Eastern Nigeria.
1.3 PURPOSE OF THE STUDY
The
purpose of this study was to analyze the use of ICT facilities for effective
accounting education instruction in colleges of education in South Eastern
states of Nigeria. Specifically the study determined:
1. The extent
of availability of ICT facilities for the teaching and learning of accounting
education in colleges of education;
2. The extent of utilization of ICT facilities
in teaching and learning of accounting education in colleges of education;
3. The constraints
on the availability ICT facilities in teaching and learning of accounting
education in the colleges of education;
4. The constraints on the utilization of ICT
facilities in teaching and learning accounting education in colleges of
education;
5. The strategies for improving the availability
of ICT facilities in teaching and learning of accounting education in colleges
of education south east Nigeria.
6. The strategies
for improving the utilization of ICT facilities in teaching and learning of
accounting education in colleges of education.
1.4 RESEARCH QUESTIONS
In
order to attain the objective of this study, the following research questions
were formulated:
1) To
what extent are information and communications technology facilities available
for teaching and learning of accounting education in colleges of education in
South East Nigeria?
2) To
what extent is ICT facilities utilized in the teaching and learning of
accounting education in colleges of education South East Nigeria?
3) What are the constraints to the availability
of ICT facilities in teaching and learning of accounting education in the
colleges of education south east Nigeria?
4) What
are the constraints to the utilization of ICT facilities in teaching and learning
of accounting education in colleges of education South East Nigeria?
5) What are the strategies for improving the
availability of ICT facilities in the teaching and learning of accounting
education in colleges of education, south east Nigeria.
6) What
are the strategies for improving the utilization of ICT facilities in teaching
and learning of accounting education in colleges of education in South East
Nigeria?
1.5 HYPOTHESES
The
following null hypotheses were tested at .05 level of significance:
HO1:
There is no significant difference between the mean ratings of accounting
lecturers and accounting education students on the extent of availability of
ICT facilities in the teaching and learning of accounting education in colleges
of education in South-East Nigeria.
HO2:
There is no significant difference between the means ratings of accounting
lecturers and accounting education students on the extent of utilization of ICT
facilities in the teaching and learning of accounting education in colleges of
education in the South-East Nigeria.
HO3:
There is no significant difference between the mean ratings of accounting
lecturers and accounting education students on the constraints to the
availability of ICT facilities in teaching and learning of accounting education
in colleges of education in the South-East Nigeria.
HO4:
There is no significant difference between
the mean ratings of accounting lecturers and
accounting education students on the constraints to the utilization of ICT
facilities in teaching and
learning of accounting education in college of education in the South-East
Nigeria.
HO5:
There is no significant difference between the mean ratings of the accounting
lecturers and accounting education students on the strategies for improving the
availability of ICT facilities in instruction of accounting education in
college of education in the South-East Nigeria.
HO6:
There is no significant difference between the mean ratings of the accounting
lecturers and accounting education students on the strategies for improving the
utilization of ICT facilities in instruction of accounting education in college
of education in the South-East Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of the study would be of benefits to the following: National Commission
for Colleges of Education (NCCE), business education curriculum planners and accounting
lecturers and students. In the case of NCCE, the study will serve as an
indicator for available infrastructure and learning resources for effective
instruction, so that the concern of NCCE for quality assurance of education in
colleges of education will be achieved. Since one of the areas of assessing NCE
awarding institutions for meeting standards include: Infrastructure and
learning resources. The commission would see the need for supervision and
inspection of colleges of education and how such institutions that have
received full accreditation on key areas of assessment are implementing them.
These areas of assessments include quality of teachers; availability of infrastructures
and facilities.
The
curriculum planners will see the necessity to review the curriculum in line
with the existing technologies and be able to integrate technology–based
content of instruction necessary for accounting education in the curriculum.
The study would provide practical guideline as
to what is expected to be done by teachers and students in the implementation of
the curriculum. Lecturers would see the need for re-training and in-service
training programmes in order to improve their competence in the use of
information and communications technology facilities for instruction. Lecturers
should see the urgency for re- training, whether formally organized by
authorities in charge or by individual arrangements. They would see the need to integrate emerging
technology into the content of their subject matter by teaching current
knowledge and skills.
The
findings of this study would create awareness in students for better and more
effective ways of using ICT facilities. Accounting students would be able to
use internet in handling assignments and projects, obtaining results
electronically and for video conferencing. The students would be convinced that
they need the knowledge and skill for practical application in employment for
the future. The students would appreciate that ICT provides quicker and easier
access to more extensive and current information and it can be used to do
complex calculations.
1.7 SCOPE OF THE STUDY
The
study was delimited to ascertaining from accounting education lecturers and
students in the colleges of education South-East in Nigeria, of the
availability and use of ICT facilities for instruction for accounting
education, the constraint affecting availability and utilization of ICT
facilities; and strategies for improving the availability and utilization of
ICT facilities for effective accounting education instruction in colleges of
education South-East Nigeria. It included all government and privately owned
colleges of education in the South-East geo-political zone of Nigeria. The
study covered only final year students in business education (NCE 3) with
accounting option, at the end of a three year programme for the award of Nigerian
Certificate in Education (NCE) at these colleges of education and not those in
universities.
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