ABSTRACT
The use
of computers world over has changed the way we do many things. The integration
of computer in teaching and learning has proved to be a worthwhile experiences.
This study sought to establish the availability and utilization of computers
for teaching and learning Business Studies in public secondary school in Kajola
Local Government, Oyo State. The objectives of this research were: (1) To
investigate the availability and accessibility of general purpose of computer
to teachers and learners of Business Studies in Public Secondary Schools in
Kajola Local Government Area of Oyo State. (ii) To Ascertain the ways in which
teachers and learner use computer for teaching and learning purpose in Business
Studies (iii) To explore the main benefit of using computers in teaching and
learning of business studies in Kajola Local Government Secondary School. (iv)
To investigate the challenges that the teachers and students of business
studies experience in relation to the
use of computers for teaching and learning respectively. The study was
significant because its findings can be used to help teachers, students and
teacher training institution to improve the availability, accessibility and use
of computers in education and eventually help in achieving Nigerian’s economic
blue print vision 2030. This study was carried out with independent variable of
teachers and learners characteristics, computer as a teaching/learning resource
and teaching strategy. The dependent variable were: imported teaching
environment, class participation and imported performance in exams. This
research. Was a descriptive study. The target population was made up of Ten
(10) Business Studies teacher in Ten Public Secondary Schools and 90 Business
Studies learners respectively. The researcher used descriptive sampling in
order to ensure all kinds of school were represented. Data was collected using
questionnaire and observation then analyzed using percentages. The study found
that both teacher and learners have a positive attitude towards the use of
computers in the teaching and learning of business studies. The most pressing
challenges were: Low literacy levels,
lack of time within teaching time and a fact that teacher were not taught how
to use the computer as a teaching resources.
The study concludes that there is
willingness to use computer to teach but patience is required as the positive
precedes the implementation of teaching resources such as the computers. One of
the recommendation of this study is that the Government at all levels and the
parent Teacher Association (PTA) should stand up to help the school by
providing computers and other necessary facilities for the use of the
schools.
TABLE OF
CONTENTS
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Statement
of the Problem
Purpose
of the Study
Research Questions
Scope
of the Study
Significance
of the Study
Operation
Definition of Terms
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
Historical background of
computers in schools.
Availability and
accessibility of computers to teachers and learners of Business Studies in
Schools.
Utilization of computers by
teachers and learners of Business Studies in Schools.
Business Studies teachers and
learners attitude towards the use of computers in schools.
The general benefits of using
computers in teaching and learning.
The
challenges experienced in the use of computers in teaching and learning.
Appraisal of literature
reviewed.
CHAPTER
THREE
METHODOLOGY
Research
Design
Population,
Sample and Sampling Technique
Instrumentation
Method
for Data Collection
Method
of Data Analysis
CHAPTER
FOUR
DATA
ANALYSIS AND DISCUSSION OF FINDINGS
Descriptive
Analysis of Personal Data
Research Questions
Testing
Discussion
of Findings
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Recommendations
Suggestions
for Further Studies
List of Selected Schools
APPENDIX
I
REFERENCES
CHAPTER
ONE
INTRODUCTION
Background to the Study
The role played with the use of computer in teaching
learning processes cannot be over emphasized due to its effectiveness in
teaching context, in which business studies as a subject in schools also
enjoyed. Twoli, Maundu, Muindi, Kuo and Kithinji (2007) lamented that, computer
is useful as teaching resources but cannot replace the teacher. Today, computer
is seen as one of such resource. However, a lot depends on the availability and
utilization of computers in the classroom.
Shue (2009) in Kiane (2014) said that computers were
introduced in American schools in 1965 and were mostly used for administrative
purpose. Molnar (1997) described that computers were not widely accepted in
American schools during the 1950s and 1960s because it was difficult and expensive
to house the huge machines that they were during that period of time. However,
Apple II computes found wide spread acceptance in education around the year
1983 and that no modern public or private schools could exist in the United
States of America without a computer instructions in the 90s (Murdock &
Desburg, 2004).
The assumption that computer technology has become an
essential part of the basic school curriculum was summed up in the report of
the United States. Department of Education (2006) which referred to computers
in the classroom as “the new basic of American education”, and to the internet
as “the blackboard of the future”. Preparing young people for the future goes
beyond the issue of getting them ready to work; they also need new skills as
computer technology continues to be woven into their daily lives. Lara &
Whitter (2006) explained that using computer technology improves students’
learning process.
Ivers (2003) opined that beginning and experienced teachers
can benefit from the role that computers play in teaching and learning;
beginning teachers can access a wealth of teaching resources and learning
opportunities via the internet as well as collaborate online with other
teachers. Experienced teachers have these same benefits, as well as the
opportunity to share their expertise with others. To this, Ivers (2003) further
confirmed the situation in Kenya; that many veteran teachers have had to learn
how to use computers on their own. Many teachers agree that the use of computer
technology enhances teaching and learning (Wabuyele, 2006).
While the use of Computer Based Instructions (CBI) is
important in most developed world schools, it is still a dilemma that poses a
great challenges to the majority of teachers in Nigeria with regards to their
perception and the roles they should play as they cope with this new
technology. Advances in modern computer technology have changed the way we do
many things including the way we learn, study and communicate and what goes on
in the classroom today is impacted upon by the computer technology and will
likely affect the skills that today’s children learn in schools and the way
they are taught to function in the world (Kashorda, Waema, Omosa & Kyalo,
2007).
Kiarie (2014) posited that computers have been used at the
university level in Kenya to teach Business Studies related courses such as
Commerce, Entrepreneurship, Banking and others. In Nigeria, Fakeye (2010) said
that beginning and experienced teachers can benefit from the role that
computers play, beginning teachers can access a wealth of teaching resources
while old teachers can share their knowledge with those who seek it. Fakeye
(2010) also outlines the fact that Nigerian government conducted a pilot
project of integrating computers in Sixty Secondary Schools and colleges with
reasonable success, although access to computer resources was the biggest
barrier in both rural and urban areas.
From researcher’s perspective, at the secondary schools
level, it is not very clear whether Business Studies teachers use computers
where they are available to them. It is obvious though that some teachers of
Business Studies may be using computers even if it is only for the preparation
of examinations and other social purposes. Keeping in view all of the variables
discussed by different other researchers, this study is particularly knee on
establishing whether computers were available at the secondary school level and
verify whether they were used by Business Studies teachers and their learners
during teaching and learning process in Kajola Local Government Public
Secondary Schools of Oyo State.
Statement of the Problem
Usefulness of computers during teaching and learning
process make the work of teachers easier as it helps in demysifing complex
concepts in different subjects. Computers help students learn better by
enhancing their learning environment and increasing learning resources.
Availability of computers to Business Studies teachers is the first stage in
the successful adoption of computers in teaching the subject in secondary
schools (Kiarie, 2014). This is because teachers can only be competent and
interested users of computers as teaching tools if they are available and
easily accessible. Teachers will not adopt computer technologies into their
instructional tasks if computers are not available in the first place.
Reid and Rushton (1985) in Kiarie (2014) concluded that,
there are many challenges that hinder the process of using computers in the
classroom. However, when effectively used, computers have a dramatic effect on
teachers and learners. But where computers are not used effectively, they do
not add value to teaching and learning.
The impact of computer in the teaching of Business Studies
in Kajola Local Government Public Secondary Schools Area of Oyo State is not
clear. Hence, this study find out the extent of computer availability and
utilization to teachers and learners in public secondary schools in Kajola
Local Government Area of Oyo State.
Purpose of the Study
The primary purpose of this study was to find out the
extent of availability and utilization of computers in teaching and learning of
Business Studies in Public Secondary Schools in Kajola Local Government Area of
Oyo State.
Specifically, the study sought to determine the followings:
1. Investigate
the availability and accessibility of general purpose computers to teachers and
learners of Business Studies.
2. Ascertain
the ways in which teachers and learners use computers for teaching and learning
purposes in Business Studies.
3. Explore
the main benefits of using computers in teaching and learning of Business
Studies.
4. Investigate
the challenges that teachers and learners experience when using computers for
teaching and learning of Business Studies.
Research Questions
In the course of this investigation, responses were sought
from the respondents to the following research questions.
1. How
available and utilization are computers to the teachers and learners of
Business Studies in Public Secondary Schools in Kajola Local Government Area of
Oyo State?
2. For
what purposes if any do Business Studies teachers and learners in Public
Secondary Schools in Kajola Local Government Area of Oyo State use computers in
their teaching and learning?
3. What
are the main benefits of making use of computers in teaching and learning of
Business Studies in Public Secondary Schools in Kajola Local Government Area of
Oyo State?
4. What
challenges faced by teachers and learners of Business Studies in their effort
to use computers for teaching and learning in Public Secondary Schools in
Kajola Local Government Area of Oyo State?
Scope of the Study
The study focused on availability and utilization of
computers in teaching and learning of Business Studies in Public Secondary Schools
in Kajola Local Government Area of Oyo State.
The scope of this study was limited to fifteen Public
Secondary Schools in Kajola Local Government Area of Oyo State. 10 public
secondary school were sampled out of fifteen public secondary schools in Kajola
Local Government Area. 100 respondents were selected which comprised of one (1)
Business Studies teacher each from the school amounting to 10 teachers and 90
students from all the schools (Male = 35 and Female = 55). The researcher used
availability and utilization of computers in Teaching and Learning of Business
Studies Questionnaire (AUCTLBSQ) to elicit information from the respondents
(teachers and students). Descriptive statistics of frequency counts and
percentage was use to analyse respondents responses.
Significance of the Study
It is hoped that the findings of this study would be useful
to teacher educators as it will help them understand the ways that influence
teachers’ perceptions towards using computers as a means for effective development
of teacher training curriculum that would prepare teachers to face challenges
in information age. It will also help the Business Studies teachers to realize
the instructional possibilities afforded by computer technology. This findings
would provide tip offs for Business Studies teachers to realize that preparing
students for the future goes far beyond the issue of getting them ready to work
theoretically but they need the practice that comes with exposure provided by
the computer technology. It was expected that the government and its relevant
agencies like the Ministry of Education to justify the need to devote more
resources in the national budget to computers and other related technologies
such as smart boards in the classrooms because these are included in science
and technologies, as this would then improve availability and use of computers
for all teachers including those teaching Business Studies. The research
findings hoped to trigger financial support either by the government and or its
development partners as well as investors towards research on a wider scope to
establish the availability and use of computers for teaching and learning. This
could be beneficial to researchers, Business Studies teachers and teacher
training institutions and in the long run to the education policy maker in
Nigeria.
Operation Definition of Terms
Attitude: What influence an
individual’s choice of action and response to a stimuli. Business Studies:
Subject offered in Junior Secondary Schools in Nigeria.
Teaching resources:
Materials intended for use by a teacher to improve or extend his/her teaching.
Cooperative learning strategies: A plan
of action in gaining of knowledge and skills that is characterized by
willingness of the learners and teachers to comply in the learning processes.
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