Teaching and learning are inseparable
concepts with learning playing more of judgmental role to teaching. It is
believed that “unless the child learns the teacher has not taught”. Though
teaching and learning are intimately linked processes and are interdependent as
well as inter woven, teaching is a social phenomenon, while learning is a
psychological phenomenon. It is teaching which generally results into learning
but there can be learning without teaching. Teachers in the recent trend of
teaching and learning are therefore seen as facilitators or guide, and I
believe this can better be enhanced through utilisation of ICT facilities.
The nub of teaching learning process lies in
the moment by moment relationship between the willing leaner and the competent
co-teacher. Rao (2008) quoted Burton (2001) who argues that teaching can be
made effective by relating it to learning; teaching objectives can be
identified in behavioural term and appropriate learning situations may be
created to realise these objectives. The appropriate teaching condition or
structures may be generated for effective learning; the effective teaching aids
may be selected for creating strategies and tactics may be selected to achieve
the optimal object of learning; the concept of relationship of teaching and
learning will be an aid to understand the nature of teaching and thereby,
teaching theories may be evolved. The knowledge of the relationship will
equally be helpful for teaching to produce effective Business Education
teachers.
ICT has been acknowledged globally as one of
the greatest techniques infused into the teaching learning process. It is used
in the context of this research work to imply a diverse set of electronic
technologies, technological tools and resources used to communicate,
disseminate, store and manage information in the course of teaching and
learning. ICT include computers, the internet, broadcasting technologies and
telephony (Adoni and Kpangbam, 2010; Chukwudi and Ejita, 2008). The impact of
ICT on learning is the vision that it enables learning anywhere, any time and
anyhow. ICTs are utlised during academic activities especially by lecturers and
students (Usang, Azubuike and Umoren, 2007). Anissimov (2009); Bless and Truth (2009) and
Bliss (2009) agrees with this view but further noted that there is variation in
the level of usage of ICT in tertiary institutions among countries.
The
emergence of information and communication technology (ICT) has totally
revolutionalized the way we access, process, store, retrieve and disseminate
within organisation or across the globe according to Miller and Akume (2009).
Information
and communication technology refers to a systematic process of gathering,
processing, storing, sending and retrieving of information through the print,
broadcast, computing and telecommunications media (Onwuagboke, 2009). Similarly,
Achuonye (2002) sees information and communication technology as the
collection, storage, processing dissemination and use of information.
Information and communication technology has the potential to accelerate,
enrich and deepen skills; motivate and engage students in learning; it also
help in relating school experiences to work practices, helps to create economic
viability for workers; contributes to radical changes in school; strengthen
teaching and provides opportunities for connection between the school and the
world (Kirschner and Woperies, 2003).
Ogunsola
(2005) sees ICT as an electronically based system of information transmission,
reception, processing and retrieval which has drastically changed the way we
think, the way we live and the environment in which we live. Information
and communication technology offer several opportunities in education,
they can be used as a means of preparing the current generation of students for
future workplace, that is, providing tools for tomorrows practices. This is
underscored in the foreword written by Lemke .C. (1999) in the Milken exchange
on education technology commissioned report. Lemke noted inter alia “
today’s students live in a global knowledge based age, and they
deserve teachers use of technology (ICTs) students can be given the
opportunities of becoming a part of the knowledge age and skills imparted to
the young people in an increasing
complex world.
Teachers will need to use ICTs in order to equip
tomorrow’s employees and customers with the requisite competence and knowledge
to use ICTs within their work (Davis & Tearle, 1999). ICT has impacted on the quality and quantity
of teaching and learning through its dynamic, interactive and engaging. ICT has
simplified education through the application of electronics media, internet
etc. Ndukwe (2006), emphasized that the production and introduction of
calculators and computers in the education system worldwide has helped in
simplifying teaching and learning in schools, thereby content, and it provide
real opportunities for individualized instruction.
Business education is one of the courses
taught in tertiary institution is that aspect of the total education programme
that provides the knowledge, skills, understanding and attitudes needed to
perform in the business world as producer or consumer of goods and services
that business offer (Igboke, 2012). Azubuike (2013), noted that business
education fall under creative, technical and vocational courses within the high
institution programme. The course is aimed at equipping students with practical
business skills which will enable them to participate meaningfully in
production in future. As a practical course, it is intended to prepare student
for the world of work; both as employees and as employers , oyebade (2008) and (chibuzor, 2012) and also
stated that business education is an essential element of general education;
this is because it is concerned with entrepreneurship development among the
students. He further stated that, it is concerned with the act of imparting
business orientation. Furthermore, Okoli (2010) noted that business education
is an important part of the general education which emphasizes on the
acquisition of skills and competencies for use in offices and business related
occupation. Similarly, Nwazi (2010) describes business education as
encompassing education for office occupation, business teaching, business
administration and economic understanding. In all, Abdulkadir (2011) opines
that one remarkable important characteristic of business education programme is
that, its products can function independently as self-Employed and Employers of
labour. To this end, the tenet of business education embraces basic education
for teaching career, entrepreneurship, business understanding, office
management and vocational practices.
Azubuike (2013), enumerated the following as the
objectives of business education at all levels of education;
-
To develop basic skills
for personal use in the future
-
To prepare students for
further training in business education.
-
To provide the needed
background for teaching in business courses.
-
To develop basic skills
in office occupation.
-
To relate the knowledge
and skills acquired to national development.
-
To acquire the basic
knowledge and skills of business education.
-
To provide orientation
and basic skills with which start a life of work for those who may not undergo
further training.
.
Over the years there has been a general poor
performance in business education courses, this is not only applicable in
secondary examinations were business education subjects are taught but also in
university precisely under business education most students who enrol in
business education department do not graduate successfully with their mate.
Unfortunately, in Ebonyi State University in
Department of Business Education, there are little or no ICT tools for teaching
and learning in various classrooms. teaching and learning method in the class
rooms in department of business education still adopt the old traditional
method of teaching, where the teacher acts at repertoire of knowledge while
student are busy coping what is said and expected to vomit them verbatim during
examination. It is worrisome because this has led to massive failure in
examinations as the students are rarely grounded in their learning but are
mainly subjected to mere memorization of the topics taught.
The present study contributes to the
literature on the use of ICT in education by examining the availability and
level of utilization of ICT in teaching and learning of business education
courses in Ebonyi state university.
The main purpose of the study is to determine the
availability and the level of utilization of ICT in teaching and learning of
business education courses in Ebonyi State University. The specific objectives
are
1.
To ascertain the
availability of interactive ICT in teaching and learning of business education
courses in Ebonyi State University.
2.
To ascertain the level
of utilization of interactive ICT in teaching and learning of business
education courses in Ebonyi state university.
3.
To determine the
availability of non-interactive ICT in teaching and learning of business education
in Ebonyi state university.
4.
To determine the level
of utilization of non- interactive ICT in teaching and learning of business
education courses in Ebonyi state university.
The findings of the study will be of
immense benefit to the students, teachers, education shake holders, the
government philanthropists.
Information
and communication technology is of great important to teachers and students of
business education in Ebonyi State University; this is because from this
research, they will able to ascertain the important of information and
communication in teaching and learning.
Secondly, this work will be of great important to
educational stakeholders. This is because from the research they will be able
to know the plight of the student and therefore work out modalities to solve
the problems.
Thirdly, this work will be of great important to the
government through the ministry of education they would be able to ascertain
the course of poor performance of the student of business education and work
out modalities to solve the problems.
Furthermore, the work will be of great important to
the philanthropists in the area, this is because from the work, they will be
able to identify problem of students in studying business education. This will
encourage them to donate information and communication technology tools that
will be used in teaching and learning in the area.
Finally, the findings would be
useful to curriculum planners.
Curriculum planners who would wish to resolve the issue of the
availability and utilization ICT instructional materials may have cause to know
the true situation and properly restructure business education programme
curriculum to take care of inadequacies. Curriculum planners would be more
objective when the findings are taken to consideration.
The
following research question’s guided the study:
1.
To what extent are
interactive ICT available for teaching and learning of business education
courses in Ebonyi State University?
2. To what extent are interactive ICT utilized in
teaching and learning of business education courses in Ebonyi State University?
3. To
what extent are non interactive ICT available for teaching business education
courses in Ebonyi State University?
4. To
what extent are non interactive ICT utilized in teaching and learning of
business education courses in Ebonyi State University?
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