COMPETENCY REQUIREMENTS OF BUSINESS EDUCATION LECTURERS FOR EFFECTIVE INFORMATION AND COMMUNICATIONS TECHNOLOGY APPLICATION IN COLLEGES OF EDUCATION IN ENUGU STATE NIGERIA

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ABSTRACT

The study was carried out to determine the competency requirements of Business Education lecturers for effective information and communications technology (ICT) application in Colleges of Education in Enugu State, Nigeria. The research adopted descriptive survey research design. Four research questions and four hypotheses guided the study. The population of the study comprised the 64 Business Education lecturers in federal, state and private colleges of education Enugu State, Nigeria. There was no sampling because the population of the study was manageable. Thus the study made use of  the entire population of the study. The instrument for data collection was a structured questionnaire titled Competency Requirements for Information and Communications Technology Application in Business Education Questionnaire (CONFICTABEDQ). The instrument was validated by three experts-two in Business Education and one in Measurement and Evaluation. The reliability coefficient values obtained were .75, .80, .87 and .72 for clusters 1-4, respectively and the overall reliability index was .70. A total of 60 copies of the questionnaire were returned and data were analysed using mean with standard deviation for answering the research questions and t-test for the testing of the hypotheses. The result showed that Business Education lecturers in colleges of education required technical, pedagogical, administrative and attitudinal competencies for effective ICT application. The four null hypotheses indicate no significant difference opinion between male and female Business Education lecturers. Thus, recommendations were made based on the findings including the massive in-service training programme for Business Education lecturers using every means available to them such as seminars, workshops, on-the-job training and retraining programmes, on-campus study leave to enable them engage in ICT training.




TABLE OF CONTENTS

Title page                                                                                                                    i

Declaration                                                                                                                  ii

Certification                                                                                                                iii

Dedication                                                                                                                  iv

Acknowledgements                                                                                                    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                                                                                      11

1.4       Research Questions                                                                                         12

1.5       Hypotheses                                                                                                     12

1.6       Significance of the Study                                                                               13

1.7       Scope of the Study                                                                                         15

CHAPTER 2: REVIEW OF RELATED LITERATURE                                              17

2.1       Conceptual Framework                                                                                   17

2.1.1    Information and Communications Technology (ICT)                                    17

2.1.2    ICT competency                                                                                             21

2.1.3    Business education in the colleges of educations                                           22

2.1.4    Technical competencies required for effective ICT application                     24

2.1.5    Pedagogical competencies required for effective ICT application                 25

2.1.6    Administrative competencies required for effective ICT application            28

2.1.7    Attitudinal competencies required for effective ICT application                   31

2.1.8    Influence of gender on ICT competency                                                        31

2.2       Theoretical Framework                                                                                   34

2.2.1    The behaviorists theory                                                                                   34

2.2.2    The constructivist theory                                                                                35

2.3       Empirical Studies                                                                                            37

2.4       Summary of Review of Related Literature                                                    42

CHAPTER 3: METHODOLOGY                                                                          45

3.1       Design of the Study                                                                                        45

3.2       Area of the Study                                                                                           45

3.3       Population of the Study                                                                                  46

3.4       Sample and Samplings Technique                                                                  47

3.5       Instrument for Data Collection                                                                       47

3.6       Validation of the Instrument                                                                          48

3.7       Reliability of the Instrument                                                                           48

3.8       Method of Data Collection                                                                             49

3.9       Method of Data Analysis                                                                               49

CHAPTER 4: RESULTS AND DISCUSSION                                                    50

4.1       Results                                                                                                            50

4.2       Summary of Findings                                                                                     59

4.3       Discussion of the Findings                                                                             63

4.3.1    The technical competencies required for the effective application

of information and communications technology                                            63

4.3.2    Pedagogical competencies required for the effective application

of information and communications technology                                            63

4.3.3    Administrative competencies required for the effective application             

of information and communication technology                                              64

4.3.4    Attitudinal competencies required for the effective application

of information and communications technology                                            65

CHAPTER 5: SUMMARY, CONCLUSION AND

RECOMMENDATIONS                                                                                         66

5.1       Summary of the Study                                                                                    67

5.2       Conclusions                                                                                                     67

5.3       Educational Implications                                                                                68

5.4       Recommendations                                                                                          68

5.5       Limitations of the Study                                                                                 69

5.6       Suggestions for Further Studies                                                                     70

REFERENCES                                                                                                        71

APPENDICES                77


 



LIST OF TABLES

 

 

Page

4.1

Mean ratings of Business Education lecturers on the technical competencies required for effective application of information and communication technology in Colleges of Education

51

4.2

T-test analysis of the mean ratings of male and female Business Education lecturers in Colleges of Education on the technical competencies required for effective application of information and communications technology         

52

4.3

Mean ratings of business education lecturers on the pedagogical competencies required by Business Education lecturers for the effective application of information and communications technology in Colleges of Education

53

4.4

t-test analysis of the mean ratings of male and female Business Education lecturers in colleges of education on the pedagogical competencies required for effective application of information and communications technology

54

4.5

Mean ratings of Business Education lecturers on the administrative competencies required by Business Education lecturers for effective

application of information and communication technology in Colleges of Education       

                       

55

4.6

t-test analysis of the mean ratings of male and female Business Education lecturers in Colleges of Education on the administrative competencies required for effective application of information and communications technology.   

56

4.7

Mean ratings of Business Education lecturers on the work attitudinal competencies required for effective application of information and communication technology in Colleges of Education           

57

4.8

t-test analysis of the mean ratings of male and female Business Education lecturers in Colleges of Education on the work attitudinal competencies required for effective application of information and communications technology.   

58

 

                                   

                       


 

 


CHAPTER 1

INTRODUCTION


1.1       BACKGROUND TO THE STUDY

Education is a standout amongst the most significant tools to foster creation of worthwhile skills and attitude required for national development. According to the Nigerian National Policy on Education (Federal Republic of Nigeria, FRN, 2013), the national education goals derived from the Nigerian educational philosophy amongst other things, the securing of suitable aptitudes and the advancement of mental, physical and social capacities and competencies as hardware for the person to live in and add to the improvement of the general public. Business Education is training for and about business or preparing in business abilities (Okoro, 2013). Business Education, according to Okoli (2010), is that part of the all-out instructive program that gives the learning, abilities, comprehension and frames of mind expected to perform successfully in the business world as a maker and/or customer of products and enterprises that business offers.

Business Education which is offered at the institutions of higher learning is concerned with the advancement of relevant and profitable skills and knowledge that would empower a person to work viably in the realm of work (Onojetah, 2012). An individual who receives training in Business Education can easily develop potentials for entrepreneurship interests particularly in this period of economic meltdown and joblessness (Ibeneme & Ikegwuani, 2010). In order to make Business Education graduates more relevant to the Nigerian economy and the world over, in terms of job creation, information and communications technology was introduced into Business Education curriculum. This is necessitated by the fact that the world is seen as a  “global village” due to innovative headway in relational abilities and contraptions.

Information and communications technology (ICT), according to Orike, Iyalla and Okereke (2017) refers to the range of technology that is applied in the course of collecting, editing, storing, retrieval and transfer of information in several forms. It is the electronic devices and applications used in the classroom to support the effective teaching and learning processes (Deebom & Zite, 2016). All such electronic, media and devices provided by the ICT which appeal to all the intellects and the feeling of learning constitute learning materials in the Colleges of Education in Enugu State, Nigeria. The National Policy on Education (FRN, 2001) emphasized the need for the application of ICT in education for three major objectives: to empower the students with ICT skills, to prepare the students for a competitive global environment, incorporate ICT into the mainstream of education and training and establishing multifaceted ICT institutions, as centres of excellence.

These noble objectives of Business Education cannot be achieved without utilizing ICT in the training of their learners through the integration of e-learning. According to Yusuf (2018) one of the aims of Business Education is to produce graduates that are equipped with vocational skills and competencies required in up-to-date offices and schools, but the importance of Business Education in the classrooms and laboratories in this regard are questionable. The world is fast becoming a global village as a result of interconnectivity that existed between countries, organisations, institutions, government and other bodies due to the development in information and communications technology (Ugwueze & Obayi, 2012). Information and communications technologies (ICTs) are indeed prevalent pervasive technologies in the world (Obayi, 2010).

Information and communications technology is that aspect of technology that ensures the handling and processing of information, using all kinds of electronic devices in facilitating communication (Paul, 2005). It includes several communication device or application encompassing; radio, cellular phones, television, computer, computer network (hardware and software) and satellite systems, including the various services and applications related to them, such as video conferencing and distance learning (Dike, 2014; Margaret, 2005). According to Okwuanaso (2004), ICT is made up of three basic components, namely: electronic processing using computer, transmission of information using telecommunications equipment’s and broadcasting of information in multimedia. These electronic systems can be useful in broadcasting, telecommunications and many computer-mediated communication technology including teaching in the classroom. The use of improved technology has brought about more sophisticated scientific discoveries in various areas of human activities such as medicine, agriculture, industrial production and building.

Technology is playing a leading role not only in business but also in the management of business information (Okwuanaso & Obayi, 2006). Adoni (2010) noted that information and communication technology centered education encompasses the use of computers, online self-learning packages, interactive CD’s, satellites, radio, optical fibre technologies, tele-presence systems and all types of information technology (IT) hardware and software in teaching. However, for the purposes of this study, the ICT facilities for which Business Education lecturers competencies the researcher is focusing on, include; the usage of computer system for teaching,  use of the internet, computer networking, electronic board and the use of slide shows in teaching. These facilities are the most frequently used ICT facilities for teaching amongst other facilities (UNESCO, 2011). It is appropriate to note that the ICT competencies required by Business Education Lecturers are practical and functional skills which the lecturer should demonstrate to effectively apply technology in Colleges of Education in Enugu State.

Competency, according to Adameji (2014) is the capacity to adequately possess the required skills and knowledge, qualification or capacity. Competency is a persuasive term that reflects the capability to do something in contrast with more traditional ability to demonstrate knowledge. In this study, competencies Requirement of Business Education lecturers in information and communications technology (ICT) is defined as the capability of the lecturer to use ICT devices in performing or carrying out academic activities or tasks, aimed at enhancing learning. Competency is a specific practical ability possessed by someone to do a given task. Ojukwu and Ojukwu (2004) viewed competencies as knowledge, skills and behaviour that will enable a lecturer meet established performance criteria. Competency is the capacity to do something well when measured against a standard, specifically the ability acquired through experience or training.

The importance of information and communications technology (ICT) in teacher education is not in doubt, but the enabling skills, knowledge, tools and infrastructure for its application are not yet adequately put in place. Paul (2005), Omeje (2006), and Ovute and Ovute (2015) reported separately that the ICT systems are presently inadequate in educational institutions at all levels in Nigeria. They also reported that teacher competency for the implementation of ICT was virtually non-existent in the post primary education and very inadequate at the tertiary level, including Colleges of Education in Enugu State, Nigeria.

The researcher’s presentation in this study includes the adoption of the format of traditional cluster of teacher competencies according to Orike, Iyalla & Okereke (2017); Nwagwu & Azih (2016); Dike (2014) and Okoro (2013). This cluster includes technological, pedagogical, administrative and attitudinal competencies. The technological competencies are often necessary in all aspects of technology since many human endeavours and career opportunities need technological competencies. Technological competencies are required to organize, produce and deliver learning experiences to learners. It helps the lecturer to apply technology wisely, logically and effectively. It also enables the lecturer to understand the principles underlying the technological tools and materials (Ovute & Ovute, 2015). This is because, the lecturer obtains the boldness and safety to apply the tools and equipment which he Requirement to perform his or her functions. Technological competencies promote proper use of technological gadgets hence improving their performance and life span since the user has better chance to apply maintenance culture and proper handling and when properly applied, ICT will enhance the technological competencies of lecturers.

Pedagogical competencies are skills and abilities applied by lecturers to enhance teaching and learning procedure. Pedagogical competencies applied in teaching are numerous and varied according to subject area and Requirement of the lecturers and students. These competencies are expected to determine the level of efficiency of the lecturer at all levels in the effective applications of information and communications technology as they are what differentiate one lecturer from the other in terms of ability to deliver lessons effectively in order to enhance maximum learning. To achieve this, all the strategies adopted and the method of motivation of the students engaged in the learning process is very essential. One can achieve pedagogical competencies by both training and experience especially if the lecturer is aware of the need to acquire such competencies. Therefore, when information and communications technology is used effectively, it will enhance the pedagogical competencies of the lecturer even though it depends on the desire of the lecturer to excel in his or her duties (Agbakwuru, 2012).

Administrative competencies are skills and capabilities required to plan, organize, execute and evaluate programmes and to ensure that the goal set by the organization, employer or client is achieved. It helps the lecturer to adopt lawful principles in his dealings with students, abide by the laws and go about his normal business based on what the law stipulates (Dike, 2014). Attitudinal competencies are the value based on skills required by individuals and societies to be capable of laying the appropriate value on the importance of good behaviour and character in dealing with others. It brings about wisdom and ability to relate well with other people. If lecturers in the Colleges of Education in Enugu State who handle Business Education cannot apply ICT in teaching and learning and do not relate cordially with their colleagues who can help them achieve effective application in the learning procedure, then they will not be able to produce ICT based learning experiences. Consequently, they will not be able to transfer the necessary ICT competencies to their students. But when lecturers are ICT competent, they will be in a better position to produce learning experiences in a current format and impart the up to date experiences to their students. It is therefore, needful to address the competency Requirement of the lecturers in the Colleges of Education in Enugu State for effective application of ICT in Business Education learning process.

Some of these Colleges of Education in Enugu State are privately owned whereas others are publicly owned. These institutions also differ in their rate of funding in terms of procurement of the ICT amenities and ability to retain highly competent lecturers. It is clear that there could be disparities in the competency Requirement of the lecturers in the privately-owned Colleges of Education and the lecturers in the government owned Colleges of Education in Enugu State, Nigeria.

From the foregoing, it is observed that the numerous benefits of ICT can be realized when lecturers who remain the key to learning can develop necessary pedagogical competencies for learning and instruction using ICT facilities. Even in the ICT-rich contexts, lecturers’ replacement by the best technology is impossible. Jones (2003) reiterated the fact and was of the opinion that “regardless of what the educational system mandates the experts in the end, effective learning is dependent on the will and competence of the lecturer”. In recognition of this fact, the European Union (EU) member states have decided to embark upon a major programme of equipping schools and training teachers (Abbot & Chris, 2011). The United Nations Educational Scientific and Cultural Organization and Communication Technology Competency Test – UNESCO ICT-CT (2011) postulated that for students to become comfortable and effective users of computers, teachers must be capable of making wise and effective use of computers in teaching. This means that all science teachers and in particular Business Education lecturers should be competent in using the ICT for instructional purposes when and where appropriate. However, the lack of basic ICT competencies can limit lecturers from harnessing the gains inherent in using ICT to teach Business Education. A lecturer cannot teach past his or her scope of mastery.

Teaching Business Education using ICT facilities has been observed to enhance learning (UNESCO, 2011) and any lecturer who does not possess the requisite competencies required to effectively teach desired content in Business Education cannot benefit from the inherent gains of using ICT to teach Business Education. Business Education lecturers in particular need to have the basic ICT competencies Required for more effective teaching of the desired contents in the Colleges of Education in Enugu State, it is appropriate to begin with the question of the basic ICT skills that can empower lecturers to demonstrate competence in using ICT gadgets in classroom instructions. It will be difficult to achieve ICT integration in classroom learning without determining whether a lecturer is acquainted with the basic operational competencies of ICT components. In like manner, ICT competence in appropriate areas will be required for a positive integration of the ICT in course of teaching and learning. For the purpose of this study, the basic ICT competencies required for enhancing teaching and learning in the classroom will be used. These basic competencies were drawn from the UNESCO information and Communication Technology teachers’ competency framework developed and published in 2011, especially for developing countries. Amongst the ICT competencies selected as identified by UNESCO which is of interest to the present study include basic knowledge and use of ICT facilities, the usage of ICT to form teaching pedagogy, and use of ICT facilities to guide learners in searching for new knowledge and information.

It is assumed that the level of ICT competencies among lecturers in the Colleges of Education in Enugu State is determined by a number of factors. Such factors include: qualification, age and gender. Uzoagulu (2002) while discussing the attributes that affect students’ performance noted that teachers’ qualification affects students’ performance and achievement in various courses. Domingo (2004) observed that students taught by qualified teachers stand a better chance to perform better than students taught by less-qualified teachers in examinations. These assertions will be subject to verifications following ICT competencies of these teachers. National Council on Colleges of Education, bachelor in education (B.Ed) is the minimum qualification for entry into teaching in Colleges of Education (NCCE, 2012).

Consequently, lecturers with minimum of Bachelor of Education in Business Education disciplines are qualified to teach Business Education in the Colleges of Education in Enugu State with a minimum of B.Ed and above are considered as qualified lecturers while those who may be teaching but do not possess a minimum of B.Ed will be considered as unqualified. Those who may have degree in other disciplines other than education but have undertaken Post Graduate Diploma in Education (PGDE) will also be considered qualified to teach. However, those who may possess degree in other faculties outside education and have not undertaken any study in education will be considered unqualified lecturer(s). Teachers’ qualifications are also related to gender. Gender is a set of characteristics distinguishing between male from female. It also refers to the informally constructed roles, behaviours, activities and characteristics that a specific society considers appropriate for men and women. Traditionally, gender stereotype has over the years continued to limit females’ capabilities and constrain their ability to participate in all aspect of human endeavour. Gender issues themselves affect all aspect of the society to the extent that the sum total of women in certain profession/career in higher institutions of learning is constrained by gender stereotype. It has been argued that this long-standing gender bias reflects in performances.

Gender was identified as a critical factor that affects teachers’ attitude towards computer usage (King, Bond & Blandford, 2002). King, Bond and Blandford (2002) found that females have lower scores on computer technology than their male counterparts. These prejudices limit the performance level of female in certain courses. The gender issue in science and technology and ICT has been a source of aversions as science teachers and ICT have been male stereotyped and regarded as difficult (Ofoedu, 2001). Amongst the goals of Education For All (EFA) as agreed by world countries in 2000 is: “Achieving a 50 percent advancement in levels of adult literateness by 2015, specifically for women and impartial access to rudimentary and continuing education for all adults and eradicating gender differences in primary and secondary education by 2015, and accomplishing gender equality in education by 2015, with a concentration on guaranteeing girls’ full and equivalent access and achievement in rudimentary education of decent quality”. This suggests that gender is sensitive to educational objectives and may affect interest and assurance in the teaching of Business Education with ICT. Therefore, Business Education lecturers need to be assessed across gender so as to find out necessary actions that need to be put in place by the federal government in order to avoid failure of investments in ICT and education. According to Okafor (2013), teaching with the support of ICT facilities has proven to aid better understanding and performance by students, but unfortunately, most of the Business Education lecturers seem not to be up-to-date in ICT compliance. Therefore, the study attempts to determine the competency Requirement of Business Education Lecturers for effective information and communications technology (ICT) application in the Colleges of Education in Enugu State, Nigeria.


1.2       STATEMENT OF THE PROBLEM

Colleges of Education being the bedrock of teacher education at the tertiary level aims at preparing and producing qualified and competent teachers who teach at primary and secondary levels of education. It was noted that Business Education lecturers who take the responsibility of training these student teachers in Colleges of Education have not been properly equipped with ICT competencies for effective instructional delivery. Students in secondary schools, colleges and universities seems to have no practical knowledge on how to incorporate ICT into business education even with the growing need for ICT literacy in the current dispensation especially in teaching and learning process, this calls for teachers and students at all levels of education to be ICT compliant.

Information and communications technology is an integral course which ought to be learnt by all despite the level of education as it is utilized in all aspect of human endeavor. The low level of students-teachers integration of ICT in Business Education could be linked to the Business Education lecturers not being adequately trained or prepared with the necessary ICT competency which could have resulted in ineffective ICT infrastructural delivery in Colleges of Education and the teaching of ICT is more theoretical rather than practical in most Colleges of Education. These have brought about poor performance of student-teachers in ICT instruction. Then the question; what are the competencies required by lecturers of Business Education for effective application of information and communications technology (ICT) in Colleges of Education in Enugu State?


1.3       PURPOSE OF THE STUDY

The purpose of this study was to determine the competency requirement of Business Education lecturers for effective information and communications technology (ICT) application in Colleges of Education in Enugu State, Nigeria. Specifically, the study determined:

1.      the technical competencies required by Business Education lecturers for effective application of information and communications technology in Colleges of Education;

2.      the pedagogical competencies required by Business Education lecturers for effective application of information and communications technology  in Colleges of Education;

3.      the administrative competencies required by Business Education lecturers for effective application of information and communications technology in  Colleges of Education; and

4.      the work attitudinal competencies required by Business Education lectures for effective application of information and communications technology in Colleges of Education.

 

1.4       RESEARCH QUESTIONS

The following research questions guided the study:

1.      What are the technical competencies required by Business Education lecturers for effective application of information and communications technology in Colleges of Education?

2.      What are the pedagogical competencies required by Business Education lecturers for the effective application of information and communications technology in Colleges of Education?

3.      What are the administrative competencies required by Business Education lecturers for effective application of information and communications technology in Colleges of Education?

4.      What are the work attitudinal competencies required by Business Education lecturers for effective application of information and communications technology in Colleges of Education?


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 male and female Business Education lecturers in Colleges of Education on the technical competencies required by them for effective application of information and communications technology in their institutions.

HO2: There is no significant difference between the mean ratings of male and female Business Education lecturers in Colleges of Education on the pedagogical competencies required by them for effective application of information and communications technology in their institutions.

HO3: There is no significant difference between the mean ratings of male and female Business Education lecturers in Colleges of Education on the administrative competencies required by them for effective application of information and communications technology in their institutions.

HO4:  There is no significant difference between the mean ratings of male and female Business Education lecturers in Colleges of Education on the work attitudinal competencies required by them for effective application of information and communications technology in their institutions.


1.6       SIGNIFICANCE OF THE STUDY

The findings of the study would be beneficial to the stakeholders in Education which include the Business Education Students, Business Education Lecturers, Federal Colleges of Education, State Colleges of Education, Private owned Colleges of Education, National Commission for Colleges of Education (NCCE) School Management, future researchers and the general public.

The findings of the study would also be beneficial to the federal and state government because, it would enable the government enhance information sharing among security agencies. It would build confidence in the use of ICT network and services. The findings will ensure to encourage and promote the effective use of ICT in governance within every sector and programme including Agriculture, Education, Finance, Health, Oil and Gas, Power, Trade and Commerce, Transport and Youth Development.

The findings of the study would be beneficial to the Colleges of Education because, it would enable the Colleges tackle the problem of the use of obsolete and outdated office equipment, poor working condition, poor infrastructure and inadequate network in Colleges of Education. The findings of the study would also be beneficial to the National Commission for Colleges of Education (NCCE). This is because, since the statutory responsibility of this Commission is to manage the Colleges of Education in Nigeria, the findings would proffer to assist the Commission on the evaluation and implementation of ICT in teaching-learning in Colleges of Education in Enugu State of Nigeria and make necessary recommendations to the Federal Ministry of Education.

The findings of the study would also be beneficial to the Management of different Colleges of Education. This is because, the management would use the result of the study to provide adequate information and Communications Technology facilities for teaching and learning Business Education in their various Colleges of Education. It will also help them to process, store and retrieve documents whenever required. This will be essential in keeping students’ records which include, class attendance, marks scored in different examinations and assignment, a database of previous assignment and examinations.

The findings of the study would be beneficial to Business Education Lecturers in Colleges of Education because, it would expose them to the need to acquire information and communications technology skills relevant in teaching Business Education courses and the need for the lecturers to attend conferences, seminars and workshops to update their knowledge. ICT would help Business Education lecturers in preparation for cultures by reaching online materials to enrich their knowledge base.

The findings of the study would be beneficial to students, especially Business Education students in Colleges of Education. This is because, it will enable them to learn faster, maximize their attentiveness to instruction and facilitate interaction between students and students. It would equip the Business Education Students with valuable knowledge and skills around competing and communication devices, software that operate them, application that run on them and systems that are built with them. Information and communications technology (ICT) increases the flexibility of delivery of Education so that Business Education Students can access knowledge anytime and from anywhere. Business Education Students would find it useful especially the use of audio-visual aids, (mostly computers) to practice how to teach using technology.

Finally, the findings of the study would be beneficial to intending researchers because, it would serve as a reference material to them giving them the opportunity to carry out more research on the subject area. It would stimulate and encourage research development and innovation on ICT in future.


1.7       SCOPE OF THE STUDY

This study focused on competency requirements of business education lecturers for effective information and communications technology application. The study was delimited to the pedagogical, technological and administrative competencies required by Business Education lecturers. This study covered College of Education, Nsukka, Enugu State; Peaceland College of Education, Enugu; Our Saviour Institute of Science, Agriculture and Technology (OSISATECH); College of Education, Enugu; Institute of Ecumenical Education (Thinkers Corners), Enugu; African Thinkers College of Education, Enugu; Enugu State College of Education (Technical), Enugu; Federal College of Education, Eha Amufu, Enugu State. It was further concerned with the competency requirements of Business Education lecturers for effective information and communication technology application in Colleges of Education. The variables of interest within the scope of study for the purpose of the investigation into the competency requirements of Business Education lecturers for effective information and communication technology application in Colleges of Education includes; application of basic ICT technology in teaching, identification and application of ICT skills and competency requirements, the use of ICT administratively to organize and create knowledge, attitude of lecturers in the use ICT in teaching. Finally the study was restricted to the Business Education lecturers in Colleges of Education in Enugu State.

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