ASSESSMENT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) CHALLENGES ENCOUNTERED IN TEACHING BUSINESS STUDIES IN SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary Education Policies (Rosen & Michelle, 2019; and Thierer, 2020). Most experts in the field of Education agree that, when ICT properly used, it holds a great promise to improving teaching and learning and to shaping workforce opportunities. Poole, (2018), indicated that computer illiteracy is now regarded as the new illiteracy. Ofodu (2017), refers to Information and Communication Technology (ICT) as electronic or computerised devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use.
Improving school ICT facilities is essential in view of the current global revolution in teaching due to the changing nature of teachers’ work, the realities of the information age, new global partnerships and awareness of technological changes (Feldner, 2018). Schools should therefore provide adequate ICT tools to enhance integration of ICT in teaching. According to Kashorda, Waema, Omosa & Kyalo, (2017), the introduction of ICT in education was part of the more fundamental objective to improve education globally and to make it accessible to everyone. They observed that the use of ICT in education had the potential to enhance the quality of teaching and learning, the research productivity of teachers and students, and the management and effectiveness of institutions.
In addition, ICT has the opportunity to revolutionize pedagogical methods, expand access to quality education and improve the management of education (World Bank, 2020). ICT is regarded as a critical tool for preparing and educating students with the required skills for the global work place (Bassey, 2019). According to Anthony (2021), the impact of ICT in education cannot be overemphasized. He noted that ICT solves problems concerning space and time. Accordingly, through ICT, the students can communicate, contact their teachers and collect and exchange information anywhere and anytime. Further, ICT also gives access to knowledge hence enabling the students to draw from a global pool of knowledge and also makes serving and sharing of knowledge easier. The students can therefore individually or together create records of notes and presentations which may help them to do better in their examinations. This way they are also trained for future participation in global research and communication.
The adoption of ICT in secondary schools for effective teaching and learning activities holds a great deal in improving the quality of education in secondary school system. A proper integration of ICT in the teaching and learning of Business Study will help to improve the teaching effectiveness of business study teachers’ and holds out the opportunity to revolutionize office automation, pedagogical methods and expand access to quality education. However, the integration of ICT in most secondary schools in Nigeria has fail as a result of bulky challenging factors which happens to be interest of this study.
1.2 Statement Of The Problem
The use of information and communication technology (ICT) is becoming an integral part of education in many parts of the globe (Sala, 2019). Nigeria is not left behind as ICT gradually finds its way into the educational systems (Darkwa & Mazibuko, 2020) Teaching and learning processes is a functioning in the modern world. Therefore, the management of schools also have to change and the need to integrate ICT into education in Nigeria for effective teaching and learning processes in schools.According to Kashorda, Waema, Omosa & Kyalo, (2017), the introduction of ICT in education was part of the more fundamental objective to improve education globally and to make it accessible to everyone. They observed that the use of ICT in education had the potential to enhance the quality of teaching and learning, the research productivity of teachers and students, and the management and effectiveness of institutions.
As enormous as the benefits and roles ICT are to every level of educational system, a lot of challenges abound. These challenges militate against effective and efficient teaching and learning of business study with ICT. Some teachers find it very difficult to effectively tally their ICT instructional materials such as computers, audio visual aids, slides, video clip, electronic white boards, and electronic conferencing materials and so on, to the goals of their instructional objectives, which instigate information search and attribution formulation. More-so, the most significant of these appears to be poor usage of ICT facilities among teachers and students, unavailability and inaccessibility of ICT facilities, lack of good educational and ICT policies among others. In view of the above, this study seek to assess the information communication technology (ICT) challenges encountered in teaching business studies in secondary school.
1.3 Objectives Of The Study
The general objective or main objective of this study is to assess information communication technology (ICT) challenges encountered in teaching business studies in secondary school. The specific objectives are:
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Investigate the effect of ICT utilization for the teaching and learning of business studies.
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Assess the challenges militating against the effective use of ICT during the teaching and learning of business studies in secondary schools.
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Ascertain the possible solutions to the identified challenges.
1.4 Research Questions
The following are some of the questions which this study intends to answer:
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What are the effect of ICT utilization for the teaching and learning of business studies?
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What are the challenges militating against the effective use of ICT during the teaching and learning of business studies in secondary schools?
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What are the possible solutions to the challenges influencing the use of ICT for effective teaching learning of business studies?
1.5 Research Hypothesis
Ho1: The use of ICT has no significant positive effect on the teaching and learning of business studies in secondary schools.
Ho2: There are no significant factors affecting the use of ICT for effective teaching and learning of business studies in secondary schools.
1.6 Significance of the Study
This study will assess and present information which will be useful the major stakeholders in secondary schools. Such information will be delimited to teachers’ perception of Information and Communication Technology (ICT) integration for academic activities. The usefulness and factors militating against ICT utilization etc. The results of this study are expected to unfold the problem which the students face on the use of ICT and electronic resources.
Additionally, subsequent researchers will use it as literature review. This means that, other students who may decide to conduct studies in this area will have the opportunity to use this study as available literature that can be subjected to critical review. Invariably, the result of the study contributes immensely to the body of academic knowledge with regards to the information communication technology (ICT) challenges encountered in teaching business studies in secondary school.
1.7 Scope Of The Study
This study focuses on the information communication technology (ICT) challenges encountered in teaching business studies in secondary school. The study will equally delve into exploring the effect of ICT use on the teaching of business studies.
Geographically, the study will be delimited to business study teachers and students in Educational District 11, Lagos State.
1.8 Limitations Of The Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition Of Terms
Business Studies: Business Studies is a broad subject allowing the in-depth study of a range of specialties such as economics, accountancy, finance, organization, human resources management and marketing.
ICT
ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services.
