EVALUATION OF THE  EFFECTIVENESS AND REGULARITY OF ICT USE AMONG BUSINESS EDUCATION STUDENTS IN TERTIARY INSTITUTIONS

CHAPTER ONE

INTRODUCTION

1.1BACKGROUND OF STUDY

Business education is critical to the prosperity of a nation. There must be enough supply of Information and Communication Technology (ICT) instruments for optimal educational teaching and learning of business education courses. In this digital age, information and communication technology (ICT) is a must-have tool. There is now a paradigm change in the ICT sector to tackle the problems of the information era. It is also a significant force that has shaped many parts of people's lives. The importance of ICT in the previous three decades in sectors such as law, tourism, commerce, engineering, architecture, and medical cannot be overstated. As a result, the modes of functioning of these fields have changed dramatically. Surprisingly, students and lecturers have become the new standard for teaching and learning. Ensuring optimal teaching and learning in higher education requires proper supply of ICT tools for both professors and students (Desmond 2019). A business education program is needed to produce professional business educators in higher and secondary schools, as well as rapid thinkers for economic progress. They went on to say that facilities and equipment are critical for educational programs. Education regulatory bodies such as the National Universities Commission (NUC) and the National Commission for Colleges of Education (NCCE) have suggested a minimum amount of facilities for a certain number of students. Meanwhile, various instances have been documented demonstrating the government's readiness to give excellent facilities to improve performance. According to Anderson and Glen (2016), ICT in the current day enhances technical advantages in accessing, acquiring, altering, and presenting information. Ajisafe defined Information and Communication Technology as any technology that is used to create, store, process, and utilise information in various formats to assist communication. Oluwalola (2018) said concisely that ICT is a type of education that provides learners with applicable digital abilities, allowing such persons to contribute profitably to societal growth. ICT has significantly improved both teacher and student performance in both developed and developing nations today. According to one research, (90 percent) of instructors in Europe use ICT at various levels of education for effectiveness and adequate student understanding. Despite the importance of ICTs in education, it has been stated that lecturers in Nigerian higher institutions lack the necessary digital skills to deploy and exploit ICT-based teaching (Agbo 2015). Apkan's research on lecturer efficiency in Nigeria reveals a gap between the use of ICT resources and the ability of instructors. As a result, business education teachers must be effectively taught and retrained in order to obtain the competences and abilities necessary for efficient use of technological instructional delivery (Akpan 2020). According to Tinio (2002), ICTs have the ability to increase access while also enhancing the relevance and quality of education in poor nations. He went on to say that ICTs considerably ease knowledge acquisition and absorption, providing developing nations with unparalleled opportunity to improve educational institutions, better policy formation and implementation, and broaden the variety of options for business and the disadvantaged. As a result, if schools teach children yesterday's abilities and technology, they may be ineffective and unfit for the world of tomorrow. This is cause enough for ICTs to gain worldwide awareness and attention. This demonstrates the increased demand for ICTs in education and their expanding importance. Because ICTs allow students and instructors to tailor learning and instruction to individual requirements, society is pressuring schools to respond appropriately to technological progress.

The usage of ICT is making a significant effect in student learning and teaching methodologies. Over the last 20 years, schools in the Western world have spent heavily in ICT infrastructure, and pupils now use computers more often and for a broader range of purposes (Volman, 2005). Several studies have found that pupils who utilize ICT facilities learn more than those who do not. ICT provides a number of technological instruments that enhance the academic experience, allowing for greater variety, diversity, and organization in education. Business Education, like all other areas of study, provides a creative field in which the potential given by ICT may be exploited. It is against this background that this researcher investigates the regularity and effectiveness of  ICT use among business education students.

1.2. STATEMENT OF PROBLEM

It goes without saying that businesses cannot prosper in the current era without an informed and communication edge, nor can business education graduates be internationally competitive without ICT skills.   According to Okah (2018), the priceless relevance of ICT resources such as computers, audio-visual equipment, internet facilities, and so on to the course has been completely brought to the attention of business school stakeholders. They are unsure, however, if this technical possibility is being grasped and investigated in the most effective and best manner. Information Communication Tools are an essential component of business and business education, and their widespread use, particularly in recent years, is progressively being integrated into undergraduate education.Furthermore, many universities and their libraries across Nigeria are rapidly incorporating ICT tools such as computer and internet into their programmes for the use of students. The problem of this study is therefore to investigate the effectiveness and regularity of ICT use among business education students.

1.3    OBJECTIVE OF THE STUDY

This research is aimed at achieving the following objectives :

i.          To reveal the degree of possession of ICT tools by undergraduate students in the institutions covered by this study thereby predicting the spread and literacy of ICT among those students.

ii.        To determine the extent to which business education students in those schools take advantage of ICT facilities provided by the school.

iii.      To determine the extent to which business education students are using ICT facilities to support their studies

iv.      To find out how students can derive more usefulness from ICT facilities that they are exposed to.

1.4     RESEARCH QUESTIONS

i.          Are business education students sufficiently equipped with ICT  tools required to experience genuine academic growth and to be globally competitive?

ii.        Are business education students sufficiently utilizing the ICT facilities provided by the school?

iii.      Are business education students sufficiently using ICT facilities to support their studies?

iv.      How can business education students derive greater utility from ICT facilities that they have access to?

1.5     SIGNIFICANCE OF THE STUDY

 This research will reveal the deficiencies inherent in business education students’ use of ICT technologies.This research will help open the eyes of business education students to the unexplored variety of opportunities that exist in ICT use. This research will also help business education students realize how to increase the influence of ICT on their studies.The findings of this study may hopefully contribute to existing literature by extending the stock of knowledge on effectiveness and regularity of ICT use among business education students. And serve as a reference material to student and scholars who wishes to conduct further studies on related field.

1.6       SCOPE OF THE STUDY

The scope of this study borders on  the effectiveness and regularity of ICT use among business education students. This study will focus primarily on business education students in University of Ibadan, in Oyo State.

1.7       LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only University of Ibadan, in Oyo State. Thus findings of this study cannot be used for generalization for other  junior schools in other  states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8     OPERATIONAL DEFINITION OF TERMS

Information Communication Technologies: In this study, this refers to the computer and internet connections used to handle and communicate information for learning purpose.

E-learning: This is a learning program that makes use of an information network, such as the internet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course delivery, interaction and/or facilitation. Web-based learning is a subset of e-learning and refers to learning using an internet browser such as the moodle, blackboard or internet explorer(Tinio,2002)

Blended learning:  Refers to learning models that combines the face-to-face classroom practice with e-learning solutions. For example, a teacher may facilitate student learning in class contact and uses the module (modular object oriented dynamic learning environment ) to facilitate out of class learning.

Constructivism: This is a paradigm of learning that assumes learning as a process . Individuals “construct” meaning or new knowledge based on their prior knowledge and experience(Johanssen, 2004). Educators also call it the emerging pedagogy in contrast to the long existing behaviourism view of learning.

Learner-centred learning environment: This is a learning environment that pays attention to skills, attitudes and beliefs that learners bring with them to the learning process where its impetus is derived from a paradigm of learning called constructivism. In the context of this article, it means student’s personal engagement to the learning task using the computer and or the internet connection.

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