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THE ISSUE OF
THE EFFECTIVENESS AND REGULARITY OF ICT USE AMONG BUSINESS EDUCATION STUDENTS
ABSTRACT
Information
and Communication Technologies (ICTs) have, over the years, proven to be of
great value to the educational sector. Such technologies include the computer,
internet, projectors and so on. This study investigates the effectiveness and
regularity of ICT use among business education undergraduates. This study was
delimited to University of Lagos (UNILAG) and Lagos State University (LASU).
The sample population were 200 undergraduates of business education derived
from the two universities mentioned above. The Chi-square statistical tool was
employed in data analysis. The following recommendations were made: The administration of University of
Lagos(UNILAG) AND Lagos State University(LASU) see to it that more ICT tools
are provided for the school to accommodate the ever-growing population no
students. Since Business education students in the two Universities are
sufficiently utilizing the ICT facilities provided by their schools, the school
administration should try to ensure that background necessities such as
electricity is constantly made available. This would ensure continued
use.Constant update should be made on the existing ICT facilities in those two
Universities that ensure that their Business Education students are able to
compete with their counterparts in other parts of the world.
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND
OF STUDY
ICT is an
acronym Information Communication Technology. They are a diverse set of
technological tools and resources used to communicate, and to create,
disseminate, store and manage information. These technologies include computers, the internet, broadcasting technologies(radio
and television), and telephony(Volman,2005).In recent years, there has been a
groundswell of interest in how computers and the internet can best be harnessed
to improve the efficiency and effectiveness of education at all levels and in
both formal and non-formal settings (www.en.m.wikibooks.org). But ICTs are more
than just these technologies; older technologies such as the television, radio
and telephone which are now given less attention, have a longer and richer
history as instructional tools. The use of computers and the internet is still
in its infancy in developing countries, if
these are used at all, due to limited infrastructure and the attendant
high cost of access. ICTs are making dynamic changes in society. They are
influencing all aspects of life. The influences are felt more and more at
schools. ICTs provide both students and teachers with more opportunities in
adapting teaching and learning to individual needs , society is forcing schools
to aptly respond to this technical innovation. Tinio (2002), states the potentials
of ICTs in increasing access and improving relevance and quality of education
in developing countries. He further stated that ICTs greatly facilitate the
acquisition and absorption of knowledge, offering developing countries
unprecedented opportunities to enhance educational systems, improve policy
formulation and execution, and widen the range of opportunities for business
and the poor. One of the greatest hardships endured by the poor, and by many
others, who live in the poorest countries, is their sense of isolation and ICTs
can open access to knowledge in ways unimaginable not long ago.
In Watson’s
(2001) description, ICTs have revolutionized the way people work today and are
now transforming education systems. As a result, if schools train students with
yesterday’s skills and technologies, they may not be effective and fit in
tomorrow’s world. This is a sufficient reason for ICTs to win global
recognition and attention. For instance, ICTs are dependable tools in
facilitating the attainment of one of the Millennium Development Goals (MDGs),
which is achievement of Universal Basic Education by the year 2015. Kofi Anan,
the former United Nations Secretary General, points out that in order to attain
the goal of Universal Primary Education by 2015; we must ensure that
information and communication technologies unlock the door of education systems.
This indicates the growing demand and increasingly important place that ICTs
could receive in education. Since ICTs provide greater opportunities for
students and teachers to adjust learning and teaching to individual needs,
society is forcing schools to give appropriate response to this technical
innovation.
The uses of
ICT is making major differences in the learning of students and teaching
approaches. Schools in the western world invested a lot for ICT infrastructures
over the last 20 years, and students use computers more often and for a much
larger range of applications (Volman, 2005). Several studies reveal that
students using ICT facilities mostly show higher learning gains than those who
do not use.
ICT offers
an array technical tools that improve the academic experience, creating a
potential for variety, diversity and better organization in education. Like all
other courses of study, Business Education offers a creative field on which the
opportunities offered by ICT can be explored.
It is no gainsaying
that business cannot thrive in this modern day without the informative and
communicative edge neither can business education graduates be globally
competitive without having being imbued with ICT skills. It is against this
background that this researcher investigates the regularity and effectiveness
of ICT use among business education
students.
1.2STATEMENT
OF PROBLEM
It has fully
come to the attention of business education stakeholders, the invaluable
importance of ICT tools such as computers, audio-visual equipment, internet
facilities etc. to the course. They are however not sure whether this
technological opportunity is being most effectively and optimally exploited and
explored. Information Communication Tools are an integral part of business and
business education and their extensive use , especially in recent years, is
gradually being implemented in undergraduate training. 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 RESEARCH HYPOTHESES
To achieve
the purpose of this study, the following hypotheses were formulated:
HYPOTHESIS
ONE
H1: Business education students do not have
enough ICT tools to support their studies.
HYPOTHESIS
TWO
H2: Business education students are not
sufficiently utilizing the ICT facilities provided by the school
HYPOTHESIS
THREE
H3: Business education students are not
sufficiently using ICT facilities to support their studies
HYPOTHESIS
FOUR
H4: Business education students are not
optimally exploiting the features that ICT tools provide
1.6 DELIMITATION OF THE STUDY
This study
will focus primarily on business education students in University of Lagos
(UNILAG) and Lagos State University (LASU).
1.7 LIMITATION OF THE STUDY
The
researcher was also restrained by occasional electricity instability which is which hampers certain
observations.
1.8 SIGNIFICANCE OF THE STUDY
i. This research will reveal the
deficiencies inherent in business education students’ use of ICT technologies.
ii. This research will help open the
eyes of business education students to the unexplored variety of opportunities
that exist in ICT use.
iii. This research will also help business
education students realize how to increase the influence of ICT on their
studies.
1.9 OPERATIONAL DEFINITION OF TERMS
i. Information Communication
Technologies: In this study, this refers to the computer and internet
connections used to handle and communicate information for learning purpose.
ii. 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)
iii. 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.
iv. 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.
v.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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