The study investigates the influence of new technologies on the teaching of business education courses in tertiary institutions in Kwara state. Four research questions and one hypotheses guide the conduct of the study. Descriptive survey research design was used for the study. A total of 48 business education lecturers in the public tertiary institutions in Kwara state were selected. A questionnaire with Cronbach reliability of 0.70 was the instrument used for data collection. Percentages mean score was used to analyze the research questions while t-test was used to analyze the hypothesis. The result of the data collected and analyzed indicated that lecturers have access to the new technologies for teaching of business education courses. The result of the test of the null hypothesis showed no significant difference in the mean rating of respondents. It was concluded that new technologies have a positive influence on the teaching of business education courses. It was recommended among others that institutional administrators should encourage business teachers through sponsorship to acquire knowledge and skills in the area of new technologies.
Table of Contents
1. Introduction
2. Statement of the Problem
3. Purpose of the Study
4. Research Questions
5. Research Hypothesis
6. Methods
7. Result
8. Findings and Discussion
9. Conclusion
10. Recommendation
Objectives and Topics
This study explores the integration and impact of modern technological tools on the instructional delivery, record-keeping, and assessment practices within business education programs at tertiary institutions in Kwara State, Nigeria.
- Integration of ICT in business education curricula.
- Influence of digital tools on lecture delivery and lesson preparation.
- Assessment methodologies in the age of new technologies.
- Accessibility and utilization of modern teaching resources.
- Analysis of lecturer competencies regarding technological adoption.
Excerpt from the Book
Introduction
Technology could be defined as the application of the scientific method to solving problems in our daily life, (Nwoji, 2012). But in the perspective of business education, technology can be seen as the application of scientific method to solving problems regarding impartation of skills to learners to meet the changing needs and demands of the society. Technology is a many-faceted phenomenon in materials created and advanced by man to free himself from endearment by nature, but which, when undisciplined, enslaves its own creator. By this definition, technology helps to advance man’s course in his environment but moderation and control should be exercised to direct its use to solving problems of man, if not, may be misleading in itself. New technologies which revolve round the use of internet and resources have emerged that are aimed at improving productivity. Typical examples of internet teaching and learning media that facilitate teaching and learning in business education include: Projectors, E-mail, Smart boards, Mimeo boards, Teleconferencing, Video Conferencing, E-book Reader and Streaming Videos, (E-How, 2012). New technologies in business education are designed to prepare students for a variety of careers in high-tech business offices. It is not easy to develop taxonomy of new technologies in business education because of their diversity and evolution in structures and functions.
Summary of Chapters
Introduction: Provides a definition of technology within the context of business education and highlights its role in skill impartation.
Statement of the Problem: Addresses the gap between the expected integration of ICT in business education and the current reality in Kwara State institutions.
Purpose of the Study: Outlines the specific goals, including examining technology's influence on lectures, record-keeping, lesson planning, and student assessment.
Research Questions: Defines the core inquiries regarding the extent to which new technologies influence pedagogical practices.
Research Hypothesis: Posits that there is no significant difference between male and female lecturers regarding the influence of new technologies.
Methods: Describes the descriptive survey research design, the selection of 48 lecturers, and the use of a questionnaire as the primary instrument.
Result: Presents the statistical data and mean ratings derived from the respondent feedback across various technological applications.
Findings and Discussion: Analyzes the accessibility of various technologies and compares the results with existing literature.
Conclusion: Summarizes that technologies are accessible and positively influence business education, placing the onus on lecturers to utilize them effectively.
Recommendation: Suggests curriculum updates, continuous teacher training, and increased government funding for educational technology.
Keywords
Business Education, New Technologies, Tertiary Institutions, ICT Integration, Lecture Delivery, Lesson Preparation, Student Assessment, Digital Tools, Pedagogical Practice, Kwara State, Educational Technology, Skill Impartation, Emerging Technologies, Teacher Training, Infrastructure.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how new technologies influence the teaching of business education courses in tertiary institutions in Kwara State, Nigeria.
What are the primary themes discussed in the study?
The study centers on the integration of ICT in instruction, the impact of digital tools on record-keeping, lesson preparation, and the methods used to assess students.
What is the main research objective of this work?
The primary objective is to investigate the extent to which new technologies are utilized by lecturers to enhance lecture delivery, student assessment, and overall educational administration.
Which scientific methodology was utilized for the research?
A descriptive survey research design was employed, using a questionnaire for data collection from 48 business education lecturers.
What topics are covered in the main body of the paper?
The main body covers the theoretical definition of technology in education, a statement of the current challenges, research hypotheses, and detailed data analysis from the survey results.
Which keywords best describe this study?
Key terms include Business Education, ICT Integration, Tertiary Institutions, Educational Technology, and Pedagogical Practice.
Does the study find a gender-based difference in technological adoption?
No, the statistical t-test analysis revealed no significant difference in the mean responses of male and female lecturers regarding the influence of new technologies.
What is the author's primary recommendation regarding current infrastructure?
The author recommends that school administrations incorporate these new technologies into the curriculum and provide sponsorship for teacher training to update their instructional skills.
- Citation du texte
- Ojo Ajibola Elisha (Auteur), 2020, Influence of New Technologies on Teaching of Business Education Courses in Tertiary Institutions in Kwara State, Munich, GRIN Verlag, https://www.grin.com/document/513870
