Tryaksh International Journal of Business & Management


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Volume-1 Issue-1, 2021


Utilization of Digital Technologies in Teaching Business Education Students for Improved Office Skill Acquisition in Tertiary Institutions in Ebonyi State, Nigeria

Igwe, Kingsley Ogazi

Department of Business Education, Faculty of Education, Ebonyi State University, Abakaliki, Nigeria.

Suggested Citation :

Citation: Igwe, Kingsley Ogazi, Chima-Uduma, Comfort Elemchi. Utilization of Digital Technologies in Teaching Business Education Students for Improved Office Skill Acquisition in Tertiary Institutions in Ebonyi State, Nigeria, Tryaksh International Journal of Business & Management (TIJBM), Volume1 Issue 1: Tryaksh. 1(1): 2021, 1-8.

Abstract

This study examined utilization of digital technologies in teaching Business Education students for improved office skill acquisition in tertiary institutions in Ebonyi State, Nigeria. Three research questions and one hypothesis guided the study. Descriptive survey research design was adopted. The population of the study is 229 which of comprised 31 Business Education lecturers and 198 final year students of Business Education from tertiary institutions in Ebonyi state. There was no sample since the populations was manageable. The instrument for data collection was questionnaire. The instrument was validated by two experts in business education department. The instrument had a reliability coefficient of 0.74 using Pearson product moment correlation coefficient method. Mean and standard deviation statistics was used to analyze the data collected while t-test was used to test the hypothesis. The results showed that multimedia projectors and interactive whiteboard were utilized in very low extent teaching Business Education students in tertiary institutions in Ebonyi State. Business Educator’s often utilize web based technology in teaching business education students for improved office skill acquisition in tertiary institutions. The results also showed that business education lecturer and students do not differ significantly in their mean responses on the extent of utilizing digital technologies in teaching Business Education students for improved office skill acquisition in tertiary institutions in Ebonyi State. Based on the findings, the study recommended among others that: administrator of business education should sensitized business education lecturers on the importance of utilizing digital instructional technology in order to improved students skills acquisition of office skills.

Keywords: Utilization, digital technologies, business education, office skill, students

Full Text

Introduction

The advent of the digital communication technology in the academic field had marked a significant impact on the higher education. The transition from traditional modes of learning to the modern means of virtual learning had taken place in developed countries at a higher pace, but some educational institutions in Nigeria follow the technological advancements in a snail’s pace. According to Schipper (2020), as technology becomes a daily part of life in the developed and developing world, so too has it becomes a part of the educational environment. The rapid development and adoption of technology worldwide has led to a movement to integrate many of these tools into the classroom. School systems especially tertiary institutions worldwide are purchasing technologies to be integrated in their classrooms. The use of technology in the classroom has grown as communities accept the technologies in their day to day lives. Tingen, Philbeck, and Holcomb(2019) observed that, to prepare students especially business education students for their lives after high school, there is growing need for training of business education students with theuse of technologies.

Business Education is a programme of study that teaches the learners necessary skills, knowledge, attitude and competencies needed for employment, advancement on a job and self-reliance (Otum, 2018). It is one of the courses in tertiary institutions that give students opportunity to acquire relevant skills for self-development. The course provides occupational skills for its recipients in business or office related occupations either as employees or self-employed. Obi and Mary (2018) noted that in order to realize fully
the potential contributions of Business Education towards imparting office skill acquisition for sustainable human capital development, emphasis must be placed on the broad goals of utilizing digital technologies in teaching and learning of business education courses in tertiary institutions. Teaching and learning business education courses without modern technology is nowadays impossible, not only because technology is part of our everyday life, but also because it can improve learning and students skills acquisition, if used effectively. Obi and Mary (2018) also pointed out that, in many tertiary institutions in Nigeria, Business Educators seem to persistently using textbooks andobsolete equipment in teaching students which does not equip students with skillsthat will prepare them to be effective in the work place. Such system of education is contrary to the very principle of business education. Hence, the need to utilize digital technologies that could foster students the acquisition of skills and prepare them to be effective in the work place after graduation.

The term utilization refers to the degree of usage of a given material in the execution of a given task (Uzuegbu, Mbadiwe&Anulobi, 2018). In the context of this study, utilization refers to the extent to which an instructional technology in Business Education is put into use by Business Education lecturers in teaching and learning in tertiary institutions. Utilization is the ability to employ appropriate resources or tools expertly and at the right time in order to attain goal or an objective. According to (Kurt, 2017), instructional technologies are those hardware and software used in classroom for the purpose of instructional process that help to provide exciting learning to the learner, and make the teacher to have creative way of making his work easier. Instructional technologies are those devices used to support teaching and learning (Seymoureducate, 2016).According to Costley (2019), it gives students opportunities to collaborate with their peers resulting in learning from each other.

Otium (2018) noted that teaching and learning with digital instructional technologies in the classroom provide students with a wide range of knowledge office skills for employment after graduation.According to Kurt (2017), digital technologies used in teaching and learning of Business Education programmes includes: multimedia projectors, Interactive Whiteboard (IWB), web based digital versatile disc rewritable disc (DVD-RW), and opaque projectors as well as computers, various software applications, digital camera, scanners, photocopying machines, printers, the internet, audio/video conferencing and artificial intelligent (AI) (which is a group of related technologies that attempt to develop machines to emulate human-like qualities, such as learning, reasoning, communicating, seeing and hearing). According to Yelland (2018) the advancement of technology in this 21st century have made digital technology such as interactive white board, multimedia projector and web based instructional technologies an invaluable tools for teaching and learning for improved students office skills after graduation.


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