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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
1.1
BACKGROUND 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.
1.2
STATEMENT 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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