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Information and Communication Skills Needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State

INFORMATION AND COMMUNICATION SKILLS NEEDED BY BUSINESS STUDIES TEACHERS IN JUNIOR SECONDARY SCHOOLS IN ADAMAWA STATE


ABSTRACT

This study investigated the Information and Communication Technology skills needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State. To achieve this broad objective, four research questions were developed and answered while three research hypotheses were formulated and tested. Survey research design was used to carry out this study. The population for the study consisted of 129 business studies teachers from four education zones of the State. Since the population was sizeable there was no sampling. The instrument for data collection was structured questionnaire which was face validated by three experts from department of Vocational Teacher Education, University of Nigeria Nsukka. To determine the internal consistency of the instrument, Cronbach alpha method was used and a reliability coefficient of 0.77 was obtained.

Data for the study was collected with the help of four research assistants. Data collected was analyzed using mean, standard deviation, t-test and Analysis of Variance (ANOVA). The mean was used to answer the research questions. Standard Deviation was used to determine how close or otherwise are the respondents’ opinion to one another and to the mean. The null hypothesis one was tested using t-test while hypotheses 2 and 3 were tested using analysis of variance (ANOVA) at P<0.05 level of significance.

Presentation and analysis of data were made by the use of tables. The result revealed that business studies teachers needed all the computer appreciation, word processing, the use of internet and data processing skills identified; there was no significant difference in the mean ratings of responses of male and female business studies teachers on the listed ICT skill needed by teachers for effective instruction; there was no significant difference in the mean responses of business studies teachers according to their education zones on the ICT skills needed, there was no significant difference in the mean responses of business studies teachers according to their educational qualifications on the ICT skills needed.

It was recommended that Institutions of higher learning where business studies teachers are being trained should fully equip business education department with ICT gadgets so as to give them necessary training that would enable the teachers have full knowledge and skills they would transfer to their students. To increase professional development opportunities, business studies teachers need to be retrained on the use of ICTs, this will help them to integrate and utilize ICTs in junior secondary schools.


CHAPTER ONE

1.1 Introduction

… This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.


CHAPTER TWO

2.0 Literature Review

2.1 Introduction

The review of relevant literature is the main topic of this chapter. A literature review covers theoretical and methodological contributions to a certain issue in addition to the state of knowledge at the time of writing. It provides information about the state of the art in relation to the subject you are writing about. It examines the body of work on the chosen subject. The literature evaluation in this study comprises the …


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TABLE OF CONTENTS

PRELIMINARY PAGES


CHAPTER ONE:

  • Introduction
  • Background of the Study 1
  • Statement of the Problem 6
  • Purpose of the Study 7
  • Significance of the Study 8
  • Research Questions 9
  • Hypothesis 10
  • Delimitation 10

CHAPTER TWO:

  • Review Of Related Literature
  • Conceptual Framework 11
  • Information and Communication Technology 11
  • ICT Skills 16
  • Computer Appreciation Skills 18
  • Word Processing Skills 23
  • The use of Internet Skills 29
  • Data Processing Skills 33
  • Theoretical Framework 38
  • Psychomotor Theory 39
  • Competency Theory 40
  • Skill Acquisition Theory 31
  • Experiential Theory 42
  • Review of Related Empirical Study 43
  • Summary of Review of Related Literature − 48

CHAPTER THREE:

  • Research Methodology
  • Research Design 50
  • Area of Study 50
  • Population of the Study 51
  • Instrument for Data Collection 51
  • Validation of the Instrument 52
  • Reliability of the Instrument 52
  • Method of Data Collection 53
  • Method of Data Analysis 53

CHAPTER FOUR:

  • Presentation And Analysis Of Data
  • Research Question 1 55
  • Research Question 2 56
  • Research Question 3 − 57
  • Research Question 4 59
  • Null Hypothesis 1 60
  • Null Hypothesis 2 61
  • Null Hypothesis 3 61
  • Findings 62
  • Discussion of Findings 65

CHAPTER FIVE:

  • Summary, Conclusions And Recommendations
  • Re-statement of the Problem 69
  • Summary of Procedure Used 70
  • Summary of Findings 71
  • Conclusions 71
  • Recommendations 72
  • Suggestions for further Study 73
  • REFERENCES 74
  • APPENDIX A: Population for the Study
  • APPENDIX B: Instrument for Data Collection
  • APPENDIX C: Result of the Reliability Test
  • APPENDIX D: Result of Data Analyzed


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