MODERN TECHNOLOGIES AND TEACHINGAND LEARNING OF BUSINESS STUDIES IN JUNIOR SECONDARY SCHOOL IN IKERE LOCALGOVERNMENT AREA OF EKITI STATE
Abstract
This study investigated the modern technologies in teaching and learning of business studies in junior secondary schools in Ekiti state. Three research questions were posed to guide the study and two null hypotheses were tested at 0.05 level of significance. A descriptive survey research was used which adopted an ex-post-facto design. Two hundred and twenty nine (129) business educators participated in the study. The participants were selected from three secondary schools using stratified random sampling technique. The instrument used for data collection is a questionnaire constructed by the researchers. The questionnaire was validated by three experts. The reliability of the questionnaire was ensured using test re-test technique. The two sets of data collected by the two tests were analyzed using Pearson Product Moment Correlation technique which yielded a reliability co-efficient of 0.88. Data related to the research questions were analyzed using mean and standard deviation while z-test was used to test the hypotheses at 5% leveled significance. It was concluded that modern technologies should be provided in secondary in ektiti State and business educators should be trained and retrained on the use of these technologies. Based on the findings of the study, it was recommended that government should grant permission to business educators to undertake in-service training locally and internationally and among others.
CHAPTER ONE
INTRODUCTION
Background of the Study
The present technological advancement in many countries of the world requires that an individual be given a type of education that will prepare him as an all-round consumer or producer of human and material resources in any society he may find himself.
Nigeria economy is facing technological changes in business and industry. Hence the increasing demands for competent and efficient personnel in these sectors. The economy today is such that specialization is required in the labour market. It is no longer a period for pen pushers and letter writers but a time for people who possess the necessary skills and knowledge in various occupations, such as business and office occupations.
Teaching of Business studies entails the use of visual aids in lessons, using a catalogue of useful visual aids that are good for teaching business studies that is pictures, graphs, diagrams, charts and tables, mathematical models, as well as awaken students’ interest by giving them something practical works that broaden their knowledge.
More importantly, Business Studies prepares students to contribute positively to the rapid economic development of their nation. In other words, it inculcates the spirit of inquiry so that students can base their decision on facts rather than more sentiment. The popularity of this subject among secondary school students is evidenced by the increasing number of those who offer it in senior secondary school certificate examination of Junior Secondary School Examination (JSSCE). For student to reap the benefit of studying business studies at school, they should be able to organize their learning efficiently. It has been observed that in their bid to do this, teachers must use the best method in imparting knowledge into the students using various teaching techniques and facilities in the like of modern information technology (ICT).
In nutshell, Technology has become an integral part of the instructional process resulting in the development of new concepts in the logistics of instruction. The use of Information and Communication Technology (ICT) gadgets and machines has made teaching and learning a bit concrete, real and more result-oriented. Since the introduction of ICT, there has been a growing concern for the use of modern technologies. Technology is defined by Wikipedia (2021) as the sum of techniques, skills, methods and processes used in the production of goods and services or in the accomplishments of objectives, such as scientific investigation and it can be embedded in machines to allow for operations without detailed knowledge of their workings. Technology is ubiquitous, touching almost every part of our lives, our communities, and our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning environment. Many are just beginning to explore the true potentials that technology offers for teaching and learning. When properly used, technology will help students acquire the skills they need for survival in a complex, highly technological knowledge-based economy. Thus, technologies are applied in classroom situation to enhance teaching and learning processes. Ekpenyong (2021) asserted that the old technologies used in teaching have their origin from Paul Frefor banking of knowledge. At the period
when educators were seen as the custodians and dispensers of knowledge, whatever, the educators said were right and students must follow strictly all the dictates of the teachers. Ekpenyong (2021) condemned these old technologies applied in teaching as it was characterized by fatigue, poor relationship between students and teachers, low motivation for learning, teacher- centered and low retention of knowledge. Therefore, a business study educator who has not been trained in the modern technologies cannot be effective, efficient or able to deliver the knowledge and skills required by the students to succeed in a new learning environment that is increasingly ICT based. It is in keeping with the dynamics of social change and the demands on education that the Federal Government of Nigeria (FRN, 2021) came up with some policy innovations, initiation and changes, one of which was the introduction of information and communications technology (ICT) into the school system. Specifically, business education as a component of vocational education programme, prepares individuals for careers in business and to be an intelligent economic consumers of goods and services (Ugwoke, 2020). Therefore, for the business education programme to sustain its relevance in providing the needs of individuals and that of the society, it must embrace current trends in modern technologies in the academic and economic demands of the society. New technologies in teaching and learning in business education programmes according to Ezenwafor (2012) include:
a. Using micro-computers with soft-ware applications to write or produce documents,
b. Skillful keyboarding,
c. E-mail and Messaging,
d. Internet browsing using search engines, windows messenger, yahoo chat room and so on.
e. Using opaque projectors, slide projectors and multimedia projectors.
f. Utilizing e-banking, e-commerce, e-economies, and so on and
g. Utilizing different computer software, and applications such as word processors, spreadsheets, power-point, desktop publishing, and graphics among others.
Other technological devices available for teaching and learning, according to Osuala (2009) include media typewriter or processor, video tape recorder, sound on paper system, e-commerce, advanced calculators, dial access system, digital library, individual audio application and audio-visual retrieval system. Although these technologies are not new in many advanced countries, they are relatively new in Nigeria. While some of them are already being utilized in some schools, others are yet to be used in many of Nigeria’s educational institutions.
Modern technologies in business education programme, according to Achugbue (2020) have posed many challenges to business educators in Nigeria. Achugbue (2020) further opined that business education in colleges of education would achieve the goals of teaching if such modern technological teaching hardware like computers, electric typewriters, television sets, projectors, internet facilities, among others are adequately provided and utilized. Many colleges of higher institutions do not give adequate priority and attention to the acquisition and utilization of modem instructional technologies needed for teaching and learning. The dearth of these facilities makes it difficult to teach and prepare business education students for the use of the modern technologies now and in future world of educational environments.
However. Stephanie (2016) saw technology integration as focusing on “how” to use technology to inspire positive changes in teaching methods on an international level. It also enhances the use of modern instructional mode of teaching and learning in tertiary institutions to meet the demands of the current trends in academics. Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective technology integration must happen across the curriculum in ways that deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricula goals. Technology also changes the way teachers teach, offering educators’ effective ways to reach different types of learners and assess students’ understanding through multiple means. It also enhances the relationship between teachers and students. When technology is effectively integrated into subject areas, teachers become advisers, content experts, and coaches. Technology helps to make teaching and learning more meaningful and fun.
According to Nagel (2013), despite increasingly widespread adoption of technologies in virtually every aspect of education, significant challenges are preventing widespread affective implementation. Nagel observed that key among all the challenges is the lack of sustainable professional development for business educators who are required to integrate the new technologies into classroom practices. In the same way, these challenges are facing Nigerian educational scene. It is against this background that this study was carried out to ascertain the availability, challenges and way forward of integrating new technologies into the teaching and learning of business education programmes in tertiary Institutions.
Statement of the Problem
In the junior secondary school, business education subjects are treated as interpreted subject, as business studies, which comprises commerce, office practice, bookkeeping and accounting, shorthand, and typewriting. In the senior secondary school, it is treated as single subjects where the students are allowed to choose the subjects they feel they can do. These subjects are economies, commerce, bookkeeping and accounting, shorthand and typewriting. For the effective teaching and learning of business education subject, there should be enough qualified teachers, enough teaching facilities, enough period of teaching allocated to the subject and adoption of practical oriented teaching method, these will lead to the realization in teaching of the subject in school.
Moreover, the availability and utilization of modern technology equipment should be guaranteed in most of the schools and the training in the subject areas will be well-secured for futureendeavour.
One of the purposes of integrating modern technologies in the school curriculum is to improve the quality of education and expand access to education. The education sector is expected to be technologically driven and requires that technological resources are fully available and integrated in it. Unfortunately, the education sector seems to be lacking the necessary technological resources needed to bring the education sector in Rivers State as par with international standards. Business education programme being a skills development programme seems to be worst hit by the dearth of requisite technological tools on the one hand and the skills needed to effect the integration on the other. The consequence is that the programme is faced with the challenge of producing the needed manpower for the world of work. For technology to be successfully useful and deliver the goods expected of it such as making business education graduates global workers, it should be made part of the educational delivery for learning.
In view of this, the researcher tends to shed more lights on Modern Technologies and Teaching and learning of business studies in junior secondary school in ikere local Government Area of Ekiti State
Purpose of the Study
The main purpose of this study is to investigate the Modern Technologies and Teaching and learning of business studies in junior secondary school in ikere local Government Area of Ekiti State
The specific objectives is to
1. To determine the availability of modern technologies for teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area
2. Investigate the challenges of integrating modern technologies into teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area
3. Find out the ways of improving the integration of modern technologies into teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area ?
Research Questions
In view of this study, the following research questions have been formulated
1. What are the modern technologies available for teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area ?
2. What are the challenges of integrating modern technologies into teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area ?
3. What are the ways of improving the integration of modern technologies into teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area ?
Research Hypothesis
1. There is no significant difference in the mean responses of experienced and less experienced business educators on the challenges of integrating new technologies into teaching and learning Business studies in Junior Secondary School in Ikere Local Government Area
2. There is no significant difference in the mean responses of experienced and less experienced business educators on the ways of improving the integration of modern technologies into teaching and learning of Business studies in Junior Secondary School in Ikere Local Government Area
Significant of the Study
This study Shed light on the importance of Modern technology on the teaching of Business Studies in secondary schools in Ikere local government area of Ekiti state. The following benefits are also considered:
· Effectiveness of Modern technology will develop ability to reason formerly to solve problem, to communicate effectively.
· Outcome of this study will assist in no measure increase the speed and accuracy of business studies and their day to day learning.
· It will also help the teachers to realize the importance of ICT in teaching and learning of Business Studies subjects.
· It contributes to the fields of knowledge researchers in the area of Business Studies subjects and information communication technology will find it useful in their research.
· It will help the Governments, Ministry of Education in Nigeria, Students and readers to understand those benefits that Information Communication Technology embodies which we have neglected with in the past.
· It will go a long way to create an avenue for more academic research.
Haven known this, it is worthy to conclude that the main beneficiaries of this study lies on the government and other readers respectively.
Scope of the Study
The scope of this research work focused strictly on the Modern Technologies and Teaching and learning of business studies in junior secondary school in ikere local Government Area of Ekiti State
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