THE EFFECTIVENESS AND REGULARITY OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) USE AMONG BUSINESS EDUCATION UNDERGRADUATES
ABSTRACT
ICTs (Information and Communication Technologies) have proven to be extremely beneficial to the educational sector over the years. Computers, the internet, and projectors are examples of such technologies. The purpose of this study is to look into the effectiveness and consistency of ICT use among business education undergraduates. The scope of this study was limited to the University of Lagos (UNILAG) and Lagos State University (LASU).
The sample population consisted of 200 business undergraduates from the two aforementioned universities. In data analysis, the Chi-square statistical tool was used. The following suggestions were made: The administrations of the University of Lagos (UNILAG) and Lagos State University (LASU) ensure that more ICT tools are provided for the school in order to accommodate the school’s ever-growing student population.
Because business students at the two universities are making good use of the ICT facilities provided by their schools, the school administration should try to ensure that basic necessities such as electricity are always available. This would ensure that the product was used indefinitely. The existing ICT facilities in those two universities should be constantly updated to ensure that their Business Education students can compete with their counterparts in other parts of the world.
CHAPTER ONE
INTRODUCTION
1.1 STUDY BACKGROUND
ICT is an abbreviation for Information and Communication Technology. They are a diverse set of technological tools and resources used for communication as well as the creation, dissemination, storage, and management of information. Computers, the internet, broadcasting technologies (radio and television), and telephony are examples of these technologies (Volman,2005).
In recent years, there has been a surge of interest in how computers and the internet can be used to improve the efficiency and effectiveness of education at all levels and in both formal and informal settings (www.en.m.wikibooks.org).
However, ICTs are more than just these technologies; older technologies such as television, radio, and telephone, which are now receiving less attention, have a longer and richer history as educational tools. Computers and the internet are still in their infancy in developing countries, owing to limited infrastructure and the associated high cost of access.
ICTs are bringing about rapid changes in society. They have an impact on all aspects of life. The effects are becoming more noticeable in schools. ICTs give both students and teachers more options for tailoring teaching and learning to individual needs, and society is pressuring schools to respond appropriately to this technological innovation.
According to Tinio (2002), ICTs have the potential to increase access while also improving the relevance and quality of education in developing countries. He went on to say that ICTs greatly facilitate knowledge acquisition and absorption, providing developing countries with unprecedented opportunities to improve educational systems, improve policy formulation and implementation,
and broaden the range of opportunities for business and the poor. One of the most difficult challenges faced by the poor and many others living in the poorest countries is a sense of isolation, and ICTs can open up access to knowledge in ways that were unimaginable not long ago.
According to Watson (2001), ICTs have revolutionized the way people work today and are now transforming educational systems. As a result, if schools teach students yesterday’s skills and technologies, they may be ineffective and unfit for the world of tomorrow.
This alone is reason enough for ICTs to gain global recognition and attention. For example, ICTs are dependable tools in facilitating the achievement of one of the Millennium Development Goals (MDGs), which is to achieve Universal Basic Education by 2015. Former UN Secretary General Kofi Anan points out that in order to achieve the goal of Universal Primary Education by 2015, we must ensure that information and communication technologies open the door to education systems.
This demonstrates the growing demand for ICTs in education and their growing importance. Because ICTs provide more opportunities for students and teachers to tailor learning and teaching to individual needs, society is pressuring schools to respond appropriately to this technological innovation.
The use of ICT is making a significant difference in student learning and teaching approaches. Over the last 20 years, schools in the Western world have invested heavily in ICT infrastructure, and students now use computers more frequently and for a broader range of applications (Volman, 2005). Several studies have found that students who use ICT facilities learn more than those who do not.
ICT provides a variety of technical tools that enhance the academic experience, allowing for greater variety, diversity, and organization in education. Business Education, like all other courses of study, provides a creative field in which the opportunities provided by ICT can be explored.
It goes without saying that businesses cannot thrive in the modern era without an informative and communicative edge, nor can business education graduates be globally competitive unless they are equipped with ICT skills. Against this backdrop, this researcher investigates the frequency and efficacy of ICT use among business education students.
1.2PROBLEM STATEMENT
The invaluable importance of ICT tools such as computers, audio-visual equipment, internet access, and so on to the course has been fully brought to the attention of business education stakeholders. They are unsure, however, whether this technological opportunity is being exploited and explored in the most effective and optimal manner.
Information Communication Tools are an essential component of business and business education, and their widespread use, particularly in recent years, is gradually being integrated into undergraduate education.
Furthermore, many universities and libraries in Nigeria are rapidly incorporating ICT tools like computers and the internet into their programs for student use. The goal of this study is to investigate the efficacy and consistency of ICT use among business education students.
1.3 THE STUDY’S OBJECTIVE
The following goals are being pursued through this research:
i. To reveal the extent to which undergraduate students in the institutions covered by this study have access to ICT tools, thereby predicting the spread and literacy of ICT among those students.
ii. Determine the extent to which business education students in those schools use the school’s ICT facilities.
iii. Determine the extent to which business education students use ICT facilities to supplement their studies.
iv. To determine how students can make better use of the ICT resources to which they have access.
1.4 QUESTIONS FOR RESEARCH
i. Are business education students sufficiently equipped with the ICT tools required for genuine academic growth and global competitiveness?
ii. Do business education students make adequate use of the school’s ICT resources?
iii. Do business education students make adequate use of ICT resources to supplement their studies?
iv. How can business education students make better use of the ICT resources to which they have access?
1.5 HYPOTHESES FOR RESEARCH
The following hypotheses were developed to achieve the goal of this study:
ONE HYPOTHESIS
H1: Students in business education do not have enough ICT tools to help them with their studies.
TWO HYPOTHESIS
H2: Business education students are not making adequate use of the school’s ICT resources.
THREE HYPOTHESIS
H3: Business education students do not make adequate use of ICT resources to supplement their studies.
FOURTH HYPOTHESIS
H4: Business education students are not fully utilizing the capabilities of ICT tools.
1.6 RESTRICTIONS ON THE STUDY
This research will primarily focus on business education students at the University of Lagos (UNILAG) and Lagos State University (LASU).
1.7 THE STUDY’S LIMITATIONS
The researcher was also hampered by intermittent electrical instability, which hampered certain observations.
1.8 THE STUDY’S SIGNIFICANCE
i. The findings of this study will reveal the flaws in business education students’ use of ICT technologies.
ii. This research will assist in opening the eyes of business education students to the previously unexplored variety of opportunities that exist in ICT use.
iii. This research will also assist business education students in understanding how to increase the impact of ICT on their studies.
1.9 OPERATIONAL TERMS DEFINITION
i. Information and Communication Technologies: In this study, this refers to the computer and internet connections used to handle and communicate information for the purpose of learning.
ii. E-learning: A learning program that uses an information network, such as the internet, an intranet (LAN), or an extranet (WAN), in whole or in part, for course delivery, interaction, and/or facilitation. Web-based learning is a subset of e-learning that refers to learning through the use of an internet browser such as moodle, blackboard, or internet explorer (Tinio,2002)
iii. Blended learning: Learning models that combine face-to-face classroom practice with e-learning solutions are referred to as blended learning. A teacher, for example, may facilitate student learning in class and use the module (modular object oriented dynamic learning environment) to facilitate learning outside of class.
iv. Constructivism: This is a learning paradigm that considers learning to be a process. Individuals “create” meaning or new knowledge based on prior knowledge and experience (Johanssen, 2004). In contrast to the long-established behaviorism view of learning, educators refer to it as emerging pedagogy.
v.Learner-centered learning environment: This is a learning environment that focuses on the skills, attitudes, and beliefs that learners bring to the learning process, and its impetus is derived from a learning paradigm known as constructivism. In the context of this article, it refers to the student’s personal involvement in the learning task through the use of a computer and/or an internet connection.
Do You Have New or Fresh Topic? Send Us Your Topic
THE EFFECTIVENESS AND REGULARITY OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) USE AMONG BUSINESS EDUCATION UNDERGRADUATES
INSTRUCTIONS AFTER PAYMENT
- 1.Your Full name
- 2. Your Active Email Address
- 3. Your Phone Number
- 4. Amount Paid
- 5. Project Topic
- 6. Location you made payment from