Department of Business Education

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ADMINISTRATORS’ PERCEPTIONS OF THE EFFECTIVENESS OF TERTIARY EDUCATON TRUST FUND (TETFUND) INTERVENTION IN IMPROVING THE QUALITY OF POLYTECHNIC EDUCATION IN NIGERIA.
(Faculty of Education, Kwara State University, Malete, 2022-10) Ademiluyi, Lawrence Femi PhD
Funding has always been the primary challenge of tertiary education in Nigeria, accounting for scores of inhibitions including the brain drain (Exodus of many of the best academics to greener pastures), dilapidated infrastructures, campus brigandage and poor teacher motivation among others. In response to public outcry, government in 1993 established the education trust fund (ETF) which in 2011was renamed the Tertiary Education Trust Fund (TETFund). The paper examined administrators’ perception of the effectiveness of TETFUND in enhancing the quality of polytechnic programmes in Nigeria. Rectors, Registrars and Bursars of 30 polytechnics were surveyed using a structured questionnaire. The responses were analyzed using percentage, mean and t-test. The results showed that while TETFUND has been largely effective in improving the quality of academic programmes, staffing and physical facilities of pubic polytechnics, it has had no similar influence on private polytechnics. Science and engineering faculties and departments were also identified as the greatest beneficiaries of TETFUND grants, while the humanities (as represented by General Studies), social sciences and entrepreneurship education lagged much behind. The findings showed that funding, although much improved from the nadir of the late twentieth century, remain grossly inadequate even in public polytechnics. The study concluded that the current situation, in which capital project funding in many polytechnics is being borne almost exclusively by TETFUND, is not salutary to sustainable educational development. The study admonished polytechnic authorities to prioritize the search for alternative funding sources to moderate the current dependence on TETFUND for capital and staff development projects.
ANALYSIS OF FACTORS AFFECTING THE EFFECTIVENESS OF DISTANCE LEARNING MODE IN THE PREPARATION OF TEACHERS IN COLLEGES OF EDUCATION, NIGERIA
(Assumption University, Thailand, 2017) SABA, T. M. MAMMAN, J. S., and NWABUFO, B. N
Distance learning education has been considered as a viable tool which not only helps in solving the problem of shortage of teachers but also the high attrition rates that is often associated with study leave. It was believed that distance education has the capacity to prepare qualified teachers just as the face-to-face education mode. However, there seem to be gaps between the objectives establishing distance education and their realization. The obvious indicators to this fact are the unqualified teachers who cannot express themselves in the classroom. The study explored the factors affecting the effectiveness of distance learning mode in the preparation of teachers in Colleges of Education, Nigeria. The researcher constructed 30 questionnaire items from the literatures relevant to the study. The questionnaire yielded a reliability coefficient of 0.83. A total of 151 questionnaires were administered on 38 and 113 lecturers and students of College of Education, Minna and Mokwa study centers. All the questionnaires were completed and retrieved. The study revealed that all the constructs constituted factors affecting the effectiveness of distance learning mode of education in the preparation of teachers in Colleges of Education in Nigeria. It was concluded that the nation will continue to be in dire need of adequate qualified teachers if the factors affecting the effectiveness of the programme are not eliminated. It was recommended among others that institutions establishing distance learning programmes should ensure that the needed facilities for the effective running of the programme are properly put in place. Facilities such as; technologies that will create interactive learning environment even at a distance.
APPLICATION OF DEMONSTRATION STRATEGY AND COMPUTER AIDED INSTRUCTION ON STUDENTS’ ACQUISITION OF KEYBOARDING SKILLS: A REVIEW OF ITS EFFECTS
(2022) Ademiluyi, Lawrence Femi, Ph.D & Olupayimo, Esther Olaitan
Purpose: The advent of information and communication technology has brought to the front burnerthe need for students and teachers alike to master the craft of keyboarding. This study investigatesthe effects of demonstration strategy and computer aided instruction on students’ acquisition of keyboarding skills in colleges of education in South-west, Nigeria. Methodology: Quasi experimental research was adopted for the study. Specifically, the pre-test,post-test non-equivalent control group design was used. The population consisted of 1,729 NCEone business education students in 11 public colleges of education in South-west, Nigeria. The sample size comprised 620 NCE one students out of which 582 (94%) participated fully in the study. Simple random sampling technique was adopted and intact classes were used as experimental and control groups. The instrument for data collection was Keyboarding Skill Acquisition Test (KSAT) developed by the researcher and validated by four experts. The reliability of the instrumentwas determined using Spearman Rank Order Correlation which yielded a coefficient of 0.80. Theinstrument was administered as pre-test to both experimental and control groups. The treatment wasapplied for six weeks after which the post-test was administered. Mean and standard deviation wereused in answering the research questions while Analysis of Covariance (ANCOVA) was used totest the hypotheses at 0.05 level of significance. The results were presented in tables. Findings: Findings revealed that teaching with computer aided instruction (mean = 53.69, SD =9.47) had a significant higher positive effect on students’ acquisition of keyboarding skills than demonstration strategy (mean = 47.87, SD = 11.04) and lecture strategy (mean = 40.78, SD =12.56). Unique contribution to theory, practice and policy: Teaching with demonstration strategy and computer aided instruction have salutary effect on students’ acquisition of keyboarding skills but computer aided instruction is more effective in the teaching and learning of keyboarding and similar business education skills than other strategies. Therefore, business educators should always endeavour to teach keyboarding with computer aided instruction to improve students’ learning outcome in tertiary institutions.
Assessment of Business Education Lecturers on Instructional Delivery in Colleges of Education in Kaduna and Kano State
(2022) 1 Abdulrazak Mohammed*, b, 2Haruna Hassan
The study assessed the business education lecturers on instructional delivery in colleges of education in Kaduna and Kano State. Two research questions guided the study and two null hypotheses were formulated and tested at a 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 32 business education lecturers from the Federal Colleges of Education, Kano (FCE Kano and FCE (T) Bichi), Kano State College of Education, Kumbosto, Federal College of Education, Zaria and Kaduna State College of Education, Gidan-Waya, Kaduna State. Since the population size is manageable, the researchers used all populations, and so, there was no sample size for the study. The researchers developed a structured questionnaire for data collection. The instrument was validated by two experts from the rank of senior lecturer and above from the business education department of Ahmadu Bello University, Zaria. Cronbach Alpha method was used to test the reliability of the instrument which yielded a coefficient value of 0.90. Mean and standard deviation was used to answer the research questions while Analysis of Variance (ANOVA) was used to test the two null hypotheses formulated for the study at a significance of the level of 0.05. The findings revealed among others that Business education lecturers give prompt feedback on students learning outcomes. Based on the findings of the study, it was recommended among others that, the college authority should employ more lecturers in the area of business education programmes for comprehensive curriculum delivery to the student
Awareness and Challenges of E-Learning in Teaching and Learning Business Education Courses in Universities in Kwara State
(2022-08) Ass. Professor NWABUFO, Bibiana Ass. Professor ADEMILUYI, Lawrence Femi and ABDULLATEEF, Zainab Temitope
Abstract: This study explored awareness and challenges of e-learning in teaching and learning business education courses in universities in Kwara State, Nigeria. A descriptive study design was selected. This study was guided by two objectives, two research questions, and two null hypotheses. The survey sample included 686 lecturers and students in business education in universities in Kwara State. There was no sample due to the sizeable study population. A questionnaire checked by three experts served as a means of data collection. Instrument reliability was assessed using the Cronbach alpha method, yielding an r-factor of 0.78. Data for the research question were reported with mean and standard deviation. An independent-samples t-test was used to test the null hypotheses 1 and 2 at the 0.05 significance level. The study found that lecturers and students alike had awareness in e-learning technology for teaching and learning business education courses at a moderate level in universities, lack of associated software, and irregular power supply, has been found to be some of the notable challenges faced by students when using face e-learning technologies to study business education in universities. Based on this result, this study leads to the conclusion that lecturers and students are aware of e-learning technologies but do not use them very often and the few that do, do not extensively use them. In order for business education to maximize its goals in an era of rapid technological change, business educators should apply elearning technologies to teaching and learning of business education and the need for proper provision of ICT laboratories and equipment to curbs the e-learning challenges faced by students who use e-learning to study business education courses in universities.
AWARENESS AND UTILIZATION OF E-LEARNING TECHNOLOGIES IN TEACHING AND LEARNING OF BUSINESS EDUCATION COURSES IN UNIVERSITIES IN KWARA STATE
(AL-HIKMAH JOURNAL OF EDUCATION, 2021-06-10) Nuhu, Sikiru Issa; Oladeji, Ayinde Dauda
Education is seen and globally accepted as a veritable tool for the development of any nation. This study examined the awareness and utilization of e-learning technologies in teaching and learning of Business Education courses in universities, Kwara State. Tworesearch purposes were formulated to guide the study from which two research questions and two hypotheses were raised. Descriptive research designwas used in this study. 300 lecturers and students made up the population for the study. There was no sampling as the population of the study was not much. A structured questionnaire tagged ‘Availability and Utilization of E-Learning Technologies in Teaching and Learning Questionnaire’ (AUETTLQ) was used for data collection. The questionnaire was subjected to face and content validation and it was equally pilot tested which yielded a reliability coefficient of 0.78. This shows that the instrument is high enough to be reliable. The data collected from the study were statistically analyzed using mean and standard deviation to answer the research questions. The null hypotheses were tested at 0.05 level of significance using independent t-test. The findings of this study showed that lectures and students are aware of synchronous e-learning technologies in teaching and learning of business education courses.It was concluded that lecturers and students are aware of both synchronous and asynchronous e-learning technologies in teaching and learning of business education courses but often utilize the synchronous e-learning technologies. It was recommended among othersthat lecturers and students should be sensitized through seminars and workshops on the need to maximally utilize available e-learning technologies in teaching and learning in Universities
AWARENESS OF INSTRUCTIONAL MATERIALS ON THE TEACHING AND LEARNING OF MARKETING SUBJECTS IN SENIOR SECONDARY SCHOOLS IN KWARA STATE NIGERIA
(Faculty of Education, Kwara State University, Malete, 2022-10-01) Nuhu, Sikiru Issa; Orinilowo, Afusat Olajire; Aransiola, Motinrayo Janet
The study examined the awareness of instructional materials in teaching and learning marketing subjects in senior secondary schools in Kwara State. Three purposes were raised from which three research questions and two hypotheses were formulated to guide the study. A descriptive survey research design was adopted for the study. 4324 students and 88 teachers in senior secondary schools in Kwara State made up the total population for the study. A sample of 432 (teachers and students) was drawn from the population using the Taro Yamane formula. The instrument used for the collection of data was a structured questionnaire titled Awareness of Instructional Materials on the Teaching and Learning of Marketing Subjects Questionnaire (AIMTLMSQ). Percentage and mean were used to analyze the research questions while the null hypotheses were tested using an independent t-test at a 0.05 level of significance. The study found among others that teachers and students are aware of audio, visual, and audio-visual instructional materials. It was concluded that teachers and students are aware of the instructional materials (audio, visual, audio-visual) in teaching and learning marketing subjects. It was recommended among others that the marketing subject teachers should endeavor to use and try to improvise instructional materials for effective teaching of commercial subjects in the secondary schools.
BARRIERS TO INTEGRATION OF WEB 2.0 TECI-NOLOGIES IN TEACHING/LEARNNG OF BUSINESS EDUCATION COURSES NIGERIAN UNIVERSITIES
(Association of Business Educators of Nigeria., 2014) Mamman, J.S., & Nwabufo, B.N
This paper examined the barriers of integrating web 2. O technologies in the teaching/learning of business education courses in Nigeria Universities. The paper sought answers to the research question "what are the barriers of integrating web 2.0 technologies in the teaching/learning of business education courses in Nigeria Universities? Descriptive survey research design was used for the study. A sample of 121 students was used for the study while all the 21 lecturers were used as the number was sizeable for the researcher to handle. Barriers to the Integration of Web 2.0 Questionnaire (BIWQ) with a split half reliability of 0.89 was used to collect data from the respondents. A total of 142 copies were administered altogether and 138 copies were retrieved and used for the study. Mean, standard deviation and ranks were used to analyse the data collected to answer the research question. Independent t-test statistic was used to test the null hypothesis at O. 05 level of significance. The findings of the study revealed that all the items except just two items constitute barriers to the integration of web 2. O technologies in the teaching/learning of business education courses in Nigeria universities. It was concluded that graduates of business education would not be able to acquire the needed skills and competencies to be able to function effectively in the 21st world of work because of the inherent barriers to the integration of web 2.0 technologies in the teaching/learning of business education courses. Based on the findings of the study, it was recommended among others that; there is the need for Business educators to revised and develop Business Education curriculum to deploy ICT application effectively and they should be specifically designed to fit the emerging Web technologies.
Barriers To The Use Of Information And Communication Technologies In Teaching And Learning Business Education
(2012-09) Titus A. Umoru, PhD
Education is an instrument “per excellence” for national development. Business education is one of the programs run in about 117 universities in Nigeria. It was believed that business education has the capacity to bring about the required development since it is a course of instruction aimed at inculcating in the youth the skills, attitudes and competencies which are necessary to empower them to be gainfully engaged so that they will be useful citizens and contribute to the development of Nigeria and the society. However, there seemed to be gaps between the nation’s educational objectives and their realization. The obvious indicators to this fact are poor skills of graduates who cannot fit into the office of today, unemployment, poverty and underdevelopment of the country. Information and Communication Technologies (ICTs) where properly utilized is capable of making the difference in empowering the students with the needed skills, attitudes and competencies. This study explored the barriers to the use of ICTs in teaching and learning business education. The researcher constructed 15 questionnaire items from research reports relevant to the study. The questionnaire was validated using Cronbach Alpha which yielded a reliability coefficient of 0.78. A total of 256 questionnaire items were administered to 202 business educators and 54 students of business education respectively from Universities offering business education in Nigeria and all of which were completed and retrieved. The Research Question “what are the barriers to the use of ICTs in teaching and learning business education in Nigeria?” was answered using mean rating and standard deviation. The Hypothesis of no significant difference in the mean responses of business educators and business education students from universities regarding barriers to the use of ICTs in teaching and learning business education was tested using student T-test. The study revealed that all the constructs, except one, constituted barriers to the use of ICTs in teaching and learning business education in Nigeria universities. it was concluded that the revealed barriers be tackled by the government, the university authorities, the teachers and the students so that the university environment would be repositioned to play its role of empowering the youth with the skills, attitude and competencies needed for Nigeria’s development.
Business Education and Analytical Skills Needed For Promoting Small and Medium Scale Enterprises (Smes) In Kwara State
(2022-08) ADEMILUYI, Lawrence F. and AHMED, Mohammed Baba
This research examined business education and analytical skills needed for promoting small and medium scale enterprises (SMEs) in Kwara State. A descriptive survey research design was adopted. 7,396 registered SME owners and employees made up the total population for the study. The Research Advisors was used to select a sample of 365 SMEs owners and employees. Three specific purposes, three research questions and three hypotheses were also formulated to guide the study. Questionnaire was used as instrument for gathering data and was validated by three experts. The reliability of the instrument was ascertained using Cronbach Alpha method to obtain the coefficient of 0.71. The data for the research questions were answered using mean and standard deviation. T-test was used to test null hypotheses 1 and 3 and analysis of variance (ANOVA) was used to test the null hypothesis 2 at 0.05 level of significance. The findings of this study showed that accounting, marketing and decision making skills are needed for promoting small and medium scale enterprise (SMEs). It was concluded that for SMEs to get out of some of their problem and continue to be in operation and successful, they must make use of business and analytical skills. It was recommended among others that SMEs owners as well as their employees should strive toward the acquisition and utilization of accounting, marketing and decision making skills and appropriate government organs and agencies should organizing free seminars and workshop for SMEs operators. This is because the training/workshops are expected to widen their knowledge on the need of such skills and as such promote their businesses.
BUSINESS EDUCATION GRADUATE ENTREPRENEURS’ RATING OF FINANCIAL MANAGEMENT AND INNOVATIVE THINKING SKILLS UTILIZATION IN ENTREPRENEURAL VENTURES IN NORTH CENTRAL STATES, NIGERIA
(2018) Orah, Josephat O.C and Prof. Umoru, Titus A
The study investigated NCE business education graduate entrepreneurs’ ratings of financial management and innovative thinking skills utilization in entrepreneurial ventures in North Central States, Nigeria. The study which employed a descriptive survey identified two entrepreneurial skills which were financial management and innovative thinking skills. Two research questions and two hypotheses were formulated for the study. The entire registered 149 NCE business education graduate entrepreneurs operating in the North Central States, Nigeria constituted the population of the study. There was no sampling since the entire population was considered manageable. 30-item structured questionnaire titled Questionnaire on Entrepreneurs’ Rating ofEntrepreneurial Skills Utilization in Entrepreneurship (QERESUE) was adopted for the study. The reliability of the instrument was ascertained using Pearson Product Moment Correlation Coefficient to obtain r- coefficient of 0.77 and 0.82, respectively for clusters B1and B2 of the questionnaire. The questionnaire was distributed to the 149 NCE business education graduate entrepreneurs in the North Central States, Nigeria. Four copies of the questionnaire were not returned and so 145 copies were used for the study. Theresearch questions were analyzed using descriptive statistics of mean and standard deviation. t-test and ANOVAwere used to test the null hypotheses of the study at a 0.05 level of significance. The findings of the studyrevealed that financial management skills were sometimes utilized in entrepreneurship, while Innovative thinking skills were often used. With respect to the findings, the following recommendations were put forward, among which was that institutional authorities in collaboration with the National Commission for Colleges of Education (NCCE) should, as a matter of policy institute regular training in entrepreneurial skills development for all teachers of business education to enable them acquire adequate knowledge of financial management skills and innovative thinking skills so as to be in a better position to impact it effectively for optimal utilization.
BUSINESS EDUCATION LECTURERS’ AWARENESS AND UTILIZATION OF ELECTRONIC DATABASES FOR TEACHING AND RESEARCH IN UNIVERSITIES IN KWARA STATE
(Business Education Department of Madonna University, Okija, 2019) Mamman, J.S
The study examined the awareness and utilization of electronic databases for teaching and research by business education lecturers in universities in Kwara State. The study sought answers to two research questions formulated to guide the study. The study design was a descriptive survey research. Thirty-one Business Education lecturers in universities that offered Business Education Programme in Kwara State formed the population for the study. Awareness and Utilization of Electronic Databases Questionnaire (AUEDQ) with Cronbach reliability of 0.86 was the instrument used for data collection. Mean, and standard deviation score was used to analyze the data to answer the research questions. The two hypotheses were tested with independent samples t-test at the 0,05 level of significance. The study found that Business Education lecturers’ extent of awareness and utilization of electronic databases for teaching and research was to a low extent; the study also found that there was no significant difference between the mean responses of male and female business education lecturers’ extent of awareness of electronic databases for teaching and research (t27 = 1.02, P=0.732). Based on the findings, the following are recommended among others; There is a need for University Librarians to give proper orientation to the Academic staff members of the University on how to access/use the databases subscribed to by the University. Where necessary training should be provided on a constant basis by the University Librarians to update the existing academic staff and orient the newly recruited staff
CHALLENGES OF HIGHER INSTITUTIONS IN NIGERIA TOWARDS DIGITAL LEARNING FOR QUALITY EDUCATION IN THE POST COVID-19 PERIOD
(Faculty of Education, Kwara State University, Malete, 2022-03) Jimoh, I.F., Mamman, J.S. & Ojo, A.E
Quality education which is very important for an individual's success in life, is under threat as a result of Covid-19 pandemic that has disrupted the academic activities owing to its social distancing rule. Alternatively, Universities worldwide has embraced digital learning in order to sustain the academic activities. However, Higher institutions in Nigeria were then under lock and keys in view of poor or lack of digital learning equipment and experts. This paper ascertains the challenges of higher institutions in Nigeria towards digital learning for quality education in the post covid-19 Period. Descriptive research design was used to analyze the research questions. The population of the study comprised of all the Lecturers in Public and Private Universities in Kwara State teaching Office Technology and Management Subjects i.e. 28 and 16 respectively. The sample for this study comprised of 19 OTM Lecturers from Public Universities and 12 OTM Lecturers from Private University randomly selected. A self-designed Questionnaire was administered to elicited information from the respondents. The finding showed that there are innumerable challenges to digital learning in Nigeria due to poor digital infrastructure, other socio-economic factors and the poor coordination of educational sector among others. The study suggested that higher educational institutions should provide a flexible mechanism to teach their practical and theoretical curricula; governments must provide financial grants and pour money into higher institutions of learning in the country for the purpose of procuring digital learning materials among others
Challenges of Kwara State University Malete, Nigeria Towards the Attainment of a World-Class University Status
(July Press Pte. Ltd., 2018-09-28) Umoru, T.A & Mamman, J.S
The study examined the challenges of the realisation of a world-class university at Kwara State University, Malete, Nigeria. Two research questions and two null hypotheses were formulated for the study. Descriptive survey research design was adopted for the study. The population of the study was 1,078 lecturers out of which 245 lecturers were sampled. Challenges of the Realization of World-class University Questionnaire (CRSWUQ) constructed by the researchers were used for data collection for the study. Percentage was used to answer the research questions while Mann Whitney U-test was used to test the hypotheses at 0.05 level of significance. The findings revealed among others that: world class status of a university is simply about the international recognition of the university. A world class university has world class departments, diversified sources of income, sound financial base and always benchmarked with top universities world-wide. Lack of physical infrastructure which is obviously the most visible part of the university, the pressure of publish or perish culture which undermines the quality of research and absence of public financial support are some of the challenges that could hinder the world-class status of Kwara State University. Based on the findings, it was recommended that the state government, KWASU management, academic staff and the entire university community should work together to overcome the identified challenges that could hinder the realization of a world class status of KWASU.
Comparative analysis of personal life choices and leadership work styles of unit leaders in Business teacher education in Nigeria in use of social media
(The School of Graduate Studies, Research & Entrepreneurship [SGSRE] University of Technology, Jamaica, 2017) Morrison, J.L., Oladunjoye, G.T., Oyedele, J.F., Ademiluyi, L.F., Mamman, J.S & Ogundele I.S
Based on a survey submitted to business teacher educators in 5 post-secondary educational institutions in Nigeria, unit leaders are perceived as having a capacity to lead their colleagues in their innovative eﬀorts to enhance current instructional delivery systems. In this regard, personal lifestyle choices of unit leaders in terms of using social media and technology are generally perceived as being assimilated into their work styles and priorities for their programs. Business teacher educators perceive their unit leaders as being receptive to their ideas, willing to work with them on innovative endeavors, and exhibiting a participatory leadership work style. A discrepancy between unit leaders’ personal preferences towards aspects of social media and current awareness of these preferences by business teacher educators themselves may be an inhibiting factor in advancing social media use in the classroom. is discrepancy may be evident in other teacher training programs throughout the continent of Africa, resulting in social media currently being marginally implemented. Addressing this discrepancy may result in accelerating the integration of social media use in the classroom.
Comparative Study of Computer Assisted Instruction and Traditional Methods of Teaching Keyboarding among Polytechnic Students
(International Institute for Science, Technology and Education., 2021-04-30) Oyinloye, O.T., Mamman, J.S., Akewusola, L., & Ayeni, J.K
The study was carried out to compare Computer Assisted Instruction and Traditional Methods of Teaching Keyboarding among Polytechnic Students in South West Geo-Political Zone, Nigeria. In order to achieve this, one specific objective was raised. In line with the specific objectives, four research questions and hypotheses were formulated for the study. Experimental design, specifically pretest-posttest control group design, was adopted for the study. The population for the study comprised of nine hundred and eighty students (980) from ten Polytechnics. Out of these, six Polytechnics used for the study were purposively selected from ten Polytechnics in South West Geo-Political zone, Nigeria. Thirty (30) students from each of the six (6) Polytechnics made up of the sample size of one hundred and eighty students (180) who were selected for the study through random sampling. The instrument used for data collection was Keyboarding Speed and Accuracy Test (KSAT), which was duly validated with a split-half reliability coefficient of 0.81. The data collected were statistically analyzed using mean and standard deviation for the research question. The null hypothesis was tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings include among others that, the computer-assisted instruction group was better in keyboarding speed and accuracy than the traditional method group because of the significant difference found between the speed and accuracy mean scores of students taught using computer-assisted instruction and those taught using traditional methods. The study concludes that computer-assisted instruction is a better method of teaching keyboarding. Based on the findings and conclusion, it was recommended among others that; Keyboarding teachers should use computer-assisted instruction method in teaching speed and accuracy in keyboarding and that Polytechnic Management should also provide necessary facilities such as computers and software that will facilitate effective teaching and learning of keyboarding skills using Computer Assisted Instruction.
E-TEACHING SKILLS NEEDED BY BUSINESS EDUCATION LECTURERS FOR TEACHING IN COVID -19 ERA
(Faculty of Education, Kwara State University, Malete, 2022-03) Silas, T.N., & Mamman, J.S
Abstract The study sought to identify Electronic learning skills needed by Business Education Lecturers for teaching in COVID-19 era. The descriptive survey research design was used. To facilitate the conduct of the study, three research questions were raised. The population of the study consisted of all Lecturers of in the department of Business Education in Federal College of Education, Pankshin. The number of the lectures used was 18. No sampling was done; the entire population was used. A 28-item questionnaire tagged “Internet skills needed for teaching questionnaire (ESNT) with 4-point rating scale was the instrument used for data collection. The data collected were analyzed using mean and standard deviation. The null hypotheses were tested using the independent t-test at 0.05 level of significance. Findings revealed that internet, software and formatting skills are needed for teaching during covid19. This means that without sufficient amount of internet, software and formatting skills, business education lecturers will find it difficult to teach in COVID-19 era. The study recommended among others, that Business Education lecturers should take it upon themselves to acquire internet and formatting skills sufficiently for successful e-teaching and there is a need for business education lecturers to learn software and formatting skills by means of special training. This can also be achieved by interacting with some of their colleagues who are good in these skills and are used to e- teaching.
EFFECT OF DEMONSTRATION AND LECTURE TEACHING METHODS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN FINANCIAL ACCOUNTING IN ADAMAWA STATE, NIGERIA
(2018) Titus Amodu Umoru, PhD & Babangida Haruna
The study was carried out to determine the effect of Demonstration and lecture teaching methods on academic performance of secondary school students in Financial Accounting in Adamawa State . The study adopted a quasi-experimental design, specifically, the pre-test, post-test non-equivalent control group. 725 students offering Financial Accounting in senior Secondary schools in Yola metropolis, Adamawa State formed the population of the study. From the population of the study, 105 students were selected as sample using purposive sampling technique. Three senior secondary schools were purposively selected and randomly assigned to experimental groups and control group. Government Day Secondary, Yola Town (experimental group) was taught using Socratic Method and Government Day Secondary School Doubeli (control group) was taught using conventional Lecture method. The data collection period lasted for four (4) weeks Using instructional package for Financial Accounting (IPFA) which comprised well planned lesson plans on the selected topics based on the two methods of teaching. The instrument for data collection was a 50-item ‘Financial Accounting Achievement Test’ (FAAT) validated by three experts from Kwara State University, Malete. A pilot test of the instrument was conducted at Government Day Secondary School Muhammad Nya, Jalingo, Taraba State onforty (40) senior secondary school (SS II) Students offering Financial Accounting in the school. Using Kuder Richardson 20 (K-R20) formulae, a reliability coefficient of 0.83 was obtained. Research questions were answered using mean and standard deviation while the hypothesis was tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The results of the study revealed that Demonstration method had significant effect on students’ performance than lecture method. Among the recommendations made was that, efforts should be intensified by teachers to aggressively adopt Socratic Method in teaching Financial Accounting.
EFFECT OF MASTERY LEARNING TEACHING METHOD ON STUDENTS’ ACADEMIC PERFORMANCE IN FINANCIAL ACCOUNTING
(Faculty of Education, Kwara State University, Malete, 2022-10) Mamman, J.S & 2 Olabisi Sunday Dare
Business education whose objective is to be a programme of excellence is concerned with quality assurance and standard maintenance. However, while very few business education students perform well in Financial Accounting, the vast majority of them perform poorly. It is as a result of this poor performance that this study was conducted to examine the effects of mastery learning on students’ academic performance in financial accounting in Niger state, Nigeria. Two specific purposes, two research questions guided the study and two hypotheses were formulated for the study. Pretest, posttest nonequivalent control group quasiexperimental design was used for the study. The population of the study comprised 3733 senior secondary school students offering Financial Accounting in Niger State. The purposive sampling technique was used to determine the sample size of 198 students for the study. The instrument for data collection was a self-designed Financial Accounting Performance Test (FAPT) which was validated by four experts. A reliability coefficient of 0.96 was obtained for the test item using Cronbach Alpha. Mean and standard deviation were used to answer the research question, while Analysis of Co-Variance (ANCOVA) was used to test the hypotheses at a 0.05 level of significance. The findings revealed that students who are taught Financial Accounting using the mastery learning method performed better than those taught using the conventional teaching method (M = 85.33, SD = 7.40); there was a significant main effect of treatment of mastery learning teaching method on academic performance of secondary school students in Financial Accounting (F(1,134) = 924.927; P = 0.000); there was a significant gender effect on the academic performance of students taught financial accounting with mastery learning method of teaching(F(1,134)= 4.619; P = 0.033).Based on the findings of the study, it was concluded that mastery learning method has positive effects on students’ academic performance in Financial Accounting. The study recommends among others that teachers of financial accounting should adopt mastery learning teaching methods in their classes because the method is capable of stimulating students learning, which will lead to better academic performance.
EFFECT OF PROJECT-BASED TEACHING METHODS ON BUSINESS EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN PRINCIPLES OF ACCOUNTING IN UNIVERSITIES IN SOUTH-WEST, NIGERIA
(2019) Timothy O. Eebo and Titus A. Umoru
The purpose of this study was to examine the effect of project-based teaching methods on business education students’ academic performance in principles of accounting in universities in South-west, Nigeria. The study has two purposes, research questions and hypotheses. Quasi-experimental pre- Test post-test control group design was adopted for the study. The population of the study was 370 Business Education students offering principles of accounting in universities in the south-west. This comprises 200 level for the course is part of curriculum content at this level in South-West, Nigeria universities. The two universities were selected using purposive sampling technique. Random sampling was used to select two universities. The study used Principles of Accounting Performance Test (PAPT) pre-test and post-test with instructional package designed by researcher for collection data. The instrument was subjected to face and content validity by three experts with a Cronbach reliability coefficient of 0.74. Data collected were analyzed using mean and standard deviation for the research questions and Analysis of Covariance (ANCOVA) for testing the null hypotheses at 0.05 level of significance. The study found among others that project based teaching method had positive effect on the academic performance of Business Education students in principles of accounting, there was a significant main effect of treatment of project –based on academic performance of universities Business Education students in principles of accounting (F= 135.759; P = .000) and that there was no significant gender effect of project -based method on academic performance of universities Business Education students in principles of accounting (F= 20.356;P = 0.000).It was recommended among others that papers, journals and book publications should be made available on effective usage of project-based teaching method for academic improvement, mutual cooperation among students and students’ involvement in the learning process. Business education students regardless of their gender should be exposed to project -based teaching method of teaching principles of accounting. This is because the method is beneficial to both sexes.

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