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- ItemPERCEIVED BENEFITS AND BARRIERS OF UTILIZING WEB2.0 TECHNOLOGIES IN TEACHING BUSINESS EDUCATION COURSES IN UNIVERSITIES(Department of Business and Entrepreneurship Education, KWASU, 2025) Joshua S. MAMMAN PhD&Esther DupeMATHEWThe study investigated the Awareness and Utilization of Web 2.0 Technologies in Teaching Business Education Courses in Universities in North Central, Nigeria. The study was carried out with two purposes, among which are to examine the benefits of utilizing Web 2.0 technologies for teaching business education courses in universities and to determine the barriers of utilizing Web 2.0 technologies in business education courses in universities. The study has two research questions and two hypotheses. The population of the study was 88 business education lecturers, and no sample was conducted as a result of the small size of the population. The study adopted a survey research design. The instrument used for data collecting was a structured questionnaire tagged, Awareness and Utilization of Web 2.0 Technologies in Teaching Questionnaire (AUWTTQ) with a modified 4-point rating scale. The reliability coefficient of the instrument was determined using the Cronbach Alpha technique which revealed a reliability index of 0.86. The data collected was analyzed using mean statistics standard deviation and independent sample t-test. The finding revealed that there is no significant difference in the mean response scores of respondents on the benefits of utilizing Web 2.0 technologies in teaching business education courses in universities based on years of experience. And there is no significant difference between the mean response scores of male and female respondents on the barriers to utilizing Web 2.0 technologies in teaching business education courses in universities. The study concludes that lecturers are aware of Web 2.0 technologies and these technologies are utilized in teaching business education courses. It was recommended among others that, the benefits of Web 2.0 technologies should be promoted by the curriculum developers, universities, stakeholders, and lecturers to promote the use of technologies in teaching.
- ItemAWARENESSANDUTILIZATIONOFWEB2.0TECHNOLOGIESIN TEACHINGBUSINESSEDUCATIONCOURSESINUNIVERSITIESIN NORTHCENTRALNIGERIA(Faculty of Education, KWASU, 2024) Joshua S. MAMMAN PhD&Esther DupeMathewThe teaching of business education courses even in the 21st century is largely done using the traditional method and this has made the students lose interest even in learning in the first place. It is as a result of this setback that this study investigated the Awareness and utilization of Web 2.0 technologies in teaching business education courses in universities in North Central Nigeria. The study has two specific purposes, which are to determine lecturers’ level of awareness, extent of utilizing Web 2.0 technologies in teaching business education courses. The study has two research questions and two hypotheses. The study adopted a descriptive survey research design. The population of the study comprises 88 business education lecturers in Kwara, Kogi, and Nasarawa State. The total population was used, it was not too large to manage hence there was no sampling. The instrument used for data collection was a structured questionnaire tagged, Awareness and Utilization of Web 2.0 Technologies in Teaching (AUWTT) with a modified 4 point rating scale. The instrument was validated by three experts and with a Cronbach Alpha reliability coefficient of 0.86. Mean and standard deviation were used to analyze the data collected to answer the research questions. While independent samples t-test was used to test hypotheses at 0.05 level of significance. The study found that there was significant difference between the mean response scores of male and female respondents on the level of lecturers’ awareness of Web 2.0 technologies (t77 = 9.12, P<0.05) and utilization(t77 = 8.37, P<0.05), Based on the findings, it was concluded that awareness and utilization of Web 2.0 technologies are highly utilized. It was recommended among others that the Universities should promote the continued use of Web 2.0 technologies by lecturers in teaching business education by developing a policy that facilitates the integration of these technologies into the educational process.
- ItemEFFECT OF RHYMES ON PUPILS' ACADEMIC ACHIEVEMENT AND LEARNING RETENTION IN LITERACY IN KANO STATE, NIGERIA(Department of Early Childhood and Primary Education., 2023) Musa LAWAN, Dr. Usman Tunde SAADU, Dr. J. S MAMMAN, & Dr. Adedayo ADESOKANThis experimental research aimed to examine the influence of incorporating rhymes into literacy instruction on the learning retention and academic achievement of pupils in Kano State, Nigeria. The study adopted a pretest-posttest control group design and involved 103 pupils (50 in the experimental group and 53 in the control group) selected from primary schools within Kano State. The experimental group received instruction enriched with rhymes, while the control group received conventional instruction. By employing t-tests for comparative analysis of the mean scores between the two groups, the findings revealed that pupils exposed to rhymes during instruction exhibited significantly improved learning retention and academic achievement when compared to those exposed to traditional instruction. This suggests that the incorporation of rhymes in literacy instruction positively impacts pupils' learning outcomes. The implications of these results underscore the advantages of integrating rhymes into literacy education. Such an approach can effectively enhance pupils' engagement and comprehension, contributing to improved learning retention. Moreover, the findings advocate for the adoption of interactive and engaging teaching methods, such as the use of rhymes, to foster a conducive learning environment. In the context of Kano State, Nigeria, where educational resources may be limited, the incorporation of rhymes represents a cost-effective and culturally relevant strategy for promoting effective literacy instruction and academic success among pupils. These findings serve as a valuable resource for educators and policymakers, highlighting the potential of innovative teaching approaches to advance educational outcomes in the region.
- ItemINFLUENCEOFHUMANRELATIONSANDPROBLEM-SOLVINGSKILLSON SELF-RELIANCE OFBUSINESSEDUCATIONGRADUATES(Faculty of Education, Kwara State University, Malete, 2025) Joshua S. MAMMANPhD,Prof. Lawrence F. ADEMILYI &JosephA. MAFIKUYOMIThis paper examined the influence of human relations, innovation and problem-solving skills on self-reliance of business education graduates in South-West, Nigeria. The descriptive survey design was adopted for the study while the population of the study consisted of 223 postgraduate Business Education students in the Universities in South-West, Nigeria. Since the population is manageable, the entire population of 223 respondents was used as the sample size for the study. A well structured questionnaire on 4 point-scale was used as instrument for data collected and was validated by three experts from Department of Business and Entrepreneurship Education, Kwara State University, Malete while the reliability test for the instrument yielded coefficient a 0.87 using Cronbach Alpha. From the data collected frequency counts and percentage were used for demographic data, while mean and standard deviation were used to analyze the research questions. Hypotheses were tested using independent samples t-test at 0.05 level of significance. Findings revealed that the human relations skills positively influenced self-reliance (mean = 3.25, SD 0.55) of Business Education graduates. Also, human relations skills positively influenced self-reliance (mean = 3.33, SD = 0.64). In addition, problem-solving skills influenced self-reliance (mean = 3.12, SD = 0.96). Furthermore, it was found that there was a significance difference in the mean perception of male and female respondents regarding the influence of human relations skills on Business Education graduates’ self-reliance (t218 = 0.01, P<0.05). There was a significant difference between the mean perception of respondents from federal and state universities regarding the influence of problem solving skills on self-reliance of Business Education graduates (t218 = 0.001, P>0.005). There was also a significant difference between the mean perception of respondents from federal and state universities regarding the influence of problem-solving skills on self-reliance of Business Education graduates (t218 = 0.001; P>0.05). It was concluded that no matter how efficient entrepreneurs may be in their businesses, if they lack human relations, problems-solving and innovation skills such as ability to develop new ideas to create new products and ability to open up a new market, success may still become a mirage since it will be hard to compete with competitors as well as meeting the needs of the society. It was recommended among others, that Business Education lecturers in the Universities should ensure that human relations skills needed are taught more vigorously through demonstration and practical methods to enable the graduates to open and manage small enterprises effectively. Also, Business Education graduates should as a matter of urgency enroll in business school for training in the area of human relations, innovation and problem solving skills which are needed for self-reliance.
- ItemCONFORMITY TO STRATEGIC MANAGEMENT PRACTICES OF ENTERPRISES IN ANAMBRA STATE(Department of Business and Entrepreneurship Education, Kwara State University, Malete., 2014) Ngozi B. Nwabufo & Joshua S. MammanThe central focus of this study was to find out the extent of conformity to strategies management practices of enterprises in Anambra State. The questionnaire wont through content and face validation by three experts from Business and Technical Education department, Nnamdi Azikwe University Akwa, Anambra State. The study was carried out with 201 enterprises that registered with Cooperate Affairs Commission Awka in Anambra State. There was no sampling as the entire population was sizeable for the researcher to handle. The instrument for data collection was a questionnaire formulated by the researcher. Items related to research questions were analyzed using mean ratings while t-test Statistics and Analysis of Variance (ANOVA) were used in testing the null hypotheses of the study. The finding of the study showed that entrepreneurs in Anambra State, generally accepted as conforming, all the strategic management practices mentioned in the study. Recommendations were made for entrepreneurs, Vocational educators and planners to have insight into the relevant Strategic Management Practices for enterprises and Vocational undergraduates. This will make enterprises operate at full capacity and also encourage entrepreneurship education in order to make the vocational undergraduates become self-reliant at the end of their studies.