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TITLE PAGE
INFORMATION AND COMMUNICATION SKILLS NEEDED BY
BUSINESS STUDIES TEACHERS IN JUNIOR SECONDARY
SCHOOLS IN ADAMAWA STATE
BY
IBELEGBU, NGOZI ANTHONIA
PG/M.Ed/09/50841
A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF VOCATIONAL
TEACHER EDUCATION, UNIVERSITY OF NIGERIA NSUKKA IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF
EDUCATION DEGREE (M.Ed) IN BUSINESS EDUCATION
APRIL, 2013
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APPROVAL PAGE
This project has been read and approved as meeting the requirement for the award of the Degree
of Master of Education (Business Education) of the Department of Vocational Teacher
Education, University of Nigeria Nsukka.
___________________
Prof E.E. Agomuo
Supervisor
_____________________
Prof C.A. IGBO
Head of Department
________________
External Examiner
____________________
Prof Ike C. Ifelunni
Dean, Faculty of Education
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CERTIFICATION
This is to certify that Ibelegbu, Ngozi Anthonia, a post-graduate student of the Department of
Vocational Teacher Education, University of Nigeria Nsukka and whose registration number is
PG/M.Ed/09/50841 has satisfactorily completed the requirement for the course and research
work for the award of the degree of Master of Education (Business Education). The work
embodied in this project is original and has not been submitted in part or full for any diploma or
degree of this or other universities.
_____________________
Ibelegbu Ngozi Anthonia
Student
_______________________
Prof. E.E. Agomuo
supervisor
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DEDICATION
This project report is dedicated to my husband, Ndubuisi Iro Ibelegbu.
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ACKNOWLEDGEMENTS
The researcher wishes to express her profound gratitude to the Almighty Father, the
creator of the Universe and those who contributed in one way or the other to make this work a
success. Particularly, she wishes to express her gratitude and deep appreciation to her project
supervisor Prof E.E. Agomuo, whose patience, guidance, personal commitment and dedication,
helped to bring this work to a successful completion. She is very grateful to Prof C.A. Obi, Head
of Department, Dr Mrs. Ukonze, and Dr Mrs. Ibezim whose immense assistance in this work can
not be forgotten. The researcher thanks her friends Mrs. C.L. Nwachukwu, Mrs. J. Kanu, Miss
Clara Ofodile and all her colleagues and course mates for their assistance.
Finally, she is very grateful to her sisters Christiana Adugun and Chinenye Ekoh for their
financial support. Her deepest appreciation goes to her husband Ndubuisi Ibelegbu, who never
allowed her to lack anything and her children for their prayers, patience and understanding
throughout this period of her study.
Ibelegbu Ngozi
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TABLE OF CONTENTS
Title Page
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Approval Page-
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Certification -
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Dedication
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Acknowledgements
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Table of Contents
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List of Tables -
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Abstract
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CHAPTER 1: INTRODUCTION
Background of the Study
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Statement of the Problem
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Purpose of the Study- -
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Significance of the Study-
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Research Questions- -
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Hypothesis-
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Delimitation- -
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CHAPTER 11: REVIEW OF RELATED LITERATURE
Conceptual Framework
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Information and Communication Technology-
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ICT Skills-
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Computer Appreciation Skills-
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Word Processing Skills -
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The use of Internet Skills
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Data Processing Skills -
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Theoretical Framework
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Psychomotor Theory -
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Review of Related Empirical Study- -
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Summary of Review of Related Literature
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Competency Theory
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Skill Acquisition Theory
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CHAPTER III: RESEARCH METHODOLOGY
Research Design-
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Area of Study- -
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Instrument for Data Collection-
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Validation of the Instrument- -
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Reliability of the Instrument- -
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Method of Data Collection- -
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Method of Data Analysis-
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Population of the Study-
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CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 -
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Research Question 2 -
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Research Question 3 -
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Research Question 4 -
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Null Hypothesis
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Null Hypothesis
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Null Hypothesis
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Discussion of Findings-
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Findings
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CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Re-statement of the Problem- -
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Summary of Procedure Used- -
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Summary of Findings-
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Conclusions
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Suggestions for further Study-
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References
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Recommendations
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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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LIST OF TABLES
Table No.
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1. Means and Standard Deviation of the Responses of the
Respondents on ICT Skills Needed by Business Studies Teachers in
Computer Appreciation-
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2. Means and Standard Deviation of the Responses of the
Respondents on ICT Skills Needed by Business Studies Teachers in
Word Processing -
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3. Means and Standard Deviation of the Responses of the
Respondents on the ICT Skills Needed by Business Studies
Teachers in the Use of Internet
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4. Means and Standard Deviation of the Responses of the
Respondents on ICT Skills Needed by Business Studies
Teachers in Data Processing -
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Result of t-test Analysis of the Responses of Male and
Female Business Studies Teachers on the ICT Skills
Needed by Business Studies Teachers in Junior Secondary
Schools in Adamawa State - -
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6. Result of Analysis of Variance of the Responses of
Business Studies Teachers according to Education Zones
(Yola, Numan, Gombi and Mubi) on the ICT Skills
Needed by Business Studies Teachers in Junior Secondary Schools
in Adamawa State
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7. Result of Analysis of Variance of the Responses of Business Studies
Teachers according to Educational Qualification (NCE/OND,
B.Sc. (ED)/HND and Postgraduate qualifications) on the ICT Skills
Needed by Business Studies Teachers in Junior Secondary Schools
in Adamawa State
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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.
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CHAPTER I
INTRODUCTION
Background of the Study
There has been increasing interest in introducing innovations such as Information and
Communication Technology (ICT) into the teaching and learning of business studies especially
when the Nigeria Education and Research Development Council (NERDC) introduced a modern
curriculum into the school system. Information and Communication Technology (ICT) involves
the use of computers and other electronic devices to process information. Nworgu (2008) stated
that ICT refers to a whole range of facilities or technologies involved in information processing
and electronic communication to be handled with skills and expertise, for effective achievement
and realization of its potentials in Education. In the view of Valasidou (2008), ICT is an
innovative instrumental tool that enables the educators to modify the teaching and learning
processes in order to increase students’ interest. Brown (2009) explained that ICT is considered
very crucial for the achievement of various educational objectives in terms of expanding the
citizenry access to education at all levels and improving the quality of teaching and learning
process.
In the explanation of Daniels (2002), the use of Information and Communication
Technologies in the educative process has been divided into two broad categories: ICTs for
education and ICTs in education. ICTs for education refers to the development of ICT
specifically for teaching learning purposes, while the ICTs in education involves the adoption of
general components of ICTs in the teaching learning process. Effiong (2005) emphasized that
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ICT use in school curriculum depends highly on the teachers who will use ICT to teach the
students. This requires that teachers should have the ability to incorporate ICT into teaching and
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learning. Okereke (2008) noted that, application of ICT to teaching and learning makes
instructions more effective and productive. In this regard ICT is viewed as innovations that
enable business studies teachers facilitate teaching and learning of business studies.
Business studies is an academic subject that helps students to be exposed to realities of
business practices. The subject is designed to introduce students to the foundational knowledge
of the principles and practices of business. Okute (2008) opined that business studies is the
fundamental subject which has to do with acquisition, conservation and expedition of wealth.
Osuala (2004) stated that business studies help the students to make informed decisions in the
everyday business of living. Obi (2005), explained that business studies prepares students for
business career or enables those in that career become more efficient and advance to higher
business positions. In the view of NERDC (2007), business studies will enable the students to:
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acquire the basic knowledge of business studies;
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develop the basic skills in office occupation;
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prepare for further training in business studies;
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have basic skills with which to start a life of work;
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have basic skills for personal use in future;
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relate the knowledge and skills they have acquired to the national economy.
These objectives can be achieved through teachers’ effectiveness, who is the implementers of
curriculum.
A teacher is an individual who is trained in pedagogy and teaching areas of a particular
subject to impart knowledge, skills, and attitudes to students in an institution. According to
Olaitan, Alaribe, and Nwobu (2009), a teacher is a person who communicates knowledge, skills
and attitudes to someone in a school. Okute and Agomuo (2010) noted that a teacher is a
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facilitator of learning; who helps students to realize their full potentials educationally,
emotionally, and socially in career selection and transition. Garba and Dambe (2007) defined a
teacher as one who possesses practical and theoretical knowledge of his vocation, has clear
understanding of the students he teachers, and ensures that he increases in the knowledge of his
field at all times. There are male and female business studies teachers. These teachers are trained
in different higher institutions of learning where they obtain various qualifications. In this study,
a business studies teacher is someone who is trained in pedagogical areas of business education
and is charged with the responsibilities of imparting acquired knowledge, skills and attitudes of
business studies to students in junior secondary schools.
Secondary school is the school for young people between the ages of 11, 16 and 18.
National Policy on Education (FRN, 2004) defined secondary education as the education
children received after primary education and before the tertiary stage. Secondary schools are
divided into junior and senior sections. The junior secondary school is both pre-vocation and
academic. The ability of business studies teachers to teach students ICT depend on the level of
ICT skills possessed.
Skill is a person’s ability in performing a given task well as a result of training and
practice. Skill as viewed by Soanes (2001) is the ability to do something well especially, as a
result of long practice. Obi (2005), defined skill as manual dexterity acquired through repetitive
performance of operations. Osinem and Nwaoji (2005) stated that, skill is the proficiency
displayed by someone in the performance of a given task. ICT Skill is the ability required by
business studies teachers for effective instruction to junior secondary school students in
Adamawa State.
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Adamawa is a state in north eastern Nigeria established in 1991 with its capital in Yola.
The state occupies about 36,917 square kilometers. There are 21 local government areas in
Adamawa State which are divided into four education zones. In Adamawa state, new curriculum
in business studies has been put in place by the government to replace the old one. The new
curriculum contains some component of ICT such as computer appreciation, word processing,
data processing, and the use of internet which were absent in the old curriculum of business
studies.
Computer appreciation entails the general understanding of the basic building blocks of
the computer systems, literacy in operating the computer and using the window interface called
window explore and other similar interfaces. Azuka (2000) explained that keyboarding should be
emphasized along with the traditional typing; the author identified closer relationship between
them likewise word processing, data processing and the use of the internet.
Word processing is the application of computer for manipulating text-based documents;
the electronic equivalent of paper, pen, typewriter, eraser, and most likely, dictionary and
thesaurus (Encarta, 2009). According to Agomuo (2005), word processing can be likened to a
typewriter inside a computer in that it incorporates all the duties of a typewriter which basically
are: the ability to type and produce text on paper, store and manipulate text in documents and get
printed copies. But when using computers, it deviates a little from the common typewriter. There
is the enter key replacing the carrier movement and there are commands (simple ones) for
paragraph, indent, spacing and so on. In addition, one can: store the document for future
reference or use; make corrections to the documents very conveniently; format your documents
to a wide variety of specification; automate some functions such as page numbering, generation
of indexes; check the spelling of text in your document for correctness; and have greater control
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over page layout attribute such as margin and so on. Other area where computer is most useful in
daily activities is in the use of the internet and data processing.
The internet is a computer-based global information system (Comer, 2009). It is
composed of many interconnected computer networks. Each network may link tens, hundreds, or
even thousands of computers, enabling them to share information. The Internet has made it
possible for people all over the world to communicate with one another effectively,
inexpensively and to have free access to useful data for further processing.
Data processing deals with the analysis and organization of data by the repeated use of
one or more computer programmes (Kogge, 2009). Data processing is used extensively in
business, and in all areas in which computers are used such as education, to process data
educationally by the teachers and other education administrators. The researcher observed that
business studies teachers in the state have some difficulties in teaching the ICT component of the
curriculum; therefore, they need improvement.
Improvement means change for something better. Improvement, in the explanation of
Robinson (2006) is the development of circumstances in which something is lacking to better
standard or quality than before. In this study, improvement is viewed as the act of making the
level of skills acquired by business studies teachers in ICT better. For business studies teachers
to improve in their teaching of the ICT components in the curriculum they need to upgrade their
skills.
Need in the view of Chuta (1992) is something required to fill an existing essential gap.
Hornby (2005) defined need as something required because it is essential or very important.
Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong (1999) explained that need is a requirement
deemed necessary for effectiveness in an occupation. Need is the ICT skills required by business
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studies teachers to meet a target standard of effective instruction. This need can be obtained
through assessment.
Assessment is a process of estimating the worth, quality or effectiveness of a programme
or instruction. Walter (2009) stated that assessment is the process of finding or deciding the
amount, value, quality or importance of a programme or teachers instruction in a teachinglearning process. Assessment is the process of determining the skills need of business studies
teachers in ICT for effective instruction.
In this study, need is the identification of the value that calls for retraining of business
studies teachers in the areas of ICT incorporated into business studies curriculum to enable them
improve their instruction to students in business studies in junior secondary schools in Adamawa
State. To assist the business studies teachers in the area of study, it becomes important to retrain
these teachers through intervention programmes to update their knowledge, skills and attitudes
for effective instruction. Therefore, it is necessary to determine ICT skills needed by business
studies teachers for effective instruction in junior secondary schools in Adamawa State.
Statement of the Problem
In Adamawa State, new curriculum in business studies has been put in place by the
government to replace the old one. The new curriculum contains some component of ICT such as
computer appreciation, word processing, the use of internet and data processing, which were
absent in the old curriculum of business studies. The researcher observed that most business
studies teachers in junior secondary schools in the state have some difficulties in teaching the
ICT component of the curriculum.
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The present business studies teachers are those that were trained and had been working in
school system many years ago particularly before the introduction of modern technologies in
teaching and learning of business studies. These teachers were not trained with modern ICT
technologies and facilities. This suggests that the training they received seems to be irrelevant to
the present curriculum because of technological changes taking place in work places where the
students will find themselves after graduation. The inefficiency of business studies teachers in
imparting ICT skills to junior secondary school students has been noticed in the students’
inability to do well in work places. Ademiluyi (2007) observed that most business studies
students do not have the ability to succeed in private enterprise.
The researcher observed that many junior secondary school students after graduation find
it difficult to establish and manage small businesses, particularly those who had no opportunity
for further training. Those who tried to work in business centres where information is processed
with modern technologies found it difficult to manipulate computers and other ICT equipment.
Olufemi and Onyenu (2010) affirmed that the influence of technologies has rendered manual
skills inadequate for the world of work while creating needs for new sophisticated skills.
Therefore, it is necessary to determine ICT skills needed by business studies teachers for
effective instruction in junior secondary schools in Adamawa State.
Purpose of the Study
The purpose of this study is to determine the Information and Communication
Technology skills needed by business studies teachers in junior secondary schools in Adamawa
State. Specifically, the study sought to determine:
1. ICT skills needed by business studies teachers in computer appreciation
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2. ICT skills needed by business studies teachers in word processing,
3.
ICT skills needed by business studies teachers in the use of Internet,
4. ICT skills needed by business studies teachers in data processing.
Significance of the Study
Learning new skills such as ICT and transferring skills already learnt by the teachers is
the key to quality education in a rapidly changing technological environment. The findings of
this study will be beneficial to business studies teachers, junior secondary school students, school
administrators, government, and curriculum planners at teachers’ preparation stage and fellow
researchers with keen interest in ICT skills needed by business studies teachers for effective and
quality instructional delivery.
Business studies teachers will find the study useful. The findings of the study will enable
the teachers understand ICT skills they needed and their importance. They will have first hand
information on ICT skills they are required to acquire in order to face the challenges of
knowledge update through seminars, workshops and conferences. Business studies teachers will
know the vacuums of ICT skills they need to fill up in their academic lives and timely too, to
remain relevant in their profession. Also, this will help to further equip them for better service
delivery in teaching and coordinating the conduct of the students during teaching and learning
process.
Junior secondary school students will also benefit from the result of this study. The study
will help them to be better informed on the relevant ICT skills they need to acquire. They will
also know the level of skills they currently posses and seek to fill any gap/vacuum created.
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The result of the findings will be of immense benefit to school administrators and the
state government. It will provide information that will help them to see the need for adequate
provision of ICT facilities and materials, organizing workshops, and in-service training of
teachers at the junior secondary school levels in the state. The state government will have better
understanding of their participatory responsibilities in curriculum effectiveness.
The findings that will emanate from the study will provide wealth of information needed
by curriculum planners for curriculum review and update at teachers’ preparation stage. It will
help curriculum planners to be more comprehensive in scope, also, to give participatory
opportunities for more learners’ achievement.
Finally, fellow researchers with keen interest in the identification of ICT skills needed by
business studies teachers in computer appreciation, word processing, the use of internet and data
processing will be helped to be more focused by the information that will be provided by the
study. It will serve as a good starting point for any further meaningful research in this area of
study.
Research Questions
Based on the specific purposes of the study, the following research questions will be
answered by the study.
1. What are the ICT skills needed by business studies teachers in computer appreciation?
2. What are the ICT skills needed by business studies teachers in word processing?
3. What are the ICT skills needed by business studies teachers in the use of internet
4. What are the ICT skills needed by business studies teachers in data processing?
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Hypotheses
The following three null hypotheses were tested at P<0.05 level of significance
Ho1: There is no significant difference in the mean responses of male and female business
studies teachers on ICT skills needed by business studies teachers in junior secondary
schools in Adamawa State.
Ho2: There is no significant difference in the mean responses of the business studies teachers
according to their education zones, on the ICT skills needed by business studies teachers
in junior secondary schools in Adamawa State.
Ho3: There is no significant difference in the mean responses of the business studies teachers
according to their educational qualifications, on ICT skills needed by business studies
teachers in junior secondary schools in Adamawa State.
Delimitations:
This study is intended to focus on ICT skills needed by business studies teachers. It is
delimited in scope to cover computer appreciation skills, word processing skills, the use of
internet skills, and data processing skills where business studies teachers need improvement. In
terms of geographical area, this work will cover all the junior secondary schools that offer
business studies in Adamawa State. The instrument for data collection will be restricted to
questionnaire while the respondents will be restricted to business studies teachers in Adamawa
State.
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CHAPTER II
REVIEW OF RELAYED LITERATURE
The review of related literature for the study will be arranged under the following subheadings:
1. Conceptual Framework
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Information and Communication Technology (ICT)
•
ICT skills
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Computer appreciation skills
•
Word processing skills
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The use of Internet skills
•
Data processing skills
2. Theoretical Framework
•
Psychomotor Theory
•
Competency Theory
•
Skill Acquisition Theory
•
Experiential Theory
3. Related Empirical Studies
4. Summary of Literature Review
Information and Communication Technology (ICT)
Information and Communication Technology is the systematic application of computers
and other technologies to acquire, organize process, store, retrieve and disseminate information
to bring about effective exchange of information in communication. ICT means the acquisition,
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analysis, manipulation, storage and distribution of information; the design and provision of
equipment and software for these purposes (Dewatteville and Gilbert, 2000). Nwaiwu (2009)
explained the term ICT to include electronic information processing technology such as
computers and internet; as well as fixed-line telecommunication, mobile phones and other
wireless communication networks. Supporting the above views, Nworgu (2008) stated that ICT
refers to a whole range of facilities or technologies involved in information processing and
electronic communication to be handled with skills and expertise, for effective achievement and
realization of its potentials in Educational. Furthermore, ICT refers to harnessing electronic
technology for information processing needs of business organizations using the computer and
telecommunication equipment for storage, processing and dissemination of information
(Oyedele, 2002).
In the view of Okeke (2002), ICT is a systematic handling, dissemination, processing,
and storage of information especially, by means of computers. According to World Bank (2002),
ICTs are set of activities which are facilitated by electronic means, the processing, transmission
and display of information. World Bank affirms that ICT gives the opportunity to revolutionize
pedagogical methods, expand access to quality education and improve the management of
education system. Okereke (2008) noted that, application of ICT in teaching and learning makes
institutions more effective and productive thereby engender a variety of tools to enhance and
facilitate pedagogical activities. This means that the use of ICT will go a long way in helping
teachers of business studies in their instructional delivery.
Information and Communication Technology has changed the methodology of teaching
business subjects in schools. Teaching and learning has been changed from traditional
chalkboard to electronic learning requiring ICT skills for teachers. Nyiahule (2006) observed that
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teachers now can talk less, do less active and achieve more. He also, added that teaching and
learning have shifted from teacher centered to material centered, where the teacher only guides
students to use available materials to achieve learning objectives. Hu Chun (2005) defined ICT
as a broad range of activity and equipment including all the tools, applications and information
which are available and accessible via computer. Gay and Blades (2005), explained that ICT is
concerned with the storage, retrieval, manipulation, transmission or receipt of information
electronically in a digital form. In this study ICT involves the whole range of electronic
technologies such as computers and telecommunication facilities that are used for instruction in
teaching-learning processes.
There are developments in the Nigerian education sector which indicate some level of
ICT application in the secondary schools. The Federal Government of Nigeria, in the National
Policy on Education (FRN, 2004), recognized the prominent role of ICT in the modern world,
and has integrated ICTs into education in Nigeria. To actualize this goal, the document states that
government will provide basic infrastructure and training at the primary school level. At the
junior secondary school level, computer education has been made a pre-vocational elective, and
is a vocational elective at the senior secondary school. It is also the intention of government to
provide necessary infrastructure and training for the integration of ICTs in the secondary school
system. It should be noted that, this was not the first attempt the Nigerian government had made
effort to introduce computer education in schools. In 1988, the Nigerian government enacted a
policy on computer education. The plan was to establish pilot schools and diffuse computer
education innovation first, to all secondary schools, and then to primary schools. Unfortunately,
the project did not really take off beyond the distribution and installation of personal computers
(Okebukola, 2005). The author further stressed that the computer is not part of classroom
14
technology in more than 90 percent of Nigerian public secondary schools. This implies that the
chalkboard and textbook continue to dominate classroom activities in schools.
In June 2003, at the African Summit of the World Economic Forum held in Durban,
South Africa, the New Partnership for African Development (NEPAD) launched e-school
initiative, intended to equip all African schools with ICT equipment, scanners, digital cameras,
copiers among others, it is meant to connect African students to the Internet. The NEPAD
capacity-building initiative will be executed over a ten-year period. Three phases are envisaged,
with fifteen to twenty countries in each phase. An estimated 600,100 schools are expected to
benefit. The aim of the initiative is to impart ICT skills to young Africans in primary and
secondary schools, and to harness ICT to improve, enrich, and expand education in African
Countries (Aduwa and Iyamu, 2005). Although effort have been made to ensure that ICTs are
available and used in Nigerian secondary schools, but the successful integration of ICT into
classroom depends on the abilities of teachers.
A teacher has to be a professional with respect to the content and pedagogy of a given
subject matter or content. This includes that the teacher knows the process of designing teaching
strategies and teaching materials, including ICT facilities. In the views of Omenyi, Agu, and
Odimegwu (2007) ICT is intended to serve as the means of improving efficiency in educational
process and offered positive change in the teaching and learning process, assessment of learning
and students’ tracking. Also, the management of high quality educational programs requires and
generates large quantities and types of data. Teachers face many management problems which
can be resolved with the computer. There are many such tasks which may be both time
consuming and tedious for which teachers should consider an ICT solution. Such tasks may
include: the organization of assessments, the maintenance of library functions, the preparation of
15
reports, collation and computation of results, ordering the names of students alphabetically, etc.
There are many school management packages which will complete tasks such as these and
thereby free up a substantial amount of time for more important tasks. The access to production
of resource materials associated with the process of learning and teaching is readily facilitated by
the use of productivity software tools and networked computer system. When teachers use ICT
to help them complete tasks which they regard as problem then they are likely to have more
positive attitude towards the use of computers.
A teacher who is not computer literate will not be able to sieve out which information is
relevant to his students and/or may not be able to determine when particular information is
appropriate to his teaching. Three scenarios are likely to emerge in this situation. First, his
teaching could be overloaded with irrelevant facts or details, secondly, his teaching could be
deficient of relevant facts, and thirdly, he cannot access the needed information effectively and
efficiently. Onuma (2007), stated that information and communication technology possesses the
following characteristics in the implementation of the school curriculum: accelerating students’
basic skills in school subjects like bookkeeping, keyboarding, office practices, commerce among
others; challenges students to learn independently; update students academic knowledge and
instructional practices, provides teachers with efficient and effective tools to take care of
students’ individual differences; provide opportunities for cooperation with colleagues through
networking and internet services, educators and learners are challenged to new methods of
acquiring knowledge through knowledge sharing and connection to the global world and;
unrestricted access to teachers and students to relevant information and development in various
subject areas.
16
Researchers have discovered that the development of ICT will contribute to improved
professional status of teachers, enhance capacity and offer opportunities for career development
and advancement that build on recognition and reward of practice. It should also mean; access to
a comprehensive range of advice, guidance and support for teachers of all subjects at all levels
on how ICT can be used effectively in classroom practice to embed ICT in teaching and learning
across the curriculum; opportunities to access wide range of resources that simplify the
preparation and enrich the delivery of lessons; more sophisticated use of pupils’ data, including
the matching of individual learning styles and the setting and tracking of individual learning
goals; revitalized professional networks, supporting communication and collaboration, include
the sharing of resources and best practice within and between schools; support for workforce
remodeling through the automation of routine administrative tasks and the availability of
technical support (Clarke, 2008). With the above advantages emanating from technological
development, it has become imperative that efforts have to be made to ensure the acquisition of
the necessary ICT skills by teachers especially business studies teachers for effective instruction.
ICT Skills
Skill is an ability to translate knowledge into action that results in the desired
performance. Essential skills have been classified into three categories namely, technical, human
and conceptual skills. Technical skills are the ability to use a special proficiency or expertise
relating to a method, process or procedure. Example, accountants, computer operators, typists,
etc. posses technical skills acquired through formal education. Human skill is the ability to work
well in cooperation with other persons. It emerges as a spirit of trust, and enthusiasm and
genuine involvement in interpersonal relationship. A person with good human skills will have a
17
high degree of self awareness and capacity to understand and empathize with the feelings of
others. Seeing the noble work of a teacher, human skills are critical for all business studies
teachers. Conceptual skills are drawn heavily on one’s analytical and diagnostics capacities to
identify problems and opportunities, gather and interpret relevant information, and make good
problem solving.
For a skill to be acquired, the learner should be exposed to the relevant activities
embodying the skill. In the areas of business studies teachers’ ICT skill acquisition, emphasis
should be placed on the teachers exposure to the relevant skills needed to enable them develop
and become proficient in the application of the skills. Skills are acquired when procedures,
instructions are matched with performance activities (Okorie, 2000). Repetition is the
watchword. For skills to be acquired, the learners have to be offered opportunity for participation
and practice of such skill under the real life condition.
The acquisition of skills are important in business education since it is occupational
oriented. Thus, the acquisition of rightful skills will enable students who offer business studies
cultivate a right attitude to work; have a good sense of duty and respect for the dignity of labor;
be self sufficient; that is prepare the learner to be worthwhile in business education activities or
as an entrepreneur; acquire saleable skills needed to improve the production, marketing and
exchange of raw materials for man and industry; prepare the learner to be effective employee in
business education and allied field, and other industries.
ICT skills, according to Ugwuanyi (2009), involve having the basic understanding of
what computer is and how it can be used as a resource material. Teachers should be sensitized
enough to be able to use these innovations, example, the internet, they should be able to use basic
applications as word processing, spreadsheet, electronic mails, and possibly more advanced ones
18
such as presentations. Knowledge, skills and confidence with new technologies are now assets
for those entering the competitive employment market. This has thrown a great challenge to the
educational institutions especially, those at the lower levels like the junior secondary schools to
brace up to these expectations if their products will be anything to write home about. Hence, the
exposure of business studies teachers to the various computer technologies and the necessary
skills expected for instructional delivery and job efficiency.
In view of these, several authors have come out with different ICT skills required to fit
into the technologically driven society. McDonald (2004) highlighted the following ICT skills in
using computer based technologies to manipulate, create, store and retrieve information to
express ideas and communicate with others as: ability to type sentences, change text alignments,
change margins and line spacing; understand cut, copy and paste. Others are, the understanding
of the database, spreadsheet etc., he further states the basic computer skills required to include:
knowing various computer operations such as turning computer on, opening a folder, copying a
file from one drive to another, scanning. He also mentioned the use of software such as creating
a new word processor document, modifying an existing word processor document, printing out
documents among others. Therefore, the following ICT skills are very essential for a business
studies teacher for effective instruction: computer appreciation skill, word processing skills,
internet skills and data processing skills.
Computer Appreciation Skills
A computer basic skill involves the use of computers efficiently. Skills on the other hand
can simply be put as the ability to do things well. Computer appreciation skill can be regarded as
the potentials one acquires that makes him or her capable of operating and using the computer
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efficiently. Performing basic operations like starting a computer, using the mouse, managing
various windows, etc, may seem like a puzzle to one who has never seen a computer. Allison
(2005) stated that skills such as turning computer on and off, copying, deleting and renaming
files are required in performing basic operations. The author further stressed that a computer
literate teacher must be familiar with computer terms; know how computers work; be able to
enter and retrieve data; know the uses of computers; able to programme a computer; know the
future general direction of computers; artificial intelligence, and robotics and understand the
abuse and misuse of the computer so that students will realize that such problems exists.
Acquisition of these skills will enable the business studies teacher impart instructions on
computer appreciation effectively.
Computer appreciation deals with all activities involved in coupling and bringing
together computer components such as CPU, monitor, mouse, keyboard and others to make a
functional unit. It also deals with basic computer utilization and installation of software and
programmes. Okwuanaso (2003), explained computer as an aspect of ICT used in almost every
kind of endeavor including teaching to improve efficiency and productivity. The author defined
computer appreciation as the study of the skills necessary to operate a computer and the
principles of the working of the hardware and soft ware as well as the major computer
applications and their social implications.
White and Hubbard (2002) opinioned that a computer literate teacher should have the
following skills: the ability to programme and control a computer for personal, academic and
professional goals; the ability to use a variety of computer applications software within a
personal, academic and professional context; the ability to understand the increasing social,
economic and psychological impacts that computers are having on groups and individuals; the
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ability to make use of ideas from computer programming and computer applications as part of an
individual’s strategy retrieving information, communication and problem solving.
Afe (2002) stated that a computer literate person should be able to exhibit the following
skills: the ability to read and write simple computer programmes and documentation which is
educational in nature; the ability to use computer technology particularly, as it relates to
hardware; the ability to locate educational problems that can cannot be solved using the
computer; and the ability to locate information on the computer as it relate to education.
Olaitan and Ndomi (2000) defined computer as an information computing and retrieving
machine adapted for standard business, social and research purposes. It is an electronic hardware
device consisting of an inner component which works on a microchip smaller than the tip of a
needle and an outer component called the carapace. It has other attachments including a cash
board and a printer. Computer can be used to diversify, develop and improve the pedagogical
relation of teaching and learning. Bade (2009) explained that technological development can
only be enhanced through proper acquisition of the necessary knowledge and skills which can
only be realized through relevant teaching of ICT skills. It is in this light that the Federal
Government of Nigeria in 1987 launched the National Policy on Computer literacy at primary,
secondary, and tertiary levels of education with the following general aims: for the computer to
transform the school system, as there is increased merger between the computer technology and
communication; and to equip the individual or student with thorough understanding of the
concept of computer in order to fit into the computer age. The national programme on computer
education as put in place by the Federal Government of Nigeria was received with open arms and
regarded as technological innovation in educational practice in Nigerian schools.
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Another attribute of a computer as a pedagogical tool is that it has infinite patience. The
computer is a tireless, relentless, and evaluating teacher which has several modes of instruction
at its disposal such as sound, sight and touch. Gomes (2005) explained that in the classroom, a
computer can present words to be spelled, sound to be made, instructions to be followed, images
and symbols to be responded to by touching. Computer can be used to evaluate students’
performance and direct students backward, forward, and sideways for appropriate learning
activities. Its patience, memory and endless capacity for details are assets that defy competition
from a human teacher. Taking a similar stand, Ajibade (2006) said that, the computer might also
be used to handle the extremely complex programmes that are necessary for more individualized
learning. The author also asserts that, the computer is diligent and consistent in its mode of
operation as, it does not suffer from tiredness or lack of concentration like human beings, it
performs multi-functional roles in teaching and learning processes at all levels. At the primary
and secondary levels of education, students can explore and generate learning through computer
programme. Adekemi (2001) pointed out that information can be stored in manual files in the
computer magnetic disc and retrieved when needed, and that the computer can provide a
convenient technique for designing and developing a course on instruction. It can equally
provide dynamic interaction between students and instructional programme not possible with
most media.
In a related contribution, Philips (2001) mentioned computer operations and concepts as
the basic computer skills. He reiterated that for a person to be computer literate under these
context, he should be able to identify hardware components example, keyboard, mouse,
monitor/screen; match equipment to purpose such as digital camera to capture images, identify
cursor, recognize the typical features of an application’s window title bar, tool bar, menu bar,
22
status bar, scroll bar; have a knowledge of drop-down menu; what sub menus contain and
convention for activating them; be able to discriminate choice of applications for a given
purpose, select menu items for a given purpose, select menu items from a drop-down menu, start
an application and create a document. Others are the ability to name and save documents in
appropriate folder/directory; retrieve, save and rename a document and ability to understand
different appearances of text on a page and the use of the button tab to indent as well as use
bullets and numbering.
Computer-aided instruction: however, of the numerous ways, which the computer is put
into use in education, is the method which is most related to instruction called computer assisted
instruction. Computer-aided instruction is an instruction delivered with the assistance of a
computer, where by the student interacts with the computer and proceeds at his speed. The
computer stores information and can be programmed to supply it to learners in various patterns
either according to a pre-structured plan or in a random manner based on learners responses and
needs. Thus, the functions which the computer performs in the CAI include:
presenting
materials or problem situations; guiding students’ thinking; responding to student’s questions;
evaluating students’ performances, etc. therefore, CAI is a pre-programmed instructional
package used in facilitating teaching and learning which will enable learners to work at
individual pace and also lessen the work load for teachers.
Gomes (2005) believed that the first step in the application of CAI in the classroom is to
educate or train both teachers and students to be computer literate. He laments that a good
number of teachers have very little computer and technological knowledge and skills, and it is
ridiculous to think that someone who is technologically inexperienced could teach a lesson
involving technology. He went further to say that because teachers need to demonstrate
23
introductory knowledge, skills for understanding of new concepts related to technology.
Teachers need to be properly trained, sent to seminars, workshops and assisted by technology
team of experts in order to be familiar with these innovations in teaching especially in the
teaching of Business studies.
Thus, the continually advancing capabilities and the increasing variety of available
functions and features resulting in continuing need for the computer-skills necessary to ensure
success in instructional delivery. Our schools especially at the junior level must accept the
challenge of ensuring a technologically-adaptive students/teacher population. The increasing
awareness in technology today, requires that both students and teachers have a certain basic
familiarity with the tools used throughout their educational programmes. These basic computer
skills are very necessary for all Business studies teachers. From the foregoing, it has become
clear that development in technology has brought into lime light the indispensable roles of
computer in academic work.
Word Processing Skills
Word processing is the application of computer for manipulating text-based documents;
the electronic equivalent of paper, pen, typewriter, eraser, and most likely, dictionary and
thesaurus (Encarta, 2009). Hu Chun (2005) pointed out that word processing is the application of
computer technology to the input, editing, merging, sorting, formatting and printing of text. The
word processor is a special-purpose computer expressly designed for and solely devoted to the
preparation, storage and printing of documents. The system includes a display unit, keyboard,
floppy disk drives and a letter-quality print head. Harison (2005) stated that word processing
have been developed from typewriting, using computer technology to automate many of the
24
procedures in the production of documents. The computer can be used to perform multiple word
processing activities such as editing text, inserting new text, deleting text, and performing search
and replace functions within the text. Other area where the computer is most useful in daily
activities in offices is in the use of the internet and data processing.
New ways of performing office task have emerged with new technologies. Business
Studies Teachers are required to adopt the new skills so that they would be able to train students
who can function effectively in their career and even advance in it. Wikipedia (2011) stated that
word processing developed as specialized programme on mainframe computer during the 1970’s
on online computing with the use of personal terminal devices having keyboards and display
screen become more common. These programs evolved from text based editors used by
programmers and computer professionals. In the late 1970s, the ability to place intelligent
devices on the desk of workers at reasonable cost including cheaper and smaller prints, led to the
introduction of machines dedicated to ‘word processing’.
The term word processing refers to the various ways words are combined, arranged,
placed, formatted, organized or presented for a defined purpose in the form of a letter, memo,
technical report etc. word processing machines were primarily aimed at typists particularly those
in centralized tying pools where other workers sent hand written notes or Dictaphones, tapes to
be transcribed and retrieved for reviewing. Considerable time saving, economy were achieved by
word processing operators. In the view of Osuala (2004), word processing is a term used to
describe equipment, the use of machines as word processing typewriters combined with audio
dictation equipment and organized systems to facilitate the handling of words or texts, resulting
in greater productivity in office procedure. The author further stated that business educators
should be aware that the system consists of input and out equipment that can be classified as
25
discrete media or an endless loop system. This media system utilizes magnetically coated belts,
disc, or tapes, cassettes and cartridges.
Word processor involves the following processes, production, re-production, and
distribution of documents. There are many ways through which words enter a system. Words
enter through typing, electronic communication from another computer; it records data through
diskettes, or on endless loops inside central system. The device has made it possible for words
and data to be entered simultaneously into the computer using the keyboard like that of a
typewriter. Agomuo (2005) noted that word processing can be likened to a typewriter inside a
computer in that it incorporates all the duties of a typewriter which basically are: the ability to
type and produce text on paper, store and manipulate text in documents and get printed copies.
But when using computers, it deviates a little from the common typewriter. There is the enter key
replacing the carrier movement and there are commands (simple ones) for paragraph, indent,
spacing and so on. In addition, one can: store the document for future reference or use; make
corrections to the documents very conveniently; format your documents to a wide variety of
specification; automate some functions such as page numbering, generation of indexes etc; check
the spelling of text in your document for correctness; and have greater control over page layout
attribute such as margin etc.
Off all computer applications, word processing is the most common. To perform word
processing, one needs a computer, a special program called word processor, and a printer. A
word processor enables you to create a document, store it electronically on a disc, display it on a
screen, modify it by entering commands and characters from the keyboard, and print it on a
printer. Furthermore, Ovbiagele (2006) stated that a typical word processing activity is entered
into the computer via a keyboard. The text is displayed on the screen, special commands are used
26
to arrange the documents and select appropriate format for texts. Correction of errors on the text
is easily done on the screen. The system also, provides for edit function such as searching for
character strings or moving paragraphs while processing text, a user can rely on the
sophistication of the system to work on two or more documents at the same time in different
parts of the screen. A word processor could optionally justify the right margin of a text and could
at low hyphenation of words based on predetermined logic or set of words. Automatic spelling
checks are now a feature of most word processors. These are predetermined dictionaries that can
be easily augmented with the user’s defined dictionary o f special terms. Most word processors
have capabilities of checking grammars and their usage. The author further explained that
document can be coded in machines reader form by word processors, and stored in the computer
storage facility.
The basic skills required for word processing as stated by Moody and Bolt-Lee (2000)
include one’s ability to type sentences without assistance; insert text; select/highlight text; vary
font size and style; understand cut, copy and paste; use undo command, create text box; use
boarders; use spell checker; realize limitations of spell check; change text alignment. Others are
the ability to use Thesaurus; change margins and line spacing; use columns as well as add to a
document and edit rows and columns and finally by understanding factors that affect down
loadable copy of document. Talley (2007) indicated that word processing skills include - Insert
text, page set up: these include delete text, setting margins, tabs, paragraphs, font specification,
headers, footers and page numbering. Editing documents includes cut and paste, search and
replace, merge text from one file to another file, check spelling and sentences and margins. Save
files to hard disc, disc drives and networks. Print: this involves selecting a printer, the paper
source, number of copies, then send documents to printer to get a hard copy.
27
Brennan and Mahon (2000), outlined the following as word processing skills required for
effective use of word processing technologies particularly, the computer: understanding the
various types of word processing software applications (which include Microsoft word, word
perfect, and integrated packages such as Apple works and Lotus Office Suite which also include
word processors); be familiar with the component parts of word processor; be able to accomplish
basic operations associated with word processing using Microsoft word for windows such as:
word document operations (opening, creating, storing, viewing, formatting, and printing a
document; managing text operations (selecting text, inserting text, deleting text, coping and
pasting text etc. changing the appearance of text operations (changing font, alignment or
justification, line spacing, paragraph spacing); spell and grammar operations: (using inbuilt spell
check, change default language, find and replace text, use grammar check, and using the
Thesaurus to find the right word); printing operations (choosing a printer, installing printer’s
software, previewing a document, printing a document); adding and improving text operations
(add or open text from other document without having to retype it by more than one document;
viewing two documents at the same time, inserting one document into another, and improving a
spreadsheet); layout, header and footer operations (page set up, page break, using header and
footer tool bar); table operations (creating a table, entering text, aligning text in tables, etc);
bullets and numbering operations; template operations; mail labels operations, graphics
operations (inserting clip Arts, inserting a graphic from file, drawing Auto shapes, using
freehand drawing and rotating an object).
Nwosu (2002), outlined the following as word processing skills: knowledge of word
processing systems involving hardware, software, personnel and procedures, appreciate the
relationship of computerized application to word processing, know the skills in using different
28
word processing software packages for creating different types of documents; speed and
accuracy in computer keyboarding; activate the computer and other word processing equipment;
edit keyed in text, store text, retrieve text, activate text and print out documents.
Odegbeyemi and Akingbade (2002), outlined the following as word processing
technology skills: knowledge of the different types of word processing technology equipment;
computer software packages, functions of control keys on the keyboard such cursor control keys,
insertion, delete, page formatting keys and understanding of and ability to manipulate the
facilities used for printing such as printers, paper feeds; appreciate the need and benefits of work
processing technologies; appreciate good positioning of word processing technology and good
sitting posture; and ability to follow operational and safety procedures.
Word processing applications on computer are becoming highly sophisticated in outlook
and function. They now incorporate many more enhancements and features which are turning the
computer into a one-stop print shop where you could perform all sophisticated document such as
reports incorporating graphics, tables, etc. supporting the above view, Njie (2009) asserted that
today, there are office machines that can run off hundreds of copies of documents, collate the
pages and address envelopes needed for bulk mailing, update information on record cards
without searching through files and produce invoices and statement of accounts at the pressing of
buttons. Word processing is not just a machine, it is a system – a sophisticated system too that
requires well-planned education and more pragmatic curriculum development. The new
designations and job opportunities occur daily, therefore, there comes to a need for Business
studies teachers to be versatile in the effective use of the system and to match the new challenges
by acquiring new skills and competencies for the operation of office technology so that students
can be well informed about what they will find in the world of work and may be required to use.
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The Internet Skills
The internet is a computer-based global information system (Comer, 2008). It is
composed of many interconnected computer networks. Each network may link tens, hundreds, or
even thousands of computers, enabling them to share information and processing power. The
Internet has made it possible for people all over the world to communicate with one another
effectively, inexpensively and to have free access to useful data for further processing.
The internet is one of the computer and multi-media skills that have brought revolution to
entire educational system in recent times. It is another important skill area that is required by
Business studies teachers. Internet is the abbreviated form of international communication
(computer) network. It means a network of computers linked to big central processing unit in the
same way telephone lines in homes are linked to one central communication equipment in
NITEL (Nweke, Umezurike and Nnamdi, 2006). This enables the user to interact with another
via the computer if he or she is connected. The internet is a global collection of many different
types of computers, computer operators and computer networks that are linked together through
telephone lines, satellites, microphones, and all other possible devices. It channels each computer
by taking a common language or protocol called transmission control protocol/internet protocol
(TCP/IP).
Okwuanaso and Obayi (2003) described internet as the interconnection of large and small
network around the globe. The internet is an international network through which users all over
the world can communicate or exchange information. According to Agomuo (2005), internet is a
worldwide system of computer network in which user of one computer can get information from
any other computer operators. This implies that through the internet one can send or receive
information within a shortest time frame. Internet makes communication possible over the globe,
30
once fully subscribed and connected to the internet services provider (ISP), one could access any
information needed in any discipline in the world regardless the distance. It allows for instant
publishing of texts, graphics and picture.
Through internet, users share information transfer files, send messages and utilizes
others. Also, Aliyu (2006) described the internet as intercontinental spider web that enables
millions of people from around the world to download millions of files consisting of reports,
research, graphics, and millions of people to send and receive information around the world
within a second. In the opinion of Onojaife (2006), the internet is an inter connectivity of
computers via-email to share data and computing resources by researchers; corporate bodies,
academics and individuals. The author further says that the internet has no central computing
system or telecommunication centre. Instead each message sent has a unique code. So any
internet makes service in the network can forward it to its destination in a different city or
country. Internet makes the location of information possible to the internet; you can
communicate with any other computer that is linked to the network anywhere in the world. He
states that we live in the information age, where knowledge is power. The internet therefore,
helps user in three basic ways: to get information; to provide information; and to compile
information. Leon (2003) said that the internet offers the best opportunity of getting specialized
information from the webs. With the internet, it is possible to pool the demand for your line of
products or conduct survey and get opinions of people across the world. The author maintains
that the most recent and very successful attempt at presenting information over the internet is the
World Wide Web.
Ovbiagele (2006) stated that, the World Wide Web is a system based on Hyper Text
Transfer Protocol (HTTP) for providing, organizing and accessing a wide variety of resources,
31
text, images and sound that are available via the internet. The author explained that it is a set of
interconnected electronic documents (Web pages) that are linked together over the internet. The
electronic documents are linked together by words and/ or symbols highlighted by blinking
colors or underline that connect one document to another related documents on the web.
Several authors have contributed variously on how the computer has become an
inevitable tool in the academic work. Chime (2004) maintained that, the internet is one of the
major innovations of the computer that has found its way deeply into the academic sector,
According to him; the internet is the biggest computer network in the world. Most of the
information on the internet is free. Using the internet makes available to the teachers information
that cannot be found in any other way except through the World Wide Web (WWW). Oyedum
(2007) noted that the internet provides access to more information than a librarian could dream
of. A teacher can also use the Web to access resources, journals, magazines, speeches of
prominent personalities etc. the internet has broken down barriers of communications access
from anywhere in the world. It is fast, reliable and does not have restrictions on content or
formats; it also has a limitless range of facilities, which assist user to access almost infinite
information on the net. Computer and internet is today almost one and the same thing and one
cannot be mentioned without the other tagging along (Nwagwu, 2008). One will need to harness
the internet in all types of work whether it is research on any topic or plain sorting for
information.
For this purpose, one needs to know what a search engine is and how it works, what a
keyword is and how it works, how to open a browser and how to use a link. Also, contributing to
the above view Ugwuanyi (2009), stated that some skills such as the ability to understand the
general structure of a web address; equate URL with web address; use prepared bookmarks; use
32
and understand the feature of browser example, Back, forward, stop, search, refresh, history,
home, buttons, address bar, loading status; use and understand hyper links/navigation buttons;
choose appropriate sites from a search; interpret information from a website; cite any electronic
reference to information used and to determine whether information is current, accurate and
reliable.
Ugwuanyi (2009) stated that internet skills include: using the World Wide Web
(WWW), sending email messages, using a word to find specific information, taking part in an
on-line discussion or chatting (video conferencing), and sending attachments with email. Also,
included are, having the World Wide Web skills which include – using search engines like
Google, Yahoo, MSN, using keywords or phrases to search for information on the www, using
more advanced search techniques than key words or phrases. The ability to operate a computer
system to perform job related task, use web browsers and searching on the internet to retrieve
information needs and communicating with others by sending and retrieving e-mail is an
essential part of needed everyday skills especially those in academics.
E-mail: another major component of the internet which supports academic work is the electronic
mail. The e-mail is the most commonly used internet resource. The e-mail is similar to the
traditional postal system except the messages are exchanged via the use of computer networks
and telecommunication systems. In other words, the e-mail is an internet resource in which
messages are sent back and forth between individual users and organizations through an
electronic medium. A user can send textual, vocal, pictorial and other multi-media information in
digital forms to friends, peers, families, organizations and institutions. Ovbiagele (2006) defined
e-mail as an electronic message sent from one computer to another. By e-mail, you can send or
receive personal and business related messages with attachments like pictures or other
33
documents. Basically, the e-mail is sent on a wide area network. It is a way of communicating
person to person via computer.
Ansari (2010) noted the following as the main advantages of the e-mail: it is very fast to
send and receive email messages from one destination to another just within few minutes around
the globe; because it is electronic in nature, it reduces the use of papers; the cost of sending
emails is lesser compared with sending conventional letters via post office. In fact, it is almost
free unlike sending a regular letter; you can send and receive e-mail from anywhere in the world;
you can attach and send any type of files; both incoming and outgoing email can be stored from
mobile phones. The 21st century man does most of his communication through e-mails. Whether
it is posting curricular-vitae (CV) for vacancy or applying for job, the most common way and the
best way is to email it. According to Adetimirin (2009), the e-mail enables one to keep in touch
with his /her near and dear ones in real time instantly. With e-mails, you can send photographs,
documents and video clips.
The skills required for effective operation of e-mail services as stated by Ibegwam (2002)
includes: understanding of the general structure of an e-mail address; ability to interpret features
of an in box example, owner, to, CC, subject; interpret features of a retrieved message from date
sent, reply, forward; other skills as maintained by him are the ability to retrieve and reply to an email, forward an e-mail and to send an attachment with the e-mail. The e-mail is another
important basic skill a Business studies teacher need to know.
Data Processing Skills
Wu (2005) defined data as raw facts or observations typically about physical phenomena
or business transactions that are processed into finished information products. The author further
34
describes data processing as a process where raw data is subjected to a value- added process
where its form is aggregated and organized; its content is analyzed and evaluated; and it is placed
in a proper context for a human user. Data processing deals with the analysis and organization of
data by the repeated use of one or more computer programmes (Kogge, 2009). Data processing is
used extensively in business, engineering, science and to an increasing extent in nearly all areas
in which computers are used such as education, to process data educationally by the teachers and
other education administrators. The aforementioned importance makes it necessary for the
teachers of business studies to possess the required skills in these areas. This will make them to
be more efficient in their teaching of the required ICT skills.
In this information age, data is the building block on which every organization is built to
operate. Data takes varied forms, whether it is the name of the new employee who joined last
month, or be it the date on which John made his last transaction in the bank, or even the average
marks that Mary scored in her examinations. Each of these is data. This data is later manipulated
and reorganized to produce information. For example, the marks that Mary scored will come in
handy when calculating and displaying a class wise performance. In order to be able to use this
data later, it needs to be stored. In manual systems, such data is written within books and
registers. For example, details of a faculty are maintained in a staff register and details of the
students are entered in a student register.
Consider a task of preparing mark sheets for students manually, each teacher would have
to evaluate the allotted set of answer sheets subject and compile the marks according to the roll
numbers. The examination officer would then collect the subject-wise mark sheets. For preparing
the mark sheet of a student, the examination officer would have to follow the following steps:
lookup all the subject-wise mark sheet for the marks obtained by that student; write them in the
35
appropriate boxes on the student’s mark sheet; note down these marks in the students’ register
for the school record. This above mentioned scenario would be an apt example of how any
manual system would operate.
Osuala (2004) defined Data processing as the handling of information from simple
manual process to a sophisticated modern computer. He explains that, it involves the
manipulation of raw and unorganized fact (data) in a computer to generate information. Thus,
data processing is the conversion of data into meaningful information which involves series of
activities and the use of technological equipment. However, now, computers can be used for
storing data, retrieving and even manipulating data in different combinations to obtain the
required information very easily.
The simpler and more common way of storing and manipulating such a long list of data
would be with the help of spreadsheets. Data could be stored in a grid of rows, and columns in a
spreadsheet such as Microsoft Excel very efficiently. As we know, spreadsheets help in storing
data and performing calculations. But they are limited in the amount of data that they store.
Hence, when it comes to large organizations managing their data, they prefer to us Database
management systems to take care of storing and managing their data within databases.
A database is a collection of data as well as programs required to manage that data.
Database application enables computers to be conveniently used as a record keeping tool. They
are designed to be able to store information that exist as records example, personal records, store
records, student records etc. the flavor of database application however, lies in the fact that they
provide tools which enable the records they hold to be conveniently manipulated by performing
operations, such as adding new records, modifying or updating records, viewing records, and
deleting records. In addition to these basic activities, database application usually include the
36
following features: forms which provide more user-friendly way of entering data records in the
computer by using input screen that are designed like the paper usually used for collecting data,
means of organizing data records by sorting or indexing; means of extracting records that meet
specified criteria; means of producing mailing labels and reports (Agomuo, 2005).
Hence, a Business studies teacher needs to know how to create and use simple database.
To do this, one has to gain an understanding of the structure and purpose of database and must
equally understand the basic terminologies of data base such as fields, records and file, locate
specific information searching by subject, key words, authors, locate specific records using find
function, choose appropriate search for fields, sort data, delete records, edit data in existing
record (McDonald, 2004). Database application also comes with command languages which
enable stand-alone management of information system to be developed by programming. Such
may be designed to meet the specific information processing requirement of the task for which it
is designed and be used to the preclusion of the general business data. Because of the recordoriented nature of most business data, they rely heavily on database application for processing
them. Hence, most business application is implemented as data applications are mechanically
processed. This has brought about the advent of information system, which in a nutshell is
computer application, which addresses the data processing and information needs of specified
functions and tasks in an organization.
Odegbeyemi and Akingbade (2002) highlighted the following as data processing
technology skills: ability to perform data processing such as sorting, calculating and classifying
data. Ability to install appropriate data processing software (word processing, spreadsheet,
desktop publishing and data base); Data processing skills have brought a lot of improvement on
the work of business education students, which will equally be helpful to business studies
37
teachers in handling bookkeeping at the junior secondary level in the areas of knowledge in
routine accounting operations such as posting to ledger accounts, determining accounting
balance, printing financing statements, reports, payroll, vouchers, work hours and stock
inventory analysis. Business studies teachers employed to lay good foundation on all business
subjects at the JSS level need to acquire skills in modern information and communication
technology (ICT), machines and equipment to enable them impart the knowledge and skills in
the training of their students. The ICT skills acquired through organized training will assist them
to succeed in instructional delivery.
The overall conceptual framework of the major concepts of the study is presented the conceptual
frame work figure.
In-service training:
Workshops seminars,
conferences etc
State Government
ICT Skills in:
1. Computer appreciation
2. Word processing
3. Internet usage
4. Data processing
Teachers of
business studies
School Administrators
Benefits
* Improved Teachers’ Quality.
* Quality Instructional delivery.
* Skilled students in ICT.
Figure 1: Conceptual Framework of the Study
Source: The Researcher.
Teacher
preparation schools
Curriculum
Planners
38
For effective performance of the business studies teachers, the needed skills in the use of
Business studies teachers need to posses ICT skills and where they are lacking, appropriate
measures must be taken through in-service training such as seminars, workshops and conferences
to upgrade the teachers. This has direct implications to the teacher preparation schools through
improved curriculum to reflect the need for integration of more ICT programmes into the
existing curriculum at the teacher preparation level. In
other
to
ensure
quality
teachers,
instructional delivery and skilled students in ICT, the government and school administrators also
have significant roles to play in provision of ICT facilities and organizing re-training
programmes for the teachers for effectiveness in teaching.
Theoretical Framework
A theory provides guiding principles, which are of great assistance in solving day-to-day
problems. According to Kumar (2006), a theory is a statement or a group of statements
established by reasoned argument, based on the known facts, intended to explain a particular fact
or event; explanation for which certain proof is still needed but which appear to be reasonable. It
is that part of science or art that deals with general principles and methods as opposed to
practices, a set of rules or principles, for the study of a subject etc. a theory of a simple subject
consists of a body of principles, generalization, models, policies, laws etc., these help in the
advancement of knowledge in the field. Theoretically, this study will be based on theories of
Psychomotor, Competency, Skill Acquisition and Experiential Theory.
39
Psychomotor Theory
The proponent of the psychomotor or psychophysical theory is Gottfried Wilhelm
Leibniz between the years 1646 – 1716. Psychomotor relates to psychical movement which
today has extended to communication such as telephone skills, public speech, and computer
operations like data entry, and keyboard skills among others. All these involve brain and body
coordination. In psychomotor as in other domains, there are three basic levels or step in the
overall instructional process namely; imitation, practice and habit.
Effective application of the principles of psychomotor theory provides information on
how instruction in a skill based areas can be taught to students. At the imitation level, the teacher
shares the knowledge content and demonstrates the skill. It is at this level that teacher shares the
essential information about the skill, such as facts, background information and safety
considerations. The skills are then broken into small steps, demonstrated and the learner is
allowed to copy the skill.
At the second level which is termed practice, the learner is allowed to practice the skill
alone or with the teacher over and over, with feedback from the teacher until the basic skill is
mastered. Here, the learner is able to ask questions, receive feedback, and try his or her hands on
the practical task.
At the third or last level, the habit level, proficiency develops, such that the learner is able
to perform the skill twice the time at an expert level. The performance becomes natural, when the
learner reaches this level, the learner is able to create his own version of the skill and teach
others.
In this study, the application of psychomotor theory is of importance since students are
expected to master various ICT areas relating to business studies, example in keyboarding or
40
using Microsoft word to produce documents. On the course of carrying out the exercise, the
students will be expected to imitate the teacher who will share the content and demonstrate the
skill to them. The student will continue to practice the skills until they perfect in them.
Competency Theory
Similarly, Noel Burch in 1970 developed competency theory. The theory deals with
stages of learning a new skill. It stipulates that individuals are unaware of how little they know,
or unconscious of their incompetence. As they recognize their incompetence, they consciously
acquire a skill, and then consciously use that skill. Eventually, the skill can be done without
consciously being thought through, and the individual is said to have unconscious competence.
The theory is characterized by helping someone know what they don’t know and it
explains how skills can be acquired. The theory described the four stages of learning a new skill
thus, unconscious stage: the individual does not understand or know how to do something and
does not necessarily recognize the deficit. He may deny the usefulness of the skill. The
individual must recognize his own incompetence and the value of the new skill before moving to
the next stage.
Conscious incompetence: though the individual does not understand or know how to do
something, he recognizes the deficit, as well as the value of a new skill in addressing the deficit.
The making of mistakes can be integral to the learning process at this stage.
Conscious competence: the individual understands or know how to do something.
However, demonstrating the skill or knowledge requires concentration. It may be broken down
into steps, and there is heavy conscious involvement in executing the new skills.
41
Unconscious competence: the individual has had so much practice with a skill that it has
become ‘second nature’ and can be performed easily. As a result, the skill can be performed
while executing another task. The learner may be able to teach it to another person, depending
upon how and when it was learned.
Effective application of the theory will enable business studies teachers identify the ICT
skills they needed. They will understand the importance of those skills and the guidelines to
follow in mastering the skills so that they would be able to transfer the learned skill to others.
Skill Acquisition Theory
Another theory which is important to this study is skill acquisition theory. The theory was
developed by Robert Dekeyser in 2007. The theory postulates that development in knowledge
has three stages: declarative, procedural and automatic. Declarative knowledge refers to explicit
knowledge about a topic; procedural knowledge is implicit knowledge that refers to behaviour.
And automaticity occurs towards the end point of extensive practice; towards the point at which
one has become completely expert in performing a task. From the perspective of skill acquisition
theory, the sequence of these stages is crucial as is appropriate combination of abstract rules and
concrete examples at the declarative stage.
The theory relates to this study in the sense that skill acquisition is task oriented and there
is need to diagnose a task and break it down into its components in order to provide effective
feedback. When it is not possible to conceptualize a task, then feedback becomes considerably
less effective. The theory if adopted when teaching skill subjects will be helpful to learners as it
follows the stages of learning a skill. The cognitive phase requires the identification and
development of component parts of the skill which involves formation of a mental picture of the
42
skill. Then through practicing the various components of the skill will be linked together. And
constant practice will make the skill become automatic.
Experiential Theory
Experiential learning theory is equally good for this study; the theory was propounded by
Conhan, Grawbowski and Smith in 2003. The theory states that experiential learning:
•
Is a cyclic process involving setting goals, thinking, planning, experimenting and
decision making; finally, action followed by observing, reflecting and reviewing.
•
Utilizes participants own experience and their reflection about that experience;
•
Involves doing something and discovering what it is like, how it made the learner feel,
and what it meant to the learner.
The theory allows for the generation of understanding, transfer of skill and knowledge. It relates
to this work as it addresses the cognitive and physical aspect of the learner. Experiential learning
has the learner directly involved with the materials being studied instead of talking and thinking
about the material.
The theory relates to this work because, ICT skills can only be acquired through learning
and training. Technological based skills are learnt through practice since the learner is the centre
of the whole learning process. Through practice, learners movement in case of psychomotor
activities become more skillful; at the same time, their knowledge grow and they also develop
certain attributes so acquired together.
43
Related Empirical Studies
A number of studies have been conducted on information and communication skills
required by teachers.
Owa (2005) conducted a study on Information Communication and
Technology skills required by lecturers and students in Business Education departments of the
Colleges of Education in Delta State. The major purpose of the study was to determine
Information Communication and Technology skills needed by them, necessary for effective
instruction. The study employed survey research design. A questionnaire was used for the data
collection from a sample size of 60 lectures and 220 final year Business Education students.
Kuder-Richdson 21 formula (K – R 21) was used to estimate the reliability of the instrument.
The co-efficient of Reliability was 0.94. The collected data was analyzed using simple arithmetic
mean and standard deviation. The result obtained revealed that almost all the computer
technology skills and telecommunications technology skills areas identified were perceived as
required and important to both the lecturers and students. Recommendations made by the
researcher include: organization of in-service education on ICT knowledge through workshops,
seminars, conferences and personal study; organize visits to Business Offices with modern
technologies, review of Colleges of Education Business Education curriculum. The study is
related to the present study in that it was to determine the ICT skills needed by the respondents.
Another area where it relates to the present study is that it employed a survey design. But the
study differs in that the present study was on four ICT skills while Owa’s study was on two. Also
the study was carried out on lecturers in college of education and business education students
while the present study is on t business studies teachers in junior secondary schools. The present
study will then provide information on the omitted ICT skills.
44
Achibong, Ogbiji and Obi-Idem (2010) conducted a study on ICT competence among
staff in Universities in Cross River State, Nigeria. The purpose of the study was to examine ICT
competencies and challenges to ICT usage among academic staff in the Universities under study.
A questionnaire was used for the data collection from a sample size of 30 academic staff. The
collected data was analyzed using descriptive statistics (percentage). The result showed that
majority of the academic staff funded their ICT training, high number of them has lap tops;
access to internet was mainly at public cyber café; majority (53%) rated their ICT competence as
low. Inadequate facilities, excess workload and funding were identified as major challenges to
ICT usage by academic staff, Recommendations made by the research include: funding of ICT
training of academic staff by the University management and making ICT training mandatory for
all academic staff. This study is related to the present study in that it was on Information
Communication and Technology. Notwithstanding, they differ in that Achibong, Ogbiji and ObiIdem’s study considered the ICT competencies of staff in Universities while the present study is
on ICT skills needed bybusiness studies teachers.
In a related study carried out by Lillian-Rita (2003), an investigation was conducted into
the Quest for Teacher Needed Competencies for instructional use of ICT. The purpose of the
study was to identify the competencies needed by teachers for the development and
implementation of ICT-based education. The study was guided by three research questions. The
population comprised all the 51 members of the European Commission (EC) Work Programme
on implementation of Education and Training working Group C, and 115 academic members of
Staff in the Faculty of Education at the University of Glasgow. Data were collected through the
use of questionnaire and analyzed using frequencies and percentages. Some personal,
pedagogical and subject oriented/didactical competencies were identified. Among the
45
recommendations was that the Federal Government should make the development of ICT
competencies of teachers a priority and set targets when teachers should become ICT-literates to
mandatory standards. The study is related to present study in that both emphasized on ICT
competences and skills needed to enhance teachers instructional delivery. Nevertheless, they
differ in some aspect. For instance, the present study considers four ICT skills where business
studies teachers required improvement while the former study focused on pedagogical and
subject oriented competences. The present study will fill the gap by providing information on the
area omitted.
Furthermore, a study was conducted by Ezemoyih and Okafor (2010) on the Evaluation
of Information and Communication Technology skills needed by Accounting Education
Lecturers in Nigeria. The major purpose of the study was to determine the Information and
Communication Technology skills needed by accounting education teachers in tertiary institution
in Nigeria. The study adopted a survey design. A structured questionnaire was used for data
collection. Data were analyzed using mean and standard deviation for research questions. The
reliability of the instrument was established using Cronbach Alpha Coefficient for internal
consistency. The
population of the study consisted of 55 College of Education lecturers
teaching accounting in South-East geopolitical zone of Nigeria. Three research questions guided
the study. The study tried to find out the ICT concepts, skills and knowledge; and to what extent
the ICT skills are needed by accounting lecturers. It was concluded that ICT skills were vital for
effective teaching of accounting courses. It was recommended that Colleges of Education
accounting education lectures in the South-East geopolitical zone of Nigeria should acquire
(through symposia, seminars, conferences and workshops) ICT skills and put into practice these
skills to enable them to use these skills effectively and efficiently in the teaching of accounting.
46
The study relates to the present study in that both studies determine the ICT skills required by
teachers. They differ in the sense that the former studied accounting teachers while later focus on
business studies teachers. The later study will also employ survey research design. Further, on
the differences, the present study will use mean, t-test and Analysis of Variance (ANOVA) to
analyze research questions, and Cronbach Alpha to test the consistency.
Ezeugbor (2008) conducted a study on Information and Communication Technology
competence level of Nigerian Tertiary Institution teachers as a challenge to harnessing the ICT
Gains in Education. The purpose of the study was to investigate the ICT competence level of
tertiary institution teachers as a challenge to harnessing the ICT gains in education. It was a
survey design carried out in three government owned tertiary institutions in Anambra State of
Nigeria. The sample comprised 527 lectures; (253 male and 274 female). 18-item questionnaire
were used to collect data for the study, mean was used for data analysis of research questions
while t-test and ANOVA was used for the hypothesis. The findings revealed that, though the
lecturers have been exposed to ICT training, their ICT competence was still low and this has
hindered their ability to harness the numerous ICT gains in teaching and learning. It was
recommended that ICT training programmes for lectures should be continuous and on-going with
emphasis in such areas as basic computer operations and applications of ICT in teaching and
learning. The study relates to present study in that both are on ICT. Secondly, the later study will
use, mean, t-test and ANOVA. The two differ because while the former, studied challenge of
harnessing ICT, the later focuses on ICT skills need of business studies teachers. Also, the
former sampled its population while the later will use its whole population.
Equally, Safahie, and Aseni (2008) conducted an empirical study on computer literacy
skills of Librarians. The study was designed to assess the computer literacy skills of librarians in
47
Isfahan, Iran and to examine their methods of computer literacy skills acquisition, software use
and benefit derived from computer as well as the problems associated with computer. The
questionnaire was used for data collected. A total of 73 copies of the questionnaire were
administered and the data collected was analyzed in table using percentage and frequency. The
findings showed that majority of respondents do not yet posses a good level of computer skills.
Most of the respondents acquire their computer skills from informal channels. It was discovered
that the computer enables a librarian to work easier and faster. But some problems hamper the
effective use of computer which include frequent breakdown of system, power failure,
inadequate computers in the library and inadequate computer skills. The study relates to the
present study in that it employed survey design, it also used questionnaire for data collection.
They differ in that the former considered only computer literacy skills while the later focus on
word processing, data processing and internet skills apart from computer appreciation.
Also, related to the studies above is another research carried out by Ojokheta (2009):
efficacy of conducting teaching/learning through e-mail to distance learning class in Nigeria. The
study adopted the descriptive research design of the ex-post facto type. The entire population of
the study was 82. Data was collected through a structured questionnaire and analyzed through
simple percentages and cross-tabulation. The findings showed that there was a persistent increase
in the number of assignments written by the learners as they were continuously exposed to email conducted teaching and learning. Similarly, the findings revealed that the learners attached
more attention and seriousness to this method which eventually led to the development and
enhancement of their computer literacy. Based on the above, the researcher recommended that,
distance learning institutions should design a compulsory course on the use of computer for the
learners’ right from their first year of admission so as to develop their computer basic skills.
48
Similarly, distance learning tutors should be encouraged to conduct their teaching through
electronic mail. The study relates to the present study in the method of data collection where the
later study used questionnaire to elicit information from the respondents. The differ in the sense
that the former studied on an aspect of internet, the later study focuses on computer appreciation
word processing, internet and data processing which is wider in scope.
The above empirical studies relate to the present work in the sense that the studies
investigated into the place of information and communication technology in education. This will
serve as the bedrock for which the present work will be developed.
Summary of Review of Related Literature
The review of related literature on ICT skills needed by business studies teachers in
Adamawa State was carried out in this chapter. Effort was made to review as much as possible
literature related to this study. This was initiated by considering the conceptual framework which
included: the concept of ICT and ICT skills, the review further covers the computer appreciation
skills, the word processing skills, the internet skills and the data processing skills need of
business studies teachers. There is little doubt that Information and Communication Technology
is now regarded as a promising educational tool which may bring about new innovative practices
in schools. But at present the use of ICT in schools is still rather limited in most of the junior
secondary schools in Nigeria; people are interested in ICT and are eager to take advantage of the
technology.
The review covered some theories found to be related to the study, these include:
Psychomotor theory, Competency theory, Skill Acquisition Theory and Experiential Theory. The
theories have contributed in no small measure to the teaching and learning of ICT skills in areas
49
of business studies. Various implications on the learning of new skills were drawn from these
theories.
The review also covered some empirical findings related to this study. It is imperative to
state that most of empirical work reviewed had not been specifically conducted on assessing the
ICT skills need of business studies teachers. Although, several studies have been conducted on
ICT Skills but they dwelt on lectures or students in higher institutions; like universities and
colleges of education. The findings of Ezeugbo (2008), Achibong, Ogbiji, and Obi-Idom (2010)
revealed that very few lectures and students posses ICT skills. Therefore, the success of any
programme in education such as business education programme in meeting the stated objectives
required empirical research to identify areas of inadequacy for prompt intervention of curriculum
planners.
The related literature reviewed guided the development of questionnaire items for the
study. The questionnaire was used to gather data that helped to generate the ICT skills need of
business studies teachers. This is intended to bridge the gap of inadequate ICT skills possessed
by business studies teachers in junior secondary schools in Adamawa State which has been
affecting successful instructional delivery.
50
CHAPTER III
RESEARCH METHODOLOHY
This chapter presents the procedure for carrying out the study under the following subheadings: Design of the Study, Area of the Study, Population for the Study, Instrument for Data
Collection, Validation of the Instrument, Reliability of the Instrument, Method of Data
Collection and Method of Data Analysis.
Research Design
Survey research design was used to carry out this study. Survey is a generalized means of
data collection through the use of interviews or questionnaires. In the opinion of Osuala (2004),
survey design answers questions pertaining to characteristics frequencies of occurrences, vital
facts of people, their belief, opinions, attitudes, activities and behaviours. Also, Ezeji (2004)
stated that survey research design is considered most appropriate because, information will be
gathered by means of self report, which could be designed as the subject’s response to questions
asked by the researcher. Survey design is appropriate for determining the opinions of the whole
population on ICT skills needed by these business studies teachers in junior secondary schools in
Adamawa State for effective instruction. Questionnaire instrument was used to elicit the required
information.
Area of the Study
This study was carried out in Adamawa State. Adamawa is a state in north eastern
Nigeria established in 1991 with its capital in Yola. The state occupies about 36,917 square
kilometers. It shares common boundaries with, Gombe State to the North, Taraba State to the
South, Cameroon to the East and Borno State to the West. There are 21 local government areas
50
51
in Adamawa State which are divided into four education zones (Yola, Numan, Gombi and
Mubi). Adamawa State is suitable for this study because the state is still growing in education
and industry. The prospect of high academic excellence and industrialization is of special interest
in this study. With the proliferation of junior secondary schools in the state, and this era of
automation of present day office; business studies teachers have no option left for them than to
follow the trend of technological changes and seek to acquire skills in information and
communication technology, which is essentially needed for effective instruction. Moreover, there
are several junior secondary schools with sufficient number of business studies teachers whose
responses will help to ascertain the desired objectives of this research work.
Population for the Study
The population for the study consists of 129 business studies teachers from junior
secondary schools in Adamawa State (see appendix A). Since the population was sizeable there
was no sampling.
Instrument for Data Collection
The instrument for data collection was structured questionnaire developed by the
researcher from the review of related literature for the study. It was intended to elicit the
objective opinions of the respondents on the information and communication technology skills
needed by business studies teachers for effective instruction.
The questionnaire was divided into two main parts, A and B. Part A of the questionnaire
elicits personal information of the respondents. Part B was further divided into four sections (i iv) in line with the specific purposes of the study to elicit data on ICT skills need of business
studies teachers. Section (i) contained 12 items relating to computer appreciation skills; Section
52
(ii) contained 16 items relating to word processing skills; Section (iii) contained 11 items that
relate to internet skills while Section (iv) contained 14 items relating to data processing skills.
The response options of the questionnaire items were arranged under the following rating scale
of Very Highly Needed (VHN) = 4.50-5.00; Highly Needed (HN) = 3.50-4.49; Needed (N) =
2.50-3.49; Somewhat Needed (SWN) = 1.50-2.49 and Not Needed (NN) = 1.00-1.49.
Validation of the Instrument
The instrument was face-validated by three experts from Department of Vocational
Teacher Education University of Nigeria, Nsukka. 51 items were initially submitted for
validation; afterwards 2 items were included bringing the total number of items to 53. Each of
the experts was given a copy of the questionnaire items and was requested to eliminate or
indicate any ambiguous statement or item in the instrument. The experts were also requested to
include other related items or skills which the researcher might have probably left out; unrelated
skills among the items presented to them should be deleted.
The instrument for the study was scrutinized and face validated to establish that they
were reasonable and appropriate. Their inputs helped in making necessary adjustments and
modifications of the instrument. Their suggestions were incorporated into the final draft of the
questionnaire that was administered to the respondents for data collection (see appendix B).
Reliability of the Instrument
To obtain the reliability of the instrument, copies of the questionnaire were trial-tested by
administering 20 copies to business studies teachers in four junior secondary schools in Jalingo.
Jalingo was suitable due to a number of common factors in education, socio-economic and
53
geographical characteristics with Adamawa State. Also, Jalingo is not part of the study. For the
purpose of obtaining the internal consistency of the instrument, Cronbach Alpha reliability
method was used. The data obtained from the administered questionnaire was analyzed using
Cronbach Alpha Co-efficient method. The result of the analysis yielded a co-efficient of 0.77.
(See Appendix C) The co-efficient was considered high and positive which was an indication
that the instrument was reliable enough for measuring what it purports to measure in a consistent
manner.
Method of Data Collection
Four research assistants were hired and instructed on what to do by the researcher for
data collection. Each of the four research assistants was asked to cover secondary schools in one
of the education zones to administer the questionnaire to the respondents (business studies
teachers). The researcher visited each of the zones during data collection to coordinate and
monitor the whole data collection exercise. The questionnaire was retrieved from the respondents
by the research assistants and was collated by the researcher for data analysis.
Method of Data Analysis
The data collected was analyzed using mean; standard deviation, t-test and Analysis of
Variance (ANAOVA). The mean was used to answer the research questions. The value attached
to the response options of the questionnaire were as follows:
Response Categories
Real Limit
Very Highly Needed (VHN)
4.50 -5.00
Highly Needed (HN)
3.50 – 4.49
54
Needed (N)
2.50 – 3.49
Somewhat Needed (SWN)
1.50 – 2.49
Not Needed (NN)
1.00 – 1.49
Standard Deviation was used to determine how close or otherwise are the respondents’
opinion to one another and to the weighted mean. If the standard deviation is greater than 1.96
from the mean, the respondent will be regarded as far from one another in their responses. The
null hypothesis 1 was tested using t-test (two tailed test) while null hypotheses 2 and 3 were
tested using Analysis of Variance (ANOVA) at P<0.05 level of significance. The hypothesis of
no significant difference will be upheld for items whose t-cal or F-cal values are less than the t–
tab or F-tab values at P<0.05 level of significance and at obtained degree of freedom. On the
other hand, the hypothesis of no significant difference will be rejected for items whose t-cal or Fcal values are greater than the t-tab or F-tab values at P<0.05 level of significance and at
obtained degree of freedom.
Statistical Package for Social Science (SPSS) was used to ensure accuracy of the analysis
of the data collected for study. Independent sample analysis was conducted on each item of the
questionnaire, using SPSS, to answer the research questions and to test the hypotheses
respectively. The overall result for all the items in each section of the questionnaire with regards
to the mean, standard deviation, t-test, and ANOVA were obtained from SPSS (See Appendix D).
5655
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the analysis, interpretation of data and discussion of findings for
answering the research questions and testing the research hypotheses at P≤0.05 level of
significance.
Research Question 1
What are the ICT skills needed by business studies teachers in computer appreciation?
The data for answering this research question were analyzed and presented as shown in Table 1.
Table 1
Means and Standard Deviation of the Responses of the Respondents on ICT Skills Needed
by Business Studies Teachers in Computer Appreciation
SN Item Statements; ability to:
X
SD
Remarks
1 connect basic computer components
4.37
0.73
HN
2 boot and shut down computer
4.38
0.85
HN
3 install computer programmes and soft wares
4.43
0.73
HN
4 store and retrieve documents in the computer
4.59
0.73
VHN
5 print documents
4.43
0.79
HN
6 demonstrate file documents
4.37
0.79
HN
7 use the computer keyboards efficiently
4.52
0.74
VHN
8 use the guide home keys
4.29
0.83
HN
9 demonstrate correct movement of fingers along the rows
4.48
0.73
HN
10 strike a particular key with the correct finger
4.57
0.58
VHN
11 scan a document
4.50
0.78
VHN
12 connect computer components and hard wares
4.32
0.79
HN
4.43
0.45
HN
Cluster Summary
Keys: X
SD
VHN
HN
=
=
=
=
Mean
Standard Deviation
Very Highly Needed
Highly Needed
Data presented in Table1 showed that 8 out of the 12 computer appreciation skills had
mean values that ranged from 4.29 to 4.48 which showed that the 8 computer appreciation skills
55
56
were highly needed by business studies teachers in junior secondary schools in Adamawa State.
The remaining 4 items specifically, items 4, 7, 10 and 11 had mean values of 4.59, 4.52, 4.57 and
4.50 respectively indicated that the four computer appreciation skills were very highly needed by
business studies teachers in junior secondary schools in Adamawa State. The cluster summary
indicated a mean value of 4.43 which showed that generally, computer appreciation skills were
highly needed by business studies teachers in junior secondary schools in the state.
Research Question 2
What are the ICT skills needed by business studies teachers in word processing?
The data for answering this research question were analyzed and presented as shown in Table 2.
Table 2
Means and Standard Deviation of the Responses of the Respondents on ICT Skills Needed
by Business Studies Teachers in Word Processing
SN Item Statements; ability to:
X
SD
Remarks
1 use word processing packages
4.52
0.87
VHN
2 save and design file names to documents
4.47
0.66
HN
3 delete and correct spelling
4.61
0.58
VHN
4 view menu to manipulate the page layout
4.17
0.80
HN
5 use the insert menu
4.41
0.81
HN
6 format document
4.39
0.78
HN
7 change paper orientation
4.29
0.88
HN
8 move cursor around an active document
4.57
0.72
VHN
9 adjust margins in document
4.48
0.73
HR
10 use the tools menu
4.57
0.58
VHR
11 preview and print text
4.50
0.78
VHR
12 align, centre and justify text in documents
4.32
0.79
HR
13 merge two or more documents
4.03
0.85
HN
14 copy and move test
4.51
0.60
VHN
15 use superscript and numbers
4.32
0.79
HN
16 use exit command in a file
4.53
0.79
VHN
Cluster Summary
4.37
0.67
HN
Keys: X
=
Mean
SD
=
Standard Deviation
VHN =
Very Highly Needed
HN
=
Highly Needed
57
Data presented in Table 2 showed that 9 out of the 16 word processing skills had mean
values that ranged from 4.17 to 4.48 which showed that the 9 word processing skills were highly
needed by business studies teachers in junior secondary schools in Adamawa State. The
remaining items specifically, items 1, 3, 8, 10, 11, 14 and 16 had mean values of 4.52, 4.61, 4.57,
4.57, 4.50, 4.51 and 4.53 respectively which indicated that the seven word processing skills were
very highly needed by business studies teachers in junior secondary schools in Adamawa State.
The cluster summary indicated a mean value of 4.37 which showed that generally, word
processing skills were highly needed by business studies teachers in junior secondary schools in
the State.
Research Question 3
What are the ICT skills needed by business studies teachers in the use of internet?
The data for answering this research question were analyzed are presented in Table 3.
Table 3
Means and Standard Deviation of the responses of the respondents on ICT Skills Needed
byBusiness Studies Teachers in the use of Internet
SN Item Statements, ability to:
X
SD
Remarks
1
2
3
4
5
6
7
8
9
10
11
access the internet
access different websites
download files
Send and access electronic documents
transfer protocol
use internet phones
use facsimiles
use internet services such as: internet relay, chat
engage in electronic commerce business
knowledge of distance education, education delivery
use phone including cell phone
Cluster Summary
Keys: X
=
Mean
SD
=
Standard Deviation
VHN =
Very Highly Needed
HN =
Highly Needed
4.48
4.52
4.37
4.29
4.47
4.31
4.51
4.28
4.47
4.52
4.62
0.50
0.50
0.65
0.62
0.50
0.71
0.50
0.70
0.50
0.50
0.57
HN
VHR
HN
HN
HN
HN
VHN
HN
HN
VHN
VHN
4.44
0.59
HN
58
Data presented in Table 3 showed that 7 out of the 11 internet skills had mean values that
ranged from 4.28 to 4.48 which showed that the 7skill on the use of internet skills were highly
need by business studies teachers in junior secondary schools in Adamawa State. The remaining
4 items specifically, items 2, 7, 10 and 11 had mean values of 4.52, 4.51, 4.52 and 4.62
respectively which indicated that the four skills on the use of the internet were very highly
needed by business studies teachers in junior secondary schools in Adamawa State. The cluster
summary indicated a mean value of 4.44 which showed that generally, internet skills were highly
needed by business studies teachers in junior secondary schools in the State.
59
Research Question 4
What are the ICT skills needed by business studies teachers in data processing?
The data for answering this research question were analyzed and presented in table 4.
Table 4
Means and Standard Deviation of the responses of the respondents on ICT Skills Needed
by Business Studies Teachers in Data Processing
SN Item Statements; ability to:
X
SD
Remarks
1 classify data into groups
4.56
0.65
VHN
2 sort data into sequence
4.37
0.79
HN
3 enter and edit data
4.31
0.84
HN
4 insert rows and columns
4.46
0.76
HN
5 create a record and move from record to record
4.66
0.56
VHN
6 skills in analyzing data using statistical tools
4.37
0.84
HN
7 use available data processing software such as spread sheet 4.52
0.72
VHN
8 create simple data base structure
4.53
0.89
VHN
9 store and retrieve data in a suitable storage
4.36
0.85
HN
10 create a report using selected fields from the database or
HN
4.48
0.66
query
11 create payroll for workers of different grade level
4.27
0.82
HN
12 format and print out results
4.48
0.66
HN
13 collect and store data
4.52
0.56
VHN
14 interpret result of analysis
4.48
0.79
HN
Cluster Summary
4.43
HN
Keys: X
=
Mean
SD
=
Standard Deviation
VHN =
Very Highly Needed
HN =
Highly Needed
Data presented in Table 4 showed that 9 out of the 14 data processing skills had mean
values that ranged from 4.27 to 4.48 which showed that the 9 data processing skills were highly
needed by business studies teachers in junior secondary schools in Adamawa State. The
remaining 5 items specifically, items 1, 5, 7, 8 and 13 had mean values of 4.56, 4.66, 4.52, 4.53
and 4.52 respectively indicated that the five data processing skills were very highly needed by
business studies teachers in junior secondary schools in Adamawa State. The cluster summary
60
indicated a mean value of 4.43 which showed that generally, data processing skills were highly
needed by business studies teachers in junior secondary schools in the state.
Testing of the Null Hypotheses:
Null Hypothesis 1
Ho1: There is no significant difference in the mean responses of male and female business
studies teachers on ICT skills needed by business studies teachers in junior secondary
schools in Adamawa State.
Data for testing this hypothesis were analyzed and presented in Table 5.
Table 5
Result of t-test Analysis of the Responses of Male and Female Business Studies Teachers on
the ICT Skills Needed by Business Studies Teachers in Junior Secondary Schools in
Adamawa State.
Std.
Level of
SN Groups
X
SD
N
df
Error
t- cal
t-tab
Sig.
Rmk
1.
Male
4.44
0.63
41
2.
Female
4.42
0.68
88
127
0.13
1.55
1.96
0.05
NS
The t-test analysis presented in Table 5 revealed that the t-calculated (t-cal) value of 1.55
is less than the t-table (t-tab) value of 1.96 at P≤ 0.05 levels of significance and at 127 degree of
freedom (df). This showed that, there is no significant difference between the mean ratings of the
responses of male and female business studies teachers on the ICT skills needed by business
studies teachers in junior secondary schools in Adamawa State. Therefore, the null hypothesis of
no significant difference is accepted
Null Hypothesis 2
There is no significant difference in the mean responses of business studies teachers according to
their education zones on the ICT skills needed by business studies teachers in junior secondary
schools in Adamawa State.
Data for testing this hypothesis were analyzed and presented in the Table 6.
61
Table 6
Result of Analysis of Variance of the Responses of Business Studies Teachers According to
Education Zones (Yola, Numan, Gombi and Mubi) on the ICT Skills Needed by Business
Studies Teachers in Junior Secondary Schools in Adamawa State.
Sum of
Mean
Level
Sources of Variance
Squares
df
Square
F-cal
F-tab
of Sig
Rmks
Between Groups
Within Groups
Total
0.030
82.576
82.605
2
126
128
0.015
0.020
0.72
3.00
0.05
NS
The analysis of variance (ANOVA) presented in Table 6 showed that f- calculated (F-cal)
value of 0.72 is less than the f-critical value of 3.00 at P< 0.05 level of significance. This showed
that, there is no significant difference in the mean ratings of the responses of business studies
teachers from Yola, Numan, Gombi and Mubi on the ICT skills need of business studies teachers
in junior secondary schools in Adamawa State. Therefore, the null hypothesis of no significant
difference is accepted.
Null Hypothesis 3
There is no significant difference in the mean responses of business studies teachers
according to their educational qualifications on the ICT skills needed by business studies
teachers in junior secondary schools in Adamawa State.
Data for testing this hypothesis were analyzed and presented in Table 7.
Table 7
Result of Analysis of Variance of the Responses of Business Studies Teachers according to
Educational Qualification (NCE/OND, B.Sc. (ED)/HND and Postgraduate qualifications)
on the ICT Skills Needed by Business Studies Teachers in Junior Secondary Schools in
Adamawa State.
Sources of Variance
Between Groups
Within Groups
Total
Sum of
Squares
df
10.059
78.547
88.605
2
126
128
Mean
Square
0.020
0.029
F-cal
F-tab
Level
of Sig
Rmks
3.00
3.45
0.05
NS
62
The Analysis of Variance (ANOVA) presented in Table 7 showed that F- calculated (Fcal) value of 3.00 is less than the F-critical value of 3.45 at P< 0.05 level of significance. This
showed that, there is no significant difference in the mean ratings of the responses of business
studies teachers with NCE/OND, B.Sc/HND and Postgraduate qualifications on the ICT skills
need of business studies teachers in junior secondary schools in Adamawa State. Therefore, the
null hypothesis of no significant difference is accepted.
Findings
The following findings emerged from the study based on the research questions answered
and null hypotheses tested.
The respondents accepted that the following computer appreciation skills were highly
needed by business teachers in junior secondary schools in Adamawa State; ability to:
1. connect basic computer components
2. boot and shut down computer
3. install computer programmes and soft wares
4. print documents
5. demonstrate file documents
6. use the guide home keys
7. demonstrate correct movement of fingers along the rows
8. connect computer components and hard wares
On the other hand, the respondents also accepted that the following computer
appreciation skills were very highly needed by business studies teachers, ability to:
9. store and retrieve documents in the computer
10. use the computer keyboards efficiently
63
11. strike a particular key with the correct finger
12. scan a document
The respondents accepted that the following word processing skills were highly needed
by business studies teachers in junior secondary schools in Adamawa State; ability to:
13. use word processing packages
14. save and assign file names to documents
15. delete and correct spelling
16. move cursor around an active document
17. adjust margins in documents
18. use the tools menu
19. preview and print text
20. copy and move text
21. use exit command in a file
On the other hand, the respondents also accepted that the following word processing
skills were very highly needed by business studies teachers, ability to:
22. view menu to manipulate the page layout
23. use the insert menu
24. format documents
25. change paper orientation
26. align, centre and justify text in documents
27. use superscripts and numbers
28. merge two or more documents
64
The respondents accepted that the following internet skills were very highly needed by
business studies teachers in junior secondary schools in Adamawa State; ability to:
29. send and access electronic mails
30. use facsimiles
31. knowledge of distance education delivery
32. use telephone including cell phone
On the other hand, the respondents also accepted that the following word processing
skills were highly needed by business studies teachers, ability to:
33. access the internet
34. access different websites
35. download files
36. transfer protocol
37. use internet phone
38. use internet services such as: telnet, internet relay chat and electronic data interchange
39. engage in electronic commerce business
The respondents accepted that the following word processing skills were highly needed
by business studies teachers in junior secondary schools in Adamawa State; ability to:
40. sort data into sequence
41. enter and edit data
42. insert rows and columns
43. skills in analyzing data using statistical tools
44. store and retrieve data in a suitable storage
45. create a report using selected fields from the database or query
65
46. create payroll for workers of different grade level
47. format and print out results
48. interpret result of analysis
On the other hand, the respondents also accepted that the following word processing
skills were very highly needed by business studies teachers, ability to:
49. classify data into groups
50. create a record and move from record to record
51. use available data processing software such as spread sheet
52. create simple data base structure and fields
53. collect and store data
54. No significant differences at P< 0.05 level of significance were observed in the mean
scores of all the identified skills between male and female respondents therefore, the null
hypothesis was retained.
55. The test of the null hypothesis that there was no significant difference in the mean
responses of business studies teachers according to their education zones was accepted in
all the skill items identified.
56. there was no significant difference in regards to mean responses of business studies
teachers according to their educational qualifications on the ICT skills they needed.
Discussion of Findings
Computer appreciation skills needed by business studies teachers in junior secondary
schools in Adamawa State
The findings on computer appreciation skills as indicated in table 1 were in conformity
with the opinion of Philip (2001) who outline computer appreciation skills as: the ability to
identify hardware components example, keyboard, mouse, monitor/screen; match equipment to
66
purpose such as digital camera to capture images, identify cursor, recognize the typical features
of an application’s window title bar, tool bar, menu bar, status bar, scroll bar; have a knowledge
of drop-down menu; what sub menus contain and convention for activating them. From the study
it was revealed that the twelve (12) computer appreciation skills were needed by business studies
in Adamawa state for effective teaching of junior secondary schools. The findings agreed with
the opinion of white and Hubbard (2002) which stated that a computer literate teacher should
have skills in the ability to programme and control a computer for personal, academic and
processional goals. Also, Bade (2009) explained that, technological development can only be
enhanced through proper acquisition of the necessary knowledge and skills which can only be
realized through relevant training. In the same view Nwosu (2002) opined that business teachers
would be expected to acquire skills, in computer literacy to be effective instructors so as to make
the required progress. Allison (2003) stated that skills such as turning the computer on and off,
copying, deleting and renaming files are required in performing basic computer operations. The
author further stressed that a computer literate teacher must be familiar with computer terms so
as to be able to make use of numerous benefits of the computer.
Word Processing Skills Needed by Business Studies Teachers in Junior Secondary Schools
in Adamawa State
The findings on word processing skills need of business studies teachers in Adamawa
State was revealed in table 2. It showed that business studies teachers needed skills on the
sixteen (16) word processing skills identified. The finding agreed with Nwosu (2002) who
emphasized that it is important for teachers to acquire the skills, knowledge and competencies in
word processing to be efficient in the performance of their work. Also, Harrison (2005) noted
that new ways of performing office task have emerged with new technologies; business studies
67
teachers need to adopt the new skills so that they would be able to train students who can
function effectively in their career and even advance in it.
Word processing is not just a machine; it is a system – a sophisticated system that
required well planned education and more programmatic curriculum developed. Njie (2009)
noted that new designations and job opportunities occur daily, therefore, there comes a need for
business studies teachers to be versatile in the effective use of the system and to match the new
challenges by acquiring new skills and competencies for office technology so that students can
be well informed about what they will find in the world of work
Internet Skills Needed by Business Studies Teachers in Junior Secondary Schools in
Adamawa State
The findings on internet skills needed by business studies teacher in Adamawa state were
revealed in table 3. The findings were in conformity with the work of Leon (2003) which stated
that the internet offers the best opportunity of getting specialized information from the web.
Chime (2004) maintained that the internet is one of the major innovations of the computer that
has found its way deeply into the academic sector; using the internet makes available to the
teachers information that cannot be found in any other way except through the World Wide Web
(WWW). In the same view Oyedum (2007) stated that the internet provides access to more
information than the librarian could dream of, therefore, teachers need skills in internet before
they could access it.
Data Processing Skills Needed by Business Studies Teachers in Junior Secondary Schools
in Adamawa State
Skills identified in data processing are revealed in table 4. The finding s are in agreement
with the work of Kogge (2009) which stated that data processing is used extensively in business
and in nearly all areas in which computers are used such as education to process data
68
electronically by the teachers; therefore, it is necessary for business studies teachers to posses the
needed skills in these areas. This will make them to be more efficient in their teaching of the
required skills.
Table 5, 6 and7 contains data used to test null hypotheses 1,2 and 3 to find out if there
were variation in the opinions of male and female business studies teachers on the ICT skills
needed in computer appreciation, word processing, internet and data processing. The analyzed
data for the test of hypotheses 1 showed that no significant difference existed between male and
female business studies teachers on the skills needed for effective teaching in business studies.
Table 6 and 7 indicated that there were no significant difference existed in terms of their
education zones; it equally revealed that professional status of the respondents did not affect their
responses on ICT skills needed by business studies teachers. The null hypotheses were accepted
for all the items in Table 5, 6, and 7.
69
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Re-Statement of the Problem
The new curriculum of business studies for junior secondary schools in Adamawa state
contains some component of ICT such as computer appreciation, word processing, data
processing, and internet which were absent in the old curriculum. Most business studies teachers
in junior secondary schools in the state have some difficulties in teaching the ICT component of
the curriculum.
These teachers were not trained with modern ICT technologies and facilities. This
suggests that the training they received seems to be irrelevant to the present curriculum because
of technological changes taking place in work places where the students will find themselves
after graduation. The inefficiency of teachers of business studies in imparting ICT skills to JSS
students has been noticed in the students’ inability to do well in work places. Ademiluyi (2007)
observed that most business studies students do not have the ability to succeed in private
enterprise. Those who tried to work in business centres where information is processed with
modern technologies found it difficult to manipulate computers and other ICT equipment.
Olufemi and Onyenu (2010) affirmed that the influence of technologies has rendered
manual skills inadequate for the world of work while creating needs for new sophisticated skills.
Therefore, it is necessary to determine ICT skills needed by business studies teachers for
effective instruction in junior secondary schools in Adamawa State.
To address this problem, therefore, the following specific objectives were pursued:
1. to determine ICT skills needed by business studies teachers in computer appreciation
2. to determine ICT skills needed by business studies teachers in word processing,
69
70
3. to determine ICT skills needed by business studies teachers in the use of Internet,
4. to determine ICT skills needed by business studies teachers in data processing.
Summary of Procedures Used
These procedures were adopted in this study to determine the ICT skills needed by
business studies teachers in junior secondary schools in Adamawa State. Literature was reviewed
to provide conceptual and theoretical framework of the study. Survey research design was used
to carry out this study. Population size was 129 business studies teachers. The total population
was surveyed, and constituted the respondents for the study. The instrument for the data
collected was a structured questionnaire. The instrument contained 53 ICT (computer
appreciation, word processing, internet and data processing) skills and was subjected to face
validity by three experts from the department of Vocational Teacher Education, University of
Nigeria Nsukka. The 53 skills were grouped into four sections.
The 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 hypotheses were tested using t-test (two tailed test) and Analysis of Variance
(ANOVA) at P<0.05 level of significance. Presentation and analysis of data were made by the
use of tables.
71
Summary of Findings
The following findings were made, based on the analysis of data.
1. Business studies teachers needed all the computer appreciation skills listed
2. Business studies teachers needed all the word processing skills listed
3. Business studies teacher needed the internet skills listed
4. Business studies teachers needed all the data processing skills listed
5.
There was no significant difference in the mean responses of male and female business
studies teachers on ICT skills needed by business studies teachers
6. The test of the null hypothesis that there is no significant difference in the mean
responses of business studies teachers according to their education zones on ICT skills
needed by teachers was accepted in all the skill items identified.
7. There was no significant difference in the mean ratings of the responses of business
studies teachers with NCE/OND, B.Sc/HND and Postgraduate qualifications on the ICT
skills needed by business studies teachers.
Conclusions
Based on the findings of this study, the following conclusions were reached
Business studies teachers in junior secondary schools in Adamawa State need all the 53
ICT (computer appreciation, word processing, internet and data processing) skills identified for
effective teaching. There was no significant difference in the mean ratings of responses of male
and female business studies teachers in all the ICT skills. Business studies teachers in different
locations of the State and with different professional status agree that the skills identified through
this study represent the true ICT skills needed by business studies teachers in Adamawa State.
72
This implies that, retraining of the present business studies teachers is necessary for the
acquisition of these emerging information technology skills.
Recommendations
Based on the findings of the study, the researcher made the following recommendations:
1. 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.
2. To increase professional development opportunities for business studies teachers to be
retrained on the use of ICTs will help to integrate and utilize ICTs in junior secondary
schools.
3. Business studies should be taught by well equipped teachers, preferably business
educators. This could be possible by training more business educators.
4. Business studies teachers should look out for business offices with modern technologies
and visit them with their students.
5. The business education curriculum in colleges of education where business studies
teachers are trained should be reviewed from time to time. The review should take
cognizance of the findings of this study, relating to ICT skills as required in computer
appreciation, word processing, internet and data processing.
73
Suggestions for Further Study
1. Effective information and communication needs of business studies teachers in junior
secondary schools.
2. Extent of utilization of ICT skills by business studies teachers in junior secondary
schools.
3. Acquisition of ICT skills for self reliance and economic growth.
4. Assessment of the level of acquisition of ICT skills by business studies teachers in public
junior secondary school.
74
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Adamawa State Post Primary Schools Management Board, (PPSMB, 2011). List of business
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Adebusiyi, A.M. (2000). Challenges of Business teacher education in the changing
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81
Appendix A
Post Primary Schools Management Board (PPSMB) Yola, Adamawa State
Update of Teaching Staff for 2010/2011 Academic Session
(Business Studies Teachers)
Yola Zone
S/N
Name of School
Male
Female
Total
1
Capital Day Sec. School Yola
1
2
3
3
GGSS Yola
1
1
2
4
GDJSS Jambutu
3
-
3
5
GMMC Yola
1
-
1
6
GDJSS Karewa
-
1
1
7
GDSS Luggere
-
1
1
8
GDSS Old GRA
-
-
9
GDJSS Rumde
-
1
1
10
GDJSS Doubeli
1
1
2
11
GDSS Gwadabawa
1
1
2
12
GDSS Army Barracks
1
13
Concordia Junior Academy
1
1
2
14
Saint Peter’s Junior Sec. School
2
-
2
15
GDJSS Shagari Yola Town
-
-
16
Sch. of Arabic & Islamic Studies
1
-
1
17
GDJSS Yola Town
-
-
-
18
Aliyu Mustafa College
1
1
2
19
GDSS Yolde Pate
-
-
-
20
GDJSS Wuro Hausa
2
21
GJSS Bore II
-
1
2
-
-
82
22
GDJSS Damare
-
-
-
23
GDSS Njoboliyo Fulani
1
-
1
24
GDJSS Wuro Jabbe
1
1
25
GJSS Wuro Yanka Ngurore
-
-
-
26
GJSS Gongoshi
-
-
-
27
GJSS Kulangu
1
-
1
28
GJSS Yolde Kohi
-
-
-
29
GDJSS Dasin Hausa
-
-
-
30
GJSS Gurin
2
-
2
31
GDSS Mayo Ine
1
-
1
32
GDSS Fufore
-
1
1
33
GDSS Pariya
-
-
-
34
GDSS Malabu
1
-
1
35
GDSS Farang
1
-
1
36
GDSS Wuro Boki
1
-
1
37
GDSS Bagale
1
-
1
38
GDSS Chigari
1
-
1
39
GDJSS Yadim
-
-
-
40
GDSS Karlahi
-
-
-
41
GDJSS Lainde
-
-
-
42
GJSS Bilachi-
-
-
-
43
GDSS Ribadu
1
-
1
44
Best Centre Fufore
1
1
2
83
Numan Zone
45
GDJSS Shelleng
1
-
1
46
GDJSS Bodwa
-
1
1
47
Best Centre Jamali
-
-
-
48
GDJSS Kiri
-
-
-
49
GDSS Yanka
-
-
-
50
GDJSS Kula
-
-
-
51
GDSS Gwan Jina
1
-
1
52
GJSS Bakta
-
-
-
53
GDJSS Libbo
-
-
-
54
GJSS Kem
1
-
1
55
GDJSS Gwagarap
-
-
-
56
GJSS Numan
-
1
1
57
GSTC (JSS) Numan
-
-
-
58
Best Centre Numan
1
1
2
59
GDJSS Dubwangun
-
-
-
60
GDJSS Gweda Mallam Numan
-
-
-
61
GJSS Salti
-
-
1
62
GDJSS Nzomosu
-
-
-
63
GDJSS Zangun
-
-
-
64
GDSS Sharafon
-
-
-
66
GDSS Numan
-
1
1
67
GJSS Central Numan
1
-
1
68
GJSS Bare
-
-
-
68
Villanova Gov. College (JSS)
-
-
-
84
69
GDSS Gyawan
-
-
-
70
GDJSS Gyakan
1
-
1
71
GJSS Suwa-Kasa
-
-
-
72
GJSS Rigange
1
-
1
73
GJSS Gyawano
2
2
74
GDSS Lafiya
-
-
-
75
GDJSS Lamurde
1
-
-
76
GJSS Tupto
1
-
1
77
GJSS Guyuk
-
-
-
78
GDSS Bobib
-
-
-
79
GDSS Burthi
-
1
1
80
GDSS Kola
-
-
-
81
GJSS Banjiram
-
1
1
82
GGJSS Hinjari
-
-
-
83
GJSS Dangiri
-
-
-
84
GJSS Lokoro
-
-
-
85
GJSS Duro
-
-
-
86
GDSS Lamza
-
-
-
87
Best Centre Guyuk
1
-
1
88
GDSS Demsa
-
-
-
89
GJSS Tahau
1
-
1
90
GJSS Borrong
-
1
1
91
GDJSS Tagom Bali
-
-
-
92
GJSS Gwasala
-
-
-
93
GJSS Dakusung
-
-
-
94
GJSS Gejembo
-
-
-
85
95
GDJSS Sundi
-
-
-
96
GJSS Knasham Dutse
1
-
1
97
GDJSS Kpankwai
1
1
98
GDJSS Demsa
1
1
2
99
GJSS Bokki
-
-
-
100
GJSS Kodombi
-
-
-
101
GDSS Gamadio
-
-
-
102
GJSS Waduke
1
-
1
103
GJSS Boldre
-
-
-
104
GJSS Tingno-Dutse
-
-
-
105
GJSS Jen
-
-
1
106
GJSS Keran
-
-
-
107
GJSS Jagra
-
-
-
108
GJSS Jiu
-
-
-
Gombi Zone
109
GDSS Prambe
-
-
-
110
GJSS Atiku
-
-
-
111
GJSS Sigire
-
-
-
112
GDSS Salas
1
-
1
113
GDJSS Kukta
-
-
-
114
GDJSS Song
1
1
2
115
GJSS Prambe
-
-
-
116
GJSS Zumo
1
-
1
117
GJSSMuleng
-
-
-
118
GDJSS Handa
-
-
-
119
GJSS Dirma
-
-
-
86
120
GDJSS Golantabal
1
-
1
121
GDJSS Dumna
1
1
2
122
GDJSS Shilon
1
-
1
123
GDSS Kelele
-
-
-
124
GDJSSMurke
-
-
-
125
GJSS Mayo Ndelmu
-
-
-
126
GDSS Roma
-
-
-
127
GDJSS Gombi
1
1
128
GJSSFotta
-
-
-
129
GJSS Mochalla-Gombi
1
-
1
130
GJSS Amdur
-
-
-
131
GDJSS Dzangola
1
-
1
132
GDSS Riji
-
-
-
133
GJSS Garkida
-
-
-
134
GJSS Gangaran
1
-
1
135
Best Centre Gombi
2
-
2
136
GDJSS Bakopi
-
-
-
137
GJSS Bakopi
1
-
1
138
GJSS Tambo
-
-
-
139
GDJSS Daneyel
-
-
-
140
GJSS Girei
2
1
3
141
GDJSS Vilikilang
-
1
1
142
GJSS Bajabure
1
1
2
143
GDJSS Wuro-Dole
1
-
1
144
GDSS Kwakwarah
-
-
-
145
GDJSS Hong
-
-
-
87
146
GDJSS Mararaba
1
1
2
147
GDJSS Makera
1
-
1
148
GDJSS Kaka’a
-
-
-
149
GJSS Maki
-
-
-
150
GDJSS Babal Midilla
2
-
2
151
GDJSS Hildi
1
152
GDJSS Uba
-
1
1
153
GDSS Zhedinyi
-
-
-
154
GDJSS Uba Central
-
-
-
155
GJSS Zah-Hong
-
-
-
156
GDSS Kwadre
1
-
1
157
GDJSS Garaha
-
-
-
158
GJSS Maki
-
-
-
159
GDJSS Dilwachira
1
-
1
160
GDSS Gashala
-
-
-
161
GJSS Mombol
-
-
-
162
GJSS Hong Central
-
-
-
163
GGJSS Wajah
-
-
-
164
GDSS Hyema
-
-
-
165
GJSS Chika
1
-
1
166
GJSS Duwa
-
-
-
167
GDJSS Mukuvinyi
-
-
-
168
GJSS Uba Central
-
-
-
1
Mubi Zone
169
GJSS Mildu
-
-
-
170
GJSS Gulak
1
-
1
88
171
GJSS Kirchinga
-
-
-
172
GJSS Pallam
-
-
-
173
GJSS Biliku
-
-
-
174
GJSS Gadademai
1
-
1
175
GJSS Hmbulla
-
-
-
176
GJSS Kwajija
1
-
1
177
GJSS Gubla
-
-
-
178
GJSS Madagali
2
-
2
179
GJSS Mayowandu
-
-
-
180
GJSS Shuwa
-
-
-
181
GJSS Duhu
-
-
-
182
GJSS Dirankore
-
-
-
183
GJSS Jalingo Gulak
-
-
-
184
GJSS Gulak
1
1
2
185
GJSS Maiha
-
1
1
186
GJSS Bwada
-
-
-
187
GJSS Pakka
-
-
-
188
GJSS Humbutudi
-
-
-
189
GJSS Vokum
-
-
-
190
GJSS Mamjekin
-
-
-
191
GJSS Vokuma
-
-
-
192
GJSS Manjekin
-
-
-
193
GJSS Konkol
-
-
-
194
GJSS Belel
1
-
1
195
GJSS Shuware
-
-
-
196
GJSS Mubi
2
-
2
89
197
GJSS Kama
-
-
-
198
GSTC (JS) Mubi
1
1
2
199
GJSS Yelwa
-
-
-
200
GJSS Lokuwa
-
-
-
201
GJSS Didif
1
-
-
202
GJSS Mayo Bani
-
-
-
203
GJSS Mura
1
-
-
204
GJSS Bahuli
-
-
-
205
GJSS Kwa
-
-
-
206
GJSS Muchlla
-
-
-
207
GJSS Besto Central
1
1
2
208
GJSS Madugura
-
-
-
209
GJSS Kirya
-
-
-
210
GJSS Vimtim
-
1
1
211
GJSS Koma
-
-
-
212
GJSS Kwacham
-
-
-
213
GJSS Monduva
1
-
1
214
GJSS Sabon Pegi
-
-
-
215
GJSS Nassarawa-Mubi
-
-
-
216
GJSS Gella
-
-
-
217
GJSS Kinga
-
-
-
218
GJSS Mudah
-
-
-
219
GJSS Sahuda
-
-
-
220
GJSS Dazala
-
-
-
221
GJSS Mujara
-
1
1
222
GJSS Bajaule
1
-
1
90
223
GJSS Wuro Bucude
-
-
-
224
GJSS Dimbishi
-
-
-
225
Best Centre Mubi
1
1
2
226
GJSS Duvu
-
-
-
227
GJSS Kwoja
-
-
-
228
GJSS Wajawoli
-
-
-
229
GJSS Kwapapele
1
-
1
230
GJSS Jang
-
-
-
231
GJSS Garba
2
-
2
232
Best Centre Michika
1
1
233
GJSS Centra Michika
1
1
234
GJSS Zan-Michika
-
-
-
235
GJSS Kankila
-
-
-
236
GJSS Kamala
-
-
-
237
GJSS Futudon
-
1
1
238
GJSS Murva
-
-
-
239
GJSS Dlaka
-
-
-
240
GJSS Tilli
-
-
-
241
GJSS Futu
1
-
1
242
GJSS Jiddle
-
-
-
243
GJSS Jigalmbu
-
-
-
244
GJSS Bokka
-
-
-
245
GJSS Hausari
-
-
-
246
GJSS Biang
1
-
1
247
GJSS Buppa
-
-
-
248
GJSS Delechin
-
-
-
91
249
GJSS Wasula
-
-
-
250
GJSS Sina-Gali
-
-
-
251
GJSSPaltha
-
1
1
252
GJSS Sinakwande
-
-
-
253
GJSS Kubor shosho
1
-
1
254
GJSS zaibadari
1
-
1
255
GJSS Mbororo
256
GJSS Moda
-
-
-
257
GJSS Watu
1
-
1
258
GJSS Bazza
-
-
-
-
Source - Post Primary Schools Management Board (PPSMB) Yola, Adamawa State
Education
Zones
No. of Schools
(JSS)
No. of schools offering Bus.
Studies
Male Female
Total
Yola
44
30
26
10
36
Numan
65
24
17
11
28
Gombi
59
25
21
8
29
Mubi
90
26
25
11
36
Total
258
105
89
40
129
92
Appendix B
Questionnaire
Research Topic: Information and Communication Technology Skills Needed by
Business Studies Teachers in Junior Secondary School in Adamawa
State
Please, read the following items carefully and check (√) against the responses that
is best applicable to you.
PART A: Background information
Gender:
Male
Female
Education Zones: Yola
Numan
Qualification: NCE/OND
Gombi
B.SC(Ed)/HND
Mubi
Others
PART B: ICT Skills Needed by Business Studies Teachers
Instructions: Please, check (√) in the appropriate column for each item below to indicate
the extent to which each ICT skill item is needed by business studies teachers for
effective instructional delivery.
Use the following as a guide.
Very Highly Needed
(VHN)
Highly Needed
(HN)
Needed
(N)
Somewhat Needed
(SWN)
Not Needed
(NN)
93
Section (i): Computer appreciation skills needed by business studies
teachers
VHN HN N SWN NN
S/N Computer appreciation skill items; ability
to:
1
connect basic computer components
2
boot and shut down computer
3
install computer programmes and soft wares
4
store and retrieve documents in the computer
5
print documents
6
demonstrate file documents
7
use the computer key boards efficiently
8
use the guide home keys
9
demonstrate correct movement of fingers
along the rows
10
strike a particular key with the correct finger
11
scan a document
12
connect computer components and hard wares
Section (ii): Word processing skills needed by business studies teachers
VHN HN N SWN NN
S/N Word processing skill items; ability to:
13
use word processing packages
14
save and assign file names to documents
94
15
delete and correct spelling
16
view menu to manipulate the page layout
17
use the inset menu
18
format document
19
change paper orientation
20
move cursor around and active document
21
adjust margins in documents
22
use the tools menu
23
preview and print text
24
align, centre and justify text in documents
25
merge two or more documents
26
copy and move text
27
use subscripts and numbers
28
use exit command in a file
Section (iii) the use of internet skills needed by business studies teachers
VHN HN N SWN NN
S/N Internet Skill items; ability to:
29
access the internet
30
access different websites
31
download files
32
send and access electronic mails
33
transfer protocol
95
34
use internet phones
35
use facsimiles
36
use internet services such as telnet, internet
relay chat and electronic data interchange
37
engage in electronic commerce business
38
knowledge of distance education delivery
39
use telephone including cell phone
Section (iv): data processing skills needed by business studies teachers
VHN HN N SWN NN
S/N Data processing skill items; ability to:
40
classify data into groups
41
sort data into sequence
42
enter and edit data
43
insert rows and columns
44
create a record and move from record to
record
45
Skills in analyzing data using statistical tools
46
use available data processing software such as
spread sheet
47
create simple data base structure and fields
48
store and retrieve data in a suitable storage
149 create a report using selected fields from the
database or query
96
50
create payroll for workers of different grade
level
51
format and print out results
52
collect and store data
53
interpret result of analysis
Appendix C
Result of the Reliability Test
Section I: Computer appreciation skills needed by business studies teachers
Case Processing Summary
Cases
N
%
Valid
20
100.0
Excluded
0
.0
Total
20
100.0
Reliability Statistics
Cronbach Alpha
N of Items
.835
12
Section II: Word processing skills needed by business studies teachers
Case Processing Summary
Cases
N
%
Valid
20
100.0
Excluded
0
.0
Total
20
100.0
Reliability Statistics
Cronbach Alpha
N of Items
.785
16
Section III: Internet skills needed by business studies teachers
Case Processing Summary
97
Cases
N
%
Valid
20
100.0
Excluded
0
.0
Total
20
100.0
Reliability Statistics
Cronbach Alpha
N of Items
.812
11
Section IV: Data processing skills needed by business studies teachers
Case Processing Summary
Cases
N
%
Valid
20
100.0
Excluded
0
.0
Total
20
100.0
Reliability Statistics
Cronbach Alpha
N of Items
.694
14
Overall Reliability Result
Case Processing Summary
Cases
N
%
Valid
20
100.0
Excluded
0
.0
Total
20
100.0
Reliability Statistics
Cronbach Alpha
N of Items
.773
53
98
Appendix D
Result of Data Analyzed
Research Question 1
Descriptive Statistics
N
Mean
Std. Deviation
SeciItem1
129
4.3721
.72962
SeciItem2
129
4.3798
.84958
SeciItem3
129
4.4341
.72721
SeciItem4
129
4.5884
.73011
SeciItem5
129
4.4341
.78904
SeciItem6
129
4.3721
.79126
SeciItem7
129
4.5194
.74057
SeciItem8
129
4.2868
.83098
SeciItem9
129
4.4806
.72995
SeciItem10
129
4.5736
.58330
SeciItem11
129
4.5043
.78480
SeciItem12
129
4.3178
.79042
SummaryA
129
4.4312
.44584
Valid N (listwise)
129
99
Research Question 2
Descriptive Statistics
N
Mean
Std. Deviation
SeciiItem1
129
4.5248
.87714
SeciiItem2
129
4.4729
.66235
SeciiItem3
129
4.6124
.57704
SeciiItem4
129
4.1705
.80160
SeciiItem5
129
4.4109
.80635
SeciiItem6
129
4.3876
.78372
SeciiItem7
129
4.2946
.87859
SeciiItem8
129
4.5736
.72646
SeciiItem9
129
4.4729
.66235
SeciiItem10
129
4.3178
.79042
SeciiItem11
129
4.4186
.66963
SeciiItem12
129
4.1938
.80115
SeciiItem13
129
4.0310
.84722
SeciiItem14
129
4.5116
.60099
SeciiItem15
129
4.3178
.79042
SeciiItem16
129
4.5349
.79103
SummaryB
129
4.3716
.67303
Valid N (listwise)
129
100
Research Question 3
Descriptive Statistics
N
Mean
Std. Deviation
SeciiiItem1
129
4.4806
.50157
SeciiiItem2
129
4.5271
.50121
SeciiiItem3
129
4.3798
.65185
SeciiiItem4
129
4.2868
.62742
SeciiiItem5
129
4.4729
.50121
SeciiiItem6
129
4.3178
.71790
SeciiiItem7
129
4.5194
.50157
SeciiiItem8
129
4.2791
.70685
SeciiiItem9
129
4.4729
.50121
SeciiiItem10
129
4.5194
.50157
SeciiiItem11
129
4.6202
.57546
SummaryC
129
4.4433
.58870
Valid N (listwise)
129
101
Research Question 4
Descriptive Statistics
N
Mean
Std. Deviation
SecivItem1
129
4.5659
.65960
SecivItem2
129
4.3721
.79126
SecivItem3
129
4.3178
.84765
SecivItem4
129
4.4651
.76082
SecivItem5
129
4.6667
.56366
SecivItem6
129
4.3798
.84958
SecivItem7
129
4.5271
.72970
SecivItem8
129
4.5318
.89600
SecivItem9
129
4.3643
.85639
SecivItem10
129
4.4806
.66263
SecivItem11
129
4.2791
.82894
SecivItem12
129
4.4806
.66263
SecivItem13
129
4.5271
.66235
SecivItem14
129
4.4806
.79156
Summary D
129
4.4313
.60572
Valid N (list wise)
129
102
Null Hypothesis 1 (Influence of Gender on ICT Skills Needed by Business Studies
Teachers)
Group Statistics
Gender
SeciItem1
SeciItem2
SeciItem3
SeciItem4
SeciItem5
SeciItem6
SeciItem7
SeciItem8
SeciItem9
SeciItem10
SeciItem11
SeciItem12
SeciiItem1
SeciiItem2
SeciiItem3
SeciiItem4
SeciiItem5
SeciiItem6
SeciiItem7
SeciiItem8
N
Mean
Std. Deviation
Std. Error Mean
Male
41
4.1951
.81300
.12697
Female
88
4.4545
.67652
.07212
Male
41
4.2195
.90863
.14190
Female
88
4.4545
.81522
.08690
Male
41
4.4634
.74490
.11633
Female
88
4.4205
.72273
.07704
Male
41
4.5854
.70624
.11030
Female
88
4.4432
.74058
.07895
Male
41
4.4634
.83957
.13112
Female
88
4.4205
.76896
.08197
Male
41
4.4146
.80547
.12579
Female
88
4.3523
.78842
.08405
Male
41
4.7561
.53761
.08396
Female
88
4.4091
.79707
.08497
Male
41
4.2439
.88827
.13872
Female
88
4.3068
.80741
.08607
Male
41
4.6585
.65612
.10247
Female
88
4.3977
.75109
.08007
Male
41
4.6341
.53647
.08378
Female
88
4.5455
.60475
.06447
Male
41
4.4878
.77852
.12158
Female
88
4.3523
.78842
.08405
Male
41
4.2683
.83739
.13078
Female
88
4.3409
.77142
.08223
Male
41
4.0976
.94353
.14735
Female
88
4.2841
.84349
.08992
Male
41
4.5366
.67445
.10533
Female
88
4.4432
.65842
.07019
Male
41
4.6829
.56741
.08861
Female
88
4.5795
.58175
.06201
Male
41
4.1951
.81300
.12697
Female
88
4.1591
.80067
.08535
Male
41
4.3415
.85469
.13348
Female
88
4.4432
.78576
.08376
Male
41
4.4878
.74572
.11646
Female
88
4.3409
.80067
.08535
Male
41
4.2683
.97530
.15232
Female
88
4.3068
.83539
.08905
Male
41
4.6341
.73335
.11453
Female
88
4.5455
.72570
.07736
103
SeciiItem9
SeciiItem10
SeciiItem11
SeciiItem12
SeciiItem13
SeciiItem14
SeciiItem15
SeciiItem16
SeciiiItem1
SeciiiItem2
SeciiiItem3
SeciiiItem4
SeciiiItem5
SeciiiItem6
SeciiiItem7
SeciiiItem8
SeciiiItem9
SeciiiItem10
SeciiiItem11
SecivItem1
SecivItem2
SecivItem3
SecivItem4
Male
41
4.5122
.74572
.11646
Female
88
4.4545
.62347
.06646
Male
41
4.2683
.86673
.13536
Female
88
4.3409
.75637
.08063
Male
41
4.6098
.62762
.09802
Female
88
4.3295
.67333
.07178
Male
41
4.2439
.76748
.11986
Female
88
4.1705
.81961
.08737
Male
41
4.0732
.84824
.13247
Female
88
4.0114
.85089
.09070
Male
41
4.6829
.47112
.07358
Female
88
4.4318
.63960
.06818
Male
41
4.2195
.82195
.12837
Female
88
4.3636
.77581
.08270
Male
41
4.5366
.77774
.12146
Female
88
4.5341
.80156
.08545
Male
41
4.5122
.50606
.07903
Female
88
4.4659
.50170
.05348
Male
41
4.5366
.50485
.07885
Female
88
4.5227
.50235
.05355
Male
41
4.3415
.69317
.10826
Female
88
4.3977
.63499
.06769
Male
41
4.3171
.56741
.08861
Female
88
4.2727
.65613
.06994
Male
41
4.4878
.50606
.07903
Female
88
4.4659
.50170
.05348
Male
41
4.4146
.63149
.09862
Female
88
4.2727
.75395
.08037
Male
41
4.4878
.50606
.07903
Female
88
4.5341
.50170
.05348
Male
41
4.2927
.64202
.10027
Female
88
4.2727
.73855
.07873
Male
41
4.4390
.50243
.07847
Female
88
4.4886
.50274
.05359
Male
41
4.4878
.50606
.07903
Female
88
4.5341
.50170
.05348
Male
41
4.7317
.50122
.07828
Female
88
4.5682
.60259
.06424
Male
41
4.6341
.58121
.09077
Female
88
4.5341
.69396
.07398
Male
41
4.5366
.67445
.10533
Female
88
4.2955
.83265
.08876
Male
41
4.2927
.87304
.13635
Female
88
4.3295
.84038
.08959
Male
41
4.5610
.63438
.09907
104
SecivItem5
SecivItem6
SecivItem7
SecivItem8
SecivItem9
SecivItem10
SecivItem11
SecivItem12
SecivItem13
SecivItem14
Summary
Female
88
4.4205
.81257
.08662
Male
41
4.7561
.53761
.08396
Female
88
4.6250
.57361
.06115
Male
41
4.3659
.85896
.13415
Female
88
4.3864
.85004
.09061
Male
41
4.4634
.80925
.12638
Female
88
4.5568
.69245
.07382
Male
41
4.0732
.95891
.14976
Female
88
4.1591
.86949
.09269
Male
41
4.3659
.85896
.13415
Female
88
4.3636
.86012
.09169
Male
41
4.5122
.71141
.11110
Female
88
4.4659
.64235
.06848
Male
41
4.5122
.71141
.11110
Female
88
4.1705
.86065
.09175
Male
41
4.5610
.63438
.09907
Female
88
4.4432
.67565
.07202
Male
41
4.6341
.58121
.09077
Female
88
4.4773
.69443
.07403
Male
41
4.3171
.84968
.13270
Female
88
4.5568
.75594
.08058
Male
41
4.4418
.63140
.12052
Female
88
4.4203
.67647
.11561
Independent Samples Test
Levene's Test for
Equality of Variances
F
SeciItem1
SeciItem2
SeciItem3
SeciItem4
SeciItem5
SeciItem6
SeciItem7
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Sig.
2.631
3.012
.021
1.175
.501
.012
22.712
t-test for Equality of Means
t
.107
.085
.884
.280
.481
.912
.000
df
Sig. (2-tailed)
Std. Error
Difference
-1.899
127
.060
.13658
-1.777
66.777
.080
.14602
-1.470
127
.144
.15992
-1.412
71.035
.162
.16640
.311
127
.756
.13799
.308
76.055
.759
.13953
1.030
127
.305
.13802
1.048
81.633
.298
.13564
.287
127
.775
.14973
.278
72.299
.782
.15463
.415
127
.679
.15010
.412
76.659
.681
.15129
2.530
127
.013
.13717
105
SeciItem8
SeciItem9
SeciItem10
SeciItem11
SeciItem12
SeciiItem1
SeciiItem2
SeciiItem3
SeciiItem4
SeciiItem5
SeciiItem6
SeciiItem7
SeciiItem8
SeciiItem9
SeciiItem10
SeciiItem11
SeciiItem12
SeciiItem13
SeciiItem14
SeciiItem15
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
1.773
5.363
2.061
.231
.867
3.334
.017
1.465
.062
1.252
1.124
1.656
.419
1.761
3.016
1.068
.522
.003
11.017
.195
.185
.022
.154
.631
.354
.070
.898
.228
.804
.265
.291
.200
.519
.187
.085
.303
.471
.958
.001
.660
2.905
110.566
.004
.11945
-.399
127
.690
.15765
-.385
71.829
.701
.16326
1.909
127
.059
.13662
2.006
88.574
.048
.13004
.803
127
.423
.11045
.839
87.314
.404
.10571
.913
127
.363
.14849
.917
79.060
.362
.14781
-.484
127
.629
.14991
-.470
72.662
.640
.15448
-1.126
127
.262
.16568
-1.081
70.819
.284
.17262
.744
127
.458
.12546
.738
76.476
.463
.12657
.947
127
.345
.10915
.956
79.957
.342
.10816
.237
127
.813
.15213
.236
77.081
.814
.15299
-.666
127
.507
.15280
-.645
72.535
.521
.15758
.991
127
.323
.14820
1.017
83.440
.312
.14439
-.231
127
.818
.16675
-.218
68.348
.828
.17644
.644
127
.521
.13768
.642
77.417
.523
.13821
.459
127
.647
.12563
.430
67.028
.669
.13409
-.484
127
.629
.14991
-.461
69.404
.646
.15755
2.248
127
.026
.12466
2.306
83.379
.024
.12149
.483
127
.630
.15194
.495
83.024
.622
.14832
.385
127
.701
.16073
.385
78.377
.701
.16055
2.244
127
.027
.11189
2.503
103.205
.014
.10031
-.964
127
.337
.14950
106
SeciiItem16
SeciiiItem1
SeciiiItem2
SeciiiItem3
SeciiiItem4
SeciiiItem5
SeciiiItem6
SeciiiItem7
SeciiiItem8
SeciiiItem9
SeciiiItem10
SeciiiItem11
SecivItem1
SecivItem2
SecivItem3
SecivItem4
SecivItem5
SecivItem6
SecivItem7
SecivItem8
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
Equal variances assumed
.079
.135
.096
.449
1.120
.135
2.124
.135
2.046
1.133
.135
6.900
2.922
6.652
.237
1.710
3.715
.009
2.746
3.447
.779
.714
.757
.504
.292
.714
.147
.714
.155
.289
.714
.010
.090
.011
.627
.193
.056
.926
.100
.066
-.944
74.218
.348
.15270
.017
127
.987
.15016
.017
80.341
.987
.14851
.487
127
.627
.09512
.485
77.544
.629
.09543
.146
127
.884
.09514
.145
77.803
.885
.09531
-.455
127
.650
.12364
-.441
72.311
.661
.12768
.373
127
.710
.11904
.393
89.411
.695
.11289
.230
127
.818
.09512
.229
77.544
.819
.09543
1.046
127
.298
.13570
1.115
92.097
.268
.12722
-.487
127
.627
.09512
-.485
77.544
.629
.09543
.149
127
.882
.13417
.157
88.977
.876
.12748
-.522
127
.603
.09504
-.522
78.198
.603
.09502
-.487
127
.627
.09512
-.485
77.544
.629
.09543
1.510
127
.133
.10827
1.615
92.688
.110
.10126
.801
127
.425
.12490
.854
92.102
.395
.11710
1.622
127
.107
.14867
1.751
94.964
.083
.13774
-.229
127
.819
.16088
-.226
75.520
.822
.16314
.977
127
.331
.14389
1.068
98.155
.288
.13160
1.233
127
.220
.10636
1.262
82.954
.210
.10387
-.127
127
.899
.16126
-.127
77.420
.900
.16188
-.676
127
.501
.13827
-.638
68.292
.525
.14636
-.506
127
.614
.16992
107
SecivItem9
Equal variances assumed
SecivItem10 Equal variances assumed
SecivItem11 Equal variances assumed
SecivItem12 Equal variances assumed
SecivItem13 Equal variances assumed
SecivItem14 Equal variances assumed
Summary
Equal variances assumed
.013
.909
.436
.510
5.153
.025
.856
.357
4.252
.041
3.225
.075
1.017
.315
-.488
71.679
.627
.17612
.014
127
.989
.16257
.014
78.252
.989
.16249
.368
127
.713
.12572
.355
71.422
.724
.13051
2.213
127
.029
.15441
2.372
93.222
.020
.14409
.940
127
.349
.12535
.962
82.817
.339
.12249
1.255
127
.212
.12496
1.339
92.160
.184
.11713
-1.612
127
.110
.14875
-1.544
70.532
.127
.15525
1.546
127
.125
.12683
1.609
86.406
.111
.12579
Null Hypothesis 2 (Influence of Location on ICT Skills Needed by Business Studies
Teachers)
ANOVA
Sum of Squares
SeciItem1
SeciItem2
SeciItem3
SeciItem4
SeciItem5
SeciItem6
Between Groups
df
Mean Square
.376
2
.188
Within Groups
67.764
126
.538
Total
68.140
128
.431
2
.215
Within Groups
91.957
126
.730
Total
92.388
128
.039
2
.020
Within Groups
67.651
126
.537
Total
67.690
128
.473
2
.236
Within Groups
67.760
126
.538
Total
68.233
128
.633
2
.317
Within Groups
79.057
126
.627
Total
79.690
128
.295
2
.147
79.845
126
.634
Between Groups
Between Groups
Between Groups
Between Groups
Between Groups
Within Groups
F
Sig.
.349
.706
.295
.745
.037
.964
.439
.645
.505
.605
.233
.793
108
Total
SeciItem7
SeciItem8
SeciItem9
SeciItem10
SeciItem11
SeciItem12
SeciiItem1
SeciiItem2
SeciiItem3
SeciiItem4
SeciiItem5
SeciiItem6
SeciiItem7
Between Groups
80.140
128
.660
2
.330
Within Groups
69.541
126
.552
Total
70.202
128
.931
2
.465
Within Groups
87.457
126
.694
Total
88.388
128
Between Groups
Between Groups
1.149
2
.575
Within Groups
67.052
126
.532
Total
68.202
128
.514
2
.257
Within Groups
43.036
126
.342
Total
43.550
128
Between Groups
Between Groups
.005
2
.003
Within Groups
78.832
126
.626
Total
78.837
128
.549
2
.275
Within Groups
79.420
126
.630
Total
79.969
128
Between Groups
Between Groups
1.028
2
.514
Within Groups
97.453
126
.773
Total
98.481
128
.110
2
.055
Within Groups
56.045
126
.445
Total
56.155
128
Between Groups
Between Groups
.106
2
.053
Within Groups
42.514
126
.337
Total
42.620
128
.264
2
.132
Within Groups
81.984
126
.651
Total
82.248
128
Between Groups
Between Groups
1.258
2
.629
Within Groups
81.967
126
.651
Total
83.225
128
1.302
2
.651
Within Groups
77.318
126
.614
Total
78.620
128
.308
2
Between Groups
Between Groups
.154
.598
.551
.670
.513
1.080
.343
.752
.473
.004
.996
.436
.648
.665
.516
.124
.884
.158
.854
.203
.817
.967
.383
1.061
.349
.197
.821
109
SeciiItem8
SeciiItem9
SeciiItem10
SeciiItem11
SeciiItem12
SeciiItem13
SeciiItem14
SeciiItem15
SeciiItem16
SeciiiItem1
SeciiiItem2
SeciiiItem3
Within Groups
98.498
126
Total
98.806
128
.370
2
.185
Within Groups
67.180
126
.533
Total
67.550
128
Between Groups
Between Groups
.782
.145
2
.073
Within Groups
56.010
126
.445
Total
56.155
128
.220
2
.110
Within Groups
79.749
126
.633
Total
79.969
128
Between Groups
Between Groups
.453
2
.226
Within Groups
56.943
126
.452
Total
57.395
128
.027
2
.014
Within Groups
82.128
126
.652
Total
82.155
128
Between Groups
Between Groups
1.172
2
.586
Within Groups
90.704
126
.720
Total
91.876
128
.635
2
.318
Within Groups
45.598
126
.362
Total
46.233
128
Between Groups
Between Groups
.531
2
.265
Within Groups
79.438
126
.630
Total
79.969
128
.708
2
.354
Within Groups
79.385
126
.630
Total
80.093
128
.270
2
.135
Within Groups
31.932
126
.253
Total
32.202
128
.126
2
.063
Within Groups
32.029
126
.254
Total
32.155
128
.218
2
.109
Within Groups
54.170
126
.430
Total
54.388
128
Between Groups
Between Groups
Between Groups
Between Groups
.347
.707
.163
.850
.174
.840
.501
.607
.021
.979
.814
.445
.877
.418
.421
.657
.562
.572
.532
.589
.247
.781
.253
.777
110
SeciiiItem4
SeciiiItem5
SeciiiItem6
SeciiiItem7
SeciiiItem8
SeciiiItem9
SeciiiItem10
SeciiiItem11
SecivItem1
SecivItem2
SecivItem3
SecivItem4
SecivItem5
Between Groups
.059
2
.029
Within Groups
50.329
126
.399
Total
50.388
128
Between Groups
.360
2
.180
Within Groups
31.795
126
.252
Total
32.155
128
.345
2
.173
Within Groups
65.624
126
.521
Total
65.969
128
Between Groups
Between Groups
.051
2
.025
Within Groups
32.151
126
.255
Total
32.202
128
.505
2
.252
Within Groups
63.449
126
.504
Total
63.953
128
Between Groups
Between Groups
.084
2
.042
Within Groups
32.071
126
.255
Total
32.155
128
.051
2
.025
Within Groups
32.151
126
.255
Total
32.202
128
Between Groups
Between Groups
.268
2
.134
Within Groups
42.119
126
.334
Total
42.388
128
2.482
2
1.241
Within Groups
53.208
126
.422
Total
55.690
128
Between Groups
Between Groups
.587
2
.294
Within Groups
79.552
126
.631
Total
80.140
128
1.183
2
.591
Within Groups
90.786
126
.721
Total
91.969
128
Between Groups
Between Groups
.204
2
.102
Within Groups
73.889
126
.586
Total
74.093
128
.005
2
.003
40.661
126
.323
Between Groups
Within Groups
.073
.929
.713
.492
.332
.718
.100
.905
.501
.607
.166
.847
.100
.905
.401
.670
2.938
.057
.465
.629
.821
.443
.174
.840
.008
.992
111
Total
SecivItem6
SecivItem7
SecivItem8
SecivItem9
SecivItem10
SecivItem11
SecivItem12
SecivItem13
SecivItem14
Summary
Between Groups
40.667
128
1.968
2
.984
Within Groups
90.420
126
.718
Total
92.388
128
.698
2
.349
Within Groups
67.457
126
.535
Total
68.155
128
Between Groups
Between Groups
.416
2
.208
Within Groups
102.343
126
.812
Total
102.760
128
.581
2
.290
Within Groups
93.295
126
.740
Total
93.876
128
Between Groups
Between Groups
.100
2
.050
Within Groups
56.102
126
.445
Total
56.202
128
2.214
2
1.107
Within Groups
85.740
126
.680
Total
87.953
128
Between Groups
Between Groups
.803
2
.401
Within Groups
55.399
126
.440
Total
56.202
128
1.448
2
.724
Within Groups
54.707
126
.434
Total
56.155
128
Between Groups
Between Groups
.422
2
.211
Within Groups
79.779
126
.633
Total
80.202
128
.030
2
.015
Within Groups
82.576
126
.020
Total
82.605
128
Between Groups
1.371
.258
.652
.523
.256
.774
.392
.676
.112
.894
1.627
.201
.913
.404
1.668
.193
.333
.717
.722
.488
112
Null Hypothesis 3 (Influence of Qualification on ICT Skills Needed by Business Studies
Teachers)
ANOVA
Sum of Squares
SeciItem1
Between Groups
Within Groups
Total
SeciItem2
SeciItem3
SeciItem4
SeciItem5
SeciItem6
SeciItem7
SeciItem8
SeciItem9
SeciItem10
SeciItem11
Between Groups
df
Mean Square
7.337
2
1.169
60.802
126
.522
68.140
128
9.986
2
1.993
Within Groups
81.401
126
.717
Total
92.388
128
.023
2
.012
Within Groups
67.667
126
.537
Total
67.690
128
Between Groups
Between Groups
.519
2
.260
Within Groups
67.713
126
.537
Total
68.233
128
9.179
2
.590
Within Groups
70.511
126
.623
Total
79.690
128
Between Groups
Between Groups
1.733
2
.866
Within Groups
78.407
126
.622
Total
80.140
128
9.536
2
.768
Within Groups
60.665
126
.545
Total
70.202
128
Between Groups
Between Groups
6.919
2
2.460
Within Groups
81.468
126
.662
Total
88.388
128
.206
2
.103
Within Groups
67.996
126
.540
Total
68.202
128
2.234
2
1.117
Within Groups
41.316
126
.328
Total
43.550
128
8.033
2
1.516
Within Groups
70.805
126
.602
Total
78.837
128
Between Groups
Between Groups
Between Groups
F
Sig.
4.238
.001
5.384
.001
.022
.978
.483
.618
4.946
.002
1.392
.252
6.409
.000
5.713
.007
.191
.827
3.406
.036
7.520
.000
113
SeciItem12
SeciiItem1
SeciiItem2
SeciiItem3
SeciiItem4
SeciiItem5
SeciiItem6
SeciiItem7
SeciiItem8
SeciiItem9
SeciiItem10
SeciiItem11
SeciiItem12
Between Groups
9.695
2
.847
Within Groups
70.274
126
.621
Total
79.969
128
Between Groups
1.225
2
.613
Within Groups
97.256
126
.772
Total
98.481
128
.054
2
.027
Within Groups
56.101
126
.445
Total
56.155
128
Between Groups
10.849
2
1.425
Within Groups
51.771
126
.332
Total
52.620
128
Between Groups
10.087
2
1.043
Within Groups
72.161
126
.636
Total
82.248
128
Between Groups
Between Groups
.732
2
.366
Within Groups
82.492
126
.655
Total
83.225
128
9.594
2
.297
Within Groups
78.026
126
.619
Total
87.620
128
Between Groups
Between Groups
.017
2
.008
Within Groups
98.790
126
.784
Total
98.806
128
.042
2
.021
Within Groups
67.509
126
.536
Total
67.550
128
Between Groups
Between Groups
2.615
2
1.307
Within Groups
53.540
126
.425
Total
56.155
128
9.952
2
1.476
Within Groups
70.017
126
.611
Total
79.969
128
Between Groups
Between Groups
.369
2
.184
Within Groups
57.026
126
.453
Total
57.395
128
Between Groups
10.625
2
.813
Within Groups
80.530
126
.639
5.364
.009
.794
.454
.061
.941
8.281
.000
3.640
.008
.559
.573
4.480
.002
.011
.989
.039
.962
6.077
.050
5.415
.021
.408
.666
4.271
.004
114
Total
SeciiItem13
SeciiItem14
SeciiItem15
SeciiItem16
SeciiiItem1
SeciiiItem2
SeciiiItem3
SeciiiItem4
SeciiiItem5
Between Groups
SeciiiItem7
SeciiiItem8
SeciiiItem9
128
.367
2
.183
Within Groups
91.509
126
.726
Total
91.876
128
.568
2
.284
Within Groups
45.664
126
.362
Total
46.233
128
Between Groups
Between Groups
2.397
2
1.198
Within Groups
77.572
126
.616
Total
79.969
128
Between Groups
11.452
2
1.726
Within Groups
78.641
126
.624
Total
90.093
128
Between Groups
1.729
2
.864
Within Groups
30.473
126
.242
Total
32.202
128
Between Groups
10.973
2
.486
Within Groups
31.182
126
.247
Total
42.155
128
Between Groups
10.505
2
.252
Within Groups
53.883
126
.428
Total
64.388
128
.632
2
.316
Within Groups
49.755
126
.395
Total
50.388
128
Between Groups
11.191
2
.595
Within Groups
30.964
126
.246
Between Groups
Total
SeciiiItem6
92.155
Between Groups
42.155
2
.082
Within Groups
65.805
126
.522
Total
70.969
128
.434
2
.217
Within Groups
31.767
126
.252
Total
32.202
128
.950
2
.475
Within Groups
63.003
126
.500
Total
63.953
128
.341
2
Between Groups
Between Groups
.777
.784
.459
8.946
.000
10.163
.000
3.575
.031
5.965
.001
7.590
.006
.801
.451
4.423
.003
5.157
.005
.861
.425
.950
.389
.676
.510
128
5.164
Between Groups
.253
.171
115
SeciiiItem10
SeciiiItem11
SecivItem1
SecivItem2
SecivItem3
SecivItem4
SecivItem5
SecivItem6
SecivItem7
SecivItem8
SecivItem9
SecivItem10
Within Groups
31.814
126
Total
32.155
128
.434
2
.217
Within Groups
31.767
126
.252
Total
32.202
128
Between Groups
11.136
2
.568
Within Groups
41.251
126
.327
Total
52.388
128
5.449
2
.224
Within Groups
55.241
126
.438
Total
60.690
128
Between Groups
Between Groups
Between Groups
.252
.273
2
.136
Within Groups
79.867
126
.634
Total
80.140
128
5.448
2
.224
Within Groups
91.521
126
.726
Total
96.969
128
Between Groups
Between Groups
7.495
2
.748
Within Groups
72.598
126
.576
Total
80.093
128
5.701
2
.350
Within Groups
39.966
126
.317
Total
45.667
128
Between Groups
Between Groups
5.213
2
2.606
Within Groups
87.175
126
.692
Total
92.388
128
3.300
2
1.650
Within Groups
64.855
126
.515
Total
68.155
128
1.543
2
.771
Within Groups
101.217
126
.803
Total
102.760
128
6.794
2
1.897
Within Groups
90.082
126
.715
Total
96.876
128
.572
2
.286
Within Groups
55.629
126
.442
Total
56.202
128
Between Groups
Between Groups
Between Groups
Between Groups
.861
.425
5.735
.001
3.512
.031
.215
.807
3.308
.030
5.297
.007
4.105
.014
3.767
.026
3.206
.044
.960
.386
4.654
.024
.648
.525
116
SecivItem11
SecivItem12
SecivItem13
SecivItem14
Summary
Between Groups
1.076
2
.538
Within Groups
86.878
126
.690
Total
87.953
128
Between Groups
5.487
2
.744
Within Groups
54.714
126
.434
Total
60.202
128
1.746
2
.873
Within Groups
54.409
126
.432
Total
56.155
128
Between Groups
11.894
2
.947
Within Groups
78.307
126
.621
Total
90.202
128
Between Groups
10.059
2
2.229
Within Groups
78.547
126
.920
Total
88.605
128
Between Groups
.780
.461
3.712
.005
2.022
.137
8.524
.000
3.448
.006