THE EFFECT OF ICT ON BUSINESS EDUCATION STUDENTS IN COLLEGES OF EDUCATION

TABLE OF CONTENTS
Title Page – – – – – – – – i
Declaration – – – – – – – – ii
Approval Page – – – – – – – – iii
Dedication – – – – – – – – iv
Acknowledgement – – – – – – – – v
Table of Contents – – – – – – – – vi
Abstract – – – – – – – – vii

CHAPTER ONE
INTRODUCTION
1.1. Background of the Study – – – – – – 1
1.2. Statement of the Problems – – – – – – 4
1.3. Purpose of the Study – – – – – – – 5
1.4. Research Questions – – – – – – – 6
1.5. Significance of the Study – – – – – – 6
1.6. Delimitation/Scope of the Study – – – – – 6

CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0. Introduction – – – – – – – – 8
2.1. The History of ICT – – – – – – – 8
2.2 The Concept of ICT – – – – – – – 14
2.3. Availability of ICT Infrastructure – – – – – 21
2.4 ICT Policies in Nigeria – – – – – – – 23
2.5 The Concept of Business Education – – – – – 24
2.6 Information and Communication Technology in the Teaching and
Learning of Business Education – – – – – 26
2.7 Challenges to the Effective Implementation of ICT in Tertiary Institutions 28

CHAPTER THREE
METHOD AND PROCEDURE
3.0 Introduction – – – – – – – – 30
3.1 Research Design – – – – – – – 30
3.2 Population of the Study – – – – – – 30
3.3 Sample of the Study – – – – – – – 30
3.4 Sampling Technique – – – – – – – 31
3.5 Instrument for Data Collection – – – – – 31
3.5.1 Validity and Reliability of the Instrument – – – – 32
3.6 Procedure for Data Collection – – – – – 32
3.7 Method of Data Analysis – – – – – – 32

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.1 Presentation of Students’ Results – – – – – 34
4.2 Discussion of Findings – – – – – – 42

CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings – – – – – – – 44
5.2 Conclusion – – – – – – – – 44
5.3 Recommendations – – – – – – – 45
References – – – – – – – – 46
Appendices – – – – – – – – 50

ABSTRACT
This project was carried out to determine the effect of ICT on Business Education students in Federal College of Education, Pankshin. The design used was the survey research design. The population of the study consisted of 100 students from Business Education department. The researchers discovered that ICT has significant impact on the teaching and learning of Business Education. Some of the findings include: Most of the lecturers do not use ICT in the teaching and learning of Business Education, students of Business Education understand and perform better when they are taught with ICT, there is no provision of ICT in the Department of Business Education for lecturing purposes and which the students can interact with, the lecturers do not improvise ICT where there is none, this could be due to the financial implication involved. In the light of the findings, the following recommendations were made among others: the college should establish ICT centres in various departments, including business education department, government should either provide funds or purchase computers for business education department since the ones available are mostly used by ICT centres of the college and business education department does not have access to these computers, the government and college authority should frequently organize workshops in order to update the lecturers’ knowledge of ICT in the teaching and learning of Business Education.

CHAPTER ONE
INTRODUCTION
1.7. Background of the Study
Information and Communication Technology (ICT) plays a crucial role in virtually all areas of modern businesses. Not surprisingly, Business Education has been seen as a field of study that would benefit from the application of ICT. The promising of ICT prompted many observers to predict the end of traditional business programs and the demise of long standing arrangements for the supply of business education. Existing providers had to adjust fast or risk being sidelined by whole new cast of players made up of business schools that had successfully reinvented themselves as ‘e-learning providers’ and other institutions drawn from outside the ranks of traditional suppliers but with the capacity to respond more effectively than their established rivals to a changed world (Jarvenpaa and Noam, 2006).
Griffith and Smith (2004) view Information and Communication Technology as a system that involves telecommunication infrastructure that will link homes, schools, business, hospitals and libraries to one another and vast array of electronic information resources.
Information and Communication Technology according Ajagun (2003) refers to a whole range of technologies involved in information processing and electronic communications. It includes all those electronic devices that are used in broadcasting, telecommunication and all other electronically mediated information gathering and communicating systems. Bakpo (2005) viewed Information and Communication Technology (ICT) as the combination of networks, hardware and software as well as the means of communication, collaboration, and engagement that enables the processing management and exchange of data and information.
Achieving a wide range and successful implementation of ICT in teaching and learning of business education requires better matching the distinctive capabilities of ICT-enabled education to the needs of students and their future employers. However, the integration of information and communication technology into business education is by no means trivial, and it is not simply a matter of providing computer access and training to faculty and students but involves deep changes into both course design and delivery (Alavi, and Yoo, 2002).
Business educators prepare their students not only to ‘do’ but to know under what circumstances and in what way the knowledge they have acquired should be applied, that is effective application of knowledge gained from business education to the real world of business (Brown, 2005).
Information and Communication Technologies is now widely utilized in teaching and learning of business education but where it is deployed, it has tended to supplement rather than displace traditional approaches to teaching and learning Alozie (2005). According to Onwuka (2015) teaching is a process of making impression on passive students, hammering in the facts. The preoccupation of teachers involved in this method is to handover to the students whatever the teachers themselves received from others. Teaching is an attempt to bring about desirable changes in learner behaviour and reflects the expected behaviour needed in improving on the learner and the society where he lives. Teaching is sometimes instructing, explaining or telling (Olaitan and Agusiobo,2009). On the other hand, Learning is defined as a relatively permanent change in behaviour that occurs as a result of experience. Learning is a change in human disposition and capability which persist over a period of time, which is not simply ascribed to a process of growth (Gagne, 2000). The impact of ICT on the teaching and learning process seems to be more important and requires more than looking only to curricula. Information and Communication Technology driven change in business education has been piecemeal and very uneven in its impact; change has been characterized not by revolution but by gradualism (Mogbo, 2002).
The problem of value creation in ICT-enabled business education is an intriguing one. Few students engage in business studies for its own sake, they study in order to gain employment on terms more favourable than if they had not undertaken such a course of action (Pfeffer & Fong, 2004). The pedagogical capabilities of ICT have been neglected in business education. Although the importance of pedagogy has been recognized since the dawn of the ICT era attention has typically been focused on the novelty of ICT rather than its capacity to create value (Nwokedi, 2007).
Despite this awareness of the capabilities of ICT, the effect of these new information communication technologies in the field of business education is yet to be explored. Hence, a fundamental motivation of this research was to provide a conceptual framework of the impact of ICT in teaching and learning of business education programme in Federal College of Education Pankshin in Plateau State.

1.8. Statement of the Problems
Business education lecturers/teachers are expected to integrate information and communication technology in the teaching and learning process, they ought to use technology so that it supports instruction and enables learners to use technology as an important tool to meet their information and learning needs but this expectation has not been well met among the tertiary institutions like FCE Pankshin where business education is taught. Is it that the teachers cannot make use of ICT to teach during teaching and learning process of business education courses? Or they are not competent enough of using ICT during teaching and learning of business education courses? Probably the greatest barrier to technology use, however, is simply lack of teacher time – time to attend training or workshops, to experiment with machines and explore software, to talk to other teachers about what works and what doesn’t, and to plan lessons using new materials or methods (Okonta, 2008). Has business education curriculum fully embraced the use of these new materials or methods in teaching and learning of Business Education courses? Are the ICT resources available for use by the teachers in teaching and learning of business education courses?
However, it is uncertain whether the tertiary institutions in Plateau State like FCE Pankshin are utilizing ICT effectively to enhance teaching and learning ability of Business Education Students. The graduate students being unproductive or without technological skills create a serious problem, hence the impact of information and communication technology (ICT) in teaching and learning of business education programme has been examined in this study.
1.9. Purpose of the Study
The purpose of the study is to determine the impact of information and communication technology (ICT) in teaching and learning of business education in Federal College of Education Pankshin.
Specifically, the study seeks to determine:
i. the extent ICT is utilized in teaching and learning of business education courses.
ii. the extent to which ICT resources are available for teaching and learning business education courses.
iii. the perceived benefits of utilizing information and communication technology (ICT) in teaching and teaching of business education programme.
iv. the challenges posed by ICT in teaching and learning business education programme.
1.10. Research Questions
The following research questions are formulated for this study:
i. To what extent is information and communication technology (ICT) utilized in teaching and learning of business education courses?
ii. What are the information and communication technology (ICT) resources available for teaching and learning of business education courses?
iii. What are the perceived benefits of utilizing information and communication technology (ICT) in teaching and teaching of business education programme?
iv. What are the challenges posed by ICT in teaching and learning of business education programme?
1.11. Significance of the Study
The findings of this study will be based on the impact of information and communication technology (ICT) in teaching and learning of business education programme which would be of immense benefits to the following group of persons; curriculum planners, business educators, students, industry and parents.
The findings would be useful to curriculum planners. Curriculum planners who would wish to resolve the issue of ICT availability and utilization may have cause to know the true situation and properly restructure Business Education Programme curriculum to take care of the inadequacies. Curriculum planners would be more objective when the findings are talking into consideration.
The findings of this study would create the expected awareness among Business Education teachers, supervisors and all others involved in the implementation of Business Education Curriculum. If teachers implement the curriculum properly, the objectives of the subjects will be achieved. The teachers would be in a better position to help students acquire a sound knowledge and reduce the difficulties in practicing the ICT skills. The findings of this study will also help business educators to be more effective in their service delivery for their students. It would enable them to know the usefulness of ICT in teaching and learning process
The findings of this research work would enable students of business education to know the positive impact of ICT on their learnability.
The findings of this study would make the industries to know the relationship between what is learnt in the classroom and the real world of work. It would build confidence on the employers of labour as they get to know the viability of using ICT in business education programme.
Parents are no exempted because they are concern about their children performance in school. They are mindful of what their children actually learn in school. The findings will therefore stand as conviction to their actual expectation of their children achievement.
1.12. Delimitation/Scope of the Study
This study focused on the impact of Information and Communication Technology (ICT) in teaching and learning of Business Education Programme in Federal College of Education Pankshin. Despite the fact that the study is restricted to Federal College of Education Pankshin where business education is offered, its findings might be generic, that is it can be generalized to other parts of the country as well.