20 Business Educators’ Utilization of Instructional Technology for Quality Teaching of Business Education in Tertiary Institutions in Anambra State
Okonkwo Mary U. (PhD) and Odimmega Chinyere G (PhD)
Abstract
This study determined business educators’ utilization of instructional technology for quality teaching of business education in tertiary institutions in Anambra State. Two research questions guided the study and four null hypotheses were tested at 0.05 level of significance. Related literature pertinent to the study were reviewed which exposed the need for the study. Descriptive survey research design was adopted using a population of 119 business educators in tertiary institutions in Anambra State. A structured questionnaire developed by the researcher was used for data collection and was validated by three experts. Cronbach Alpha method was used to establish the reliability of the instrument. The reliability index obtained was r = 0.80. Data were analyzed using mean, standard deviation and t-test. Mean was used to answer the research questions and standard deviation was used to explain how the responses of the respondents varied. t-test was used to test the hypotheses at 0.05 level of significant using Statistical Package for Social Sciences (SPSS). The results showed that business educators lowly utilized video conferencing and moderately utilized digital game for quality teaching of business education in tertiary institutions in Anambra State. The results also showed that there was no significant difference in the mean responses of business educators on the extent of utilization of video conferencing and digital game on the basis of gender and age. Based on the findings, the researchers recommended, among others, that the National Union of Universities and National Commission for Colleges of Education should frequently organize seminars, workshops and any other in-service courses; to familiarize and sensitize business educators with a wide range of instructional technology tools.
Keywords: Instructional technology, quality teaching and business education.
Introduction
Teaching in any education system depends largely on the quality and competence of the teachers. This is because the teachers are expected to perform the important function of guiding, directing, evaluating, imparting, asking and answering questions, among others; for maximum benefits of the learners. Teaching embraces all human interactive skills employed by the teacher to promote/facilitate learning in the classroom situation; thereby, leading to improved performance on the part of the learner. It is a process in which teachers apply a repertoire of instructional technology to communicate and interact with the learners around academic content, and to support students’ engagement for better learning outcome (Onwuagboke, Singh & Fook, 2015). Teaching at any level requires that the students be exposed to some form of simulation. For several decades now, teaching and learning at all levels have been delivered in the traditional way, with the teacher standing in front of the class talking and demonstrating to enhance content delivery of instructions. Innovation in technology has influenced all facets of human endeavour including education institutions.
Today, technology is widespread among schools. Access to computers has become so ubiquitous that digital devices are replacing the use of pen and paper in many classrooms. While public opinion on the use of technology in schools has been divided, experts have found that technology has the ability to create profound changes in teaching and learning, creating opportunities for unprecedented collaboration, engagement, and support (U S. Department of Education, 2020). This modern technology has launched the world into a knowledge based economy in which ideas and technological principles are used for better output (Mbah, 2016). Thus, advancement in technology according to Muhammad, Asua and Munnaza (2015) has compelled teachers and educators to utilize its benefits for the delivery of instruction and hence promote learning through instructional technology.
Instructional technology is the theory and practice of using technology for education. Instructional technology is one of the many tools that can enhance the presentation of the content and convey information to students. According to Venkataiah in Qaiser (2011), instructional technology is defined as a means to make use of different techniques and procedures to design a learning experience systematically. Instructional technology includes practical techniques of teaching that systematically aim at effective learning, whether or not they involve the use of media (Gagne, 2013). Examples of instructional technology devices include interactive white board, digital calculator, electronic instructional materials such as radio, tape recorder, television, computer (desktop and laptop size), multi-media projectors, teleconferencing devices, all which contribute much in making learning more interesting (Atkinson, 2010).
The increasing prevalence of technology in the classroom reflects a broader cultural shift. As the modern world becomes more digitized, tech literacy is becoming increasingly important. Teachers who use technology to support learning in meaningful ways can help prepare students for success in the digital era. It is the way teachers utilize technology that has the potential to bring changes in education. Utilization is a noun form of the adverb ‘utility’ which means the act or process of using a particular thing, idea or method for the actualization of a purpose. Utilization of resources refers to and connotes the equitable use of resources accruable to an enterprise especially in the education industry for effective implementation of school curriculum (Fan in Xia, 2014). Utilization of instructional technology at the tertiary level requires teachers’ knowledge in the subject area, as well as an understanding of how students learn using varied instructional resources, and a good level of technical expertise among the teachers. At present, the use of instructional technology may be of great help to teachers in delivering up-to-date and complete information in teaching a subject (Omariba, Gitau & Ayot, 2016).
According to the U.S. Department of Education (2020), schools can use educational technology to support both teaching and learning by infusing the classroom with valuable digital tools, expanding course offerings, increasing student engagement, and accelerating learning. Instructional technologies offer learners control over content, learning sequence, pace of learning, time often media and allow them tailor their experiences to meet their personal learning objectives. Educators use instructional technologies to improve the efficiency and effectiveness of educational interventions in the face of social, scientific and pedagogical challenges (Olojo, Adewunmi and Ajisola, 2012). As a computer assisted learning and pedagogy for students centered and collaborative learning, it could be used to enhance skills and knowledge acquisition in business education.
Business education programme according to Aliyu (2016) is education for the acquisition and development of skills and competencies, attitudes which are necessary for efficiency of the economic system. It is also designed to develop special emphasis on marketable business skills and distributive occupations (Etuk, 2015). Business Education which is offered at the universities and colleges of education is concerned mainly with the development of relevant and saleable skills and knowledge that would enable an individual to function effectively in the world of work (Onojetah, 2012). It is pertinent to state that the development of business skills and knowledge in contemporary society could be achieved better through the use of instructional technology. The use of instructional technology in the teaching of business education can help reduce the length of time required for instruction leaving more time for practice of skills. Most instructional technology devices are effective in the teaching of content and also help sustain learners’ interest. The use of using video conferencing technology can allow students to travel the world from their classrooms, speak with virtual guest lecturers, and make friends and interact with others in different countries (Wainwright, 2012). Inviting experts to visit classrooms via video allows for an interactive experience for students with people skilled in the field being discussed. Specialists often have busy schedules, and video conferencing can reduce the time and expense of travel and simplify a visit from a subject-matter expert by projecting the expert directly into the classroom from anywhere.
Video conferencing in today’s schools and classrooms is becoming widespread for global collaboration. Using video conferencing allows teachers to bring real world teaching experiences into the classroom of social interaction, collaboration, and literacy learning (Klenke, 2014). There are many different forms of literacy that teachers need to incorporate into their instruction, and technology to have a positive impact utilizing video conferencing. Literacy is not only reading, writing, and listening and speaking; it is many other things as well as technology and how one navigates through it. Students may be expected to use technology to reach out and connect with students in other classrooms using blogging, skyping, and emailing. To best prepare students for this type of connected learning, research showed video conferencing can benefit the students’ learning (Certo, Moxley, Reffitt & Miller, 2010; Bowers-Campbell, 2011). Video conferencing can be used as a collaboration tool to involve critical thinking and problem-solving skills among students who partner with schools to learn through creative, relevant curriculum projects. Using effective teaching models, teachers can take existing curriculum, develop project guidelines, set learning objectives and timelines to interact with a classroom in a distant location. Interactive videoconferencing can be used to connect one school to another, regardless of location.
Digital games refer to using actual digital video games as learning tools. The basic idea behind digital games in the classroom is that, as opposed to isolated tasks such as memorization, quizzing and drilling, digital games helps students learn subject matter in context, as part of an interactive system (Brian, 2016). Digital games are effective teaching tools because the learning takes place within a meaningful (to the game) context. What one must learn is directly related to the environment in which one learns and demonstrates it. Thus, the learning is not only relevant but applied and practiced within that context. Digital games create a virtual world that promotes necessary social and community skills and can create real-life simulations for learning (Johnson, Smith, Willis, Levine, and Haywood, 2011). It provides many benefits to learners such as active engagement, information-based skills, decision-making skills, innovation, problem-solving skills, knowledge construction, and discovery learning.
Digital games are user-centered; they promote challenges, co-operation, engagement, and the development of problem-solving strategies (Gros in Ferguson, 2014). Digital video games not only promote student engagement and motivation but also can be used in various other educational ways to promote student learning. Such games benefit learners in other ways such as introducing computer literacy, science and technology preparation, improved spatial skills, verbal and iconic skills, increased visual skills, increased attention span, and increased response time. The perception of teachers towards digital game is important in the implementation of its techniques in learning. Several studies have been conducted to investigate teachers’ attitude and perception of game-based learning. Noraddin (2015) examined the opinion of teachers concerning the use of digital games in learning. Using university teachers in Malaysia, Noraddin found that teachers have a positive perception towards the use of digital games in learning. Games apply to Jean Piaget’s theories about children and learning. The concepts of assimilation and accommodation are relevant to digital games, where cognitive disequilibrium is at play for the learner. In other words, students learn from failures and successes they encounter during digital games (Neese, 2016). Digital games create environments for students that are immersive and actively engaging.
Despite the use of instructional technology at all levels of education, students still find it difficult to cope with the study of business education in colleges and universities. One of the reasons why students sometime find it difficult to comprehend immediately what is being taught by the teacher is non-utilization of instructional technology, which has made teachers handle subjects in abstract manner, portraying it as dry and non-exciting (Eshiwani in Tety, 2016). Orji in Effiong and Igiri (2015) stated that instructional aid is the guidance of learning activities that a teacher uses to motivate and arouse students to learn. It provides opportunities for students to work collaboratively with teachers, discussing ideas or asking questions outside of the physical classroom. For instance, teachers could hold digital office hours, making themselves available via instant messaging or video chat to support students as they tackle the day’s assignment and eliminating constraints such as standard classroom hours or geographic location.
The influencing factors on the utilization of instructional technologies by business educators in tertiary institutions could be age and gender. Academic literatures suggest that age is a factor that might moderate teachers’ use of technology. Hamari and Nousaien (2015) found that older teachers perceive new technologies as a threat and cause of anxiety than younger teachers. Young teachers are more enthusiastic and more energetic than older ones. Similarly, Sanchez-Mena, Marti-Parreno and Aldas-Manzano (2017) observed that age affected teachers’ perceived value on the use of educational video games in teaching. The effect of perceived ease of use on perceived usefulness in younger teachers might rely on their familiarity with video games compared to older teachers.
Another factor that comes into play is the gender of business educators regarding their utilization of instructional technologies for quality instructional delivery. Gender in this study means the physical attributes of a person as a male and female. It is possible that male and female business educators may differ in their utilization of instructional technologies in tertiary institutions in the area of the study. For instance, Daramola (2013) stated that male teachers visit the virtual library more frequently than female teachers. Daramola also noted that low intensity of virtual library visits among females might be as a result of their perception of the virtual library and the difficulty in combining academic work with home chores. Furthermore, Mahdi and Al-Dera (2013) submitted that male teachers had access to the internet in their offices more than female teachers. The gender factor might be an essential factor that affects the use of instructional technology in teaching.
Instructional technology devices are of no value to business education students if they are not adequately utilized by their teachers. Researchers in education (Brown, Lewis & Harcleroad, in Omariba, Gitau & Ayot, 2016) have shown that with present inadequate infrastructure, large class sizes, obsolete equipment, shortage of personnel, lack of technologically skilled teachers, gross underfunding and general neglect in public secondary schools in Nigeria, it is difficult to intensively achieve the goals and objectives of quality education and training. This could also account for why there are high rate of failures in students academic performance. It is upon this background that this study sought to ascertain the business educators’ utilization of instructional technology for quality instructional delivery of business education programme in tertiary institutions in Anambra State.
Statement of the Problem
Current developments in ICTs have increased the level of interactivity and collaborations among learners and tutors. With advancement in web technology in the 21st century, instructional technology has become an invaluable technology for teaching, learning and research in education. Instructional technology has so many advantages on teaching and learning. However, despite these numerous advantages, some teachers still find it challenging in transiting from the analogue to the digital in teaching and learning of business education and it has been seriously affecting the students’ academic performance as regards to the acquisition of appropriate skills. This is because teachers adopt theoretical methods as a way of teaching and learning the subject, mainly due to underutilization of instructional technology in schools. Majority of teachers who were trained early 1990’s and backward do not have skills in the field of Information and Communication Technology. Where there are skilled teachers, other problems naturally include problem of installation, maintenance, operation, network administration and local technicians to service or repair these equipment’s and the other facilities. As a result, the morale and interest of students in business education is low. Thus, this study is imperative as it will x-ray the actual situation on the utilization of instructional technology for quality instructional delivery of business education in tertiary institutions in Anambra State.
Purpose of the Study
The main purpose of this study was to examine business educators’ utilization of instructional technology for quality teaching of business education in tertiary institutions in Anambra State. In specific terms, the study examined business educators’ utilization of:
- video conferencing for quality teaching of business education in tertiary institutions in Anambra State.
- digital games for quality teaching of business education in tertiary institutions in Anambra State.
Research Questions
- The following research questions guided the study:
- To what extent do business educators utilize video conferencing for quality teaching of business education in tertiary institutions in Anambra State?
- To what extent do business educators utilize digital games for quality teaching of business education in tertiary institutions in Anambra State?
Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
- Male and female business educators do not differ significantly in their mean responses on the extent of utilization of video conferencing for quality teaching of business education in tertiary institutions in Anambra State.
- There is no significant difference in the mean ratings of business educators on the extent of utilization of video conferencing for quality teaching of business education in tertiary institutions in Anambra State on the basis of age (22-40 years and 41-60 years).
- Male and female business educators do not differ significantly in their mean responses on the extent of utilization of digital games for quality teaching of business education in tertiary institutions in Anambra State.
- There is no significant difference in the mean ratings of business educators’ on the extent of utilization of digital games for quality teaching of business education in tertiary institutions in Anambra State on the basis of age (22-40 years and 41-60 years).
Method
The descriptive survey research design was adopted for the study. According to Nworgu (2015), a survey design involves the collection of extensive data from the population for the purpose of describing and interpreting an existing situation under study using a questionnaire. The study was carried out in tertiary institutions in Anambra State in the South-East geopolitical zone in Nigeria. The population of the study consisted of 119 business educators from the five tertiary institutions that offer business education programme in Anambra State. The entire population was used as the sample size since the population is of a manageable size and the respondents were adequately reached. The instrument for data collection for this study was a structured questionnaire developed by the researcher based on the review of related literature and in relation to the research questions guiding the study. The face validity of the instrument was established using three experts. The questionnaire was structured on a 5- point rating scale of Very Highly Utilized (VHU), Highly Utilized (HU), Moderately Utilized (MU), Lowly Utilized (LU) and Not Utilized (NU). Cronbach Alpha was used to establish the reliability of the instrument. The reliability index obtained was r = 0.80. The researchers and three research assistants administered the questionnaire to the respondents. Out of the 119 copies of the questionnaire administered, 16 were not usable and 10 were not returned. Thus, 93 copies of the questionnaire represented 78.15% return rate, were used for data analysis. Data were analyzed using mean, standard deviation and t-test. Mean was used to answer the research questions and standard deviation was used to explain how the responses of the respondents varied. t-test was used to test the hypotheses at 0.05 level of significant. In testing the null hypotheses, when the p-value is less than or equal to 0.05 (P ≤ 0.05), the null hypothesis is rejected. On the other hand, when the p-value is greater than 0.05 (p > 0.05), the null hypothesis is accepted.
Results
Research Question 1 – To what extent do business educators utilize video conferencing for quality teaching of business education in tertiary institutions in Anambra State?
Analysis of data relating to this research question is presented in Table 1
Table 1
Respondents’ mean ratings on the extent business educators utilize video conferencing for quality teaching N =93
|
S/No Video conferencing |
Mean |
SD |
Decision |
|
2.22 |
0.66 |
Lowly utilized |
|
2.34 |
0.66 |
Lowly utilized |
|
2.15 |
0.65 |
Lowly utilized |
|
2.44 |
0.76 |
Lowly utilized |
|
2.17 |
0.63 |
Lowly utilized |
|
2.00 |
0.72 |
Lowly utilized |
|
2.17 |
0.72 |
Lowly utilized |
|
2.20 |
0.69 |
Low ly utilized |
|
2.17 |
0.68 |
Lowly utilized |
|
Cluster Mean |
2.21 |
|
Lowly utilized |
Table 1 shows a cluster mean of 2.21 which indicates that business educators’ lowly utilized video conferencing for quality teaching in tertiary institutions in Anambra State. The standard deviations of 0.63 to 0.76 are within the same range showing homogeneity in responses.
Research Question 2 – To what extent do business educators’ teachers utilize digital games for quality teaching of business education in tertiary institutions in Anambra State?
Analysis of data relating to this research question is presented in Table 2
Table 2
Respondents’ mean ratings on the extent business educators’ utilize digital games for quality teaching N =93
|
S/No Digital Games |
Mean |
SD |
Decision |
|
2.15 |
0.70 |
Lowly utilized |
|
2.23 |
0.61 |
Lowly utilized |
|
3.36 |
0.59 |
Moderately utilized |
|
2.11 |
0.65 |
Lowly utilized |
|
3.50 |
0.50 |
Highly utilized |
|
3.34 |
0.56 |
Moderately utilized |
|
1.52 |
0.50 |
Lowly utilized |
|
3.41 |
0.49 |
Moderately utilized |
|
1.87 |
0.55 |
Lowly utilized |
|
2.93 |
0.66 |
Moderately utilized |
|
Cluster Mean |
2.64 |
|
Moderately utilized |
Data analysis in Table 2 shows a cluster mean of 2.64 which indicates that business educators’ moderately utilized digital games for quality teaching in tertiary institutions in Anambra State. The standard deviations of 0.49 to 0.70 are within the same range showing that the respondents were not wide apart in their ratings.
Hypothesis 1
Male and female business educators do not differ significantly in their mean responses on the extent of utilization of video conferencing for quality teaching of business education in tertiary institutions in Anambra State.
Analysis of data relating to this hypothesis is presented in Table 3
Table 3
Summary of t-test result of male and female business educators on the extent of utilization of video conferencing for quality teaching
|
Video conferencing |
N |
X̅ |
SD |
df |
P-value |
Decision |
|
Male |
26 |
2.21 |
0.20 |
|
|
|
|
|
|
|
|
91 |
.33 |
Not significant |
|
Female |
67 |
2.20 |
0.22 |
|
|
|
As shown in Table 3, male and female business educators do not differ significantly in their mean responses on the extent of utilization of interactive whiteboard for quality teaching in tertiary institutions in Anambra State. This is shown by the p-value of .33, which is greater than the significant level of 0.05. Therefore, the null hypothesis is accepted.
Hypothesis 2
There is no significant difference in the mean ratings of business educators on the extent of utilization of video conferencing for quality teaching of business education in tertiary institutions in Anambra State on the basis of age.
Analysis of data relating to this hypothesis is presented in Table 4
Table 4
t-test analysis on mean ratings of business educators on the extent of utilization of video conferencing for quality teaching of business education on the basis of age
|
Video conferencing |
N |
X̅ |
SD |
df |
P-value |
Decision |
|
22-40 years |
39 |
2.17 |
0.21 |
|
|
|
|
|
|
|
|
91 |
.84 |
Not significant |
|
41-60 years |
54 |
2.22 |
0.22 |
|
|
|
Table 4 shows that the p-value of 0.84 is greater than the significance level of 0.05. This implies that there is no significant difference in the mean ratings of business educators’ on the extent of utilization of video conferencing for quality teaching in tertiary institutions in Anambra State on the basis of age. Therefore, the null hypothesis is accepted.
Hypothesis 3
Male and female business educators do not differ significantly in their mean responses on the extent of utilization of digital games for quality teaching in tertiary institutions in Anambra State.
Analysis of data relating to this hypothesis is presented in Table 5
Table 5
Summary of t-test result of male and female business educators on the extent of utilization of digital games for quality teaching
|
Digital games |
N |
X̅ |
SD |
df |
P-value |
Decision |
|
Male |
26 |
2.60 |
0.17 |
|
|
|
|
|
|
|
|
91 |
.28 |
Not significant |
|
Female |
67 |
2.65 |
0.18 |
|
|
|
Data analysis in Table 5 shows that male and female business educators do not differ significantly in their mean responses on the extent of utilization of digital games for quality teaching in tertiary institutions in Anambra State. This is shown by the p-value of .28, which is greater than the significant level of 0.05. The null hypothesis of no significant difference between the two groups is therefore accepted.
Hypothesis 4
There is no significant difference in the mean ratings of business educators on the extent of utilization of digital games for quality teaching of business education in tertiary institutions in Anambra State on the basis of age.
Analysis of data relating to this hypothesis is presented in Table 6
Table 6
t-test analysis on mean ratings of business educators on the extent of utilization of digital games for quality teaching of business education on the basis of age
|
Digital games |
N |
X̅ |
SD |
df |
P-value |
Decision |
|
22-40 years |
39 |
2.63 |
0.19 |
|
|
|
|
|
|
|
|
91 |
.64 |
Not significant |
|
41-60 years |
54 |
2.65 |
0.18 |
|
|
|
Data in Table 6 show that there is no significant difference in the mean ratings of business educators on the extent of utilization of digital games for quality teaching in tertiary institutions in Anambra State on the basis of age. This is shown by the p-value of 0.64, which is greater than the significance level of 0.05. The null hypothesis of no significant difference between the two groups is therefore, accepted.
Discussion
The findings of the study indicated that business educators lowly utilized video conferencing for quality teaching of business education in tertiary institutions in Anambra State. The findings of the study corroborate that of Kiarie (2014) who stated that 62.5% of teachers do not use computers for instructional purposes. Using videoconferencing in the classroom can transform students who normally are not motivated learners into motivated learners. Many students have different learning styles and fortunately videoconferencing can incorporate many of those learning styles when effective teaching models are applied. Utilizing videoconferencing in the classroom can be visual, interactive and informational, which can benefit a broad range of learning styles. In support of this Al-Ahdal and Al-Hattami (2014) affirmed that videoconferencing technology helps students to interact with international participants using social media like Facebook and chatting rooms which improves communication and understanding. Testing of the first and second hypotheses revealed that male and female business educators did not differ significantly in their mean ratings on the extent of utilization of video conferencing for quality teaching of business education in tertiary institutions in Anambra State. There was also no significant difference in the mean ratings of business educators’ on the extent of utilization of video conferencing on the basis of age. It followed therefore, that the null hypothesis was accepted.
The findings of the study also indicated that business educators moderately utilized digital games for quality teaching of business education in tertiary institutions in Anambra State. The findings of the study are similar with that of Aja and Eze (2016) who found that ICT devices are not adequately used in teaching and learning in secondary schools. In support of this, Sanchez-Mena, Marti-Parreno and Aldas-Manzano (2017) stated that teachers’ utilization of digital games in teaching and learning is a means of motivating students to learn in a more entertaining way and also to increase students’ engagement with the learning activities. Similarly, Noraddin (2015) found that teachers have a positive perception towards the use of digital games in learning. Digital games can boost students motivation because they provide fun elements, richer learning experiences and sustain students’ attention to lessons. Digital games help students to better understand subjects taught. The test of the third and fourth hypotheses indicated that male and female business educators’ did not differ significantly in their mean ratings on the extent of utilization of digital games for quality teaching of business education in tertiary institutions in Anambra State. There was also no significant difference in the mean ratings of business educators on the extent of utilization of digital games on the basis of age. Therefore, the null hypothesis of no significant difference is accepted. This agrees with the findings of Noraddin (2015) who stated that gender or age had no influence on teachers’ point of view towards using digital games as a motivational, instructional and collaboration tools with teaching and learning in higher education.
Conclusion
Instructional technology is necessary ingredient for the attainment of business education objectives, but this study found out that some business educators in tertiary institutions lowly utilized this technology for quality teaching of business education, while others moderately utilized it in teaching. Utilization of video conferencing and digital games by business educators is essential for acquiring timely, current and up-to-date information necessary for academic excellence. On the basis of these findings therefore, it could be concluded that the utilization of instructional technology by business educators may help business education students acquire entrepreneurial skills that will help them to be self-sufficient in the competitive world of work.
Recommendations
Based on the findings of this study, the researcher proffers the following recommendations:
- National Union of Universities (NUC) and National Commission for Colleges of Education (NCCE) should organize seminars, workshops and any other in-service courses frequently to familiarize and sensitize teachers with a wide range of instructional technology and their potentials. This could trigger teachers’ creativity and innovation in the use of instructional technology in the teaching and learning process.
- All institutions must scramble different options of online pedagogical approaches and try to use technology more aptly. This will help in creating a collaborative and interactive learning environment where students can give their immediate feedback, ask queries, and learn interestingly.
- Tertiary institutions should endeavor to establish ICT centers and provide necessary facilities like computers, web-connectivity and constant electricity supply in the institutions to enhance students’ access to e-learning facilities.
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