USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (I.C.

T) IN TEACHING
AND LEARNING BUSINESS EDUCATION IN SECONDARY SCHOOL.

BY

ISHAYA APOLMI

REG NO: 16/7320065

A PROJECT SUBMITTED TO THE SCHOOL OF VOCATIONAL AND TECHNICAL

EDUCATION (S V T E) SCHOOL OF ENGINEERING.

ABUBAKAR TATARI ALI POLYTECHNIC BAUCHI IN PARTIAL FULFILMENT OF

REQUIREMENT FOR AWARD OF NATIONAL CERTIFICATE IN EDUCATION.
N.C.E .BUSINESS EDUCATION.

DECLEARATION
I hereby declaration that this project was written by Ishaya Polmi
16/7320065 it is a record of own research work it has not been present in
any previous application for N C E reference made to published literature
has been acknowledge.

ISHAYAPOLMI Sign/Date

16/730065(Student)

ii

APPROVAL Page
This project entitled the use of information and communication technology
(ICT) in teaching and learning business education in secondary school
Presentation

AYUBA HARUNA ZAMANI Sign/Date

(PROJECT SUPERVISOR)

MAL. AYUBA H. ZAMAN Sign/Dater

(PROJECT CO-ORDINATOR) H.O.D

Sign/Date

H. O.D Sign/Date

iii

DEDICATION
In saber reflection transcend nature of human life; I will like to dedicate this work
to my role model, family members for their diligent work sponsored and crucial
assistance.

iv

ACKNOWLEDGMENT
I heartily express sincere grateful to GOD almighty for the boundaries bestowed
upon me throughout my life endeavor.

I would like to express my profound gratitude and appreciation to my project

supervisor in person of Mal. Ayuba. H. Zaman for his dynamic guidance
correction and adjustment to make this work a prove reality .may God almighty
reward her abundantly.

I am indeed very grateful to the H O D in person of Hajiya Kulu Gambo and

the entire staff of Abubakar Tatari Ali Polytechnic bauchi for their mutual
relationship throughout in the course of my academic, endeavor mentioned must
be made of the splendid encouragement an entireness effort from my parents
Ishaya. K. Kure, mother mis, Sarah Ishaya, my sweet sisters and brothers in the
persons of Sum Ishaya , Jummai Ishaya, Pastor Godwin Ishaya and Ogah Ishaya
thank you all for your encouragement advice and your tremendous support may
the good lord in his mercy reward you all abundantly.

ABSTRACT
 This study evaluates the use of information and communication technology (ICT)
in teaching and learning business education in secondary school. The research
used the questionnaire for the entire sample of the study. The result show that
students interest and attitude can affect the study at compared by the use of
instructional materials. Recommendations were made among.

Vi
 TABLE OF CONTENT

Tile Page I

Declaration ii

Approval Page iii

Acknowledgement IV

Abstract v

Table of Content vii

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study 1

1.2 Statement of the Problem 4

1.3 Purpose of the Study 6

1.4 Research Questions 6

1.5 Hypothesis 7

1.6 Significant of the Study 8

1.7 Operation Definition of Terms 8

CHAPTER TWO

vii

2.1 Review of Related Literature 9

2.2 Technology as aids of teaching and learning 9

2.3 Using Information and Communication Technology

In Secondary School in Nigeria12

2.4 Obstacles to the use of ICT in Secondary School in Nigeria 20

2.5 Prospects of Using ICT in Teaching and Learning in

Secondary Schools 23

1.6 Challenges of ICT Use in Business Education Instruction 24

CHAPTER THREE: RESEARCH MEETHODOLOGY

3.1 Introduction 27

3.2 Design of the study 27

3.3 Population 27

3.4 Sample and Sampling Techniques 27

3.5 Instrument for Data Collection 28

viii

CHAPTER FOUR: DATA ANALYSIS AND INTERPRETATION

4.1 Introduction 33

4.2Response Rate 38

4.3 Reliability of Research Instrument 38

4.4 Demographic Data 38

4.5 Analysis of Research Questions 39

4.6 Hypothesis 40

4.7 Summary of Finding 41

CHAPTER FIVE

5.0 Introduction 40
5.1 Re-statement of the Problem 40

5.2 Summary of Procedure 40

5.3 Major Findings 41

5.4 Implication of the Study 42

5.5 Conclusion 43

5.6 Recommendations 44

5.7 Suggestion for Further Studies 45

5.8 Reference

CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY

At every level of education, information and communication technology is

perceived as a veiled for curriculum enhancement studies. According to
Leeze(2004) have indicate that information and communication technology has
the potential for enhancing students learning. Information and communication
technology in this context refers to technology that is employed in the classroom
for the purpose of student’s instruction, Becke (2006).

It is all about computer based technology including computer hardware,

software, CD-ROM, Video disc player and internet e t e. these forms of technology
provide teacher and students with the vast qualities in an easy accessible, non-
sequential format that can used, a teaching toots . Extolling the importance of
technology in the acting the learning is rapidly becoming one of most important
and widely discussed issue in contemporary education policy. To this extent
developed countries of Europe and America have made legislative provisions on
the impetration use of technology in the instructional process, Anord,
(2006).Consequently there has been a staggering amount of research and
publication related to the technology for education purpose in those advanced
industrialized nation.

Today nearly everyone in those countries gain access to information and

communication technology (ICT) and the purpose of computer for school use in
such countries as in the united state of America has been increasing in such a
placed that is difficult to keep track of how many computer machines are now in
America schools, Chase, (2000). A survey report by Hans,(2001) on the
instructional used of computers in the united state public and private schools
suggest that, over one million computers were in American elementary and
secondary schools and more than fifteen million students use them during 1985.

The report also says that more than half a million teachers used computer
for instructional purpose during the same period and half American secondary
schools owned at least 15 computers each. Considering the fast pace of ICT in the
past 20 years in Europe and America the figures reported to , Meck (2007). Must
have risen astronomically by now according to Thomas, (2003) the story in Britain
in basically the same as that of U.S.A the country has enable to keep such pace as
a result of government funding through that local education authorities and the
education reforms acts of 1988 the compelled the central government to make
budgetary provision education technology . in Africa , concerned effort has been
by many government including Nigeria to initiate internet connectivity and
technology training programmers. Such programmed are expected to link schools
and libraries around the world to improve education enhance cultural
understanding, develop vital skills of creativity, problem solving and independent
thinking which the youth need for survival in the global setting.

Adwa and Iyam (2004) reported on the progress made in Uganda, Senegal
and Nigeria to institutionalized information and communication technology.
Efforts are gradual being made to provide educationally instructions with
computers and encourage I.C.T as integral components of educational process so
as to meet the demands and challenges of globalization. With the new wave of
technology profession constant assessment are needed to find out whether our
secondary schools are have remarkable influence on the world-wide, otherwise
we may be left behind. It is against this background therefore that this research
work is being conducted.

1.2 STATEMENT OF PROBLEM

The emphasis on the computer-bas teaching and learning of business

education in Nigeria secondary schools are more urgent considering the
pervading teachers dominated approached to schooling and teaching the country.
Learning is largely passive and products of the schools have rated low in
creativity, critical thinking and problem solving apparently, because the schools
have failed to develop such skills in them through the integration of digital
technology, the curriculum implementation process.

Business of the importance of information and communication technology to

improve education and ameliorate most of the infectiveness in the schooling
process in Nigeria, it becomes necessary to assess the use of information and
communication technology. By business education teachers in secondary schools,
the study is therefore quid at out the proportion of business education teachers
who used technology for teaching and factors that are related to their student at
least once per week. Technology non-user was defined as a teacher who never or
infrequently uses them the study did not focus on the manner of user of
information and communication technology.

1.3 PURPOSE OF THE STUDY

The purpose of this research study is as follows:

1) Use of information and communication technology (I.C.T) in teaching, learning

business education in junior secondary schools.

2. To highlight the importance and application of information and communication

technology (I.C.T) facilities in teaching business education and other related
subject in secondary schools.

3. To find out the frequency of the use of (I.C.T) facilities in business education as
instructional material in secondary school.

1.4 RESEACRH QUESTIONS

This study was guided by the following question

i. What are the types of information and communication technology equipment

used by business education teachers in junior secondary schools and how
frequently are those equipment used.

Ii. What are the key points that are related to the teachers used of information
and communication Technology?

iii. What are the possible career for ICT major used by business education
teachers in junior secondary schools?

iv. What track is available in the program and what classes do I need to take for
those?

1.5 HYPOHESES
To achieve the purpose of the study the following null hypotheses were for
emulated to guide the study.

HO1: There are no ICT facilities used for the teaching and learning of business
education in the secondary schools.

HO2: Teachers age .gender and years of experience are factors that do not affect
the use of ICT for business education instruction in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

The study will reveal some lapses, if any in the teaching of business in our
secondary schools, it will raise the awareness among staff and stakeholders such
as; Teachers and students etc of the increasing need to adopt to the changing
needs of the society putting in to use the vast resources that the great
improvement in technology is affording every education.

1.7 OPERATION DEFINITION OF TERMS

These are as follows

I. Information

ii. Communication

iii. Technology

iv. Teaching

v. Learning

i. Information- is knowledge about a particular subjects, issue, event or process.

Information is essential to finding your route to university in the morning.

ii. Communication- is a means of sending or receiving information, such as

telephone lines or computers.

iii. Technology- is the collection of techniques, skills methods, and processes used
in the production of goods or services.
iv. Teaching- in education teaching is the concerned sharing of knowledge and
experience or is the occupation profession, or work of teacher

v. Learning- refers to acquisition of knowledge or skills through study experience

or being taught.

CHAPTER FOUR

ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

This chapter dwells on the presentation, analysis and interpretation of the

data collected from the field. The chapter covers response rate analysis reliability,
analysis of demographic data, answers to research question, hypotheses testing
and summary of findings.

4.2 RESPONSE RATE

A Total of 150 copies of the questionnaire was administered, out of this

number, 123 we correctly filled and returned for analysis. This gives a response
rate of 76.9%. the returned questionnaires were then coded into the statistic
package for the social science (SPSS) s0ftware version 23 for analysis .

4.3 RELIABILITY OF RESEARCH INSTRUMENT

Table 4.1 Reliability Analysis

Construct Number of items Crookback alpha

Availability of ITC 6 819
Utilization of ITC 6 884
Usefulness of ITC 6 907
The reliability of the instrument was assessed using the internal consistency
approach by computing crookback alpha. 4.1 revealed that the items for
availability utilization and usefulness of ICT have crookback alpha values of above
0.70 recommended thresholds. Thu, suggesting good internal consistency.

4.4 DEMOGRAPHIC DATA

This section presents a description of the demographic profile of the

respondents in term of their gender

Table 4.2 DISTRIBUTIONS OF RESPONDENTS BY GENDER

Frequency Percent Valid Cumulative

percent percent
Male 52 42.3 42.3 42.3
Valid female 71 57.7 57.7 100.0
 Total 123 100.0 100.0
Table 4.2 revealed that 52 (42.3%) of the respondents are male while 71(57.7%)
are female. Thus must of the respondents are female by gender.

4.3 Distribution of respondents by age (in year)

Frequency Percent Valid percent CP

Less than 18 98 79.7 79.7 79.7
years
18-25 years 12 9.8 9.8 89.4
Valid 26-35 10 8.1 8.1 97.6
years
36 years and 3 2.4 2.4 100.0
above
Total 123 100.0 100.0
In terms of the age group of the respondents, table4.3 indicate that
98(79.7%) are less than 18 years old; 12 (9.8%) are between 18-25 years; 10(8.1%)
are between 26-35 years while 3(2.4%) are 36 years band above. Thus, most of
the respondents are less than 18 years reflecting the high number of students.

Table 4.4 Distribution of Respondents by Occupation

frequency Percent Valid percent Cumulative

percent
Students 101 82.1 82.1 82.1
Valid Teacher 22 17.9 17.9 100.0
Total 123 100.0

Table 4.4 revealed that 101(82.1%) for the respondents are students while
22(17.9%) are teachers.

4.5 Analysis of Research Questions

Research question 1:

What availability for teaching and learning of business studies in secondary

school?
Table 4.5 Availability of ICT Research for Teaching and learning of business
studies.

RESPONSE OF THE RESPONDENTS

S/ A % DA % TOTAL
N
1 The teacher have access to 70 86.1% 53 65.19% 123
digital library
2 The school have ICT 40 49.2% 83 102.9% 123
laboratory for business
studies
3 The school have enough 50 61.5% 73 89.79% 123
ICT support persons
4 Students do not have 60 73.8% 63 77.4% 123
access to digital library
5 Students don’t have 90 110.7% 33 40.5% 123
personal computer
6 The teachers don’t have 95 116.8% 28 34.4% 123
multimedia to projector
valid NO(list wise)
As indicated in table above 70 number of people agreed that the availability
for and learning of business studies in secondary school while 53 Disagreed.

Research Question 2:

What are important of application of information and commutations

technology facilities in teaching and learning business subjects in secondary
school?

RESPONSE OF THE RESPONDENTS

S/ A % DS % TOTAL
N
1 Through ICT images can easily 80 98.4% 43 52.8 123
used in teaching business
subject there by improve
retentive memory of students
 2 Through ICT facilities teachers 40 49.2% 83 102.9% 123
can easily explain complex
instruction and ensure
students comprehension
3 Teachers can create 50 61.5% 73 89.79% 123
interactive classes and make
the lesson more enjoyable
through the use of ICT
facilities
4 ICT facilities can lead to 60 73.8% 63 77.4% 123
improved students learning
and be its teaching methods
5 Improved internet service will 90 110.7% 33 40.5% 123
enhance teacher students
interaction and make teaching
more flexible
6 The students have facilities to 95 116.8% 28 34.4% 123
video tape
In table 4.6 above it revealed that 80 numbers of people agreed that
utilization of ICT facilities by students and teachers for teaching and learning of
business while 43 disagreed.

Research Questions 3:

How frequencies do you make ICT facilities in teaching and learning

business subject?

Table 4.7 Students and teachers perception on the usefulness of ICT

Response of the respondents

S/N A % DA % TOTAL
1 ICT facilities such as visualize 80 98.4% 43 52.8% 123
document camera and students
response system are used in
teaching and learning on daily
basis
2 Projector and interactive while 40 49.2% 83 102.9% 123
 board are used in teaching
business subject on daily basis
3 E-library is accessible to students
for their independent
4 Interactive white board projector, 50 61.5% 73 89.79% 123
students response system are in
teaching and learning but one in a
while
5 Teachers and students have to 90 110.7% 33 40.5% 123
free internet service which
enhance teaching and learning
process of business subjects
As indicated in the table above it was agreed by 90 people that ICT
facilitated in teaching and learning business subjects while 40 people disagreed.

4.6 Hypothesis Testing

This sub-section presents the test the hypothesis of the study based on t-
test analysis carried out using SPSS

Hypothesis one

There is a significant difference in the opinion of business studies teachers

and students on the availability of information and communication technology
resources for teaching and learning of business studies in secondary schools.

Table 4.8 Group statistics (availability of ICT facilities)

occupation N MEAN Std Deviation Std error

mean
Availability of ICT 101 11.1020 4.51105 44887
Student
22 11.1731 3.74012 79740
From table 4.8 it can be seen that teachers with a mean of 11.1731 performed
better than students with a mean of 11.1020 the mean difference between the
responses of teachers and students was 0.0711 thus, there seems to be no
significant differences in the opinion of business studies teachers and students on
the availability of information and communication technology resources for
teaching and learning of business studies in secondary schools.

Table 4.9: independent sample test (Availability of ICT)

Facilities Levene’s test for equality of t-test for equality

variance of means
T Means Std
DFF Error
Equal Sig(2 DFF
variance DFF
availabilit 058 810
y assumed 069 121 945 -07111 1.03216
of ICT
Equal
variance -078 35.66 938 -07111 91505
not
assumed

Table 4.9 shows the levene’s test and t-test for equality of means the levene’s
test for equality of variance presented in table 4.9 reveal an F=058, P=810 since
p>0.05, the equal variance assumption is accepted and the top line value are used
in testing hypothesis 1 based on the test statistics shown in table 4.9, where t=-
069 with 121 degree of freedom and a probability of 0.945(i.e.t) (121)=- 0.69>
0.05, the null hypothesis which state that there is no significant differences in the
opinion of business studies teachers and students on the availability of
information and communication technology resources for teaching and learning
of business studies in secondary schools is accepted.

Therefore it can be concluded that there is no significant difference in the

opinion of business studies teachers and students on the availability of
information and communication technology resources for teaching and learning
of business studies in secondary schools.

Hypothesis Two
 There is no significant difference in the opinion of business studies teachers
and students on the utilization of information and communication technology
facilities for teaching business studies in secondary schools.

Table 4.10 Group statistic (utilization of ICT facilities)

Occupation N Mean Std Deviation Std error

mean
Utilization of ICT 101 11.04055 5.15755 .51320
teacher 22 8.6818 1.46015 .31130
From table 4.10 it can be seen that students with a mean of 11.04055 performed
better than teachers with a mean of 8.6818. the mean difference between the
response of teachers and students was 2.3587 thus, there seems to be a
significant difference in the opinion of business studies teachers and students on
the utilization of information and communication technology facilities for
teaching business studies in secondary schools.

Table 4.11 Independent sample test (utilization of ICT facilities)

Levene’s test for t-test for equality of means

equality of
variance
Equal F Sig T DF Sig(2- Mean Std
variance tailed) DFF difference
utilization 10.118 002 2120 121 036 2.55873 1.11239
assumed
of ICT 3.930 113.776 000 2.3573 60023
equal
variance
not
assumed
Table 4.11 shows the lev3n3’s test and t-test for equality of means. The levene’s
test for equality of variance presented in table 4.11 reveals an F=10.118, P=002.
Since P<0.05, the equal variance not assumed is accepted and the bottom line
values are used in testing hypothesis 2 based on the test statistics shown in table
4.11 where t=3.930 with 113.776 degree of freedom and a probability of
0.000(i.e. t(113.776)=3.930, <0.05, the null hypothesis which state business
teachers and students on the utilization of information and communication
technology facilities for teaching business studies in secondary schools rejected
therefore , it can be concluded that there is a significant difference in the opinion
of business studies teachers and students on the utilization of information and
communication technology facilities for teaching business studies in secondary
schools.

Hypothesis Three

There is no significant difference between studies teachers and business

students’ perception on the usefulness of ICT in the teaching and learning of
business studies.

Table 4.12 Group statistics (usefulness of ICT)

Occupation N Mean Std Std error

deviation mean
Usefulness of ICT 101 24.8512 5.11523 50898
students teacher 22 26.7273 2.78058 59282
From table 4.12, it can be seen that teachers with a mean of 26.7273 performed
better than students with a mean of 24.8512. the mean difference between the
response of teachers and students was 1.8761 thus, there seems to be a
significant difference in the opinion of business studies teachers and students on
the usefulness of ICT in the teaching and learning of business studies.

Table 4.13: shows independent sample test (usefulness of ICT )

Levene’s test for

equality of
variance
Equal variance F Sig T DF Sig(2- Mean Std error
usefulness tailed) difference difference
assumed of
ICT equal
variance not
 assumed
9.676 002 -1.664 121 099 -1.87612 1.12753

-2.401 56.881 020 -1.87612 .78135

Table 4.13: shows the levene’s test and t-test equality of the mean. The
levene’s test for frequency of variance presented in table 4.13 reveals an F=9.676,
P= 002. Since P<0.05, the equal variance not assumed is accepted and the bottom
line values are used in testing hypothesis 3. Base on the test statics’ shows in
table 4.13, where t=-2.40 with 56.881 degree of freedom and a probability of 020
(i.e.t(56.881)=-2.401, p<0.05, the null hypothesis which states that the is no
significant difference between business studies teachers and business students
perception on the usefulness of ICT in the teaching and learning of business
studies is rejected. Therefore it can be concluded that there is a significant
difference between business studies teachers and business students’ perception
on the usefulness of ICT in the teaching and learning business studies.

4.7 Summary of Findings

It was found that ICT facilities such as digital library, ICT laboratory
multimedia and data projectors as well as ICT support personnel are not available
in the schools. And the result of the t-test analysis further indicate that there is no
significant difference in the opinion of business studies teachers and students on
the availability of information and communication technology resource for
teaching and learning of business studies in secondary schools.

The study also revealed that ICT facilities such as through ICT images can
easily used in teaching and learning business subjects thereby improved the
retentive memory students, through ICT facilities, teachers can easily explain
complex instructions and ensure students comprehensive; teachers can aerate
interactive classes and make lesson more enjoyable through the use of ICT
facilities.

ICT facilities such as visualize/ document camera and students response

system are use in teaching and learning a daily basis, projectors and interactive
while board are used in teaching and learning business subjects on daily basis E-
library is accessible to students for their independent study and assignments.