Volume 2
REFOCUSING TVET INSTRUCTIONAL DELIVERY IN NIGERIAN SCHOOLS IN THE DIGITAL ERA
Professor Simon M. Yalams
Callistus Ikechukwu Agboh (Ph.D)
Abstract
This study was designed to examine the application of ICT devices and accounting software
packages in Nigerian Tertiary Institutions for teaching and learning accounting education. The
study adopted survey research design. Three research questions and three hypotheses were
crafted to guide the study. The population for the study consists of 63 lecturers and 225 final
year students of Accounting and Accounts related courses, selected from the seven public
Colleges of Education in South Eastern Nigeria. Data generated were analyzed using mean
and standard deviation to answer the three research questions while t-test statistical technique
was employed to test the null hypotheses. The result reveals that application of ICT devices
and accounting software packages in teaching and learning accounting education would help
the graduates fulfill their responsibility creditably in the labour market as well as add value to
modern business environment. The study therefore recommends that the National University
Commission (NUC), National Commission for Colleges of Education (NCCE) and the National
Board for Technical Education (NBTE) should ensure adequate supply and use of modern ICT
devices and accounting software learning resources in teaching and learning accounting
education; also compulsorily integrate practical courses on application of ICT devices and
accounting software packages in Nigeria tertiary institutions accounting curriculum.
Keywords: Accounting, Accounting Education, ICT Devices, Accounting Software Packages
Dr. I. C. Ezeabii & Prof. E. E. Agomuo
Abstract
This study identified the challenges to utilization of information and communication technology
(ICT) in the teaching of business education in public universities in South East States of
Nigeria. Survey research design was adopted. Two research questions were answered and two
null hypotheses tested at .05 level of significance guided the study. The population for the study
was 47 business educators in six public universities offering business education programme in
South East states of Nigeria. The entire population for the study was used due to the
manageable size. Therefore there was no sampling. Structured questionnaire comprising a
total of 20 items was the instrument for data collection. The reliability of the instrument was
determined using Cronbach Alpha coefficient method. A coefficient of .79 was obtained. It was
found out that non availability of Information and Communication Technology (ICT) facilities
pose challenges to utilization of ICT in teaching business education courses. Other challenges
to utilization of the ICT facilities by lecturers include: non-possession of some ICT skills,
frequent power failure, etc. Recommendations made among others include that: the Federal
and State government should make every effort to provide public universities with ICT
facilities; they should sponsor the production of ICT software bearing in mind the Nigerian
culture for relatedness and effectiveness; lecturers should be trained and retrained on
information and communication technologies
Okoye, I. Hyacinth, Ifejika Lynda
Abstract
In this digital era, teaching and learning require modern approaches to ensure effective
delivery of instruction aimed at achieving desired learning outcome. Blended learning models
lend them'lves to unavoidable u' in order to bridge the gap between the traditional
approaches and the ever-expanding digitization trend in education. TVET which requires 21st
century infrastructure and millennium curricular for its practical-oriented programmes, has a
lot to benefit from blended learning models, provided they are well developed and supported.
This paper explained the concepts of TVET, blended learning, digital era and effective
instructional delivery. Therefore, it went on to critically examine the place of blended learning
in effective instructional delivery; blended learning models and TVET in the digital era; and
the challenges of blended learning. It concluded that TVET, acknowledged universally as
antidote to unemployment and social vices, should now adopt blended learning models for
better outcomes. It finally highlighted the ways forward as: providing needed infrastructure,
re-training and re-orientation of teachers and students, and review of TVET policies to meet
the best international standards and practices.
Keywords: TVET, blended learning, digital, effective instruction, challenges
Daniel Munachiso Eze & Dr. Sylvester Nwigwe Ogbueghu
Abstract
It is widely believed that Nigeria's problem is not that of plan and policy formulation but that
of implementation. Thus, since 1988, several policies have been formulated on information and
communication technologies (ICTs) especially with regards to our school system. However,
there have been little or no efforts towards their actual implementation. Consequently, in a bid
to aid their implementation, this paper focused on teachers' perception on the use of ICT for
instructional delivery of Economics in Igbo-Etiti Local Government Area of Enugu State. To
be able to carry out this study five research questions were posed and all the sixteen public
secondary schools is chosen for the study. A total of thirty-two teachers and 210 students
randomly selected from 16 public schools responded to the questionnaire used for the study.
Analysis of data collected from the respondents indicated that Economics teachers are already
optimistically waiting for the adoption and utilization of ICTs for instruction in schools, which
is in line with the results of previous studies that Nigerian teachers have positive attitude
towards the use of computer on instruction. There are also indications that significant benefits
will accrue to the stakeholders in education from the advocated integration of ICTs in
instruction in Economics especially if some barriers are effectively tacked.
Keywords: Economics teachers, perception, benefits, ICT, attitudes, utilization and
integration.
SUSTAINABLE FINANCING OF TVET PROGRAMMES FOR EMPLOYABILITY OF GRADUATES IN NIGERIA
Joseph Chukwugboriwe Ezemma (Ph.D)
Abstract
Sustainable financing of TVET programmes for employability of graduates is an issue that should
not be overlooked and then this paper 'Sustainable financing of TVET programmes for
employability of graduates in Nigeria. Two research questions guided the study. The study used
descriptive survey design. The instrument for the study was structured questionnaire designed by
the researcher. The questionnaire was administered personally by the researcher with the help of
one research assistant. A total of 120 copies of the questionnaire administered were returned and
analyzed for the study. The study found that non sponsorship of staff for workshops and inadequate
facilities for training of students were challenges to TVET programmes financing. It was also
found that enterprise levy grants, scholarship and marketing of Technical and Vocational
Education manpower through consultancy services as well as operating hiring and rental services
of school facilities were acceptable for sustainable financing strategies for TVET programmes for
employability of graduates.
Keywords: Sustainable Financing; TVET Programmes; Employability of Graduates.
E-LEARNING AND DISTANCE LEARNING IN TEACHING AND LEARNING OF HOME ECONOMICS PROGRAMMES
Ogbonna, Kemi Priscillia, Abiamuwe, Ngozi Obukwor, Udeagha Scholastica
Abstract
Social and economic dynamism in the society today suggest the increasing need for e-learning and
distance learning. E-learning programs, as the name implies, incorporate electronic or
instructional technology while distance learning may require textbooks, e-learning programs
typically function fully online. This study reviewed information from Internet sources, textbooks,
journals and conference papers and identified some benefits of e-learning and distance education
in teaching and learning of Home Economics Education to include assisting teachers in the
preparation of teaching materials and demonstration of practical classes to learners; providing
relevant information needed for research and acting as an aid to teaching. Among the challenges
of e-learning and distance education in Home Economics Education are inadequate software for
teaching and learning and attitude of school management towards procurement and installation
of technological devices. It was deduced that the strategies for integrating e-learning and distance
education in Home Economics courses included ICT training for Home Economics teachers;
provision of adequate ICT facilities and software for teaching of Home Economics courses and
curriculum review in Home Economics to embed e-learning.
Keywords: E-learning, Distant Learning, Home Economics, Education
Chukwu, Daniel U., Ojo, Samson A. & Emmanuel C. Osinem
Abstract
This study identified aspects of collaborative learning model (CLM) for developing 21st century
skills in Building Technology students for efficiency of practice after graduation. Two research
questions and one hypothesis guided the study. The study adopted survey research design. The
population for the study was 22 comprising of 15 lecturers and 7 instructors in the three tertiary
institutions offering building technology courses in Enugu State. No sampling was done as the
population was of a manageable size. A structured questionnaire of 31 items was used to elicit
information from the respondents on four-point rating scale. The internal consistency of the
instrument was computed using Cronbach Alpha reliability formula and it yielded a value of 0.86.
The research questions were answered using mean and standard deviation while the null
hypothesis was tested using t-test at 0.05 level of significance. The study revealed that Lecturers
and Instructors utilize aspects of CLM and are aware of 21st century skills but are not mindful of
developing these skills. Also, most 21st century skills needed by building technology trainees can
be developed using CLM. The study recommended among others that assessment should more than
ever focus on development and mastery of 21st century skills for functionality in the changing
world of work.
Keywords: collaborative learning, collaborative intelligence, collaborative learning model,
instructional delivery practices
UTILIZATION OF SOCIAL MEDIA FOR INCLUSIVE QUALITY INSTRUCTIONAL DELIVERY OF TVET IN NIGERIA
Oyinlana, Gbenga Olawale, Chijioke, Jonathan Olelewe (Ph.D)
Abstract
This study determined utilization of social media for enhancing inclusive quality instructional
delivery of Technical and Vocational Education and Training (TVET) in Nigeria. To achieve this,
emerging social media technologies for instructional delivery and social networking platforms for
inclusive teaching and learning were examined. Diffusion of innovation theory was used to justify
the adoption of social media as a veritable tool to supplement and blend traditional teaching and
learning environment. A descriptive survey research was adopted and the population for the study
was 3,970. Purposive sampling technique was used to select 400 respondents from four tertiary
institutions that offer TVET programmes in Ekiti State, Nigeria. A structured questionnaire tagged
'SMEQID' with reliability index of .77 was used for data collection. Two research questions were
answered using mean and two null hypotheses were tested using t-test at 0.05 level of significance.
The result of the study revealed that educational social media sites, micro-blogging sites, media
publishing tools, media collaboration tools, photo/document sharing sites, video sharing sites and
virtual world media that can enhance inclusive quality instructional delivery of TVET in Nigeria
were not utilized. The study recommended early adoption of educational technologies embedded
in social media that supplement teaching and learning experiences beyond classroom environment
as well as online programmes where students can freely interact and collaborate on emerging
issues in TVET for inclusive quality instructional delivery.
Keywords: Utilization, Social Media, Quality, Instructional Delivery, TVET.
APPLICATION OF MOBILE LEARNING AS A DELIVERY TECHNIQUE IN BUSINESS EDUCATION
Odokoro Gloria Chinagorom
Abstract
Mobile learning is an aspect of information and communication technology that is based on
wireless technologies and computing. This paper deals on application of mobile learning as a
delivery technique in Business Education in Nigeria. It is an attempt to provide business educators
with an overview of mobile learning with a view to underscoring the need for its application as a
delivery technique in Business Education programmes. The phenomenon of mobile learning is
examined to reveal its importance to Business educators and learners. To provide a better focus,
the paper reviewed the benefits of m-learning to include learning on the go; provision of
alternative learning environment such as blended learning; improvement of personalize learning
among others. The paper also discussed the challenges of m-learning to include limited storage
capacity of mobile devices, unethical use of mobile devices and devices not suitable for teaching
all business education subjects such as shorthand, typewriting and account. Certain strategies for
integrating m-learning in instructional delivery of business education reviewed included
professional development aimed at updating business educators' knowledge, adaptation of change
in lesson delivery and development of flexible policies in schools.
Keywords: Mobile Learning, Delivery Technique, Mobile Devices, Business Education
EFFECTS OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS' RETENTION IN BASIC ELECTRICITY
Okorieocha Christopher Ndudi, (Ph.D), Okparaeke, Gregory Madu (Ph.D), Ilojeme Emmanuel Emeka (Ph.D)
Abstract
The study investigated the effect of Information and Communication Technology (ICT) on
students' retention in Basic Electricity in technical colleges in Rivers State. The retention of
students' taught with ICT was compared with that of those taught with the Conventional Teaching
Method (CTM). Three research questions guided the study while three hypotheses were tested for
the study at .05 level of significance. A quasi experimental design, specifically, the non-randomized
control group design involving four intact classes were used. The population was 212 vocational
II Electrical Installation Works Department students from two technical colleges in the state.
These students in their intact classes were assigned either to experimental group (ICT) or control
group (CTM). Basic Electricity Retention Test (BERT) instrument was developed, validated and
used for data collection. Reliability of the BERT was 0.89. Mean and standard deviations were
used to answer the research questions while ANCOVA was used to test the null hypotheses.
Findings of the study revealed that ICT has significant effect on students' retention in Basic
Electricity as gender was found to be a significant factor in students' retention. It was
recommended that Basic Electricity teachers should employ the use of ICT facilities in teaching,
ministry of education at all levels including examination bodies like NABTEB, WAEC and NECO
should organize workshops, seminars and conferences as to train and encourage teachers on the
use of this innovative teaching technique.
UTILIZATION OF E-LEARNING IN ACHIEVING DISTANCE EDUCATION IN NIGERIA
Abulokwe, A. C., Poripo Jacob & Charles Ben Eteh
Abstract
E-learning presents an entirely new learning environment for students, thus requiring a different
skill set to be successful through critical thinking, research, and evaluation skills growing in
importance as students have increasing volumes of information from a variety of sources.
Therefore, this paper focuses on theutilization of e-learning facilities in achieving distance
education in Nigeria. The paper further reviewed theconcept of utilization of e-learning facilities,
concept and history of e-learning; concepts and history of distance education; advantages of elearning
to distance education; e-learning facilities as well asthe impact of e-learning in distance
educationand human development in Nigeria. Based on this premise, it was recommended that
there should be need to establish distance education centres in all universities in Nigeria and
collaboration with persons for the development of courseware for the growth of the program. In
addition, proper orientation should also be given to students on how to use these devices to
promote learning.
Key words: E-learning, Distance Education, and E-learning Facilities
ACCOUNTING STUDENTS' PERCEPTION AND EXPERIENCE ON BLENDED LEARNING
Odo, Samuel N.
Abstract
This study examines the students' perception and experience on blended learning within the
accounting discipline in Institute of Management and Technology, Enugu. The study adopted
survey design using questionnaire to elicit relevant information from the target audience. The
population for the study comprised of all the 253 part time accounting students of Institute of
Management and Technology (IMT) Enugu, Nigeria and the researcher sampled all the 48 of the
students that have completed the financial accounting courses in 2017 via blended learning. Using
students who were enrolled in financial accounting courses via blended learning over a two year
period, the results of this study show that the students faced difficulty in grasping a deep
understanding on the knowledge, both theoretical and technical knowledge. Despite enrolling
themselves in a blended learning program, they still perceived and preferred the conventional
learning. The results of this study provide indication that for accounting students to perform well,
there is the need for them to be independent when using blended learning. The findings in the study
provide some understanding on the implementation of blended learning within the accounting
discipline in the education institution.
Keywords: Accounting, blended learning, students performance, perception, experience.
Aderoju, John Aderogba
Abstract
The study was poised to examine the perception of graduating students on integration of
Information and Communication Technology (ICT) in assessment of Accounting Education
courses in Federal College of Education (Technical) Akoka, Lagos State. In an attempt to achieve
the purpose of this study, three research questions and one hypothesis were formulated for the
study. Survey research design was adopted for the study. The population covered all the one
hundred and seventy nine (179) graduating students of Federal College of Education (technical)
Akoka from which one hundred (100) graduating students were sampled through simple random
sampling technique. Structured questionnaire was used to elicit information from the sample
during school hours. All the data collected were analyzed using simple percentage for analyzing
the demographic data, while mean and standard deviation were used to analyze the items that
answered the research questions. A t-test statistic was used to test the hypothesis at 0.05 level of
significance. The study found that computer system, printer, internet service and social media were
utilized to do assignment, class work, and practical examination and submission of term papers
and project by the graduating students in accounting department. Based on the findings, the study
recommended continuous training for both lecturers and students on how to utilize 1CT resources
to enhance the process of students' learning experience in tertiary institutions.
A REVIEW OF CONNECTIVISM THEORY AS A BENCHMARK FOR 21ST CENTURY TEACHERS AND STUDENTS
Muhammad Adamu Jebba (Ph.D) and Nathaniel N. Umaru
Abstract
The paper highlights the features of “Learning Theory for the Digital Age”. Commonly referred
to as connectivism theory, it is a theory developed to meet up with the requirements of the 21st
century teaching- learning environment. The paper discussed the principles of the theory vis-à-vis
its implication for the 21st century teachers in teaching 21st century students. The paper also
discussed the unique characteristics of the 21st century teachers and student and indicated that the
connectivism theory could reflect the type of learning that occurs in digital age in order to meet
the needs of today's students. The paper therefore, affirms that the connectivism theory allows
instructors to step back from controlling course content, bypass textbooks and traditional lecture
presentations and bring learners to the forefront in locating, presenting and making sense of
relevant knowledge. Consequently, the paper stressed that if the connectivism learning theory is
properly applied, it would significantly improve the teaching and learning process through the
revision of educational perspectives to generate a greater shift to learner-centered education.
Conclusively, it was recommended that the school authorities should create teaching-learning
environment that are digital friendly while the teachers should be given opportunity for in-service
training on current digital technology to enhance their capacity in producing digital oriented
students.
Keywords: Connectivism, Learning theories, Digital age, 21st century teachers, 21st century
students.
Nungse, N. I. & Dung, C. J.
Abstract
Insurgencies in some northern part of Nigeria made a lot of families who survived the scenario to
flee to IDPs for the security of their life, food, clothing and shelter. As such the paper discussed
mobile learning in TVET as recommended for the IDPs since their right to education has been
denied. In this piece of work, mobile learning is defined as learning with relevant and converging
mobile technologies such as cell phones, Personal Computers, Tablets, palm tops and videos while
on the move. The paper also discussed the rational for advocating Mobile learning and TVET in
IDP camps and the relationship between mobile learning and TVET. Some of the challenges in the
implementation of TVET at the IDP camp include poor ICT infrastructures, high cost, technical
and content issues among others. Varieties of APPs were recommended for the mobile learning to
include Claro, Appulse, Impatica, Andrenna mobile, Black board mobile, Goknow mobile learning
environment, KMxMobile and many others. Basically mobile learning content TVET areas
designed for the IDPs included different skills in automobile craft, building construction,
carpentry and joinery, electrical electronics, metal work and GSM repairs. It was however
recommended that poor ICT infrastructures, appropriateness of contents and battery issues be
addressed before the implementation of the programme at the IDP camps in Northern Nigeria.
Keywords: Mobile-learning APPs, Mobile learning, IDPs, TVET
Abanyam, Friday Ekahe, Hannatu J. Garba, Ibelegbu, Ngozi Anthonia
Abstract
The major purpose of this study was to determine the influence of learning analytics as a tool for
closing the assessment loop in business education programme in universities in Edo state, Nigeria.
The study adopted descriptive survey research design and was carried out in the universities in
Edo State, Nigeria. The population for the study was 17 Business Education lecturers and 257
final year students of Business Education in Ambrose Alli University, Igbenedion University, and
University of Benin. A structured 48 items questionnaire was used for data collection. The
questionnaire was face-validated by three experts and was structured on a four-point scale of
strongly agree, agree, disagree, and strongly disagree with values of 4, 3, 2, and 1 respectively.
The internal consistency of the items of the questionnaire was ascertained through Cronbach
Alpha technique which yielded a coefficient of 0.88 considered high enough for the study. The data
collected were analyzed using mean ( ) and standard deviation to answer the research questions
and t-test statistics to test the hypotheses. The study concluded that the adoption of learning
analytics has the significance of closing the assessment loop in business education programme in
universities. It was recommended amongst others that Business Education programme at all level
of higher education should utilize learning analytics to close the assessment loop in business
education programme.
Key words: Learning Analytics; Assessment Loop; Business Education Programme
Ehujuo Anthony Ifeanyi, Ugwu Eunice Ifenyinwa & Obichili Obioma Irene
Abstract
The study focused on the perception of Home Economics teachers towards ICT utilization in
teaching and learning of Home Economics in Urban Secondary Schools, Nsukka, Enugu State.
Specifically, the study aimed at finding out the extent to which Home Economics teachers make
use of ICT in teaching and learning of Home Economics in Urban Secondary Schools, Nsukka,
Enugu State, and the challenges facing Home Economics teachers in ICT utilization in teaching
and learning of Home Economics in Urban Secondary Schools, Nsukka, Enugu State. Two
research questions guided the study. The population for the study was 25 Home Economics
teachers from Urban Secondary Schools, Nsukka. Questionnaire was used for data collection,
consisting of 22 items used to elicit responses from the respondents. Data collected were analyzed
using mean and standard deviation. The findings revealed that Home Economics teachers in Urban
Secondary Schools, Nsukka do not make use of ICT in teaching and learning; it was also revealed
that there are challenges facing Home Economics teachers in the utilization of ICT in teaching and
learning, which includes: lack of ICT facilities, and among others. Recommendations were made
to remedy the situation which includes: Federal Ministry of Mines and Power should work towards
stabilizing electricity supply in Nigeria and among others.
Key words: Perception, Home Economics, Home Economics Teachers, Teaching and Learning,
ICT, Utilization
Osadebe Ngozi E. (PhD), Ali Adizetu A. (PhD),Ukwoma, Scholastica C. (PhD), Ewa, Beatrice O. (PGDLIS), Ezugwu Cletus O. (MLS)
Abstract
The aim of this study is to examine the impact of online resource training on post graduate students
of Technical and Vocational Education and Training (TVET). The research was guided by four
research questions. The population of the study consists of 24 postgraduate students of Technical
and Vocational Education and Training that attended the 2014/2015 academic session training on
online resources held at Nnamdi Azikiwe Library, University of Nigeria, Nsukka. The result
showed that the students were exposed to online resources such as Hinari, OARE, AGORA,
Ebscohost during the training. The students were of the opinion that library online resource
training is very important, has really helped their academic progress and is worth doing
frequently. The training has made tremendous impact on the research activities of the students.
Despite the impacts it has made the students noted that, there are some challenges affecting the
training which includes constant power outage and inadequate infrastructures amongst others.
The paper concluded that e-resource training is important for postgraduate students as it equips
them with the skill to do online research work and improve their academic activities.
Dr.Ji moh Bakare, Dr. G.K.O Okereke & Obe Pauline Ijeoma
Abstract
This paper determined the e-teaching competencies for capacity building needs of lecturers for
effective delivery of technical education programmes in the universities in south eastern Nigeria.
Three research questions guided the study. The study made use of survey research design. It was
carried out in southeast states of Nigeria. The population for the study was 105 lecturers of
technical education and computer education. A self developed 44-competency item questionnaire
was used for data collection and it was validated by three experts. Cronbach Alpha reliability
method was used to determine the internal consistency of the instrument while the reliability
coefficient of 0.82 was obtained. One hundred and five copies of questionnaire were administered
to the respondents by the researchers while 101 copies of the questionnaire were returned and
analyzed using Mean and Improvement Need Index (INI) to answer the research questions. It was
found out that those lecturers of technical education needed capacity building in the operating
computer, up loading of text on the internet and videoconferencing for e-teaching in universities.
It is therefore recommended that the findings of this study be packaged and used for retraining
lecturers of technical education through seminars, workshops or shot duration courses on eteaching
for effective delivery of technical education courses in universities in Southeastern
Nigeria.
Keywords: Capacity-building, Technical Education Lecturers, e-teaching, Instructional delivery,
Teacher training
TEACHERS' PERCEPTION AND APPLICATION OF MOBILE LEARNING IN PUBLIC SECONDARY SCHOOLS IN NSUKKA URBAN
Omeje Theresa Chinyere, Alfred Olu Faustina & Omeje Benedicta Anene
Abstract
An advancement in information technology calls for a step further in harnessing the relationship
between what and how the students learn in the school and what they face outside school. This
paper examined the teachers' perception and application of mobile learning in public secondary
schools in Nsukka Urban. Descriptive survey research design was adopted. Four research
questions guided the study. A 4 point scale questionnaire was used to obtain information from a
population of 440 teachers in the thirteen public secondary schools in Nsukka Urban. Data was
analyzed using mean scores, percentages and standard deviation. The result showed that teachers
had low awareness on mobile learning. Secondly, the study also revealed lack of mobile learning
devices in public schools and that teachers do not apply mobile learning devices in their teaching
activities due to their negative feeling about mobile learning. It was recommended that programs
related to m-learning should be integrated in the curriculum. It was suggested that further
research can be carried out in other communities and states of the federation, and that studies
should be carried out on how to design learning activities using mobile technologies.
Anyakoha, Chukwunonye Nnanna, Okanazu, Oliver Okechukwu
Abstract
This study explored the application of bended learning approach to teaching entrepreneurship
education in south eastern Nigeria. Specifically, the study aimed at examining the integration of
blended learning approach to the delivery of entrepreneurship education and the skill gaps that
exists mitigating against the optimal implementation of blended learning approach to program
delivery It also highlighted the challenges of implementing the blended learning approach to
program delivery and measures that can be put in place in mitigating these challenges. The area
of study was Anambra State of Nigeria, and the population used for this study were teachers of
entrepreneurship in four government owned tertiary institutions in the state. A total of 390
questionnaires were distributed for this study. Frequency analysis was employed in analyzing the
data and results showed that a low level of information and communication technology (ICT) skills
and also bias towards rote learning methods are a major reason militating against the effective
implementation of blended learning approach to program delivery. The study thus suggested
therefore that sensitization programs on the advantages of blended learning approach to teaching
business education and the adoption more emphasis on the use of ICT in teaching and learning of
entrepreneurship education in tertiary institutions.
Keywords: Blended learning, Entrepreneurship education, Teaching, Innovation.
Amedu, Amos Nnaemeka & Anyaehie, Lotachi Sandra
Abstract
The study assessed factors affecting the adoption of cloud-based pedagogies available in teaching and learning as
well as students' utilization of cloud-based services in the University of Nigeria Nsukka. Using descriptive survey
design, the study made use of a sample of 100 students from 10 faculties in the institution.Instrument for data
collection was questionnaire developed by the researchers. The reliability of the instrument was established using
Crombach Alpha. Percentage, mean and standard were used to analyze the data collected. The result showed that
inadequate power supply, high cost of installation, maintenance technological devices, data security and scarcity
of ICT infrastructure affects the adoption of cloud-based pedagogy. The study also found that cloud-based
pedagogy increases flexibility for teachersin selecting from a wide range of cloud based applications, with a wide
range of learning experiences while reducing the cost involved in hardware and software procurement.
Dr.Ji moh Bakare, Dr. G.K.O Okereke & Obe Pauline Ijeoma
Abstract
This paper determined the e-teaching competencies for capacity building needs of lecturers for
effective delivery of technical education programmes in the universities in south eastern Nigeria.
Three research questions guided the study. The study made use of survey research design. It was
carried out in southeast states of Nigeria. The population for the study was 105 lecturers of
technical education and computer education. A self developed 44-competency item questionnaire
was used for data collection and it was validated by three experts. Cronbach Alpha reliability
method was used to determine the internal consistency of the instrument while the reliability
coefficient of 0.82 was obtained. One hundred and five copies of questionnaire were administered
to the respondents by the researchers while 101 copies of the questionnaire were returned and
analyzed using Mean and Improvement Need Index (INI) to answer the research questions. It was
found out that those lecturers of technical education needed capacity building in the operating
computer, up loading of text on the internet and videoconferencing for e-teaching in universities.
It is therefore recommended that the findings of this study be packaged and used for retraining
lecturers of technical education through seminars, workshops or shot duration courses on eteaching
for effective delivery of technical education courses in universities in Southeastern
Nigeria.
Keywords: Capacity-building, Technical Education Lecturers, e-teaching, Instructional delivery,
Teacher training
Ajuluchi Chika E., Okene, Kogi State & Obi-Okeke, Chioma Adaeze
Abstract
The focus of this study was to determine the instructional multimedia application in teaching and
learning Home Economics Education. Four research questions guided the study. The study
employed a descriptive survey research design. The population for the study was 1,430 which
comprised of all teachers and students in federal tertiary institutions in South-East geopolitical
zone in Nigeria that offer Home Economics Education. Validated questionnaire was used for data
collection. Frequency on extent of multimedia usage and simple percentage were used to analyze
data. Findings revealed that the instructional multimedia devices available in the schools surveyed
include DVD players, external speakers, microphones, television, computers, LCD projectors,
interactive white board, headphones and digital cameras. Findings also indicated that most of the
available multimedia devices are rarely used in teaching. It was also discovered that factors
hindering the effective use of instructional multimedia in teaching included teacher’s lack of
knowledge in use of multimedia device, perception of students on the instructional multimedia,
teachers unwillingness to adopt multimedia device for instructional delivery, inadequate power
supply to use multimedia devices among other. Based on the findings of the study, it was
recommended that there should be provision of adequate instructional multimedia devices in
schools; also, seminars and workshops should be organized for pre-service and in-service teachers
in order to update them on the use of current multimedia devices.
Keywords: Instructional Multimedia, Teaching and Learning, Home Economics, Education
Dem, Isaiah I, Anaele, E. O & Achanson, Christopher R
Abstract
The study was carried out to determine the ICT skill needed by automobile teachers in teaching emerging
technologies in technical colleges in Benue state. Two specific purposes and two research questions were
developed for the study. The study adopted descriptive survey design. The area of study was Benue State of
Nigeria. The population of the study was thirty six automobile subject teachers drawn from the eight
technical colleges and one basic skill centre in Benue state. A 102 questionnaire items was developed for
data collection. Three experts validated the contents of instrument. Cronbach Alpha coefficient reliability
of 0.94 was obtained for the instrument. Mean and standard deviation were used to answer the research
questions while two hypotheses were tested at the 0.05 level of significance. The findings of the study
revealed that automobile teachers teaching in technical colleges in Benue State possessed skills in
maintenance and repairs of motor vehicle based on old system of detecting and rectification of faults
through trial and error process but lack skills in ICT and diagnostic process on emerging technology
vehicles to effectively maintain and repair them. The findings also revealed that automobile teachers in
technical colleges need further training for skill acquisition in modern vehicle especially in operating and
servicing of computerized components and systems. Based on the findings, some recommendations were
made, one of which is that automobile teachers teaching in technical colleges should be trained for skill in
ICT and emerging Technologies so as to be able to teach in technical colleges.
Keywords: Skills, ICTs, Teaching, Technical Education, Automobiles, Emerging technologies