TABLE OF CONTENTS
Title Page
Table of Content
Definition of Terms
Abbreviations
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Null Research Hypotheses
1.6 Significance of the Study
1.7 Basic Assumptions of the Study
1.8 Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
2.2 Conceptual Framework
2.3 Business Education and National Economic Empowerment in Perspectives
2.4 Information & Communication Technology (ICT) in Education
2.5 Teachers‘ ICT Skills/Competence
2.6 Education Policy and ICT Initiatives in Nigeria
2.7 Empirical Studies
2.8 Summary of the Reviewed Literature
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
3.1 Research Design
3.2 Population for the Study
3.3 Sample Size and Sampling Procedure
3.4 Instrument for Data Collection
3.4.1 Validity of the Instrument
3.4.2 Pilot Study
3.4.3 Reliability of the Instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1.1 Analysis of Demographic Variables of Respondents
4.1.2 Analysis of Reponses to Research Questions
Research Question One
Research Question Two
Research Question Three
Research Question Four
Research Question Five
Research Question Six
4.1.3 Test of Null Hypotheses
Null Hypothesis One
Null Hypothesis Two
Null Hypothesis Three
Null Hypothesis Four
Null of Hypothesis Five
Null Hypothesis Six
4.3 Summary of Major Findings
4.5 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Limitation of the Study
5.5 Suggestions for Further Study
REFERENCES
APPENDICES
ABSTRACT
The research work investigated the relationship between teachers‘ factors and usage of information and communication technology in teaching business education courses in Nigerian universities. Descriptive survey design was employed in the study. The population for the study was one hundred and sixty three (163) lecturers from seventeen (17) universities offering business education in Nigeria. The purposive technique was adapted to select one hundred and fourty (140) lecturers as sample for the study. Four rating scale structured questionnaire was employed in data collection. The researcher employed face to face method in distributing and retrieving of the questionnaire. One hundred and twenty seven (127) copies of questionnaire representing 91% were properly filled and coded into Statistical Package for Social Science (SPSS) for data analysis and mean scores and for answering research questions at index score of at least 2.5 for agreed. The SPSS was used to run Pearson Product Moment Correlation (PPMC) for the test of the six null hypotheses at significance level of 0.05. The study revealed among others that, availability and accessibility of ICT tools has significant effect on ICT usage in teaching business education courses among universities lecturers in Nigeria. It was recommended among others that universities management should make a commitment by supplying adequate ICT gadgets that will enable lecturers have continuous access to ICTs so that they can effectively integrate its usage for their teaching and research work.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The 21st Century education integrates technique encouraging students in ways not
previously possible, creating new learning and teaching possibilities, enhancing achievements, enhancing child centre education, and extending global interactions by way of access to educational information on a larger scale than hitherto known before. No doubt, Information and Communication Technology in education has been influencing changes in techniques of teaching and learning and business education programme in Nigerian universities should not be an exception because of its focus on acquisition of employable skills (Lucas and Milford, 2009; Eghonghon and Ndama, 2012) for self-reliance and productive living. According to National Policy on Education, (NPE), (Federal Republic of Nigeria, 2004), business education is an aspect of the total education programme offered at the secondary and tertiary education levels in Nigeria to prepare students for careers in business. Thus, its aim is providing adequate general education, career specific and technical education needs at specific levels and in addition prepare youths for work (Lambrecht 2012; Udoye and Ndum, 2013; Okolocha and Onyeneke, 2013). In essence, it is that aspect of education that develops occupational skills that are capable of meeting the changing societal needs for self reliance as well as for socio-economic development.
Business education or studies, as reflected in the National Policy on Eeducation (Federal Republic of Nigeria, (2004), has been geared towards achieving the twin goal of.......
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