Effect of Computer Aided Learning On Business Education Students’ Performance in Keyboarding in Universities in Ekiti State, Nigeria (Published)
This study investigates the effect of Computer Aided Learning (CAL) on business education students’ performance in keyboarding at universities in Ekiti State, Nigeria. The research specifically aims to compare the performance mean scores of students exposed to CAL versus conventional teaching methods before and after treatment. A quasi-experimental design was utilized, involving pre-test and post-test assessments for both an experimental group (CAL) and a control group (conventional method). The sample comprised 200-level business education students from two randomly selected universities in Ekiti State. The study employed a self-designed Keyboarding Performance Test, which included sections for bio-data, objective items, and a speed and accuracy test. Validity was ensured through expert reviews, and reliability was confirmed with a pilot test yielding a Cronbach’s alpha of 0.82. Data analysis involved descriptive and inferential statistics, with t-tests conducted at a 0.05 significance level. Results indicated no significant difference in mean scores between the groups before treatment (t-cal = 0.203, P = 0.849 > 0.05), confirming homogeneity. However, post-treatment results showed a significant difference (t-cal = 32.002, P = 0.000 < 0.05) favoring the CAL group, with a mean score difference of 21.86. These findings align with existing literature, highlighting the effectiveness of technology-enhanced learning. In conclusion, CAL significantly improves business education students’ performance in keyboarding. It is recommended that universities in Ekiti State invest in ICT facilities and staff training to integrate CAL, fostering a more interactive and effective learning environment. This approach can enhance student performance and better prepare graduates for the modern workforce
Keywords: Business Education, Computer Aided Learning (CAL), Keyboarding, Performance
Information and Communication Technology (ICT) Skills as Correlate of Business Education Lecturers’ Instructional Effectiveness in Colleges of Education in South-South Geo-Political Zone of Nigeria (Published)
This study examined ICT Skills as correlate of business education lecturers’ instructional effectiveness in Colleges of Education in South-South Geo-Political Zone of Nigeria. Six specific purposes, research questions and null hypotheses guided the study. The design chosen for the study was correlational research design. The population of the study comprised one hundred and seventy-three (173) business educators in seven (7) colleges of education in the study area. ICT Skills Test (IST) and the Instructional Effectiveness Questionnaire (IEQ) were used to collect data for the study. The instruments were validated by three experts and tested for reliability using K-R 20 for ICT skills Test (IST) and Cronbach Alpha coefficient for Instructional Effectiveness Questionnaire (IEQ). The result for ICT Skill Test using K-R 20 was 0.97 and that of Instructional Effectiveness Questionnaire, using Cronbach Alpha coefficient was 0.91. Data collected from the respondents were analysed using the Pearson Product Moment Correlation Coefficient (r) to answer the research questions, while the null hypotheses were tested using t-test associated with simple regression. Findings of the research questions revealed that word processing and database management skills have high positive correlation with business education lecturers’ instructional effectiveness. Findings of the research hypotheses indicated the following: There is a significant relationship between word processing skills and business education lecturers’ instructional effectiveness and there is a significant relationship between database management skills and business education lecturers’ instructional effectiveness. The educational implication of the study is that skills are needed to efficiently use at least the elementary functions of ICT in instructional effectiveness. Therefore, it is crucial for institutions operating business education programmes to recognize the importance of ICT skills and provide ample support and resources to their lecturers in order to ensure their instructional effectiveness in the digital era. It was recommended among others that institutions of learning through its ICT unit should offer workshops and seminars to help lecturers stay updated with the latest advancements in ICT skills such as word processing and database management skills.
Keywords: Business Education, Information and Communication Technology, Lecturer, Skills, instructional effectiveness