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Digital Technology Skills Required for Teaching and Learning Business Education Courses in Tertiary Institutions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Digital Technology Skills Required for Teaching and Learning Business Education Courses in Tertiary Institutions./
Author:	Nimfel, Timya Nanven.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	14 p.
Notes:	Source: Masters Abstracts International, Volume: 83-02.
Contained By:	Masters Abstracts International83-02.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646572
ISBN:	9798534665178

Digital Technology Skills Required for Teaching and Learning Business Education Courses in Tertiary Institutions.
Nimfel, Timya Nanven.

Digital Technology Skills Required for Teaching and Learning Business Education Courses in Tertiary Institutions. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 14 p.

Source: Masters Abstracts International, Volume: 83-02.

Thesis (M.Ed.)--Kwara State University (Nigeria), 2021.

This item must not be sold to any third party vendors.

The study examined the digital technology skills required for teaching and learning business education courses in tertiary institutions in Plateau State. The descriptive survey design was used. To facilitate the conduct of the study, four specific purposes and four research questions were raised. The study adopted the technological determinism theory and the Roger's diffusion of innovation theory. The population of the study consisted of all lecturers in the Department of business education in tertiary institutions in Plateau state. The number of lecturers was 54. No sampling was done; the entire population was studied. A 42-item questionnaire tagged 'Digital Technology Skills Required for Teaching and Learning Business Education Courses Questionnaire' (DTSRTLBECQ) with 4-point rating scale was the instrument used for data collection. The instrument was validated by three experts. The reliability of the instrument was determined using the Cronbach Coefficient Alpha and the result yielded a reliability coefficient of 0.78. The data collected were analyzed using mean and standard deviation. The null hypotheses were tested using independent t-test at 0.05 level of significance. The findings revealed the digital technology skills required for teaching and learning business education courses to include web-based digital technology skills (mean 3.55; SD 0.63), interactive digital technology skills (mean 3.49; SD 0.71), database digital technology skills (mean 3.63; SD 0.58) and mobile digital technology skills (mean 3.54; SD 0.64). The study further revealed that there was no significant difference between the mean responses of male and female lecturers, lecturers in polytechnics and those in colleges of education and experienced and less experienced lecturers on the digital technology skills required for teaching and learning business education courses in tertiary institutions. It was concluded that a situation where business education students graduate from school without adequate knowledge, skills, attitude and competencies needed for survival in a globalized and digital technology driven economy leaves much to be desired, as the effect of producing half-baked graduates on the economy is better imagined. Based on the findings and conclusion of the study, it was recommended among others that authorities of tertiary institutions should take the issue of teacher development and re-training with all the seriousness it deserves by organizing workshops, seminars, conferences and in-service training.

ISBN: 9798534665178Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Skills required for teaching

Digital Technology Skills Required for Teaching and Learning Business Education Courses in Tertiary Institutions.
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520 $a The study examined the digital technology skills required for teaching and learning business education courses in tertiary institutions in Plateau State. The descriptive survey design was used. To facilitate the conduct of the study, four specific purposes and four research questions were raised. The study adopted the technological determinism theory and the Roger's diffusion of innovation theory. The population of the study consisted of all lecturers in the Department of business education in tertiary institutions in Plateau state. The number of lecturers was 54. No sampling was done; the entire population was studied. A 42-item questionnaire tagged 'Digital Technology Skills Required for Teaching and Learning Business Education Courses Questionnaire' (DTSRTLBECQ) with 4-point rating scale was the instrument used for data collection. The instrument was validated by three experts. The reliability of the instrument was determined using the Cronbach Coefficient Alpha and the result yielded a reliability coefficient of 0.78. The data collected were analyzed using mean and standard deviation. The null hypotheses were tested using independent t-test at 0.05 level of significance. The findings revealed the digital technology skills required for teaching and learning business education courses to include web-based digital technology skills (mean 3.55; SD 0.63), interactive digital technology skills (mean 3.49; SD 0.71), database digital technology skills (mean 3.63; SD 0.58) and mobile digital technology skills (mean 3.54; SD 0.64). The study further revealed that there was no significant difference between the mean responses of male and female lecturers, lecturers in polytechnics and those in colleges of education and experienced and less experienced lecturers on the digital technology skills required for teaching and learning business education courses in tertiary institutions. It was concluded that a situation where business education students graduate from school without adequate knowledge, skills, attitude and competencies needed for survival in a globalized and digital technology driven economy leaves much to be desired, as the effect of producing half-baked graduates on the economy is better imagined. Based on the findings and conclusion of the study, it was recommended among others that authorities of tertiary institutions should take the issue of teacher development and re-training with all the seriousness it deserves by organizing workshops, seminars, conferences and in-service training.
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