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International Journal of Innovative Information Systems & Technology Research 9(1):27-34 Jan.-Mar., 2021

© SEAHI PUBLICATIONS, 2021 www.seahipaj.org ISSN: 2467-8562 New Technologies In Business And Its Significant Roles In Nation Building: Problems And Prospects In Tertiary Institutions In Delta State

1Nwaodume Francisca Nkechi; 2Dickson C. Mogbonyebi & 3Udeh Romanus

1Department of Office Technology and Delta State Polytechnic, Ogwashi-Uku, Delta State, E-mail: [email protected] Tel: 08100221070

2Department of Office Technology and Management Delta State Polytechnic, Ozoro, Delta State, Nigeria Email: [email protected] Tel: 08062370496

3Department of Office Technology and Management Delta State Polytechnic, Ogwashi-uku, Delta State, Nigeria Email: [email protected] Tel: 07061613265 ABSTRACT The study was conducted to examine new technologies in business education and its significant role in nation building: problems and prospects in tertiary institutions in Delta State. Three objectives were adopted, three research questions were formulated and two hypotheses guided the study. The total population of the study was 147 Business Education Lecturers, in Delta State tertiary institutions. The study adopted a census sampling techniques, because the population was of a manageable size. A well- structured questionnaire was used to gather data for the study. Data was analyzed through the mean and standard deviation while T-test was used to test the hypothesis at 0.05 level of significance. The study revealed that the new technology devices used in teaching business education are not adequate. More so, the findings, revealed that new technologies in business education have made great impact in enabling students to be computer literate and inculcate in them good communication skills, office competence and knowledge that enables them operate various computer applications in any working environment on graduation. Finally, the study disclosed that most business educators are not conversant with the use of these new technologies in teaching business education in tertiary institutions. The researcher therefore, recommended that the new technologies should be utilized adequately and that business education studios and laboratories should be well equipped to enhance students learning and skill acquisition. Finally, it is recommended that government should be committed to fund business education programmes in order to actualize the goal of business education. Keywords: Business Education, Education New Technologist, Information Technology, Teaching

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Nwaodume et al….. Int. J. Innovative Info. Systems & Tech. Res. 9 (1):27-34, 2021

INTRODUCTION In this global world, the invention of technology has tremendously reformed the traditional method of teaching into the modern technological approach through the application of information and communication technology (ICT) in the teaching and learning process. The present process of teaching for efficiency, requires the use of new technology such as Computer, Internet, Power point, Electronic white board, Digital library, CD-ROM Package, Telephone, Mobile phone, Teleconference, Audio and Video tape, Classroom management, Software, Slide overhead and Dot projectors, E-Journals, Mp3 Player, Web Based Conferencing collaborative software, Television and Video in order to enhance effective teaching and learning. The application of these new technologies (devices) in the teaching and learning process, would make the students of business education, as well as other fields to understand lessons easily in the learning situation. The integration of ICT into tertiary institutions, organizations, businesses in both private and public enterprises is geared towards building the nation, in terms of economic growth and development. Most institutions in developed countries have websites from which students can take online lectures and participate in educational activities. Omo-Ettu and Okereke (2005) reported that in developed countries, electronic mail, real time text conferencing and online tutorials have been used in the teaching and learning process for many years. Schools use the internet to provide homework, assignments, for students who are stuck at home due to bad weather or sickness. Some schools also allow students to retrieve textbook information, check and complete assignment from their personal computers. Students get 24hours access to classroom assignment, study guides, daily worksheets and gain access to their lecturers through the internet regarding the use of new technologies in teaching and learning in tertiary institutions in Delta State. Business education is designed to provide the students with the basic of management and skilled production through the use of ICT package in teaching. It is also designed for used in teaching business courses, training in subjects such as , Human resource management, , and useful in developing general business knowledge. Osuala, (2009) defined business education as a programme of instruction which consist of two parts, via office education, a programs for office career through initial, refresher and upgrading education leading to employability and advancement in office occupation and General business education, which provides students with information and competencies which are needed in managing personal business affairs and in turn using the services of the business world. This implies that teaching and learning of business education have to be geared towards inculcating values, knowledge, skills acquisition, competencies which are all necessary for social, cultural, economic and technological development for nation building. Zorayada, (2003) noted that the integration of information and communication technology (ICT) in business has revolutionized relationships within organization and individuals through the development in internet and web-based technologies. The role of business education in nation building cannot be under estimated because business education has contributed meaningfully in achieving national development through improving individual creativity, and also improving socio-cultural roles in the society. These have shown that the development of any nation depends largely on the successful performance of business education. Nwaobi 2007, viewed nation building as a process of sustaining total structural transformation and modernization of the socio- economic environment. The impact of business education in nation building has helped to offer job opportunities to citizens and this has helped the citizens to generate incomes and improve their standard of living. It has also helped the government to generate revenue in order to run the country in its administrative operations through the tax collected from different sectors. This directly fosters development, as funds are channeled towards some aspects of development, such as security, infrastructure, among others and also in helping different countries to foster cordial relations through import and export businesses which each other relied on for nation building. In the educational sector, access to information and communication technology has brought a lot of changes in the teaching and learning situation in schools. These new changes encourage distance learning and also achieve a closer collaboration among different institutions and also create a way for a new pedagogue’s approach where there is unparalleled ability to widen the knowledge and disseminate information Nwaosu and Ogokome, 2012 noted that the pace of change which came about as a result of

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Nwaodume et al….. Int. J. Innovative Info. Systems & Tech. Res. 9 (1):27-34, 2021 new technology in business education, had a significant effect on the way people live, work and play worldwide. The emerges of new technologies has provide instant access to vast area of data, improve assimilation and assessment skills, rapid communication in the learning situation and increase access to ICT usage at home, work and in the educational sectors. ICTs in all the developed countries have the potential for increasing access and improving the quality of business education, by facilitating the acquisition and absorption of knowledge to enhance good learning outcome, thereby improving policy formulation and implementation and widening the opportunities for businesses. Sarka and Sade (2003) in Ezeani and Ishaqi (2012) opined that students of business education can have access to lesson presented with software which would in turn stimulates their interest, build and improve their own knowledge, work with peers and expert across the globe. Hawkins (1998) in Ezeani and Ishaqi (2012) sees information as essential for effective means of processing and transmitting teaching learning research and publishing as well as in carrying out class assignment and homework. Furthermore, when ICT are properly utilized effectively in the learning situation it could assist the business education students in accessing information and strengthen the need for increasing digital learning and raise business education quality and standard by assisting the students in the teaching and learning situation, connected to the real life situation in the business world. The use of technology in business education has some teething problems which are associated with how to operate these new technologies in teaching business education. According to Utoware and Knenlkidi (2018), the first person to consider is the teachers, who are also referred to as an instructor. Some teachers find it difficult to adapt to the rapid changes caused by the rapid influx of new technologies globally in the educational sector. Therefore, teachers need to undergo training in order to be acquainted with new skills that would enable them to operate different devises and use them to foster the participation of students in the teaching learning process. It has been observed and acknowledged that the role of business education is to prepare knowledgeable teachers and workers. Secondly, inadequate funding of business education poses a big challenge in the educational sectors, procuring of equipment and facilities are capital intensive, cost of computer hardware, photocopier and other equipment are very high and there is no much commitment on the side of the government. Consequently, students are compelled to pay studio fees to equip the business education laboratories which they found too cumbersome to cope with. Thirdly, inadequate infrastructure is another problem that confronts business education programmes. Some facilities such as computer, overhead projectors among others are not adequately provided. All these constitute great impediment to the operation of business education in various institutions. Statement of the Problem Access to ICT facilities in educational institutions would not only improve learning but would also help teachers to be conversant with the use of various ICT gadgets. The influence of new technologies in business education, which is aimed towards the building of the nation’s economic is a welcome development and should be diversify in different means to grow and develop our nation to the required standard like (USA) and some other countries in the world. Unfortunately, the influx and use of these new technologies in education (business education inclusive), is new and many instructors are here to be acquainted on their various usage. Moreso, the learning facilities (new technologies) are insufficient, while the infrastructures that could engender the effective teaching and learning are not adequately provided. These has hindered effective teaching and learning with the utilization of new technologies. Purpose of the Study The main aim of the study was to examine the application of new technologies in the teaching Business Education courses to students in tertiary institutions towards building the nation. Specifically, the study is: 1) To enumerate new technologies used in teaching business education courses in tertiary institutions for nation building. 2) To examine the impact of new technologies in the teaching and learning of business education in tertiary institutions in Delta State. 3) To ascertain the problems associated with the use of new technologies in the teaching of business education in tertiary institution in Delta State.

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Research Questions The following research questions will guide the study 1) What are the new technologies used in teaching Business Education courses in tertiary institutions for nation building? 2) What are the impacts of these new technologies (ICT) in the teaching and learning of business education in tertiary institutions in Delta State? 3) What are the problems associated with the use of these new technologies in teaching business education in tertiary institutions in Delta States? Hypotheses The following hypotheses were formulated and tested at 0.05 level of significance. 1) There is no significant difference in the mean response of business education lecturers on the use of new technologies in teaching business education courses in tertiary institutions towards nation building. 2) There is no significant difference in the mean responses of business education lecturers on the problems associated with the use of new technologies in teaching business education in tertiary institutions.

METHODOLOGY The study used a descriptive survey design. The population of the study comprises of 147 business education lecturers from the tertiary institutions in Delta state. The study adopted a census sampling techniques because the population was of a manageable size. Three purpose of the study was adopted and three research questions was formulated while 2 hypotheses were used to guide the study. A structured questionnaire was used which contained a total of 32 items meant to elicit information from respondents regarding the questions posed and structured in the pattern of four-point rating scale of Strongly Agreed (4), Agreed (3), Disagree (2) and Strongly Disagreed (1). The instrument was faced and content validated by three experts in business education and measurement evaluation in the faculty of technical and in Delta state. The reliability of the instrument was established using Pearson Product Correlation method. The reliability coefficient of .78 was achieved. Mean and Standard deviation were used to analyze the decision rule which was based under the principle of upper and lower limit of the means thus, 3.50 - 400 Strongly agreed 2.50 - 3.49 Agreed 1.50 - 2.49 Strongly disagreed 1-00 - 1.49 Disagreed When the mean value of an item was 2.50 and above, it was regarded as strongly agreed and below 2.50 was regarded as not agreed. Also t-test was used to test the hypothesis at 0.05 level of significance. The null hypothesis will be accepted if the calculated value is less than the significant level of 0.05 and rejected if the calculated value is equal to or greater than the significant level of 0.05.

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Nwaodume et al….. Int. J. Innovative Info. Systems & Tech. Res. 9 (1):27-34, 2021

RESULTS AND DISCUSSION Research questions one: What are the new technologies used in teaching business education courses in tertiary institution for the nation building? Table 1: Mean responses on the use of new technology in teaching business education courses in tertiary institution in Delta state. S/N The new technologies used in teaching SA A SD D Mean SD Decision Business Education courses: 1 Smart board 97 37 10 3 3.55 0.71 SA 2 Mimeo board 70 63 9 5 3.35 0.75 A 3 Teleconferencing 10 25 3 3 1.69 0.75 D 4 E-book reader 63 72 8 4 3.32 0.70 A 5 Streaming videos 70 60 7 10 3.30 0.70 A 6 Opaque Projector 65 68 8 6 3.31 0.76 A 7 Skillful Keyboard 65 68 8 6 3.31 0.76 SA 8 Emailing and Messaging 52 70 15 10 3.12 0.85 A 9 Internet browsing 104 68 8 6 3.31 0.76 A 10 Using Search engine 8 17 72 50 1.88 0.81 D 11 E-banking 70 63 5 9 3.35 0.75 SA 12 Multimedia Projected 60 75 2 10 3.34 0.77 A 13 Broadcast materials or CD ROMs 60 75 8 4 3.32 0.30 A 14 Microsoft computers with software 97 40 6 4 3.57 0.70 SA applications Cluster mean 2,78 0.75 SA Source: Field Trip, 2021 Table 1: above, showed that all the items are used in teaching business education courses in tertiary institution in Delta State with a cluster mean of 2.78. The items displayed indicate that when these new technologies are used in the teaching and learning process, it would enhance the students understanding and improve their performance in learning which would in turn promote good learning outcome. Research Question Two: What are the impacts of these new technologies in the teaching and learning of business education in tertiary institutions? Table 2: Mean response on the impact of new technology in the teaching and learning of business education in tertiary institutions

15 Ability to boot up and shut down the computer 98 39 6 3 3.57 0.70 SA 16 Ability to manage file in the computer 55 70 10 5 3.58 0.70 SD 17 Ability to manipulate projector 58 69 11 10 3.32 0.68 S 18 Ability to create and present materials to 97 40 6 4 3.57 0.80 SA enhance teaching and learning with Microsoft PowerPoint. 19 Ability to create worksheets with Microsoft 70 62 10 4 3.35 0.75 A excel 20 Ability to use internet for data collection and 74 60 10 2 3.42 0.79 A information exchange 21 Ability to use internet for e-banking 55 80 5 6 3.40 0.74 A 22 Ability to edit and format document 80 50 10 5 3.41 0.74 A effectively 23 Ability to utilized different types of printer 66 70 5 5 3.42 0.73 A (black and white) 24 Ability to utilize storage devices e.g. diskette 60 45 15 15 3.41 0.70 A flash drives and CD. 25 Ability to save webpage to a location on a 82 53 5 5 3.59 0.76 A drive Cluster Mean 2.96 0.77 A Source: Field Trip, 2021

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Table 2: above, showed that all the eleven items are well utilized by the Business Education lecturers in teaching business education courses in the tertiary institutions in Delta State with a cluster mean of 2.96 which indicates that the lecturers of Business Education are competent and well skilled on the usage of (ICT gadget when carrying out instructions in the learning process. Research Question Three: What are the problems associated with the use of new technology in Business Education in tertiary institution? Table 3: Mean responses on the problems associated with the use of new technology in teaching Business Education S/N Some of the problems associated with the use SA A SD D Mean SD D of new technology in teaching business education 26 Poor funding of ICT facilities in the 60 62 10 10 3.22 0.68 27 Inadequate power supply 66 40 20 20 2.90 0.66 28 Dearth of machine 80 70 3 3 3.55 0.70 29 Inadequate training opportunities for business 70 64 9 6 3.35 0.79 educators 30 Lack of maintenance 100 32 8 7 3.58 0.80 31 Lack of Government support on the 50 60 20 10 3.92 0.66 innovative approaches in business education 32 Inability of business educators to utilize 60 66 20 18 2.92 2.98 available devices. 33 Cluster Mean 2.98 0.78 A Source: field Trip, 2021

Table 3 above, showed that item 1-7 with a cluster means of 2.58 agreed that lack of poor funding of ICT facilities in the Universities, inadequate power supply, Dearth of machine/equipment’s, inadequate training opportunities for business educators, lack of maintenance, lack of government support on innovative approaches in business education programs among others are the problems associated with the use of new technology in the teaching and learning of business education in tertiary institution in Delta State. Hypothesis 1: There is no significant difference in the mean responses of business education lecturers on the use of new technologies in teaching business education courses in tertiary institutions towards the nation building.

Table 4: T-test analysis of means differences on the mean ratings between the mean scores of male and female respondents on the use of the new technologies in teaching business education in tertiary institutions Pair N Mean SD DF t-cal t-crit Decision Male 51 2.8990 0.49233 147 0.354 1.653 Accept No Female 96 2.8462 The data in table 4 reveals at- calculated value of 0.356 which is less than t-critical value of 1.653. This implies that we retain the null hypothesis which stated that there is no significant difference in the mean of male and female response on the use of new technology in teaching business education in tertiary institutions in Delta State. Hypothesis 2: There is no significant difference in the mean response of business education lecturers on the problems associated with the use of new technologies in teaching of business education in tertiary institutions in Delta State.

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Table 5: T-test analysis of mean differences in the mean ratings between the mean scores of male and female respondents on the problems associated with the use of new technologies in the teaching of business education in tertiary institutions. Pair N Mean SD DF t-cal t-crit Decision Male 51 2.8862 0.45260 147 0.465 1.653 Accept No Female 96 2.8225

The data in table 4 reveals a t-calculated value of 0.465 which is less than t-critical value of 1.653. This implies that we retain the null hypothesis which stated that there is no significant difference in the mean ratings of male and female respondents on the problems associated to the use of new technology in teaching business education.

DISCUSSION OF FINDINGS Based on the result obtained in research question one, it was revealed that all the new technologies listed from item 1- 14 are used in the teaching of business education in tertiary institutions in Delta State. The findings are in agreement with Ezenwofor (2012) who in his study titled: “Adequacy of exposure to information and communication technology by graduating business education students of tertiary institutions in Anambra State”, listed skillful keyboarding, opaque projecting, emailing and messaging among others as new technologies for teaching business education courses. In the same vain, the researcher agreeing with Ezenwofor asserted that new technologies used in teaching and learning in the tertiary institutions would enhance the students understanding and improve the student’s performance in learning which would in turn promote a good learning outcome on the side of the students. Results on hypothesis one indicates that there is no significant difference in the mean responses between male and female business education lecturers on the use of new technologies in the teaching and learning of business education in tertiary institutions. The findings in research question two revealed that the impact of new technologies in the teaching and learning of business education has been able to inculcate the right skills and competencies needed by the business educators and students which would enable them to manipulate and operate computer devices which would bring about growth and development to the nation building. The findings in research question Three, revealed that there are a lots of problems associated to the use of new technologies in teaching business education in tertiary institution. The findings are in agreement with that of Amoor in Orike, Iyalla, Okereke (2017) who noted that some business Education lecturers find it difficult to use new technology in the teaching, due to their inadequate exposure to new technologies and other rudiment of managing modern offices. In agreement with Amoor in Orike, Iyalla and Okereke, (2012) posted that Business Education studios and laboratories should be enhance to equip students with the relevant information technology skills expected of students. Agreeing with Amoor in Orike, Iyalla and Okereke . The researchers viewed that the provision and the use of adequate technology gadget would promote a good learning outcome in the teaching and learning processes in tertiary institutions.

CONCLUSION The findings of this study, revealed that new technologies in business education have made great impacts in enabling students to be computer literate and at the same time, inculcating in them good communication skills, office competences and knowledge that would enable them to function efficiently in modern offices where they find themselves on graduation. Therefore, the use of these new technologies should be encouraged in the school system, and business education studios and laboratories should be well equipped in order to enhance and equip the students with relevant information communication technology skills which are expected from them in the nation buildings. Therefore, the government should be committed to funding business education programme in order to actualize the expected goals of business education in tertiary institutions.

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Nwaodume et al….. Int. J. Innovative Info. Systems & Tech. Res. 9 (1):27-34, 2021

RECOMMENDATIONS Arising from this study, the following recommendations were made: 1. New technologies should be constantly utilized by the business educators in the teaching of business education; 2. Government should equip business education studios and laboratories in tertiary institutions to enable the students learn with modern facilities at ease; and 3. Government should periodically organize training for business education teachers in order to be adequately equipped on the usage of new technologies in carrying out instructions in their teaching profession.

REFERENCES Ezeani, I. & Ishaqi, E. (2012). Emerging issues in business education: A panacea for effective utilization and application of ICT as a tool in business universities. Review of and Management. Ezenwafor, J. I. (2012). Adequacy of exposure to information and communication technology by graduating business education students of tertiary institution in Anambra state. Business Education Journal, 8(2), 45-60. Hawkins, R. J. (1998). Ten lesson for ICT and education in developing world banks development indicator, World Bank, New York: Dove Solution. Nwaosu, N & Ogokome, E. F. (2012). Issue and challenges in the use of information and communication technology (ICTs/in Education. Journal of Information and knowledge management, 2(1), 26 – 31. Nwaosu, B. O. (1999). An approval of information technology as a strategy for achieving the mission of business education in 21st century. Business Education Journal, 2(2), 31-29. Nwaosu, O. & Ogokome, E.F (2011). A catalyst for effective use of information: PNLA quarterly: The Official Publication of the Pacific North West Library Association. Nwaobi, N. (2007) Information technology skills needed by business education teachers for effective instruction in tertiary institutions Nigeria. Omo-Ettu, E. & Okereke, G.O. (2005). Information technology as instrument for management transformation: management in Nigeria. Osuala, E. C. (2009). Business computer education. Nsukka: Cheston Agency Ltd. Orike, K.U., Iyalla, R., & Okereke, G.O (2017). Competency of business Education students in information communication Technology (ICT) for learning in Tertiary Institutions in Rivers States. International Journal of advanced Academic Research Arts, Humanities and Education, 3(6), 1-11. Utoware, J. D. A & Knenkidi, P. C. (2008). New Technologies in business education for instruction and practice: Imperatives for quality assurance. International Journal of Contemporary Research, 3(9), 24-130. Zorayada, R. A. (2003). E-Commerce and E-business. Retrieved from Kau.edusa/files/830/files/61164

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