INFORMATION AND COMMUNICATION SKILLS NEEDED BY BUSINESS STUDIES TEACHERS IN JUNIOR SECONDARY SCHOOLS IN ADAMAWA STATE
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ABSTRACT
This study investigated the Information and Communication Technology skills needed by Business Studies Teachers in Junior Secondary Schools in Adamawa State. To achieve this broad objective, four research questions were developed and answered while three research hypotheses were formulated and tested. Survey research design was used to carry out this study. The population for the study consisted of 129 business studies teachers from four education zones of the State. Since the population was sizeable there was no sampling. The instrument for data collection was structured questionnaire which was face validated by three experts from department of Vocational Teacher Education, University of Nigeria Nsukka. To determine the internal consistency of the instrument, Cronbach alpha method was used and a reliability coefficient of 0.77 was obtained. Data for the study was collected with the help of four research assistants. Data collected was analyzed using mean, standard deviation, t-test and Analysis of Variance (ANOVA). The mean was used to answer the research questions. Standard Deviation was used to determine how close or otherwise are the respondents’ opinion to one another and to the mean. The null hypothesis one was tested using t-test while hypotheses 2 and 3 were tested using analysis of variance (ANOVA) at P<0.05 level of significance. Presentation and analysis of data were made by the use of tables. The result revealed that business studies teachers needed all the computer appreciation, word processing, the use of internet and data processing skills identified; there was no significant difference in the mean ratings of responses of male and female business studies teachers on the listed ICT skill needed by teachers for effective instruction; there was no significant difference in the mean responses of business studies teachers according to their education zones on the ICT skills needed, there was no significant difference in the mean responses of business studies teachers according to their educational qualifications on the ICT skills needed. It was recommended that Institutions of higher learning where business studies teachers are being trained should fully equip business education department with ICT gadgets so as to give them necessary training that would enable the teachers have full knowledge and skills they would transfer to their students. To increase professional development opportunities, business studies teachers need to be retrained on the use of ICTs, this will help them to integrate and utilize ICTs in junior secondary schools.
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