Mercy Project

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AVAILABILITY AND UTILIZATION OF E-LEARNING TECHNOLOGIES

IN BUSINESS EDUCATION IN JUNIOR SECONDARY SCHOOL IN
IKPOBA OKHA LOCAL GOVERNMENT AREA EDO STATE
BY
Mercy OKOSODU
EDU150
FACULTY OF EDUCATION
UNIVERSITY OF BENIN
SEPTEMBER, 2020
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AVAILABILITY AND UTILIZATION OF E-LEARNING TECHNOLOGIES IN
BUSINESS EDUCATION IN JUNIOR SECONDARY SCHOOL IN IKPOBA
OKHA LOCAL GOVERNMENT AREA EDO STATE
BY
Mercy OKOSODU
EDU150
A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF

VOCATIONAL AND TECHNNICAL EDUCATION, UNIVERSITY OF BENIN,
BENIN CITY. IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF B.SC (ED) DEGREE IN INDUSTRIAL AND TECHNICAL
EDUCATION (ELECTRICAL AND ELECTRONICS TECHNOLOGY).
SEPTEMBER, 2020
CERTIFICATION
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We the undersigned, certify that this research work was carried out by Mercy Okosodo in
the Department of Vocational and Technical Education, Faculty of Education, University
of Benin for partial fulfillment of the requirements for the award of B.Sc (ED) degree in
Business Education (Office Technology Management).
_____________________ _____________________
Project Supervisor Project Coordinator
_________________ _________________
Date Date
_______________________
Prof. S. Iyamu
Dean, Faculty of Education
_____________________
Date
DEDICATION
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This project is dedicated to God Almighty.
ACKNOWLEDGEMENTS
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Above all glory and adoration goes to God Almighty for His guidance, care and
protection all throughout the period of the researcher’s course in the university.
The researcher’s profound gratitude goes to her project supervisor
Her gratitude goes to her parent Mr. and Mrs. Okosodu for their parental guidance
and for training her to attain her first degree
She also wants to thank her friends, Blessing, choice
And lastly to the
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TABLE OF CONTENT
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Table of Content vi
Abstract x
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of Problem
Purpose of the Study
Research Question
Significance of the Study
Scope of the Study
Limitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE

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Conceptual
Definition of Information Communication Technology
E-Learning as Concept
Definition of Business Education
Historical Overview of E-Learning
Theoretical Framework
Operant Conditioning Learning Theory
Thorndike Law of Effect Learning Theory
Constructivism Learning Theoryarning Technologies
Models of E-Learning
Emerging Changes of Business Education Programme Due to E-Learning Technologies
Benefits of Utilization of E-Learning Technologies in Business Education Programme
Constraints to Utilization of E-Learning Technologies in Business Education Programme
Review of Empirical Studies
Summary of Reviewed Related Literature
CHAPTER THREE: METHODOLOGY
Design of the Study
Population of the Study
Sample and Sampling Techniques
Instrumentation
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Validity of Instruments
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION OF

FINDINGS
Answering of Research Questions
Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECCOMMENDATIONS

Summary
Summary of Findings
Conclusions
Recommendations
Reference
Appendix I
Appendix ii
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Abstract
This research investigated availability and utilization of e-learning technologies in
business education in junior secondary school in Ikpoba Okha Local Government Area
Edo State. Four research question was raised. Some of the factor investigated include
Availability of E-learning facilities for teaching and learning, Level of how teachers and
students use E-learning facilities, Benefits of using E-learning facilities, Challenges and
constraint facing E-learning facilities. The purpose of the study was to examine the
availability and utilization of e-learning technologies in business education in junior
secondary school. The objective was achieved by analyzing the data obtained on the
sampled population, using survey research design and interval or systematic random
sampling techniques. The sample consist of 150 JSS3 students drawn from five secondary
schools in Ikpoba Okha Local Government Area Edo State. The instrument used for the
survey is a questionnaire, which has two sections (A and B) and 20 items. Analysis of the
data revealed that. From the above findings, conclusion were drawn and some
recommendations were made which include that The curriculum of business education
programme should also be reviewed to reflect the current developmental and
technological changes in the country and Business Education teachers should also be
recruited and should be allowed to go on regular training and retraining in order to be
relevant.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Technology today has turned the world to a global village. With technology
advancement in the 21st century, e-learning has become a valuable technology for
teaching, learning and research in higher institution of learning (Ojeaga, & Igbinedion,
2012). For this reason people has experienced a drastic changed which brought about
improvement to almost all phases of human life. Such as improving access to services,
enhancing connectivity, creating business and employment opportunities, and changing
the ways people communicate, interact, and engage among themselves and with their
governments. In the knowledge-based economy, level of technology advancement of a
nation determines her growth (Awodiji & Ogbudinkpa, 2016). The future of knowledge
economy depend more on the capacity of university to produce knowledge through
research and development rather than knowledge-based good (Fasasi, Etejeri & Oyeniran,
2013).
E-learning according to Ojeaga and Igbinedion, (2012) involve the use of
technology to enhance learning which include digital collaboration, satellite broadcasting,
CD-ROMS amongst others.(It includes the delivery of content via Internet,
intranet/extranet (LAN/WAN), audio- and video-tape, satellite broadcast, interactive TV,
CD-ROM, and more). E-learning has so many advantages over the traditional method of
teaching and learning. This have impacted greatly on teaching and learning process,
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school management in a number of ways. E-learning can accelerate, enrich and deepen
basic skills in reading, writing and can motivate students to learn as they become more
independent and responsible for their learning. Empirical studies revealed that technology
encouraged active learning, support teaching, reduce the isolation of teacher and promote
teachers and students in learning and research (Akubueze, 2012). Hall and Snider (2000)
viewed e-learning as the process of learning via computers internet and intranets. It was
also referred to as web-based training, online training, distributed learning or technology
for learning. This goes beyond digital technologies but give students a greater autonomy
regarding the point in time to learn at their own pace. The content and the method by
which students learn by providing online learning that eliminate the barriers of time and
distance. Cohen (2001) submitted that the use of e-learning has an effect on all aspects of
teaching and learning. When teachers integrated technology into the lesson, it required
new learning approaches to the curriculum because of the ability to look at and explore
information in new ways. Moreover, some studies have emphasized that technology can
help by allowing learners to take a more active role in their learning through different
instructional modes.
Therefore, e-learning has been recognized as technological ways for teaching and
learning which enabling learners to receive and interact with educational materials and
resources through internet, as well as engaging with teachers and peers in ways that
previously may have been impossible (Kirkwood 2001). From the foregoing, there is no
doubt that e-learning facilities provide productive teaching and learning experiences
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aimed at increasing students' intellectual capability in management and business courses
in tertiary institutions. Management has been viewed as the process of utilizing the human
and material resources to accomplished designated organizational objectives (Uzo-
Okonkwo, 2014). While business is a course of study which equips individuals with
functional and marketable skills, knowledge, attitudes and values which enable fresh
graduates to operate in the environment he/she finds himself such that he is self-reliant
and become a job creator rather than a job seek (Awojobi, 2011). This signified that
management and business course encompasses knowledge, attitude and skills needed for
all the citizens in order to effectively manage the available resources towards the
attainment of goals. For this to be achieved there is need to strike a balance in what the
learners receive from the classroom and what is obtained in the labour market.
Universities today cannot improve the academic achievement of students or the overall
value of their programmes without sufficiently making use of e-learning facilities in
teaching and learning (Donahoo & Whitney, 2006). Onokpaunu (2016) affirmed that the
future of education is in the internet, as a lot of online universities are on the increase,
making teaching and learning in the four corners of a classroom less significant. Pollicia,
Simpson and Aldredgein Uzo-Okonkwo and Oduh (2017) asserted that, the widespread
availability of the information and communication technology (ICT) has precipitated a
vast changed in education and especially in the delivery of instruction. This depicts that
effective teaching and learning cannot take place without the use of e-learning facilities in
tertiary institutions.
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Okereke (2005) reports that in the developed countries, various electronic devices
and facilities have been used to aid education. He posits that electronic mail, real time text
conferencing, and online tutorials have been used in the teaching and learning process for
several years. Some e-learning platforms used in the developed countries, as listed by
Ipaye (2011), include websites, wikis, blogs, Second Life, e-mail, twitters, Course
Management systems, video/audio podcasts, facebook, threaded discussion lists,
video/audio text chat, videoconferences software etc. However, e-learning appears to be
poorly utilized in Nigerian Tertiary Institutions. It appears that business education
students in many institutions still do not have e-mail addresses; cannot operate a computer
and have little knowledge of e-learning platforms. As posited by Olusegun (2006), e-
learning utilization is influenced by the students’ computer literacy and many business
education students do not have the needed competency in computer operations that forms
the basis for e-learning integration.
Business Education is a program geared towards the acquisition of knowledge and
skills needed in the work place. One vital need in the present business environment is the
staff’s ability to use computer programs for different purposes. The usage of e-learning by
business education students in tertiary institutions will lay the foundation for computer
and software utilization in the business environment. It seems to the researchers that the
extent to which Business Education students in tertiary institutions utilize e-learning has
not been established, hence this study.
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Statement of the Problem
There appears to be under utilization of electronic devices for educational purposes
by business education students. This under utilization is as a result of inability of students
to use the computer. Manir (2011) pointed out that the lack of computer culture among
students will impede the integration of new technologies in the educational process.
One of the basic objectives of technology is to enable teachers to transform their
practices by providing them with improved educational content and particularly ability to
make use of new technologies in teaching and learning situation. Technology should
serves as the attractive tools and infrastructure for the younger generation to facilitate the
awareness and actual craftsmanship in management and business courses in our local
communities. Conversely, it is one thing to have access to e-learning facilities and it is
another thing to effectively utilize them in teaching and learning (Akubueze, 2012).
Therefore, inadequate utilization of new technologies facilities by teachers could result in
producing graduates with only theoretical knowledge and less experience in practical
courses which required the application of E-learning skills. The university's lecturers are
expected to equip graduates with relevant technological skill for effective performance in
this global world. They need to embrace e-learning facilities to become competencies in
the use of digital technologies for teaching in the digital age. However, the use of
information and communication technology E-learning has virtually changed the content,
nature, procedure, tools and practices of human endeavor (Umoru & Nnaji, 2015).
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Furthermore, it was explained that these changes cannot be ignored as a nation and
individual cannot attain the desired development in this technological age without making
proper use of ICT. In order to bridge the gap between what is happening in the fore wall
of classroom and what is expected of today graduates in the world of work, there is an
urgent need in effective use of new technologies to teach for expected result to be
achieved. Therefore, availability and effective use of these facilities will enhance quality
of teaching in educational system.
Purpose of the Study
The main purpose of this study is to determine the availability and utilization of e-
learning technologies in business education in junior secondary school in Ikpoba Okha
local government area of Edo state. Specifically, the study aims at:
1. To determine how often do E-learning facilities are available for teaching and learning
of Business education in secondary school.
2. Determining how competent teachers and students use E-learning facilities in teaching-
learning of Business education in secondary school.
3. Find out the benefits of using E-learning facilities in teaching and learning of Business
education in secondary school.
4. Determine the challenges and Constraints facing E-learning facilities of Business
education in secondary school.
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Research Question
The study answered the following questions:
1. To what extent are the E-learning facilities are available for teaching and learning of
Business education in secondary school?
2. To what level do the teachers and students use E-learning facilities in teaching-learning
of Business education in secondary school?
3. What are the perceived benefits using E-learning facilities in teaching and learning of
Business education in secondary school?
4. What are the challenges facing E-learning facilities of Business education in secondary
school?
Significance of the Study
This research work will be beneficial to students who lack the utilization and
inability to use the computer. It is hoped that this study will encourage further educational
research aimed at bringing motivating innovations in technical education in Nigeria.This
study will encourage management of tertiary institutions to introduce platforms for e-
learning usage. Such platforms, like learning management systems, open courseware etc,
will create the opportunity for the administration, documentation, examination, feedback
giving and reporting of classroom and online events. It will also be effective to Business
education lecturers by applying different forms of e-learning methods in their teaching. It
will also be essential to teachers by collaborating with other institutions, especially foreign
institutions, from where lectures, seminars and other activities could be relayed. The
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government as well as private secondary school administrator will be encouraged to
ensure security and adequate maintenance and upgrading of e-learning technologies in
their schools for use by teachers and students. It will encourage government to come up
with relevant supervisory agencies that will ensure that e-learning technologies are
integrated in the teacher education programmes of universities and colleges of education
which will ensure that the graduates are capable of using ICT resources to support their
teaching when employed in either public or private secondary schools. This study will
ensure that both the federal and state governments will adequately provide e-learning
technologies for use by teachers in all fields of study. Because e-learning technologies are
expensive to acquire, and cannot be left in the hands of secondary schools. The Ministry
of Education will be able to organize regular re-training programmes for teachers in both
public and private secondary schools to enable them up-date their skills on utilization of e-
learning technologies for improved classroom performance.17
Scope of the Study
The scope of this study is limited to identifying the availability and utilization of e-
learning technologies in business education in junior secondary school. The study is
limited to junior secondary school three (JSS3) students in Ikpoba Okha Local
government Areas of Edo States. Five secondary schools would be sampled for data
collection.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter deals with related literature. The view was undertaken under the following
sub-headings.
Concept of E-learning
Definition of E-learning
E-learning adoption in Nigerian institutions
E-learning adoption in private Higher education institutions
Concept and Definition of Business Education
New Technologies in Business Education
Technological Changes in Business Education on Instruction and Practice
Delivery of instruction via E-learning
Some Challenges and Constraints to Effective Utilization of E-Learning Technologies and
Quality Assurance in Business Education
Benefit of Utilization of E-learning in Secondary Education
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The Concept of E-learning
The term e-learning defines technology mediated and digitally empowered learning
that utilizes hardware (e.g., PCs, tablets, printer, digital camera, digital videos, scanner,
overhead projector; OHP, and OHP screen), software (operating systems, cloud
technologies, applications (apps), writing, editing, MS Office) and (CD textbooks that fall
in the category of courseware, OERS, e-content) and others (e.g., USB drives, CD-ROM),
whether from a distance or face-to-face classroom setting (PC helped learning), to
empower teacher to student interactions. Actually, it moves the citadel of learning from
traditional to module-driven, ICT-based customized, and adaptable and synergistic
learning that involves learners, instructors, facilitators, and specialists (Falana, 2015;
Markus and Robey, 1998; Olojo 2012). While the traditional was teacher focused, the
learner focus is facilitated by technology affordances which empower learners in sharing
and receiving contents regularly. E-learning encompasses simplified and synergistic PC
bolstered learning process and appraisal approaches that utilize innovation and other
programming such as wikis, blogs, podcasts and learning management frameworks (e.g.,
internet and web offices -www) to improve teaching and research (Mahahusudhan, 2008;
Nadiu, 2006) and to empower students and teachers to produce, progress, and share
learning contents in a more regular structure (Chiaha 2013). Studies (e.g., Falana, 2015;
Markus and Robey, 1998; Olojo 2012; Sloan 2014) argue that e-learning is a significant
and compelling strategy that should be introduced into institutions’ current learning style
and teaching method for students and for community oriented learning. Markus and
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Robey (1998) affirms that learning and mentoring of students are done using the PC as a
learning process which involves digitally conveyed contents, system based
administrations and coaching support. The use of e-learning strategy to execute
educational contents and modules in Nigeria’s HEIs makes for educator-student
dynamism in the ways of instructing and learning of the substances (Liverpool 2010).
Kajetanowtez and Wierzejewski (2010) perceive e-learning as productive method
that advances self-study cum continuous testing and developmental assessments which
incite legitimate checking of instructive advancement and periodic accomplishment.
General examination report demonstrates that e-learning gives beneficial outcome on
learners’ accomplishments. Garrison and Anderson (2003) assert that the utilization of e-
learning helps learners’ willingness to learn to innovate. Learners introduce atmospheres
where interests are stirred, creative abilities invigorated, premiums produced, perspectives
developed and states of mind changed along the lines of achieving the premise for
instruction. Asserts that the advantages of e-learning to organizations and lecturers is that
it reduces time and cash, upgrades image of the institution, advances ceaseless expert
advancement of staff, enhances the nature of education and makes adaptation more
powerful.
Richmond (1997) notes that there is a connection between the educational programs
and ICT and that there are three ways technology can impact learning:
 Presentation, exhibition and the execution of information utilizing efficiency
devices;
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 Use of educational modules – particular applications, for example, instructive games,
drills and practice, simulations, instructional exercises, virtual lab perceptions and
illustrations, representations of unique ideas, musical piece and master frameworks;
and
 Use of information and assets on CD-Rom, online reference book, intuitive maps and
chart books, electronic diaries and different references.
However, the socio-economic potentials of the teaching methodology of e-learning
precipitate its fast adoption especially in the western world, where many HEIs see e-
learning programmes as cash-cow venture. In addition, as the teaching landscape is
changing rapidly because of the rise in technology in the twenty-first century and the
integration of technologies into the society coupled with access to the internet, the way
teaching is carried out in HEIs has changed especially in the western world. Blended
learning technique (the combination of frequently eLearning and traditional face-to-face
learning) has been adopted in HEIs. This approach guarantees that the learner is involved
in driving his or her individual learning experience. This method assists and caters for
individual needs of the learner than the traditional classroom teaching experience because
most students have unique learning styles. However, this approach is yet to be
predominant in Nigeria.
Definition of E-Learning
Aparicio [2016] claim that e-learning concept was not the first term to be used in
conceptualizing the use of computerized systems to enable or facilitate the learning
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process. They identified 23 concepts that belong to the use of computers for learning
purposes (e.g., online learning, virtual learning, distance education, m-learning, MOOC,
learning management systems). E-learning should not be confused with the concept
blended learning, which is defined as the effective integration, fusion even, of face-to-face
and online learning depending on the educational need and purpose. Sangrà [2012] found
four general categories of definitions of e-learning: (1) Technology-driven: Use of
technology to deliver learning and training programs; (2) delivery-system-oriented: The
delivery of a learning, training, or education program by electronic means; (3)
communication-oriented: Learning facilitated by the use of digital tools and content that
involves some form of interactivity, which may include online interaction between the
learner and their teacher or peers; and (4) educational-paradigm-oriented: Information and
communication technologies used to support students to improve their learning.
Rodrigues [2019] define e-learning as an innovative web-based system based on
digital technologies and other forms of educational materials whose primary goal is to
provide students with a personalized, learner-centered, open, enjoyable, and interactive
learning environment supporting and enhancing the learning processes.
Garrison [2017] claims that e-learning is a disruptive technology that is currently
transforming how learning is approached in an educational context. Dron and Anderson
[2016] identified four generations of e-learning pedagogies: The behaviorist/cognitivist,
the social constructivist, the connectivist, and the holistic generation. The relevance of
each pedagogical approach depends on the technological capabilities that it uses. The
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holistic generation includes: Learning analytics, collective technologies, deep learning and
artificial intelligence, disaggregated tools and services, mobility and device diversity, the
internet of things and ubiquitous computing, virtual and augmented reality, and 3D
printing. The characteristics of this next generation of pedagogies are: (a) Student-
centered; (b) distributed technically, socially, and organizationally; (c) crowd-driven
support and emergent; (d) integrated, just-in-time, and authentic; (e) courses will play a
less significant role; and (f) learning will be separate from accreditation.
E-learning Adoption in Nigerian Institution
Higher education institutions in Nigeria are to adopt e-learning to change the old
strategies and ways they deal with educational program’s execution. E-learning is driven
by educational modules via the PC and the web. The higher education institutions in
Nigeria mostly adopt e-learning facilities in the form of arranged addresses on a CD-ROM
that can be played when the need arises. This restricts interest as a result of unsatisfactory
student-PC ratio (large number of students per PC) that confirms insufficient greater parts
of cognate facilities. The intranet facilities in many schools are inadequate because of the
high cost of running the facilities often occasioned by the unstable power supply, which
exposes most students to public internet cyber-cafes. The bandwidth shared on different
frameworks at the bistros is low thus; a media intuitive address will not be possible in
view of low bandwidth. Aside the usual obstructions and risks associated with e-learning
in Nigeria, some areas within typical higher education institutions rarely enjoy network
accessibility. Salawudeen (2006) argues that though vast majority of higher education
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institutions in Nigeria have begun building their ICT centres, the centres are primarily set
up as a web office without considering most facilities that make up e-learning centres.
Researchers and analysts in Nigeria have shown interest in higher education institutions
adoption of e-learning because its tons of barriers. One of such barriers is the instructors’
inability to assist students build up capacity and information needed to make them utilize
e-learning facilities adequately. In addition, students are confronted with other difficulties
amidst their studies; there are absence of teaching methods in their educational programs,
absence of user touch and feel in their e-learning stage, absence of vision and structure in
executing e-learning (Kizito and Bijan, 2006; Oguzor, 2011), lack of specialized and
social aptitudes required for the execution of e-learning and disappointment experienced
in e-learning establishment. Using the University of Abuja, Nigeria as case point, Anene
(2014) studied the problems and prospects of e-learning in Nigerian Universities by
specifically examining availability of facilities for e-learning and availability of e-learning
materials and to ascertain if students make use of e-learning in their studies. They found
that one of the obstacles to the use of ICT was infrastructure deficiencies; the students
lamented that Nigerian Universities do not have adequate e-learning library domain,
online seminars or discussion with lecturers, online examination, and limited bandwidth.
Implicit of this study was continual strikes by Academic Staff Union of Nigerian
University (ASUU) to force governments to correct abnormalities. Chiaha (2013)
explicitly studied the kind of e-learning facilities that students have access to; the
percentage and extent students access these facilities as well as the factors that hinder
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students from accessing e-learning facilities. The result revealed that about 42.9% of the
students had access to e-learning facilities; most students have access to only e-mail
accounts and the factors hindering access to e-learning facilities include irregular electric
power supply, poor25network connection, among others (Chiaha 2013). Atsumbe (2012)
investigated the availability and utilization of e-learning infrastructures in a Nigerian
University. Their specific objectives were to investigate the adequacy of e-learning
infrastructures for effective teaching and learning; the proficiency of e-learning
infrastructures to facilitate enhanced lecturer-student teaching and learning interactions;
and the factors that inhibit the use of e-learning infrastructures. The findings revealed that
there were inadequate facilities specifically directed toward teaching and learning and the
e-learning infrastructure available is largely for administrative use, although lecturers and
students have access to computers or laptops internet facilities they are not used for
teaching and learning.
Aboderin and Kumuyi (2013) looked at the problems and prospects of e-learning in
curriculum development and implementation in secondary schools in Ondo State of
Nigeria. Specifically, they examined the availability of e-learning tools for curriculum
implementation, the extent to which it was applied by teachers, strategies and prospects of
e-learning in secondary schools. The finding revealed that there were shortages of e-
learning tools and the few ones used were not adequately used. On the strength of these,
the investigators advised governments to embark on massive in-service training and
retraining (seminars, symposia, workshops and conferences) for teachers on how to

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operate computers. Similarly, Aboderin (2015) investigated the challenges and prospects
of e-learning at the National Open University of Nigeria and while the study recognized
that e-learning influences students’ ICT competence, it found that the major challenges
included lack of enough computers, shortage of internet facilities, students’ lack of access
to e-learning facilities and tools, high cost of software and erratic power supply.
E-learning Adoption in Private Higher Education Institutions
The number of existing private higher education institutions in Nigeria is quite on
buzz, almost out-numberin their public counter-parts and so is the rate of adopting modern
technologies. Private higher education institutions in Nigeria may be more IT-driven than
public higher education institutions. However because private higher education
institutions are self-financing and considered small since it is owned by few persons, it is
assumed they have greater operating agility and make faster adoption decisions than
public higher education institutions. The self-financing characteristics justifies why
private higher education institutions should be ahead of public higher education
institutions in exploiting the huge socio-economic potentials of e-learning. Higher
education institutions in Nigeria and some other developing economies are to be in the
frontline of leveraging from e-learning because many of them suffer poor funding. The
private higher education institutions are even better positioned to leverage on e-learning
strategy to deal with their supposed financial setbacks but the situation as it is in Nigeria
and some other developing nations rarely allows any higher education institutions
(whether private or public) to maximally exploit the full potentials of e-learning. The
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private higher education institutions may be more disposed to adopt owing to their
ownership and goal patterns but may be cut short by the obvious barriers of network and
power fluctuations, limited resources, and poor societal awareness and enlightenment.
Nevertheless, the institutions are making some head-ways, no matter how little.
In summary, the level of e-learning adoption in Nigerian higher education
institutions is low. Although most public higher education institutions have attempted to
build ICT based centres for e-learning adoption, most27of these established centres are
web based centres without adequate e-learning facilities. Some of the reasons for low e-
learning adoption in these universities range from lack of mission, vision and structure in
implementing e-learning, disappointment of e-learning establishment, lack of specialized
and social aptitudes required for the execution of e-learning and teachers to lack of
teachers and students knowledge and the know-how to use e-learning platforms.
Although, both the state and federal government have made some efforts in providing
trainings to most public universities, the fundS and training provided are inadequate
coupled with the alarming level of corrupt practices going on in most Public higher
education institutions. This may explain why the Private higher education institutions may
have the greater operating and faster e-learning adoption because of their self-financing
characteristics and the proprietors of these institutions would go extra mile to ensure that
such facilities are in place and implemented based on the goals, mission and vision.
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Concepts and Definition of Business Education
In order to be able to understand the concept of business education, it would be
necessary to look at the definitions of business education in the past and present time. This
is because technology has helped to change definitions of certain things. It therefore,
implies that business education, as a course of study has to move with time. Popham
(1975) said when a group of people were asked what business education is? The reply was
as follows: A business executive replied, “Business Education is education to produce
goods and services”. A radical retorted: It is the avenue to make enormous profit. One
teacher responded: Economic concepts necessary for living in a business economy.
Another teacher answered: Learning skills to enter a business or distributive job. Business
education is a course that prepares students for entry into and advancement in jobs within
business and it is equally important because it prepares students to handle their own
business affairs and to function intelligently as consumers and citizens in a business
economy”. Nolan, Hayden, Malsbary (1967) defined business education as those business
programmes and courses taught ordinarily at the secondary school level.
Osuala E.C. (1989) defines Business education as an essential part of the
preparation of youth for live and living. In 2004, Osuala, gave another definition as:
“Business education is a programme of instruction which consists of two parts (1) Office
education, a vocational programme of office careers through initial, refresher and
upgrading education and (2) General business education a programme to provide students
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with information and competences which are needed by all in managing personal business
affairs and in using the services of the business.”
The advent of technology has brought about a faster and more efficient ways and
means of handling office routine procedures and decision making processes based on
accurate information, hence, most business organizations and even governmental agencies
are now adopting office automation – which is also referred to as e-office in their routine
operations. This innovation therefore is a challenge to our educational systems, and the
curriculum must be reviewed to embrace these changes or else, we would be producing
Nigeria Certificate in Education (NCE), National Diploma And Advance Diploma in
Office Technology And Management (OTM) as well as Nigeria University graduates in
Secretarial or Office Education whose certificates would be obsolete. The skills they have
so acquired while in school may not fit approximately with the current demands in the
world of work. Secretarial or office education has gone beyond typewriting or computer
appreciation/application we offer in the formal schools to the use of sophisticated
interconnected computers, computerized telephone systems, video conferencing, dictating
machine, modern reprographic equipment to perform office work and many others have
helped to facilitate the quality and efficiency of the work of the secretary. It is against this
backdrop, that advocacy is made here for a review of existing curriculum at all tertiary
institutions in Nigeria, in order to make office – education up-to-date and relevant to the
current world of work demands
29
It is obvious that, a graduate of office education trained with only Olympia/Elite
Manual typewriter will obviously find it difficult to fit into the automated business office.
In an era of high competition for scarce job opportunities, there will be no place for
graduate of office-education who have no knowledge of these technologies because
employers are out to employ and retain only the best that are functional in order not to
waste scarce resources.
Business education, an integral part of education is referred to as ‘functional/utility
education’ which equips her recipients with skills, knowledge and attitudes that would
prepare them to enter into, and advance in any occupation of their choice. Business
education is sub-divided into the following specialization options:
 Accounting
 Marketing and Distribution and
 Secretarial or Office
Educational Theories about E-Learning

The theory of acceptance model (TAM). Researchers have developed different
models to predict and explain the beliefs of teachers regarding the use of digital
technologies in their teaching practice. One of these models is TAM, which aims to
explain the factors that influence the users of technologies. Bagozzi, R.P [1992]. TAM
considers two beliefs related to the adoption of technologies: On the one hand, the
perceived ease of use, that is, the personal belief that the use of specific technologies will
30
reduce the effort made to complete a task and, on the other hand, the perceived usefulness,
which is the personal belief that the use of technologies will improve professional
performance. This model has been used in multiple studies and it has shown that these
perceptions explain a relevant part of the variance in the intention of use and attitude
toward digital technologies. Chang, C.-T [2017].
The second most frequent term in the studies about e-learning in the analyzed
period was Structural Equation Modelling (SEM). This statistical methodology allows,
through hypothesis testing, confirming a structural theory related to an educational
phenomenon. This theory represents a causal process derived from multiple variables that
are analyzed through regression equations and graphically represented with the aim of
clarifying the studied theory. The theoretical model can be statistically verified in a
simultaneous analysis of the entire system of variables to establish the degree of
coherence with the data. Byrne, B.M. [2016]. In the analyzed articles, there are two
preferential uses of SEM: (a) Confirmation of theoretical models in non-experimental
research, where other methods to examine the validity of the theories are not well
developed and (b) the study of the validity and reliability of instruments used to measure
e-learning [88]. Logistic regression is a statistical method used in empirical studies that
involve categorical (dichotomic) dependent variables. Niu [2020] states that, although
logistic regression is an efficient tool to understand correlational relationships, some of the
results reported in educational investigations based on logistic regression results might not
be accurate and should be interpreted with caution.
31
New Technologies in Business Education
Business Education has embraced enormous changes in technology in a bid to
providing quality education to students. The E-How (2012) identified some of the new
technological changes to include:
1. Changes in Key Boarding
Traditionally, keyboarding has been the primary course taught by Business Education
programmes at the secondary school level. Because of the computer, keyboarding is seen
by many as a basic skill needed by all students. In fact, Top in Business Education Forum
(1991) refers to keyboarding as an “enabling skill tool needed by almost every worker in
all types of organizations and at every level in the hierarchy of these organizations”. In
addition, because of the wide spread prolific use of computers by younger students, the
need for keyboarding has presented more challenges to Business Education programme.
2. E-learning Environment
The Wikipedia Free Encyclopedia (2012) identified some quality classroom
delivery to include: Computer in the classroom, Class web site, Class blogs and wikis,
Wireless Classroom Microphone, Mobile Devices and Interactive Whiteboard. These
technologies interact with the teacher in a friendly manner as to motivate students into
learning achievement. Also other technologies geared towards enhancing learning
achievement of students are now available. These are in hardware and software forms and
include: learning software in different areas of
32
business, iPod, CD ROMs, Modems, Laser printers, You-tube software, Digital cameras,
Digital scanners, (e- How 2012).
The electronic environment now in vogue has necessitated the need for electronic
teaching infrastructure. A prominent tool is the smart board which commands respect as it
eases the use of multi-media and greater interactivity. A significant and unique feature of
the smart board is that it allows teachers or instructors to make illustrations of those
business concepts that hitherto were difficult to be illustrated.
Technological Changes in Business Education on Instruction and Practice
Technology, according to Nwoji (2012), could be defined as the application of the
scientific method to solving problems in our daily life. Put in the perspective of business
education, however, technology is the application of scientific method to solving problems
regarding impartation of skills to learners to meet the changing needs and demands of the
society. In business education, there existed technology in a crude form but there has been
a dramatic and significant change in the methods used by Business education to address
the changing needs of the society. According to Olson in Nwoji (2012), technology is a
many-faceted phenomenon in materials created and advanced by man to free himself from
endearment by nature, but which, when undisciplined, enslaves its own creator. By this
definition, technology helps to advance man’s course in his environment but moderation
and control should be exercised to direct its use to solving problems of man, if not, may be
misleading in itself.
33
The technological changes in business education are basically from information and
communication technology (ICT) perspective. The society generally is ICT-driven and in
order to keep abreast of this change, there must be a restructuring in the knowledge and
skills given to learners/students in Business Education. Electronic office (e-office) is one
of the phenomena of the 21st century which is a paperless office approach in which every
office work is done with the use of computer. It is based on this that most Business
Education departments across Nigerians tertiary institutions are building ICT centers,
improved computer laboratories and as well as offering professional courses in computer
studies to produce students/graduates that can easily adapt in their ever changing business
environment. The use of typewriter is almost going into extinct as the computer is fast
taking over. There is a nexus between the employability skills and business education
curriculum design and implementation as curriculum attempts to provide the best possible
learning opportunities. The restructuring of the business education curriculum to adapt
with these changes in technology is seen as quality assurance. It is the curriculum that
conveys the environment for effecting the effective realization of technology impartation
and adaptation on the part of business educators. The curriculum therefore stands out as a
strong factor for consideration in ensuring quality assurance and or re-assurance in
business education.
Curriculum as a planned programme of learning experience which seeks to develop
the abilities of a learner under the supervision of the school has a laudable contribution in
assuring quality in Business education. According to Olaitan (2009), three aspects of the
34
curriculum determine the achievement of objectives, namely; Input, Process and Output.
These three stages highlight the role of human and material resources needed for
implementation of the curriculum, methods and techniques used by the teacher and the
learners and the quality of change that has taken place in them from the interaction. These
three factors are continuously assessed in the system in order to establish quality
assurance. According to Moreno (2006), educational reforms all over the world are
increasingly curriculum-based as mounting pressures and demands for change tend to
target and focus on both the structures and very content of the school curricula. As a result
of the constant change in the society and in the world over, it becomes absolutely
necessary that the content of the curriculum be adjusted to suit the inevitable changes.
This change brought about the introduction of new technologies in education which
Business Education has a fair share of these changes. Modern business education
curriculum provides the introduction of ICT in the form of ICT literacy, Application of
ICT, Infusing of ICT skills and ICT specialization. These reforms have added good
quality to business education curriculum content which is geared towards meeting the
demands of the society.
In the area of instruction, new technologies which revolve round the use of Internet
and resources have emerged that are aimed at improving productivity. Typical examples
of internet teaching and learning media that facilitate teaching and learning in business
education include: Projectors, E-mail, Smart boards, Mimeo boards, Teleconferencing,
Video Conferencing, E-book Reader and Streaming Videos (EHow, 2012). In addition to
35
the use of the Internet in business classroom, the business educator can enhance learning
through the use of Computer-Assisted Instruction (CAI). According to Osuala (2004),
CAI assumes that all people learn different materials in different ways at different rates of
speed and thus promotes individualized instruction.
Delivery of instruction via E-learning
According to Claudia and Popa (2008), e-learning could be applied in instruction as

follow:
a) Computer-Based Training (CBT): Computer-based training (CBT) is any course of
instruction whose primary means of delivery is a computer. A CBT courseware may be
delivered via a software product installed on a single computer, through a corporate or
educational intranet, in this case, the teacher does not need internet or website. All that is
needed is a computer, a projector, scanner and multimedia objects such as audio, video
and speakers for the transmission of learning contents or it could be delivered over the
Internet as Web-based training. Teachers can use CBT to teach students because it is
especially good for keyboarding, word processing, information management, mathematics
amongst other subject areas.
b) Web-based Training: Web-based training (WBT) is an innovative approach to
learning in which computer-based training (CBT) is transformed by the technologies and
methodologies of the World Wide Web, the Internet, and intranets (Kilby, 2009). Web-
based training could be used to present contents live and in a structure promoting self-
directed and self-paced instruction on any topic at any distance. WBT could also be used
36
in the provision of remedial lessons to students. The teacher can also use it for evaluation
and assessment of the students objectively.
c) Collaborative Learning: Collaborative Learning is online learning, based on
interaction with others learners/instructors (Siadaty & Taghiyareh, 2008). E-learning
particularly gives room for collaborative and students’-centered learning. When using e-
learning technology in classrooms, all the teacher does is to guide the learners in a virtual
classroom environment, through interactive online learning, such as shared whiteboards,
shared application software, chat functionality and audio/video over the network (Brown,
in Ojeaga & Igbenedion, 2012).
d) Informal E-learning: E-learning can also help to facilitate informal learning in
secondary schools. Through internet and e-learning, the students can learn outside the
subject based materials, traditional classroom and can learn about other important things
that affect their lives. Students also have the opportunity to learn during holidays and
vacations without necessary being taught by his teacher.
Some Challenges and Constraints to Effective Utilization of E-Learning Technologies

and Quality Assurance in Business Education
The first to consider relates to teacher. Teachers are faced with myriad challenges
occasioned by the changes caused by technology. Global philosophy on education now
includes these new changes in society. Their teaching strategies and training must
therefore be altered and changed completely. The teacher’s approach to the classroom has
got so much to do with what the learner learns. The concern, therefore, should be to drive
37
the lesson home in the most interesting way to the learners. For example, the use of Power
point presentation helps in consolidating learners’ knowledge in any topic taught.
However, the teacher requires the know-how of using these ICT resources.
The challenges facing business education are very complex and enormous. The
most important challenge is for teachers to accept society’s entrance into the information
age. For business education to realize the goals of training they need to be knowledgeable
workers. It has been observed that the role of business education is to prepare
knowledgeable workers. The changes in the business education programme have not
shrunken the demand for business education but enlarged it. Business educators continue
to prepare workers in every phase of the information cycle. One way of targeting this is
for business teachers to focus on all students and its constituents. With every aspect of the
society being touched by technology, the opportunity presents itself for the shaping of a
new and more relevant curriculum. However, it is the educators’ response to these
changes that is critical to the growth and success of business education programme.
Modern offices have since transited from the manual operations, through
mechanical and then to the present electronic era (Agomuo, 2005). Modern organizational
practices have broadened tremendously to include the challenging need of workers to
adapt to the rapidly changing techniques, new equipment and work processes. Oliver
(2008) observes that since modern offices and organizations operate with and employ e-
office processes, only workers who possess electronic office operations skills will be
38
remain relevant. Today’s office workers require the ability to interact with information
using appropriate technology in an expert and friendly manner.
According to Drucker (2010) knowledge workers are now needed by knowledge
organizations that operate in knowledge economy.
Many constraints bedevil effective instruction and practice of business education.
One major challenge is that there appears at present no co-ordinate policy for harmonizing
the curriculum offerings in different institutions (Colleges of Education, Polytechnics and
Universities) with different minimum standards (Benchmark).
Another area of challenge is the reluctance by institutions to arrange for refresher
training for updating the skills of workers and teachers for improved performance.
Peretomode in Egbule (2009) advocated that organizations should put in place policies for
promoting staff renewal. Staff renewal comprises activities which lecturers and non–
academic staff in tertiary institutions are involved in while on the job as they seek to
clarify and modify their attitude, behavior and skills in a favourable manner so that they
can grow. Staff renewal with respect to business education would mean opportunity to
acquire new instructional methods, techniques and technologies and bridge the skill-gap
already existing.
Constraints to effective e-learning utilization from teachers’ perspective according
to Jo (2013) include: weak ICT infrastructure, insufficient time to master new e-learning
software or integrate ICT during a class period, low software competence and habitual
ways of conceptualizing what and how students should learn. Other constraints include
39
teachers’ limited knowledge and experience of ICT in teaching contexts, lack of specific
knowledge about technology and how to combine it with the existing pedagogical content
knowledge to support student learning, and technical problems in the classroom.
Benefit of Utilization of E-learning in Secondary Education
According to Ojeaga and Igbenedion (2012), through e-learning, students in
secondary schools would be able to communicate, collaborate and cooperate with other
learners worldwide and assess worldwide libraries irrespective of their geographical
locations. This brings to fulfillment the goal of secondary education as stated in the
National Policy on Education (FRN, 2013). E-learning exploits interactive technologies
and communication systems to improve the learning experience. It has the potential to
transform the way teachers teach and students learn across the board. It can raise
standards, and widen participation in lifelong learning. It cannot replace teachers, but
alongside existing methods it can enhance the quality and reach of teaching, and reduce
the time spent on instruction. It can enable every learner to achieve his or her potential,
and help to build an educational workforce empowered to change. It makes possible a
truly ambitious education system for a future learning society. E-learning is relevant to all
subjects and to learners at every stage of learning or training. E-learning can even reach
out and re-engage students who are currently not involved in education because it is
interactive, and can adapt to their needs. Raising standards and improving attainment–by
using self-paced, individualized and interactive materials to improve individual support to
learners as they move up the system (Education and Skills, 2003).
40
Previous reviews about educational research on e-learning allow observing the
evolution of this study theme in the scope of educational technology. Regarding the
methodology applied in the reviews, it is important to highlight that, except for the study
conducted by Zare [2016], none of them reported the application of the PRISMA protocol
in their development. Pedagogical, technical, organizational, and sociocultural. In the
period of 2002 2004, studies in this field are characterized for making a general
description of the concept of e-learning and its practice within a large variety of aspects.
In a second phase (2007–2008), the research themes were reduced, and studies were
oriented toward the technical aspects of e-learning in its educational applications: Systems
and models, case studies, and teaching/learning strategies, among other.
Shih [2008] carried out an SLR about trends in the research about cognition and e-
learning (2001–2005) from a selection of five scientific journals indexed in SSCI (Social
Sciences Citation Index) within the scope of educational technology. They analyzed a
total of 444 articles, identifying seven categories (motivation, information processing,
instructional approach, learning environment, prior knowledge, metacognition, and
cognitive-psychological characteristics). The most researched themes were learning
environment-interactive learning environment, instructional approach-collaborative
learning, and metacognition-perception and awareness.
Rodrigues [2019] focused on the concepts of e-learning and education in the ABI-
Inform and EBSCO databases. For the analysis of the data, they used text mining
41
software. As in our study, these tools specialized in the analysis of texts prove to be
essential for a quality SLR. The identified dimensions were education (educational
technology trends, online tools, and social media), learning issues (innovation in
educational fields, online platforms, and learning styles), student (behavioral issues:
Engagement, satisfaction, and motivation), and usability (distance learning, e-learning
systems, and learning analytics). Maurer and Khan [2010] conducted an SLR about a
selection of five scientific journals and two conferences with the aim of identifying the
trends in the research on e-learning in the period of 2003–2008. They used the CLUTO
software (graphical application for clustering datasets) in order to carry out a
scientometric and content analysis. The identified categories were
instructional/educational technology, instructional process, teaching/learning perspectives,
instructional methods, delivery systems, instructional development, production variables,
learner, learning environment, evaluation, culture, and teacher. Oncu and Cakir [2011
identified four priorities in the research about online learning environments: (1)
Enhancing learner engagement and collaboration; (2) promoting effective facilitation; (3)
developing assessment techniques; and (4) designing faculty development programs.
These areas are directly related to the dependent variables that should be the object of
study in the research on e-learning: learner achievement, learner engagement, and learner
retention. In this proposition, we observed a coincidence with the results of our SLR,
which identified these variables as concepts that have been objects of study in the
analyzed publications of the period of 2009–2018. Furthermore, all the priorities are
42
reflected in our nodes and sub nodes. With regard to the research methodologies, these
authors defend the following methodological approaches: formative research (aimed to
improve the instructional design and all the curricular components), developmental
research, experimental research, and activity theory.
Zare [2016] used five databases of scientific publications and the focus of their
review was the identification of studies about e-learning and MCDM (multi-criteria
decision making), which is an efficient approach for evaluating multiple criteria. As a
result, the following criteria in e-learning evaluation were identified: usability; response-
time; interactivity, web & course design, accessibility, reliability, cost-effectiveness,
functionality, security, stability trust, accuracy, flexibility, interoperability, and continuity.
As a condition for the success of online education, it is fundamental to promote an
educational research line that develops ancient pedagogical designs that facilitate the
learning of competencies.
Business education remains the foundation of human resource development which
provides knowledge, skills, attitudes and understanding needed to perform in the business
world as a producer or consumer of economic goods and services that business offers. The
world is a global village. The present age of technological advancement has brought
changes into virtually all human endeavours including the teaching and learning
processes. Acquisition of computer literacy skills as well as good face-value certificate in
43
ICT Education is a sin-qua-non for all and sundry. This is also the case for the Nigerians.
Promotion in places of works and securing a well-paid job are all attached to computer
literacy, hence the society should get more enlightened through ICT Education
The pace of change brought about by new technologies has had a significant effect on the
way people live, work, and play worldwide. New and emerging technologies challenge the
traditional process of teaching and learning, and the way education is managed.
Information technology, while an important area of study in its own right, is having a
major impact across all curriculum areas. Easy worldwide communication provides instant
access to a vast array of data, challenging assimilation and assessment skills. Rapid
communication, plus increased access to IT in the home, at work, and in educational
establishments, could mean that learning becomes a truly lifelong activity—an activity in
which the pace of technological change forces constant evaluation of the learning process
itself.
Seweje (2006) notes that Nigeria as a developing nation is getting stronger by the
day but one important index of strength is the quality of education provided her citizenry.
Today, in most developed countries, nearly every aspect of human life including
education is ICT driven. The education sector in Nigeria still lags behind in this aspect of
technology. However, the Teachers Registration is channelling concerted efforts towards
this direction
CHAPTER THREE
44
METHODOLOGY
This chapter gives a description of the method and procedures used in the study.
The component parts of the research methodology are
Design of the Study
Instrumentation
Validity of Instruments
Design of the Study
The design for this study is a survey research. This strategy was chosen because of
the nature of the research topic which demands the collection of significant amount of
data from a meaningful population size in an efficient manner (Choudrie and Dwivedi,
2005).
The total population of the study consists of 20 public secondary schools and 6,842
Junior Secondary School three (3) students in Ikpoba Okha Local Government Area of
Edo State (Ministry of education, January 2020).
45
Using convenience sampling method, a sample of 150 students were used for the
study. The subjects for this study were drawn from JSS 3 students in the five (5)
secondary schools selected in Ikpoba Okha Local Government Area of Edo State. In each
school, 30 students were randomly selected using interval or systematic random sampling
technique.
Instrumentation
The research instrument in this study is a questionnaire designed to sample the
“Availability and Utilization of E-learning Technologies in business Education”. This is
otherwise called A.U. E.T.B.E. “Availability and Utilization of E-learning Technologies
in business Education” is made up of two sections, A and B. Section A samples the
personal data of the students like age and sex; while section B samples had items which
are drawn based on the purpose of the study, it is aimed at collecting data on the
Availability And Utilization of E-Learning Technologies in Business Education in Junior
Secondary School in Ikpoba Okha Local Government Area Edo State. Section B is made
up of 4 research questions with 5 different questions under the four research questions
making all together of 20 items of questionnaire.
Availability and Utilization of E-learning Technologies in business Education has a
four points scale, whereas the highest point represent strongly agree, the least points
represents strongly disagree.
46
Validity of the Instruments
To ensure that the questionnaires measure what it was intended to measure, a draft of
it were subjected to the research supervisor and two other lecturers from the department of
vocational and technical education who scrutinize and made some valuable correction and
modification. As a result of the scrutiny, modifications were made in the final draft of the
instrument before it was administered.
The reliability of the instrument was established using the use of test and re-test
method which involves administering of the questionnaire to the respondent twice at a
different time to the same set of respondent to check the correlation of results and it was
correlated to a high degree. The score were computed using the Cronbach's Alpha which
the result was .947
The questionnaires were administered personally by the researcher. The questions
were carefully explained to the respondents by the researcher who stayed to give
assistance to respondents who has some difficulty. The questionnaires were collected as
soon as they were completed.
In the analysis of this study, mean and standard deviation will be used to determine
whether the response to an item is positive or negative. Items were classified both as
47
positive or negative attitudes using the mean rating of 2.5 for decision for the four points
scale of;
Strongly agree (SA) 4
Agree (A) 3
Disagree (D) 2
Strongly disagree (SD). 1
Summation = 4+3+2+1 = 10
Average =10/4 = 2.5
Items with 2.5 and below mean values were regarded as negative while items with
2.5 and above mean values and above were regarded as positive response.
CHAPTER FOUR
48
PRESENTATION AND ANALYSIS OF DATA
This chapter deals with the presentation and analysis of data generated in this study.
The data presentation was based upon the research questions generated by the study.
Frequency Table for Personal Data of the Respondents
Table 1: Frequency count for Age Range of Respondents

Age Frequency Percent Valid Percent Cumulative Percent
11-12 31 20.7 20.7 20.7
13-14 81 54.0 54.0 74.7
15-16 34 22.7 22.7 97.3
Above 16 4 2.7 2.7 100.0
Total 150 100.0 100.0
Table 1, reveals that 20.7% of the students were aged between 11-12, 54.0% were
aged 13-14, 22.7% were aged 15-16 and only 2.7% was aged above 16 years old.
Table 2: Frequency Count for Sex of Respondents

Sex Frequency Percent Valid Percent Cumulative Percent
Male 87 58.0 58.0 58.0
Female 63 42.0 42.0 100.0
Total 150 100.0 100.0
Table 2, reveals that 58% of the students were male and only 42% were female.
Research Question One: To what extent are the E-learning facilities available for
teaching and learning of Business Education in Secondary school?
49
In order to answer the question above, the mean responses and standard deviation of
students in junior secondary school three (JSS3) in Ikpoba Okha Local Government areas
in Edo State, on each of the items, were computed and presented in table 3
Table 3: mean responses and standard deviation on specific E-learning facilities for teaching and learning of
Business Education in secondary school
S/N Items N Mean Std. Deviation Decision

1 There are enough computers 150 2.23 1.08 Negative
to teach students
2 Television sets are available 150 2.91 0.82 Positive
for teaching students
3 There are projectors for 150 2.37 1.03 Negative
teaching students
4 The school is connected to the 150 2.29 1.04 Negative
internet
5 CCTV are available for 150 3.13 0.85 Positive
teaching students
Table 3 shows that students' gave positive responses for 2 items for E-learning
materials available for teaching Business Education in secondary school in Ikpoba Okha
Local Government Area; as revealed by the mean responses which are both above 2.50.
The mean responses of items 1(2.23), 3(2.37) and 4(2.29) which fell below the positive
mean of 2.50 points to the fact that respondents do not agree that the E-learning facilities
listed in those items were available in secondary schools for teaching Business Education.
To the respondents there were not enough computers, no projectors and no connection of
the school to the Internet.
Research Question Two: To what level do the teachers and students use E-learning
facilities in teaching-learning of Business Education secondary school?
50
Table 4: mean responses and standard deviation on teachers and students use E-
learning facilities in teaching-learning of Business Education secondary school
S/N Items N Mean Std. Decisions
Deviation
6 There are functional E-learning 150 2.42 1.88 Negative
facilities owned by the school café
7 Teachers are exposed to the use of E- 150 2.03 1.02 Negative
learning facilities in teaching students
8 Students are given the opportunity to 150 2.28 0.96 Negative
use E-learning facilities in the
class/laboratories
9 Training is organized for students on 150 2.19 0.97 Negative
the use of E-learning facilities
10 Teachers use computers to teach the 150 2.36 1.03 Negative
students
Table 4 shows that students responses to all the items listed for the teachers and
students use of the E-learning facilities in teaching-learning of Business Education in
secondary school were all negative, shown by mean responses of below 2.50. The students
do not agree with the items, thus pointing that there were no functional E-learning
facilities owned by the school café, that teachers are not exposed to the use of E-learning
facilities in teaching students, that students are not given the opportunity to use the E-
learning facilities and that the teachers do not use the computers to teach the students.
51
Research Question Three: What are the perceived benefits of using E-learning facilities
in teaching and learning of Business Education in secondary school?
in Edo State, on each of the items, were computed and presented in table 5 below
Table 5: mean responses and standard deviation on benefits of using E-learning facilities for teaching and learning
of Business Education in secondary school

Deviation
11 E-learning helps students to share 150 1.70 0.93 Negative
information with colleagues in other
parts of the country
12 E-learning helps in making teaching- 150 1.46 0.68 Negative
learning more effective
13 E-learning improves quality of work 150 1.65 1.81 Negative
of both teacher/student
14 E-learning makes the teachers and 150 1.71 0.76 Negative
students to be up to date in their
various disciplines
15 E-learning enhances efficiency of 150 1.90 0.76 Negative
work to be done by students and
teachers
Table 5 shows that students responses on the benefits of using E-learning facilities
in teaching and learning of Business Education in secondary school was all negative,
shown by mean responses of below 2.50 benchmark for each of the items; 11(1.70),
12(1.46), 13(1.65), 14(1.71) and item 15(1.90). Thus the junior secondary school students
of Ikpoba Okha Local Government Area do not see any of the listed items 11 - 15 as
benefits of using E-learning facilities in teaching and learning of Business Education in
secondary school.
52
Research Question Four: What are the challenges facing E-learning facilities of
Business Education in secondary school?
Table 6: mean responses and standard deviation on specific challenges facing E-learning facilities, for teaching
and learning of Business Education in secondary school
Deviation
16 There is lack of E-learning 150 2.59 1.16 Positive
laboratories in the schools
17 Irregular power supply hinders the 150 2.03 1.05 Negative
use of E-learning facilities where
they are available
18 The cost of purchasing computers is 150 1.95 1.00 Negative
high for schools
19 There are inadequate facilities like 150 2.19 1.10 Negative
computers to support the full
application of E-learning
20 Lack of adequate funds hinders 150 1.91 1.01 Negative
schools from embracing E-learning
Table 6 shows that the students gave a positive response for only item 11 (2.59),
shown by a mean response above 2.50 benchmark. This points that the students agree that
lack of E-learning laboratories in the schools is a challenge facing E-learning facilities for
teaching and learning. However, the students gave a negative response for challenges
represented in items 17, 18, 19 and 20 shown by mean responses below 2.50 benchmark;
2.03, 1.95, 2.19 and 1.91 respectively. This implies that they do not agree that irregular
53
power supply, high cost, inadequate facilities and lack of adequate funds, are challenges in
this study.
Discussion of Findings
The findings of the research question one revealed that E-learning facilities are not
available in secondary schools and only television set is mostly available, which according
to Ajayi (2008), the effective utilization of ICT in teaching and learning depends on the
availability of these facilities and teachers competence in using them.
The finding of the research question two revealed that Teachers and students level
of exposure to the use of E-learning facilities in secondary schools is inadequate. In
support of this view Okebukola, (1997), cited by Aduwa-Ogiegbaen and Myamu, (2005),
concludes that computer is not part of classroom technology in more than ninety (90)
percent of Nigerian public schools which implies that the chalkboard and textbook
continues to dominate classroom activities in most Nigerian secondary schools so the
Teachers and students are not exposed to it
The findings of the research question three revealed that the perceived benefits of
using E-learning in schools include making teaching and learning more effective,
enhancing the quality of work of both teacher and students; help teachers to be up-to-date,
etc. Olorunsola (2007) posited that through E-learning, some educational needs have been
met; it changes the needs of education as well as the potential processes. Also, Adomi and
Anie, (2006) stated that the need for E-learning in technical colleges cannot be
overemphasized in this technology-driven age, every one requires E-learning competence

54
in order to gain and share information. Organizations are finding its very necessary to
train and retrain their employees to establish or increase their knowledge of computer and
other E-learning facilities.
The findings of the research question four revealed that there are lot of challenges
and Constraints facing E-learning facilities of Business education in secondary school one
of which is the lack of E-learning laboratories in schools. According to Akubueze, (2012),
it is one thing to have access to e-learning facilities and it is another thing to effectively
utilize them in teaching and learning therefore, inadequate utilization of new technologies
facilities by teachers could result in producing graduates with only theoretical knowledge
and less experience in practical courses which could be a challenge or a Constraints
required for the application of E-learning skills. Also, according to Bhuasiri (2012) the
institution and many others may have suffered limited resources and awareness,
inadequate manpower and training, instability in energy, lack of e-learning laboratory and
poor internet and network facilities in their bid to exploit complete utilization of e-
learning facilities.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
The study investigated availability and utilization of e-learning technologies in
business education in junior secondary school in Ikpoba Okha Local Government Area of
55
Edo states. The researcher has looked widely into how they responds to Availability of E-
learning facilities for teaching and learning, Level of how teachers and students use E-
learning facilities, Benefits of using E-learning facilities, Challenges and constraint facing
E-learning facilities.
The design of this study is a survey meant to assess student’s attitudes. This is in
consideration of the enormous importance of the response to the availability and
utilization of e-learning technologies in business education in junior secondary school
students. A careful examination was made to determine the effects the above factors has.
In the research methodology, four research questions were raised with each question
section containing five items making it twenty items in total and the research questions
were distributed in the questionnaires which were used to elicit the necessary information
needed from the research work.
The Questionnaire was specially designed for students in public secondary schools
in Ikpoba Okha Local Government Area of Edo states. The data were analyzed and it was
discovered that the majority of secondary school students have a good perception about E-
learning but lack E-learning facilities.
Summary of Findings
 Television set, is mostly found in secondary schools but most E-learning facilities
are not available in secondary schools
56
 Teachers and students level of exposure to the use of E-learning facilities in
secondary schools is inadequate
 Perceived benefits of using E-learning in schools include making teaching and
learning more effective, enhancing the quality of work of both teacher and students;
help teachers to be up-to-date, etc.
 A lot of challenges and Constraints facing E-learning facilities of Business education
in secondary school especially the availability of E-learning laboratory.
Conclusion
It is clear that the education sector of Edo state and the country at large has no
smooth running of education system. In fact, all levels of education are plagued with
catalogue of problems ranging from underfunding to mismanagement. If the educational
sector of our schools throughout the state is to maintain maximum standards, it should be
provided with adequate funds, infrastructural facilities in term of modern classrooms
equipped with electronic computer system which are connected to the internet and highly
qualified personnel that can effectively, utilize these resources. Finally, our secondary
school students should be given the best in education with modern facilities which will in
turn draw out the best in every student and ensure the utility of these students to the
development of Edo state, and the country at large.
Recommendation
Based on the investigations carried out on topic, the following recommendations are
made:
57
1. E-learning equipment and facilities should be made available to all secondary
schools.
2. Government should encourage and put in place policies to attract international
codes and non-governmental organizations (NGOs) to invest on E-learning related
projects in secondary schools.
3. Teachers that are not E-learning compliance should be encouraged by the secondary
school administrators to study further in order to meet up with new demand of E-
learning.
4. Attention should be paid to the deforming state of facilities in our secondary school.
Also E-learning system and facilities like laboratory should be provided in
secondary school in Edo state.
5. The curriculum of business education programme should also be reviewed to reflect
the current developmental and technological changes in the country and Business
Education teachers should also be recruited and should be allowed to go on regular
training and retraining in order to be relevant.
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APPENDIX I
UNIVERSITY OF BENIN
FACULTY OF EDUCATION
BENIN CITY
RESEARCH TOPIC: AVAILABILITY AND UTILIZATION OF E-LEARNING
TECHNOLOGIES IN BUSINESS EDUCATION
QUESTIONNAIRE
61
INTRODUCTION:
This questionnaire is solely for research purpose. Do not write your name. Please
answer each question as honestly as possible. Your response will be treated with utmost
confidentiality. Answer the question by ticking () in the appropriate box that best
describes your view
SECTION A: (PERSONAL DATA)
1. Age Range. 11-12 [ ] 13-14[ ] 15-16 [ ] Above 16 [ ]
2. Sex: M[ ] F[ ]
KEY TO SCORES:
Strongly agree - (SA)
Agree - (A)
Disagree - (D)
Strongly disagree - (SD)
62
S/N ITEMS SA A D SD
E-learning facilities are available for teaching and
learning of Business education in secondary
school
1. There are enough computers to teach students.
2 Television sets are available for teaching students.
3. There are projectors for teaching students.
4. The school is connected to the internet.
5 CCTV are available for teaching students.
Teachers and students use E-learning facilities in
teaching-learning of Business education in
secondary school
6. There are functional E-learning facilities owned by
the school Cafe.
7. Teachers are exposed to the use of E-learning
facilities in teaching students.
8. Students are given opportunities to use E-learning
facilities in the class/laboratories.
9 Training is organized for student on the use of E-
learning facilities.
10 Teachers use computer to teach to students.
Benefits using E-learning facilities in teaching and
learning of Business education in secondary
school.
11. E-learning helps student to share information with
colleagues in other parts of the country.
12. E-learning helps in making teaching-learning more
effective.
13. E-learning improve quality of work of both
teacher/students
14. E-learning makes teachers and student to be up to
date in their various disciplines
15. E-learning enhances efficiency of work to be done
by teachers and student
Challenges and Constraints facing E-learning
facilities of Business education in secondary
school.
16 There is lack of E-learning laboratories in the
schools.
17 Irregular power supply hinders the63 use of E-learning
facilities where they available.
18 The cost of purchasing computers is high for
schools.
64

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1

AVAILABILITY AND UTILIZATION OF E-LEARNING TECHNOLOGIES

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF

the Department of Vocational and Technical Education, Faculty of Education, University

Business Education (Office Technology Management).

Project Supervisor Project Coordinator

The researcher’s profound gratitude goes to her project supervisor

and for training her to attain her first degree

She also wants to thank her friends, Blessing, choice

And lastly to the

CHAPTER ONE: INTRODUCTION

Background of the Study

Purpose of the Study

Significance of the Study

Scope of the Study

Limitation of the Study

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Definition of Information Communication Technology

Definition of Business Education

Historical Overview of E-Learning

Operant Conditioning Learning Theory

Thorndike Law of Effect Learning Theory

Constructivism Learning Theoryarning Technologies

Emerging Changes of Business Education Programme Due to E-Learning Technologies

Benefits of Utilization of E-Learning Technologies in Business Education Programme

Constraints to Utilization of E-Learning Technologies in Business Education Programme

Review of Empirical Studies

Summary of Reviewed Related Literature

CHAPTER THREE: METHODOLOGY

Design of the Study

Population of the Study

Sample and Sampling Techniques

Reliability of the Instrument

Method of Data Collection

Method of Data Analysis

CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION OF

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECCOMMENDATIONS

Background of the Study

enhancing connectivity, creating business and employment opportunities, and changing

governments. In the knowledge-based economy, level of technology advancement of a

economy depend more on the capacity of university to produce knowledge through

E-learning according to Ojeaga and Igbinedion, (2012) involve the use of

technology to enhance learning which include digital collaboration, satellite broadcasting,

CD-ROMS amongst others.(It includes the delivery of content via Internet,

intranet/extranet (LAN/WAN), audio- and video-tape, satellite broadcast, interactive TV,

also referred to as web-based training, online training, distributed learning or technology

and material resources to accomplished designated organizational objectives (Uzo-

value of their programmes without sufficiently making use of e-learning facilities in

availability of the information and communication technology (ICT) has precipitated a

Management systems, video/audio podcasts, facebook, threaded discussion lists,

video/audio text chat, videoconferences software etc. However, e-learning appears to be

poorly utilized in Nigerian Tertiary Institutions. It appears that business education

and have little knowledge of e-learning platforms. As posited by Olusegun (2006), e-

the basis for e-learning integration.

Business Education is a program geared towards the acquisition of knowledge and

not been established, hence this study.

There appears to be under utilization of electronic devices for educational purposes

by business education students. This under utilization is as a result of inability of students

One of the basic objectives of technology is to enable teachers to transform their

communities. Conversely, it is one thing to have access to e-learning facilities and it is

Therefore, inadequate utilization of new technologies facilities by teachers could result in

of teaching in educational system.