EDUCATIONAL TECNOLOGIES, TEACHING METHOD AND OTM STUDENT

ACADEMIC PERFORMANCE IN TERTIARY INSTITUTION IN EKITI STATE

Chapter One

Introduction

Background to the study

Change is the only constant factor in life and for decades now, fast changes have

taken place in all facets of human life which is as a result of new technologies. Technology is

the branch of knowledge that deals with the creation and the use of technical means and their

interrelation with life, society, and environment. Technology according to Nwoji (2012) is

the application of the scientific method to solving problems in our daily life. Atueyi (2009)

observed that technology is considered to be the process by which humans modify nature to

meet their needs and wants. Raymond (2006) indicated that technology is a general term for

the processes by which human beings fashion tools and machines to increase their control and

understanding of the material environment. The technological changes taking over the world

globally, has its effect also on the academic environment.

According to Nwoji (2012) Educational technology is a systematic application of

relevant technological processes and resources in teaching, with a goal to improve students'

performance. It involves a disciplined approach to identifying the needs of students, applying

technology in instructions, and tracking their performance. Software programme like

programmed learning material can make mass education easily available. Almost all types of

courses considering the age level of the student can be programmed. Educational Technology

possesses great potential for teaching learning process. It makes curriculum construction and

selection of teaching learning strategies easy and also makes teaching-learning more

effective.
 Educational Technology helps in improving quality of teaching by providing varied

types of programmes through projected aids and other media. Educational Technology

motivates the learner to learn by using various new machines such as blockchain, cloud

computing, steam, video leaning, computer, and others. Educational technology eliminates

the obstacles of mass instruction. and It breaks the barrier of all classes of learners,

irrespective of economic, social or geographical status and makes education available for all.

For example, through mass media, computer system, projectors etc., it makes education

easily available for all. It also serves as distance mode of learning.

According to Gage (1963), “Teaching is a form interpersonal influence aimed at

changing the behaviour potential another person”. Smith in 1963 further extended the

definition of teaching is a system of actions involving an agent, an end in view and a situation

including two sets of factors those over which the agent has no control (class size,

characteristics of pupils, physical facilities, etc.) and those which he can modify (such as

techniques and strategies of teaching.

Several methods of teaching are used by the teacher to deliver the intended content.

Yunusa (2014) postulated that most instructional strategies adopted in teaching skills must be

those that encourages students and arouse their interest to learning. This suggests that the

strategy for teaching skill instructions such as OTM courses must be user friendly and

suitable to attain the target task. For example, the Mavis Beacon software is made for

teaching keyboarding skill as it follows with game to make the task easy and friendly. This

research work attempts to discuss the educational technology teacher-centered teaching

strategy and the student academic performance as they relate to skill acquisition among office

technology and management students in tertiary institution in Ekiti State.

Traditional teaching lasted 600 hundred years from middles ages without major

changes. This continuous traditional way of teaching to the twenty first century is failing.
Some Higher education performance assessments measure worldwide mainly based on the

growth on number of students enrolling in universities. According to the United Nations

Educational, Scientific, and Cultural Organisation, the number of people entering higher

education has increased from 19% in year 2000 to 29% in year 2012.

According to Bob Goddard in his book, (Making a Difference, 2012) estimates that

the number of students around the globe enrolled in higher education will reach 262 million

by 2025, up from 178 million in 2010.

According to Philip Altbach, (director of the Center for International Higher

Education at Boston College in the US), only two countries in the world will be responsible

for much of the increase in the students enrolment numbers in Higher Education. Therefore,

“the Chinese are rethinking expansion as they’re beginning to have more unemployment of

university graduates”. The traditional teaching and learning method makes the Lecturer/Tutor

in charge of the classroom/theatre, where teaching mainly relies on textbooks, emphasises on

basic skills, and learning assessment placed as separate entity on the number of study hours,

rather than on lecturing hours. Lecturer rooms still extensively used because they are

economical, and meet University schools budget.

In University where I teach Physical Science students, I found students have a culture

of listening and become passive learners. In Physical Science, students are required to

participate in teaching and learning, to participate in laboratory experiment, workshops, and

other methods that make teaching and learning interactive and use participating approach.

OKwuanaso and Nwazor (2019) considered traditional teaching method as a teacher-

centered method of teaching since the instructor dominates the class through his expertise.

The authors added that the method treats students without consideration, while their interest

to participate is discouraged. In the lecture method, which is one of the traditional teaching
method the teacher is the authority who dislikes interruption; rather the students are expected

to act on permission. Dictation from text books and handouts are used to deliver lessons,

while students write notes or collect handout as materials for use. Students’ understanding

through this method is determined by the teacher’s experience. Denga (2001) buttressed that,

lecture method involves teacher talking to students, while student’s jots, at times

supplemented by handout. For this method, concept is introduced and explanations are made,

while change may occur on the students’ perception of a problem.

In recent times technology has facilitated the demonstration teaching method use by

teachers with the help of visual aids to teach students to overcome misconception

(Adbdullahi, 2014). By demonstration, through educational technologies students acquire

skills as they visually see the reality, actions and technics to achieve a task.

The Academic performance of students is pre-determined by varying factors and it is

the state of students’ learning achievements at a particular time in a particular course or group

of courses. Performance is measured by a grade obtained in a particular course or a set of

courses depending on the design of the curriculum. Hence, to ensure quality performance of

students it is important to put into consideration the critical role played by lecturers

instructors, the teaching methods and the technologies used in higher institutions. A Lecturer

can impact students learning in multi-ways based on the delivery method adopted in the

classroom. As such, the method or approach adopted by the lecturer to impact knowledge

plays a vital role in students’ academic performance.

The main purpose of lecturing at any level is to bring out a significant behavioral

change in the student. Passage of knowledge and information requires instructors to use the

right method and pedagogy that best suits the learner and suit the objectives and desired

outcomes. Most of the known methods were instructor-centered with no activity for the
learners hence they are passive and therefore obtaining knowledge from the instructor

without building their engagement level with the subject matter, the approach is least

practical, more theoretical and memorizing. Student-centered approaches which are more

encouraged because they embrace the concept of discovery learning.

However, most teachers today apply the student centered approach to promote

interest, analytical research; critical thinking and enjoyment among students. The

effectiveness of teaching methods on students learning has consistently raised considerable

interest in the thematic field of education research. Most of the teaching methods today have

embraced modern technology and this has brought tremendous changes in the field of

learning. Poor academic performance by students in tertiary institutions is linked to the

application of ineffective teaching methods by teachers to impart knowledge to learners and

therefore teachers need to be conversant with numerous teaching strategies and educational

technologies to facilitate learner participation skill acquisition and understanding.

Statement of the Problem

It has been widely acknowledged that educational Technology facilities can be used to

improve the quality of teaching and learning at any level of education. In fact educational

Technologies are becoming part of the daily tools for teaching and learning, thus their use in

education by teachers and students is becoming a necessity.

The researcher observed that the students offering computer oriented courses always

complain of learning computer application without the necessary educational Technology

facilities and the application of teacher-centered teaching methods such as lecturing, among

others. They argued that lack of the application and use of educational facilities Technology

affects their interest and motivation in teaching and learning computer application as a

course.
 Similarly, observation has shown that assessment of students’ academic performance

in OTM course from 2002 to 2007 is based mainly on theories taught rather than and

practical aspect of computer application course. Also the supply of educational Technologies

are inadequate and the lecturers are not trained on the use of the few available technologies in

the teaching and learning process, while some aspect OTM curriculum is based on the use of

manual/obsolete traditional teaching method.

Objectives of the Study

The purpose of this study is to find out the use of educational Technology in the teaching and

learning of Office Technology and Management skills in tertiary institutions. Specifically, the

study sought to study:

1. Examine the level of educational technologies available for the teaching of OTM

students in tertiary institutions in Ekiti State.

2. Investigate the teaching method applied by OTM lecturers in teaching and learning

process in public tertiary institutions in Ekiti State.

3. Identify effect of educational technologies on the academic performance of OTM

students in tertiary institutions in Ekiti State.

Research Questions

The following research questions were raised to guide the study;

1. What is the level of educational technologies available for the teaching of OTM

students in tertiary institutions in Ekiti State?

2. What are the teaching methods applied by OTM lecturers in teaching and learning

process in public tertiary institutions in Ekiti State?

3. What is effect of educational technologies on the academic performance of OTM

students in tertiary institutions in Ekiti State?

Research Hypotheses

The following null hypotheses were proposed:

1. There is no significant influence of educational technologies on the academic

performance of OTM student.

2. There is no significant influence of teaching methods on the the academic

performance of OTM student.

Significance of the Study

The findings of this study would be of immense benefit to office technology and

management students, lecturers, curriculum planners, and future researchers.

Findings of this study will enlighten and create awareness on students on the need to

adopt the use of educational Technology material to boost their academic performance

instead of just making use of it as a social interaction gadget. The students will value the use

of their handset beyond just using it for unprofitable adventures such as watching

pornographic picture, movies, chatting, etc. The experimental process will expose the

students to other possible ways computer and internet facilities can be used to aid and provide

their learning outcome. Adopting the method for teaching and learning by lecturers (teachers)
is a way in which the benefits of this study will reach the students, especially as it may result

to improvement in their academic achievement.

The outcome of this study will expose office technology lecturers to more effective

techniques of promoting learning, which will likely help to minimize student‟s low

achievement in office technology and management courses. It will make their

teaching/learning activities successful. Since blended learning method is interaction-oriented,

it will equally enable them to see the need to ensure that their classes integrate blended

learning to give room for active participation of students. It will drive office technology

lecturers to adjust their teaching method and recognize the need to make teaching and

learning convenient for learner outside the classroom setting as a supportive tool for their

learning.

This will enable the teachers to enjoy teaching as students achieve high performance.

The benefits of this study will reach the lecturer through the inclusion of the method in the

curriculum and providing facilities by government and training for lecturers to make them

knowledgeable in the use of the proposed methods of teaching as it will be recommended by

the researcher to the government.

Curriculum planners will find the findings of this study a relevant tool for curriculum

reforms and improvement. The benefits will get to the curriculum planners and to the

government if a comprehensive documentation of the findings and recommendation is

forwarded especially for consideration and implementation by the authorities concerned.

The findings and recommendations will suggest gaps to be fill by future researchers.

They could also benefit from this study by accessing the bound copy of the research report in

the library or direct contact with the researcher, through manipulation, online, or journal

among others and thus be provided with rich source of literature for their studies.
Scope of the Study

The scope of the study covers Educational Technologies, Teaching Method and OTM

Student Academic Performance in Tertiary Institution in Ekiti State which will be carried out

in three (3) public tertiary institutions in Ekiti state.

The institutions that the research will be carried out in are; The Federal Polytechnic Ado-

Ekiti, Ekiti State University, and Bamidele Olumiluwa University of Education Science and

Technology Ikere-Ekiti. The study is concerned about OTM students in the aforementioned

institute.

Location of the study

This research was conducted in three tertiary institutions which are The Federal

Polytechnic Ado-Ekiti, Ekiti State University, and Bamidele Olumiluwa University of

Education Science and Technology Ikere-Ekiti.

The Federal Polytechnic Ado-Ekiti, is a prestigious institution among numerous

polytechnics in Nigeria. This institute is located in Ekiti State, and it has course of studies

suitable for all science, commercial and arts students who just graduated from secondary

school. Among these courses, the study Office technology and management could also be

found in the institute, which makes it a suitable place for this research.

Ekiti State University is an institution that is located in Ekiti State and it is also a

well-known institute in Nigeria. The school itself has produced well trained bachelor degree

holders from different determent of studies in the institute. This institution has different

courses for its students to study, and out of this courses, the study of secretariat study is one

of the courses given out by the institute, and this course is exactly the same has the study of

OTM. So therefore, the institute will be suitable for this research.

 The final institute that this research will also be carried out in, is the prestigious

institute of Bamidele Olumiluwa University of Science and Technology Ikere-Ekiti. This

institute also has the study of office technology and management being offered to its students

for study. So therefore, it is also a suitable institute for this research.

Operational Definition of Terms

Each term used will be defined according to its usage by the researcher in the study.

Educational Technology: Educational Technology is the field of study that

investigates the process of analyzing, designing,

developing, implementing, and evaluating the

instructional environment, learning materials, learners,

and the learning process in order to improve teaching

and learning.

Academic Performance: is the extent to which

a student, teacher or institution has attained their short

or long-term educational goals. Completion of

educational benchmarks such as secondary school

diplomas and bachelor's degrees represent academic

achievement.

OTM: An abbreviation for Office Technology and

Management
Tertiary Institution: Also known as higher education, in Nigeria it is that

level of educational institution that provides education

to individuals after post-secondary education.

Researcher: This is the person carrying out the piece of work and

study.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

This chapter reviews relevant literature in line wth the objective of this study. The chapter
is reviewed under the following:

1. Conceptual review
Concept of Educational Technology
Concept of Teaching and Learning
2. Theoretical review

Behaviorism

Technology Acceptance Model (TAM)

Theory of Reasoned Actions (TRA)

Cognitivism

Constructivism
3. Empirical review
4. Summary of literature

Conceptual Framework

Conceptual Framework

Concept Educational technology

According to EIvan Illich (2016) educational technology (commonly abbreviated

as edutech, or edtech) is the combined use of computer hardware, software, and educational

theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it

often refers to the industry of companies that create educational technology.

According to J.K. Galbraith The Association for Educational Communications and

Technology (AECT) has defined educational technology as "the study and ethical practice of

facilitating learning and improving performance by creating, using and managing appropriate
technological processes and resources". It denotes instructional technology as "the theory and

practice of design, development, utilization, management, and evaluation of processes and

resources for learning". As such, educational technology refers to all valid and reliable

applied education sciences, such as equipment, as well as processes and procedures that are

derived from scientific research, and in a given context may refer to theoretical, algorithmic

or heuristic processes: it does not necessarily imply physical technology. Educational

technology is the process of integrating technology into education in a positive manner that

promotes a more diverse learning environment and a way for students to learn how to use

technology as well as their common assignments.

Accordingly, there are several discrete aspects to describing the intellectual and

technical development of educational technology (Graziadei 2016):

 Educational technology as the theory and practice of educational approaches to learning.

 Educational technology as technological tools and media, for instance massive online

courses, that assist in the communication of knowledge, and its development and

exchange. This is usually what people are referring to when they use the term "edtech".

 Educational technology for learning management systems (LMS), such as tools for

student and curriculum management, and education management information

systems (EMIS).

 Educational technology as back-office management, such as training management

systems for logistics and budget management, and Learning Record Store (LRS) for

learning data storage and analysis.

 Educational technology itself as an educational subject; such courses may be called

"computer studies" or "information and communications technology (ICT)".

 Educational technology is an inclusive term for both the material tools and processes,

and the theoretical foundations for supporting learning and teaching. Educational technology

is not restricted to high technology but is anything that enhances classroom learning in the

utilization of blended, face-to-face, or online learning

An educational technologist is someone who is trained in the field of educational

technology. Educational technologists try to analyze, design, develop, implement, and

evaluate processes and tools to enhance learning. While the term educational technologist is

used primarily in the United States, learning technologist is synonymous term used in the

UK as well as Canada.

According to J.K. Galbraith Modern electronic educational technology is an important

part of society today. Educational technology encompasses e-learning, instructional

technology, information and communication technology (ICT) in education, edtech, learning

technology, multimedia learning, technology-enhanced learning (TEL), computer-based

instruction (CBI), computer managed instruction, computer-based training (CBT), computer-

assisted instruction or computer-aided instruction (CAI), internet-based training (IBT),

flexible learning, web-based training (WBT), online education, digital educational

collaboration, distributed learning, computer-mediated communication, cyber-learning, and

multi-modal instruction, virtual education, personal learning environments, networked

learning, virtual learning environments (VLE) (which are also called learning platforms), m-

learning, ubiquitous learning and digital education.

Each of these numerous terms has had its advocates, who point up potential

distinctive features. However, many terms and concepts in educational technology have been

defined nebulously; for example, Fiedler's review of the literature found a complete lack of

agreement about the components of a personal learning environment. Moreover, Moore saw

these terminologies as emphasizing particular features such as digitization approaches,

components, or delivery methods rather than being fundamentally dissimilar in concept or

principle. For example, m-learning emphasizes mobility, which allows for altered timing,

location, accessibility, and context of learning; nevertheless, its purpose and

conceptual principles are those of educational technology.

In practice, as technology has advanced, the particular "narrowly defined"

terminological aspect that was initially emphasized by name has blended into the general

field of educational technology. Initially, "virtual learning" as narrowly defined in

a semantic sense implied entering an environmental simulation within a virtual world, for

example in treating posttraumatic stress disorder (PTSD). In practice, a "virtual education

course" refers to any instructional course in which all, or at least a significant portion, is

delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not

taught in a classroom face-to-face but through a substitute mode that can conceptually be

associated "virtually" with classroom teaching, which means that people do not have to go to

the physical classroom to learn. Accordingly, virtual education refers to a form of distance

learning in which course content is delivered by various methods such as course management

applications, multimedia resources, and videoconferencing. Virtual education and simulated

learning opportunities, such as games or dissections, offer opportunities for students to

connect classroom content to authentic situations.

According to S.S. Kulkarni Educational content, pervasively embedded in objects, is

all around the learner, who may not even be conscious of the learning process. The

combination of adaptive learning, using an individualized interface and materials, which

accommodate to an individual, who thus receives personally differentiated instruction, with

ubiquitous access to digital resources and learning opportunities in a range of places and at

various times, has been termed smart learning. Smart learning is a component of the smart

city concept.
 Online education originated from the University of Illinois in 2019. Although the

internet would not be created for another decade, students were able to access class

information with linked computer terminals. Online learning emerged in 1982 when

the Western Behavioral Sciences Institute in La Jolla, California, opened its School of

Management and Strategic Studies. The school employed computer conferencing through

the New Jersey Institute of Technology's Electronic Information Exchange System (EIES) to

deliver a distance education program to business executives. Starting in 1985, Connected

Education offered the first totally online master's degree in media studies, through The New

School in New York City, also via the EIES computer conferencing system. Subsequent

courses were offered in 2019 by the Electronic University Network for DOS and Commodore

64 computers. In 2012, MIT began providing online classes free of charge. As of 2019,

approximately 5.5 million students were taking at least one class online. Currently, one out of

three college students takes at least one online course while in college. At DeVry University,

out of all students that are earning a bachelor's degree, 80% earn two-thirds of their

requirements online. Also, in 2014, 2.85 million students out of 5.8 million students that took

courses online, took all of their courses online. From this information, it can be concluded

that the number of students taking classes online is on a steady increase.

The recent article, "Shift happens: online education as a new paradigm in

learning", Linda Harasim covers an overview of the history of online education as well as a

framework for understanding the type of need it addresses, the concept of distance learning

has already been invented for many centuries. The value of online education is not found in

its ability to have established a method for distance learning, but rather in its power to make

this type of learning process more efficient by providing a medium in which the instructor

and their students can virtually interact with one another in real-time. The topic of online

education started primarily in the late 1900s when institutions and businesses started to make
products to assist students' learning. These groups desired a need to further develop

educational services across the globe, primarily to developing countries. In 1960, the

University of Illinois created a system of linked computer terminals, known as the Intranet, to

give students access to recorded lectures and course materials that they could watch or use in

their free time. This type of concept, called PLATO (programmed logic for automatic

teaching operations), was rapidly introduced throughout the globe. Many institutions adopted

this similar technique while the internet was in its developmental phase.

In 2019, Ivan Illich published a hugely influential book, Deschooling Society, in

which he envisioned "learning webs" as a model for people to network the learning they

needed. The 1970s and 1980s saw notable contributions in computer-based learning

by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology as well

as developments at the University of Guelph in Canada. In the UK, the Council for

Educational Technology supported the use of educational technology, in particular

administering the government's National Development Programme in Computer Aided

Learning and the Microelectronics Education Programme.

By the mid-1980s, accessing course content became possible at many college

libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning

interaction was between the student and computer drills or micro-world simulations.

Digitized communication and networking in education started in the mid-1980s. Educational

institutions began to take advantage of the new medium by offering distance learning courses

using computer networking for information. Early e-learning systems, based on computer-

based learning/training often replicated autocratic teaching styles whereby the role of the e-

learning system was assumed to be for transferring knowledge, as opposed to systems

developed later based on computer-supported collaborative learning (CSCL), which

encouraged the shared development of knowledge.

 Videoconferencing was an important forerunner to the educational technologies

known today. This work was especially popular with museum education. Even in recent

years, videoconferencing has risen in popularity to reach over 20,000 students across the

United States and Canada in 2008–2009. Disadvantages of this form of educational

technology are readily apparent: image and sound quality are often grainy or pixelated;

videoconferencing requires setting up a type of mini-television studio within the museum for

broadcast, space becomes an issue, and specialized equipment is required for both the

provider and the participant.

The Open University in Britain and the University of British Columbia (where Web

CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using

the Internet to deliver learning, making heavy use of web-based training, online distance

learning, and online discussion between students. Practitioners such as Harasim (2019) put

heavy emphasis on the use of learning networks.

With the advent of World Wide Web in the 1990s, teachers embarked on the method

of using emerging technologies to employ multi-object oriented sites, which are text-based

online virtual reality systems, to create course websites along with simple sets of instructions

for their students.

By 1994, the first online high school had been founded. In 2019, Graziadei described

criteria for evaluating products and developing technology-based courses that include being

portable, replicable, scalable, affordable, and having a high probability of long-term cost-

effectiveness. Improved Internet functionality enabled new schemes of communication

with multimedia or webcams. The National Center for Education Statistics estimates the

number of K 12 students enrolled in online distance learning programs increased by 65%

from 2002 to 2015, with greater flexibility, ease of communication between teacher and

student, and quick lecture and assignment feedback.

 According to a 2018 study conducted by the U.S Department of Education, during the

2016–2017 academic year about 66% of postsecondary public and private schools

participating in student financial aid programs offered some distance learning courses;

records show 77% of enrollment in for-credit courses with an online component. In 2008, the

Council of Europe passed a statement endorsing e-learning's potential to drive equality and

education improvements across the EU.

Computer-mediated communication (CMC) is between learners and instructors,

mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study)

learning, while CMC involves educator/tutor facilitation and requires the scalarization of

flexible learning activities. In addition, modern ICT provides education with tools for

sustaining learning communities and associated knowledge management tasks.

Students growing up in this digital age have extensive exposure to a variety of

media. Major high-tech companies have funded schools to provide them with the ability to

teach their students through technology. 2015 was the first year that private nonprofit

organizations enrolled more online students than for-profits, although public universities still

enrolled the highest number of online students. In the fall of 2015, more than 6 million

students enrolled in at least one online course. In 2020, due to the COVID-19 pandemic,

many schools across the world were forced to close, which left more and more grade-school

students participating in online learning, and university-level students enrolling in online

courses to enforce distance learning. Organizations such as Unesco have enlisted educational

technology solutions to help schools facilitate distance education. The pandemic's extended

lockdowns and focus on distance learning has attracted record-breaking amounts of venture

capital to the ed-tech sector. In 2020, in the United States alone, ed-tech startups raised

$1.78 billion in venture capital spanning 265 deals, compared to $1.32 billion in 2019.

Concept of Teaching and learning

 When a person imparts information or skills to another, it is common to describe the

action as teaching. Imparting may mean to share experiences or communicating information,

for instance, lecture. Teaching is regarded as both an art or science. As an art, it lays stress on

the imaginative and artistic abilities of the teacher in creating a worthwhile situation in the

classroom to enable students to learn. As a science, it sheds light on the logical, mechanical,

or procedural steps to be followed to attain an effective achievement of goals. Different

educationists hold different ideas regarding the concept of teaching.

“Teaching is intimate contact between a more mature personality and a less mature

one which designed to further the education of the latter”. Morrison (1934), Dewey (1934)

expressed this concept of teaching by an equation. “Teaching is learning as selling is to

buying”.

In the words of John Brubacher (1939), “Teaching is arrangement and manipulation of a

situation in which there are gaps or obstructions which an individual will seek to overcome

and from which he will learn in the course of doing so”. B.O. Smith defined teaching as

“Teaching is a system of actions intended to induce learning”.

According to Gage (1963), “Teaching is a form interpersonal influence aimed at

changing the behaviour potential another person”. Smith in 1963 further extended the

definition of teaching is a system of actions involving an agent, an end in view and a situation

including two sets of factors those over which the agent has no control (class size,

characteristics of pupils, physical facilities, etc.) and those which he can modify (such as

techniques and strategies of teaching.

According to Baba and Akaraha (2012), the review of secretarial studies in

November, 2004 was necessitated by the fact that the skills, attitude and knowledge

previously acquired in the course of the study were inadequate to arm today’s graduate office

managers with the competencies needed to adjust to the rapidly changing needs of the E-
office. Duniya (2011) observed that due to the introduction of sophisticated technological

(electronic) office equipment into today’s modern office and the role office managers need to

play in ensuring accuracy and efficiency in their jobs, office managers need to meet the

challenges by acquiring new skills and competencies for efficient operations in the electronic

office and these new skills and competencies are basically from information and

communication technology (ICT) perspective. The world is generally ICT- driven and in

order to keep abreast of this change, teaching/learning in OTM must be geared towards ICT.

In realization of OTM objectives, OTM students should be trained to acquire the required

skills, attitude and knowledge needed for modern office management.

Edmund Amidon (2019) defined teaching as “an interactive process, primarily

involving classroom talk which takes place between teacher and pupil and occurs during

certain definable activities”. Davis et al. (2019), Gagne et al. (2014) and Gage (2018) have

contributed significantly to defining this concept, and their views could be summarized as

follows: Teaching is a scientific process, and its major components are content,

communication and feedback. The teaching strategy has a positive effect on student learning.

It is always possible to modify, improve and develop. The new teaching-learning activities,

and hence the flexibility is inbuilt into the system; and “The terminal behaviour of the learner

in terms of learning structures can be established by appropriate teaching environments.

Davis and Glaser (2019) have pointed out that the entire structure of teaching has four steps

Step-I: Planning of teaching which includes content analysis, identification and writing of

objectives.

Step-2: Organization of teaching which indicates the teaching strategies for achieving the

objectives of teaching. Step-3: Identification of suitable teachinglearning strategies for

effective communication of content.

Step-4: Managing teaching-learning, whereby the focus is on the assessment of the learning

objectives in terms of student performance, and this forms the feedback to teacher and

students.

Robertson (2011) indicated that “Teaching is a generic term which denotes actions

undertaken with the intention of bringing about learning in another”. The International

Encyclopedia of Teaching and Teacher Education) have classified the concept of teaching

into three categories:

1. Teaching as success signifies that learning is implicated in teaching. Teaching entails

learning and can be defined as an activity which necessarily affects learning.

2. Teaching as an intentional activity means that teaching may not logically imply learning,

but it can be anticipated that will result in learning

3. Teaching as normative behaviour denotes action undertaken with the intention of bringing

about learning another. It designates a family of activities: training and instructing are

primary members and indoctrination (Green, 2018). Training consists of activities that shape

skills and other behaviours while instruction and indoctrination go with activities which

induce knowledge and beliefs.

Teaching can be conceptualized as a form of problem-solving and decision - making

which has many properties in common with the work of physicians. This conceptualization

has led to a body of research which has investigated the decision - making of teaching

focusing in particular on the information about pupils that teachers use to make decisions and

the way they tailor instruction to individual pupil needs (Calderhead, 2015).

New technologies should be effectively utilized in training institutions to match

graduates with the current demands of modern organisations. Effective utilization of ICT is

very important in all the component areas of office management (Ugwoke, 2011). Atakpa

(2010) stated that secretarial functions everywhere in the world have undergone a lot of
technical changes. As a result, modern office equipment which gives the secretary the

opportunity to increase her efficiency abound. Many office functions and secretarial duties

which were previously done manually have been mechanized. Thus, the diversities of these

office technologies require the office manager to possess new skills and sub-skills to enable

him/her to be relevant in the modern office and these skills and competencies can only be

acquired during teaching and learning. Therefore, it is pertinent that office technology and

management lecturers should up-date themselves on how to apply these new technologies

when teaching.

Theatrical Framework

Various pedagogical perspectives or learning theories may be considered in designing

and interacting with educational technology. E-learning theory examines these approaches.

These theoretical perspectives are grouped into three main theoretical schools or

philosophical frameworks: behaviorism, cognitivism, and constructivism.

Technology Acceptance Model (TAM)

The most cited theory was the Technology Acceptance Model (TAM). Davis (2015)

presented atheoretical model aiming to predict and explain ICT usage behavior, that is, what

causespotential adopters to accept or reject the use of information technology. Theoretically,

TAM isbased on the Theory of Reasoned Action (TRA). In TAM, two theoretical constructs,

perceivedusefulness and perceived ease of use, are the fundamental determinants of system

use, and attitudes toward the use of the system, that is, the user’s willingness to use the

system.Perceived usefulness refers to “the degree to which a person believes that using a

particularsystem would enhance his or her job performance”, and perceived ease of use refers

to “thedegree to which a person believes that using a particular system would be free of

effort” (Davis,2015).
 In these articles TAM was used in three different ways, namely to compare different

adoptionmodels, develop extensions of TAM, or replicate the model. For example, Davis et

al. (2015)empirically compared the ability of TRA and TAM to predict and explain the

acceptance andrejection by users of the voluntary usage of computer-based technology;

Venkatesh and Davis(2017) developed and tested a theoretical extension of TAM, referred to

as TAM2, whichexplains perceived usefulness and usage intentions with the help of social

influence andcognitive instrumental processes, and Adams et al. (2018) replicated Davis’

(2015) study.

Theory of Reasoned Actions (TRA)

The second most cited theory was the Theory of Reasoned Actions (TRA). The theory

originatesfrom social psychology, and it is a special case of the Theory of Planned Behavior

(TPB) (Ajzen,2017). Fishbein and Ajzen (2018) developed TRA to define the links between

the beliefs,attitudes, norms, intentions, and behaviors of individuals. The theory assumes that

a person’sbehavior is determined by the person’s behavioral intention to perform it, and the

intention itselfis determined by the person’s attitudes and his or her subjective norms towards

the behavior. Thesubjective norm refers to “the person’s perception that most people who are

important to himthink he should or should not perform the behavior in question” (Fishbein

and Ajzen, 2016).Ajzen and Fishbein’s (2018) book is focused on the prediction and

understanding of humanbehavior to help in solving applied problems and making policy

decisions. The authors state thatTRA is applicable, for example, when studying consumer

behavior, women’s occupationalorientations, or family planning behaviors. In these studies

TRA was used to compare it withTAM (Davis et al., 2015, see above), or in combination

with DOI (Karahanna et al., 2016). Forexample, Karahanna et al. (2016) examined users’ pre-

adoption and post-adoption beliefs andattitudes by combining aspects of TRA and DOI.

Behaviorism
 This theoretical framework was developed in the early 20th century based on animal

learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull,

and B.F. Skinner. Many psychologists used these results to develop theories of human

learning, but modern educators generally see behaviorism as one aspect of a holistic

synthesis. Teaching in behaviorism has been linked to training, emphasizing animal learning

experiments. Since behaviorism consists of the view of teaching people how to do something

with rewards and punishments, it is related to training people.

B.F. Skinner wrote extensively on improvements in teaching based on his functional

analysis of verbal behavior and wrote "The Technology of Teaching", an attempt to dispel the

myths underlying contemporary education as well as promote his system he

called programmed instruction. Ogden Lindsley developed a learning system, named

Celeration, which was based on behavior analysis but substantially differed from Keller's and

Skinner's models.

Cognitivism

Cognitive science underwent significant change in the 1960s and 1970s to the point

that some described the period as a "cognitive revolution", particularly in reaction to

behaviorism. While retaining the empirical framework of behaviorism, cognitive

psychology theories look beyond behavior to explain brain-based learning by considering

how human memory works to promote learning. It refers to learning as "all processes by

which the sensory input is transformed, reduced, elaborated, stored, recovered, and used" by

the human mind. The Atkinson-Shiffrin memory model and Baddeley's working

memory model were established as theoretical frameworks. Computer science and

information technology have had a major influence on cognitive science theory. The

cognitive concepts of working memory (formerly known as short-term memory) and long-

term memory have been facilitated by research and technology from the field of computer
science. Another major influence on the field of cognitive science is Noam Chomsky. Today

researchers are concentrating on topics like cognitive load, information processing,

and media psychology. These theoretical perspectives influence instructional design.

There are two separate schools of cognitivism, and these are the cognitivist and social

cognitivist. The former focuses on the understanding of the thinking or cognitive processes of

an individual while the latter includes social processes as influences in learning besides

cognition. These two schools, however, share the view that learning is more than a behavioral

change but is rather a mental process used by the learner.

Constructivism

Educational psychologists distinguish between several types of constructivism:

individual (or psychological) constructivism, such as Piaget's theory of cognitive

development, and social constructivism. This form of constructivism has a primary focus on

how learners construct their own meaning from new information, as they interact with reality

and with other learners who bring different perspectives. Constructivist learning

environments require students to use their prior knowledge and experiences to formulate new,

related, and/or adaptive concepts in learning (Termos, 2012). Under this framework, the role

of the teacher becomes that of a facilitator, providing guidance so that learners can construct

their own knowledge. Constructivist educators must make sure that the prior learning

experiences are appropriate and related to the concepts being taught. Jonassen (1997)

suggests "well-structured" learning environments are useful for novice learners and that "ill-

structured" environments are only useful for more advanced learners. Educators utilizing a

constructivist perspective may emphasize an active learning environment that may

incorporate learner-centered problem-based learning, project-based learning, and inquiry-

based learning, ideally involving real-world scenarios, in which students are actively engaged

in critical thinking activities. An illustrative discussion and example can be found in the
1980s deployment of constructivist cognitive learning in computer literacy, which involved

programming as an instrument of learning. LOGO, a programming language, embodied an

attempt to integrate Piagetian ideas with computers and technology. Initially there were

broad, hopeful claims, including "perhaps the most controversial claim" that it would

"improve general problem-solving skills" across disciplines. However, LOGO programming

skills did not consistently yield cognitive benefits. It was "not as concrete" as advocates

claimed, it privileged "one form of reasoning over all others", and it was difficult to apply the

thinking activity to non-LOGO-based activities. By the late 1980s, LOGO and other similar

programming languages had lost their novelty and dominance and were gradually de-

emphasized amid criticisms.

Empirical Review

Several empirical studies have been conducted to explore the relationship between

educational technology, teaching methods, and student academic performance in tertiary

institutions. One study conducted by Adeyemi et al. (2019) examined the impact of e-

learning platforms on student academic performance in Nigerian universities. The findings

revealed that students who had access to e-learning platforms performed better academically

compared to those who did not.

Another study by Ogunleye et al. (2018) investigated the effectiveness of problem-

based learning in improving student academic performance in a Nigerian university. The

results indicated that students who were exposed to problem-based learning methods

demonstrated higher levels of critical thinking and achieved better academic outcomes

compared to those in traditional lecture-based classrooms.

The study of Ugwoke (2010) discussed the new technologies in teaching and learning

in Office Technology and Management (OTM). The paper shows that there is technological

advancement taking place globally and this has made the operations in the office to be carried
out with modern office technologies. Therefore, teaching and learning in OTM should be

directed towards acquiring the necessary skills by OTM students for performing their duties

in an e-office. In addition, the paper discusses the necessary skills required for an e-office,

and also the new technologies needed for the teaching and learning of OTM concepts and

principles. conclusion was drawn for the subject matter, and it was recommended amongst

others that new technologies like video-conferencing, overhead projector slides, digital

versatile disc and internet facilities should be provided and utilized during the teaching and

learning of OTM courses. Furthermore, there should be training and re-training programmes

for OTM lecturers in particular in order to ensure the effective delivery of OTM programme

in Nigeria.

Another study by Ekula, Innocent aim find out the effects of using information and

communication technology facilities on the academic performance of students in computer

application course in Federal Colleges of Education in North West Nigeria. Related literature

was reviewed. The research design was descriptive survey design. Two research questions

and two hypotheses were raised to guide the study. The chi-square statistical instrument was

used in analyzing the data at .05 level of significance. The sample of the study was made up

of 318 randomly sampled students and lecturers from five Federal Colleges of Education in

North-West, Nigeria. The result revealed that Lecturers should develop computer skills and

be properly trained in the use of ICT facilities in teaching and learning computer application

course and that That ICT facility alone has no effect on how the students understand lectures,

how the lectures are being taught and the academic performance of students in computer

application course. Based on this finding, it was recommended that Head of Departments

should make sure that computer oriented courses are taught by lecturers who are trained in

the use of ICT facilities in teaching and learning.

 Furthermore, a study conducted by Akinbobola and Ogunleye (2017) explored the

impact of multimedia instructional materials on student academic performance in a Nigerian

polytechnic. The findings revealed that students who were exposed to multimedia

instructional materials performed significantly better academically compared to those who

received traditional instruction.

Overall, these empirical studies suggest that the integration of educational technology

and innovative teaching methods can have a positive impact on student academic

performance in tertiary institutions.

In conclusion, the empirical review highlights the importance of educational

technology and innovative teaching methods in enhancing student academic performance in

tertiary institutions in Ekiti State, Nigeria. The integration of educational technology tools

such as e-learning platforms and multimedia instructional materials, along with student-

centered teaching methods like problem-based learning and active learning, can significantly

improve student engagement, motivation, critical thinking skills, and overall academic

achievement.
Summary of Literature

The use of educational technology has become increasingly prevalent in tertiary institutions

around the world, including those in Ekiti State. This technology includes tools such as online

learning platforms, digital resources, and multimedia presentations. However, there is limited

research on how these technologies impact student academic performance in tertiary

institutions in Ekiti State

One study conducted in a public university in Ekiti State found that the use of educational

technology improved students' academic performance in mathematics and science courses.

The study used a pre-test post-test control group design and found that students who received

instruction using educational technology scored higher on tests than those who received

traditional instruction.

Another study conducted in a private university in Ekiti State found that the use of

multimedia presentations improved students' engagement and motivation in a course on

business communication. The study used a survey design and found that students who

received multimedia presentations reported higher levels of engagement and motivation than

those who received traditional lectures.

A review of the literature on educational technology in tertiary institutions in Ekiti

State found that the use of technology can improve students' academic performance, increase

their engagement and motivation, and enhance their learning experience. However, the

review also noted that the quality of educational technology can vary widely and that it is

important to ensure that technology is used effectively and appropriately to support teaching

and learning.

The study “Educational Technology, Teaching Method, and OTM Students’

Academic Performance” aimed to investigate the gap in academic performance among

students in the field of Operations and Technology Management (OTM) concerning the use
of educational technology and teaching methods. The researchers sought to identify whether

there was a significant difference in academic performance between students who were

exposed to educational technology and those who were not, as well as between those taught

using traditional methods and those taught using modern teaching approaches.

The study discovered that there was a substantial gap in academic performance

among OTM students based on the use of educational technology and teaching methods. The

researchers found that students who were exposed to educational technology demonstrated

higher academic performance compared to their counterparts who were not. Additionally,

there was a notable difference in academic performance between students taught using

traditional methods and those taught using modern teaching approaches. These findings

indicated that the integration of educational technology and innovative teaching methods

could significantly impact the academic performance of OTM students.

To fill this identified gap, the study intended to provide empirical evidence supporting

the importance of integrating educational technology and modern teaching methods in OTM

education. By conducting a comprehensive analysis of the relationship between educational

technology, teaching methods, and academic performance, the researchers aimed to offer

insights that could guide educators, policymakers, and stakeholders in enhancing the learning

experiences and outcomes of OTM students. Furthermore, the study sought to contribute to

the existing body of knowledge by highlighting the potential benefits of leveraging

educational technology and innovative teaching approaches in OTM education.

 CHAPTER THREE

METHODOLOGY

This chapter presents the methodology to be used in this study. It includes the research

design employed, population, sample, instrument for data collection, and data analysis

method.

Research Design

This research adopted a descriptive survey design to study the population to determine

the Educational Technologies, Teaching Method and OTM Student Academic Performance

in Tertiary Institution In Ekiti State. The advantage of this method is that it has economic

advantage over the other survey design as it is researches based on this design are conducted

to assess the status quo of a particular phenomenon of interest without manipulation of

variables. This design is considered appropriate for this study because it saves time, expenses

and the amount of quality information yielded is valid and reliable. Likewise, its proposed

usage in this study is premised on early scholars whose work is related to this study but done

in different research context.

Population of the Study

The population of this study comprises of 100 Students of three tertiary institutions in

Ekiti state which include; The Federal Polytechnic, Ado-Ekiti, Ekiti State University and

Bamidele Olumiluwa University of Education Science and Technology Ikere-Ekiti. The

population was secretaries of the aforementioned tertiary institutions in Ekiti State.

Table 3.1: Population of the Study

S/N Name of Institutions Number of secretaries in

the institution

1. The Federal Polytechnic, Ado-Ekiti 40

2. Ekiti State University 40

3. Bamidele Olumiluwa University of 20

Education Science and Technology Ikere-

Ekiti

Total 100

Source: Field work, 2022.

Sample Size and Sampling Technique

The sample size of this study is 80 which is made up of Students in The Federal

Polytechnic, Ado-Ekiti, Ekiti State University and Bamidele Olumiluwa University of

Education Science and Technology Ikere-Ekiti. This sample size was gotten from Krejcie and

Morgan (1970) sample size table as shown in Table 3.2;

In order to arrive at the objectives of this research work, simple random sampling

technique was used in this study. This technique was used in order to lower the chances of the

researcher bias and sampling bias, significantly. The simple random sampling allows the

research to have a more precise sample and ensure that all the groups in research population

are well-represented in the sample.

Table 3.2: Table for Determining Sample Size of a Known Population

 Source: Krejcie and Morgan (1970)2 Sample Size Determination Table

As seen on the table above, the sample size was 80 secretaries of the tertiary

institutions in Ekiti State.

Table 3.3 Simple Random Sampling Calculation for the Sample used

S/N Name of Ministry % of Sample unit Sample size

The Federal Polytechnic, X 100 = 40% = 32
Ado-Ekiti

Ekiti State University X 100 = 40% = 32

Bamidele Olumiluwa University of Education

Science and Technology Ikere-Ekiti, X 100 = 20% = 16

Total 100% 80

Research Instrument

Data was collected using a structured questionnaire titled: Educational Technologies,

Teaching Method and OTM Student Academic Performance In Tertiary Institution In Ekiti

State. The instrument was a structured questionnaire adapted from previous scholarly studies.

This study also adopt the percentage frequency scale design which allowed the researcher

provide their opinion about the issue under study. The instrument collected opinion and

perception of Secretaries of tertiary institutions in Ekiti State on issues such as the

relationship between information and communication technology and Secretaries service

delivery

Section A is designed to collect demographic information of respondents and these

contains Bio – data of Respondents measured through five factors; Gender,

Designation, Educational Qualification while

Section B-D is designed to collect data in relation to the raised research question
Reliability of the Instrument

The researcher subjected the questionnaire to a reliability test to check the internal

consistency of all items measuring each variable in the study. The reliability of the

instrument was conducted through a pilot study using ten (10) copies of the questionnaire that

were administered to the academic staff of the Federal Polytechnic, Ado-Ekiti which is not

part of the study. Data obtained was subjected to Cronbach’s alpha reliability test to establish

internal consistency of the items

Validation of the Instrument

Content and construct validity was done. Content validity was used to assess the

internal validity of the research instruments which was ascertained through 3 experts in

information management field and the supervisor and other. Corrections made were

incorporated in constructing the final questionnaire, which was given out to the respondents

for the study.

Method of Data Collection

The administration, retrieval and initial sorting of copies of the questionnaires were

done by the researcher. In all, 80 copies of questionnaires was administered to the secretaries

of the three tertiary institutions; The Federal Polytechnic, Ado-Ekiti, Ekiti State University,

Ado-ekiti and Bamidele Olumiluwa of Science and Technology Ikere-Ekiti, over a period of

four days. And all the 80 questionnaire which were distributed was recovered from the

secretary which gives 100% of questionnaire recovered.

Method of Data Analysis

In analyzing the data collected, descriptive and inferential statistics used. The simple

percentage method was used for the research questions. The Pearson moment correlation

coefficient formula was used to analyses the hypotheses. The formula is stated below:

n (∑ xy)−(∑ x )(∑ y )
r=
√¿ ¿ ¿

Where,

r = Pearson correlation coefficient

x = Values in the first set of data

y = Values in the second set of data

n = Total number of values.