Virtual Classroom Proficiencies Required by Business Education Lecturers in Colleges of Education in North East Nigeria

Chinwendu L. Nwachukwu; Mohammed Jamilu Usman; Florence Lazarus Bitrus

doi:10.56741/jgi.v2i02.327

Authors

Chinwendu L. Nwachukwu
nwendurita@gmail.com
Federal College of Education, Yola https://orcid.org/0000-0003-3169-7392
Mohammed Jamilu Usman Federal College of Education, Yola
Florence Lazarus Bitrus Modibbo Adama University

DOI:

https://doi.org/10.56741/jgi.v2i02.327

Keywords:

Business Education, ICT, Nigeria, Proficiencies, Virtual Classroom

Abstract

This study examined the virtual classroom proficiencies required by Business Education lecturers in Colleges of Education in North East Nigeria. The study adopted a descriptive survey research design. The study's population was 252, which included 218 lecturers and 34 ICT experts from five colleges of education in Nigeria's North East, with Borno state exempted due to security concerns. Because there was no sampling, the entire population was used for the study due to its manageable size. Data was collected using a validated questionnaire. The instrument was validated by experts. A reliability coefficient was calculated using the Cronbach Alpha technique and a reliability index of 0.89 was achieved after a trial test of the instrument on 10 lecturers and eight ICT Experts. Data for the research questions were analyzed using mean statistics and the hypotheses were tested at a 0.05 level of significance using t-test. The findings revealed lecturers lack proficiency in the use of available participant panel features in a virtual classroom as well as they were not proficient in the use of video play features of the virtual classroom.

Downloads

Download data is not yet available.

Author Biographies

Chinwendu L. Nwachukwu, Federal College of Education, Yola

is a Principal lecturer in the Department of Business Education, Federal College of Education, Yola, Adamawa State, Nigeria. She is a teacher with the reputation of delivering course content and knowledge to students for more than 25years. She is currently undertaking her PhD. at the Modibbo Adama University, Yola. She belongs to serveral professional bodies and have held various administrative positions in Federal College of Education, Yola, Adamawa State, Nigeria. (email: nwendurita@gmail.com).

Mohammed Jamilu Usman, Federal College of Education, Yola

is a lecturer at the Department of Business Education, Federal College of Education, Yola, Adamawa State, Nigeria. He is vast in knowledge of pedagogy and accounting as it relates to Business education. He is also a researcher and a scholar. Currently, he is a postgraduate student of Modibbo Adama University Yola. (email: Ujameel53@gmail.com).

Florence Lazarus Bitrus, Modibbo Adama University

is one person that have passion for teaching and research. She is a teacher with the Yobe State Science and Technical school Board. She is a postgraduate student of Department of Vocational Education, Modibbo Adama University, Yola, Adamawa State. (email: florenceoladimeji6@gmail.com).

References

Edomwonyi, J., & Osarumwense, R. (2017). Business Education in Nigeria: Issues, challenges and way forward for national development. Journal of collaborative research and development, 5(1), 1-25.

Ezeani, S. N., & Ogundola, M. C. (2018). Business Education programme in Nigeria: Past, present and future in the 21st century. Nigerian Journal of Business Education (NIGJBED), 3(1), 17-35.

Ibanga, I. J., Dawasa, I. M., & Yaro, Y. (2023). Virtual Classroom Competencies Required by Electrical/Electronic Technology Lecturers in Colleges of Education for Instruction in the Era of Covid-19 in North East Nigeria. Journal of Multidisciplinary Cases (JMC), 3(02), 10-21.

Akpan, S. J., Etim, P. J., & Udom, S. O. (2016). Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State. World Journal of Education, 6(6), 83-88.

Anekwe, J. U. (2017). Impacts of virtual classroom learning on students’ of nigerian federal and state universities. European Journal of Research and Reflection in Educational Sciences, 5(3), 21-36.

Agbatogun, O. A. (2006). Attitude of teachers towards the integration of computer education into secondary school curriculum. Journal of Research Curriculum Teaching, 1(5), 1-20.

Olaore, I. B. (2014). The impacts (positive and negative) of ICT on education in Nigeria. Developing Country Studies, 4(23), 154-156.

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal Education Technology System, 49(1), 5–22.

Raja, R., and Nagasubramani, P. C. (2018). Impact of Modern Technology in Education. Journal of Applied and Advanced Research, 3, 33-40.

Szeto, E., & Cheng, A. Y. (2016). Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience? Interactive Learning Environments, 24(3), 487-503.

Angelone, L., Warner, Z., & Zydney, J. M. (2020). Optimizing the Technological Design of a Blended Synchronous Learning Environment. Online Learning, 24(3), 222-240.

Patience, A. B., Chukwudi, O. C., & Abdulhakim, O. (2020). The Degree of Confidence to the Use of Virtual Classroom Apps by Teachers of Nigerian Public and Private Secondary Schools. African Scholars Journal of Contemporary Education Research, 18(8), 247-261.

Ojokoh, B. A., & Balogun, V. F. (2008). Development of a web-based virtual classroom system at the Federal University of Technology, Akure, Nigeria. Arch & Information Science, 18(2), 169-180.

Badia, A., Meneses, J., & Sigales, C. (2013). Teachers’ Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms. Electronics Journal Research of Education Psychology, 11, 787–808.

Bhakta, K., & Dutta, N. (2016). Impact of information technology on teaching-learning process. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 2(11), 131-138.

Okigbo, E. C., & Okeke, M. N. (2012). Challenges facing mathematics teachers in the utilization of ICT elements for mathematics instruction. International Journal of Educational Research and Development, 4(1), 70-76.