NEW TECHNOLOGIES CONSIDERED EFFECTIVE BY BUSINESS SUBJECTS TEACHERS FOR IMPROVING THE TEACHING OF BUSINESS SUBJECTS AT SENIOR SECONDARY SCHOOL

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NEW TECHNOLOGIES CONSIDERED EFFECTIVE BY BUSINESS SUBJECTS TEACHERS FOR IMPROVING THE TEACHING OF BUSINESS SUBJECTS AT SENIOR SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

Background of the study

There are developments in the Nigerian education sector which indicate some levels of ICT application in the secondary schools. The Federal Government of Nigeria, in the National Policy on Education (Federal Republic of Nigeria, 2004), recognizes the prominent role of ICTs in the modern world, and has integrated ICTs into education in Nigeria. To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education has been made a pre-vocational elective, and is a vocational elective at the senior secondary school. It is also the intention of government to provide necessary infrastructure and training for the integration of ICTs in the secondary school system. It should be noted that 2004 was not the first attempt the Nigerian government made to introduce computer education in schools. In 1988, the Nigerian government enacted a policy on computer education. The plan was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools. Unfortunately, the project did not actualize beyond the sheer distribution and installation of personal computers (Okebukola, 1997; cited by Aduwa-Ogiegbaen and Iyamu, 2005). Okebukola (1997), therefore, concludes that the computer is not part of classroom technology in more than 90 percent of the public schools in Nigeria. The implication is that the chalkboard and textbook continue to dominate classroom scenarios in the generality of secondary schools in Nigeria.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in new technologies considered effective by business subjects teachers for improving the teaching of business subjects at senior secondary school.

Objectives of the study
To understand the impact of new technologies considered effective by business subjects teachers for improving the teaching of business subjects at senior secondary school.
To understand the relationship between the use of new technologies considered effective by business subjects teachers for improving the teaching of business subjects and students’ academic performance at senior secondary school.

Research questions
What is the impact of new technologies considered effective by business subjects teachers for improving the teaching of business subjects at senior secondary school.
What is the relationship between the use of new technologies considered effective by business subjects teachers for improving the teaching of business subjects and students’ academic performance at senior secondary school.

Research hypothesis

H0: There is no relationship between the use of new technologies considered effective by business subjects teachers for improving the teaching of business subjects and students’ academic performance at senior secondary school.

H1: There is a relationship between the use of new technologies considered effective by business subjects teachers for improving the teaching of business subjects and students’ academic performance at senior secondary school.

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