Browsing by Author "Chidiebere, Anyanwu Clinton."

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Exploring students' experiences of information and communication technology (ICT) facilitated feedback : a case study of business management education students at a higher institution in KwaZulu-Natal.
(2014) Chidiebere, Anyanwu Clinton.; Ngwenya, Jabulisile Cynthia.; Khanare, Fumane Portia.
The changing context of higher education (HE) in an era of rapid technological and economic changes internationally, and in South Africa presents new challenges for lecturers and students. As an aspect of the challenges, the need for the integration of technology in teaching and learning in South African schools had received pivotal attention. Presently, there is widespread interest and research into the role feedback plays in education and modes of providing feedback to students in higher institution. The focus on the experiences of using email in teaching and learning has not been sufficiently explored. There is a major gap in terms of understanding the experiences of higher institution students of using e-mail feedback in teaching and learning in higher institutions. Hence in this study the focus is to explore students’ experiences of email facilitated feedback in Business Management Education at a Higher Institution. The study examines the use of e-mail as a teaching tool for providing feedback to Business Management Education students. In the study, students’ experiences of using e-mail feedback method in Business Management Education are explored in order to understand how useful and accessible e-mail feedback is as a teaching tool. The study further looks at what influences the use of e-mail facilitated feedback had on students’ learning of Business Management Education. This study uses a qualitative case study design and located within the interpretive paradigm. Ten Business Management Education students at a higher institution in KwaZulu-Natal Provinces, South Africa made up the study participants and provided the source of data for this study. The ten students are in their 3rd and 4th year of study. Students from the Institution had access to mains electricity, and the whole institution is served by a Local Area Network (LAN) which is constantly accessible to the students for academic and learning purposes. Findings from this study reveal that students have differing experiences of e-mail facilitated feedback. While majority of students have positive experience of e-mail feedback, some had challenges using e-mail facilitated feedback. Findings further revealed that the use of e-mail facilitated feedback in Business Management Education did not take into consideration the gaps in terms of levels of prior knowledge and literacy in basic computing and internet applications across the student population. In addition, students did not receive prior orientation on how to access and the uses of the e-mail facilitated mode of feedback that is used in the Business Management Education school.
Investigating technology integration in business education in Nigeria secondary schools: a critical analysis.
(2020) Chidiebere, Anyanwu Clinton.; Govender, Desmond Wesley.; Ngwenya, Jabulisile Cynthia.
Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. In Nigeria, the education that is offered at this level has different philosophies or what is described as two purposes. The one purpose is to prepare pupils to exit school with the necessary skills that will prepare them to find employment, and the other is to prepare them to continue with academic careers in higher education (Moja, 2000; Ekpenyong, 1997). Business Education at this level represents a broad and diverse discipline that is included in all types of educational delivery systems. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions and methods of business. The objectives of teaching Business Education in secondary schools is that the learner may, after completing the junior or senior secondary school have an opportunity for a job in a business organisation or/an apprenticeship in industry (NERDC, 2011; Ministry of Education, 2004), and also to train business-oriented learners who can be self-reliant in the future (Alabi, 2014). Yet, numerous Business Education secondary school graduates are finding it difficult to cope with their job requirements as the world is changing as a result of technological and economic advances (Adamu, 2015). This is as a result of poor exposure or ill-equipped technological knowledge and skills during their school years (Akaeze, 2014). This creates peculiar problems and challenges for Nigerian Business Education learners as they see themselves not suitable for employment as they lack necessary technological skills to work in a modern-day industry. In addition, numerous challenges have been highlighted as affecting teaching and learning of Business Education in the Nigerian secondary schools (Akaeze, 2014; Ugwuogo, 2014 & Okoro, 2014). Studies have identified lack of teaching and learning equipment, such as computer accessories, internet facilities, and other technological resources as major problems that face Business Education in Nigerian secondary schools (Akpan, Umanah, Umoudo & Ukut, 2014; Gidado & Akaeze, 2014; Okoro, 2014). Business Education teachers in Nigeria should adopt interactive and participative teaching methodologies that are up to date and internationally competitive (Nawaz & Gomes, 2014). Hence, it was deemed necessary for the study to investigate technology integration in Business Education in Nigerian secondary schools. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in different levels of Business Education classrooms. Using a mixed-methods sequential explanatory design, probability and purposive sampling, Business Education teachers in secondary schools as the participants, were found not integrating technology in their teaching due to non-availability of technologies in the schools, not possessing technological knowledge (TK), technological content knowledge, (TCK), and technological pedagogical knowledge (TPK), according to the TPACK framework. An analysis of constructs from UTAUT, revealed that there is a lack of facilitating conditions to enable technology use in the teaching and learning of Business Education in secondary schools in Nigeria. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations, and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions are considered and made available, together with professional development to address the shortfalls in terms of TPACK, technology integration into the teaching and learning of Business Education will become a reality in secondary schools in Nigeria.