V. I. Igbinedion

This study examined Proficient Utilization of Pedagogical Information and Communication Technology skills and perceived business educators’ job performance in Colleges of Education in Edo and Delta States, Nigeria. To guide the study, ten (10) research questions were raised and three answered while eight hypotheses were formulated and tested at 0.05 level of significance. The study adopted survey research of correlational design. The population of the study was 107 Business Educators in colleges of education in Edo and Delta States of Nigeria. The sample size was 107 business educators hence a census. The research instrument used was a structured questionnaire titled “Proficient utilization of pedagogical Information and Communication Technology skills and perceived business educators’ job performance in Colleges of Education in Edo and Delta States (PUPBEJP)”. The instrumentwas segmented into two parts: A and B. Part A dealt with the bio-data of the respondents such as location of institution and gender, while Part B was made up of 60 item statements sub-segmented into eight (8) clusters with Sections A and B. Section A had three clusters with 32 items measuring level of Proficiency on pedagogical ICT skills, level of utilization of pedagogical ICT skills and job performance of business educators while Section B measured 28 items on proficiency and utilization of CAL/CAI, CMI, CBI, CBT and CAD and they were rated on four point rating scale. The instrument was validated by five experts: the researcher’s supervisors, two (2) other experts from the Faculty of Vocational and Technical Education and one psychometrician from the Department of Educational Evaluation and Counseling Psychology (EECP), University of Benin, Benin-City. The instrument was pilot tested once on twenty business educators’ in Federal College of Education, Omoku, Rivers State who were not part of the population of the xii study. Alpha value of 0.94 was obtained for proficiency and utilization of pedagogical ICT skills and 0.74 was obtained for business educators’ job performance. Data collected from the respondents were analyzed using Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, Multiple regression analysis and Fisher z. The Mean and Standard Deviation were used to answer the research questions while Pearson Product Moment Correlation Coefficient, Multiple regression analysis and Fisher z were used to test the hypotheses at 0.05 level of significance. The findings revealed that the level of proficiency of pedagogical ICT skills possessed by business educators was high. The findings equally revealed that proficient utilization of pedagogical ICT skills significantly predicted the job performance of business educators. It was concluded that there was a significant relationship between business educators’ proficient utilization of pedagogical ICT skills and their job performance in colleges of education in Edo and Delta States. Based on the findings and conclusion, recommendations were proffered among others that management of colleges of education should sustain, maintain and promote the highlevels of proficiency, utilization and job performance among business educators through continuous professional development.

The study investigated the application of technological instructional resources in business education programme in University of Benin. Four research questions were raised to guide the study. Descriptive research design was adopted by the study. The population consists of all 400 level business education students in the Faculty of Education, University of Benin. 50% of the total population was adopted as the ample for this study using the simple random sampling technique to randomly selected A questionnaire titled: Assessment of the Application of Technological Instruction Resources in Business Education Programme in University of Benin Questionnaire (AATIRBEPUBQ) was used as instruments for data collection which was validated by the researcher’s supervisor. The data collected were analyzed using simple percentage. The findings of the study revealed that the level of application of technological instructional resources, including digital tools, e-learning platforms and educational software in the teaching of business education courses is to a very high extent. It also revealed that the primary instructional and infrastructural challenges that impede the effective integration of technological resources in business education programmes at the University of Benin is to a very high extent. It also revealed that the extent integration of technological instructional resources impact on the employability skills of business education students in the University of Benin is to a very high extent. It was recommended among others that Universities in Nigeria, including the University of Benin, should continue to invest in robust technology infrastructure. Implementation of ongoing professional development programmes for educators to enhance their digital literacy skills and teaching methodologies. Collaboration with industry experts and employers to redesign the business education curriculum. Ensuring that it includes relevant and up-to-date content that prepares students for the demands of the global labor market, with a strong emphasis on technology-related skills. Affordable and equitable access to laptops, tablets, and other necessary devices should be provided to ensure that all students can fully participate in technology- enhanced learning. Training and support programs be offered for students to improve their technical proficiency. This could include workshops, online tutorials, and mentorship opportunities to help students become more confident and capable in using technology for academic purposes.