Business Education Courses Research Articles

Development of Case Study Based Learning Strategy Textbook to Improve Critical Thinking Ability of University Students

Critical thinking skills are essential to address future challenges. An effective way to improve these skills is through case study-based learning activities. This research aims to develop a specially designed textbook with a case study-based learning strategy to improve students' critical thinking skills. The development process is based on the Borg and Gall model which focuses on the creation of practical educational products. This research was conducted at the Economic Education Research Program, Faculty of Teacher Training and Education, Riau University. This research method follows the 4-D development model by Thiagarajan, Dorothy S. Semmel and Melvin I. Semmel. It includes four phases: definition, design, development, and dissemination. First, the need for a textbook based on the case study was assessed. Then a detailed and systematic design was made and the first product was compiled and validated through expert testing involving FETT material, media and language experts from Riau University. Through the verification process, the textbook was classified as a good textbook and suitable for use. The textbooks were distributed to instructors and practiced in class. This development produces practical and quality educational products that aim to improve students' critical thinking skills. The focus of this study is on the final stage of product development and includes recommendations for future research using educational or experimental methods. The qualitative descriptive analysis approach used in this study highlights the potential of the textbook to enrich teaching materials, broaden horizons, and increase students' sociocultural awareness. This study examines the effectiveness of the 4-D development model in creating an educational product that integrates case study-based learning strategies to enhance critical thinking skills and provide a valuable resource for instructors and students in business education courses.

Efficacy in Utilization of Computer Artificial Intelligence in Instructional Delivery of Business Education Courses: Business Education Lecturers Perceptions

The study titled "efficacy in Utilization of computer artificial intelligence in instructional delivery of business education courses: business education lecturers perceptions" aimed to investigate the perceptions of business education lecturers towards the utilization of artificial intelligence (AI) in instructional delivery of Business Education courses. The researches employ a mixed-methods approach, combining surveys and interviews to gather quantitative and qualitative data. A sample of business education lecturers from various institutions in Cross River State was used for the study and data was collected through the use of a structured questionnaire administered to one hundred and thirty one (131) Business Education Lecturers in tertiary institution in Cross River State, Nigeria. Data obtained were analyzed using mean scores and standard deviation. The findings revealed that business education lecturers in Cross River State have a negative perception towards the utilization of AI in instructional delivery of accounting. However, there is a significant difference in the perceptions of male and female lecturers towards the utilization of AI in instructional delivery. The study concluded that AI would enhance the quality of instructional delivery in business education institutions in Cross River State, Nigeria. The study recommends that business education institutions in Cross River State should embrace the use of AI in instructional delivery of accounting to improve the quality of education and equip students with relevant skills for the job market. Training programs on the use of AI in instructional delivery should be organized for business education lecturers to equip them with the necessary skills to effectively use AI in their instructional deliveries. The study highlights the potential benefits of incorporating AI into instructional delivery of accounting in business education institutions in Cross River State.

UNIVERSITY ECOSYSTEM, ENTREPRENEURIAL CHARACTERISTICS AND ENTREPRENEURIAL INTENTIONS

Entrepreneurship is seen an important driver of economic growth. Engaging in entrepreneurship begins with having a strong intention to become an entrepreneur. This study explored the influence of University Ecosystem and Entrepreneurial Characteristics on Entrepreneurial Intention. A descriptive correlational and causal research design was conducted among 336 business education students. A stratified random sampling technique was employed and utilized Pearson correlation statistics to establish the relationship on the independent and dependent variables. Results showed that business education students rated themselves high in University Ecosystem and Entrepreneurial Characteristics. Entrepreneurial Intention is also found high among business education students where majority intend to start business after graduation and after 5 years. A positive relationship was observed between variables. Further, a logistics linear regression confirmed that University Ecosystem and Entrepreneurial Characteristics has an influence on Entrepreneurial Intention. Universities with business education courses must incorporate entrepreneurship program activities that would showcase student’s entrepreneurial skills and characteristics.

The Effect of Financial Education and Culture of Tri Hita Karana on the Behavior of Financial Management Students in Economic Education Study Program Pgri Mahadewa University Indonesia Year 2022

This study aims to provide an empirical proof of the impact of Tri Hita Karana’s financial and cultural literacy on financial management behavior of those pursuing business education as a major at PGRI Mahadewa University of Indonesia in 2022 (H1). Financial literacy has been found to have a significant and favorable impact on the behavior of financial management of PGRI Mahadewa University of Indonesia business education students. The calculated results showed t1 counts of 3.712 > 1.976 and sig values of 0.000 <= 0.05. Hypothesis test (H2) in the findings indicated that three causes of happiness culture had a significant positive impact on the financial management behavior of business education students at PGRI Mahadewa University in Indonesia. The calculated results showed t1 counts of 29.944 > 1.976 and sig values of 0.000 <= 0.05. The results of the three causes of happiness test (H3) in financial and cultural literacy simultaneously had a critical effect on the monetary administration behavior of students in the Business Education Program at the University of PGRI Mahadewa Indonesia. A result of calculating an Fcount value of 2,002,656 for an Ftable value of 3.00 from the F distribution table, the Fcount value is 2,002,656 and the Ftable value based on the F distribution table is 3.00. There is a simultaneous or concurrent influence between financial literacy and Tri Hita Karana culture. Leadership behavior by students of the Indonesian Mahadeba Business Education Course at PGRI University.
 Keywords: monetary education, Tri Hita Karana culture, financial management behavior

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

Perceived Influence of the Use of E-Learning Technologies in Teaching Business Education Courses in Public Universities in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies in teaching and learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is two hundred and thirty two (232) Business Educators in public universities in South-South, Nigeria. The entire population of 232 Business Educators was studied. Structured questionnaire containing 45 item entitled “Perceived influence of the use of e-learning technologies in teaching of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. Two hundred and thirty two (232) copies of instrument were distributed, 225 were successfully retrieved from business educators. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that digital library and Google search engine have positive influence in teaching and learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed that there is no significant difference in the mean ratings of business educators in Federal and State University on perceived influence of the use of digital library in teaching of Business Education in public universities and there is no significant difference in the mean ratings of the business educators in perceived influence of the use of Google search engine in teaching of business education in the public universities in the South-South geo-political zone of Nigeria based on school ownership (federal/ state). Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence in teaching and learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in teaching and learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

Challenges to Utilization of Blended Teaching Strategies in Business Education Courses in Universities in Enugu State

Objectives: The main purpose of the study was to challenges of utilization blended teaching strategies in business education courses in universities in Enugu State. The study was guided by two research questions and four null hypotheses. A survey research design was adopted for the study. The population used for the study was 25 Business Educators in two public universities offering Business Education programme in Enugu State. There was no sampling due to the manageable size of the population. The instrument used for data collection was an 18 item questionnaire grouped into two sections according to the research questions that guided the study. The items were structured in four point rating scale. The instrument was validated and the reliability of the instrument was determined using Cronbach Alpha which yielded 0.85. Out of 26 copies distributed, 22copies were returned giving 88%return rate. Mean, standard deviation and t- test statistics were the statistical tools used. Based on the data analysis, the study identified that university administrative and lecturers’ challenges of utilization blended teaching strategies in business education courses in universities in Enugu State. Based on the findings of the study recommendations were made among which include; that university administrators should provide the needed ICT facilities for blended teaching strategies in business education and supporting staff should be employed to provide the needed supportive services to the Business Educators while practicing blended teaching strategies.

Competencies Required for Adaptation in the Fourth Industrial Revolution: Business Educators’ Perspectives

The need for job security in the fourth industrial revolution necessitated the study to ascertain the competencies that could be aligned with the jobs and opportunities in the fourth industrial revolution as perceived by business educators. One research question guided the study, and two null hypotheses were tested at 0.05 level of significance. Survey research design was used. Population of the study comprised 98 business educators from four tertiary institutions offering business education courses in Anambra State. There was no sampling, hence, the whole population was used. Structured questionnaire was the instrument for data collection. The instrument was validated by five experts. Data collected were analyzed using mean and standard deviation for the research question while null hypotheses were tested using the z test at 0.05 level of significance. Findings from the study revealed that creativity, empathy, cognitive flexibility, among others were considered as competencies required for adaptation in the fourth industrial revolution. Also, there was no significant difference in the mean ratings of the respondents on the competencies required for adaption in the fourth industrial revolution as a result of gender and location. Based on the findings, it was therefore recommended that business educators should be re-oriented with high-tech resources to blend their knowledge with the contemporary competencies needed for adaptation in the 4IR.

STUDENTS’ PERCEPTIONS ON USING GOOGLE CLASSROOM FOR TEACHING OF BUSINESS EDUCATION COURSES IN UNIVERSITIES IN EDO STATE

The study examined students’ perceptions on using Google classroom for teaching of Business Education courses in universities in Edo State. The descriptive research design using the survey was adopted in the study. The population of the study covered all the four thousand two hundred and one (4201) Business Education students of Ambrose Alli University, Ekpoma and University of Benin, Benin City. A sample of 420 students representing 10 percent of the students from both institutions was drawn using the simple random sampling technique. A researcher developed questionnaire titled: Google Classroom Perception Questionnaire (GCPQ) was used to collect data. The test-retest reliability coefficient yielded an r-value of 0.79 and 0.82 on usefulness and benefits of Google classroom respectively. Research question 1 and 2 were analysed using mean (𝑋̅) and standard deviation (S.D). The result showed that students have positive perceptions on the usefulness of various features of Google classroom including the singular screen view for student assignments, class arrangement, transfer of class ownership, new class integration and also the commenting features for teaching education courses in universities in Edo State. Also, they had favourable disposition on the benefits of Google classroom with reference to time and file saving benefits, flexibility, user-friendly interface, teachers’ evaluation and feedback for teaching Business Education courses in universities in Edo State. It was thereby recommended that universities management should take advantage of students’ favourable disposition toward Google Classroom by encouraging Business education teacher to introduce the use of the application for assignment and group projects.

EVALUATION OF MARKETING SKILLS NEEDED BY BUSINESS EDUCATION STUDENTS FOR SELF-EMPLOYMENT IN COLLEGES OF EDUCATION, KANO STATE

The study evaluates the Marketing skill needed by business education students for selfemployment in colleges of education in Kano State. Two specific research objectives and questions guided the study. The population for the study was all 913 final-year business education students across the three colleges of education that were used for the study. The sample size for the study was 256 respondents. The descriptive survey research design was adopted for the study. A structured, 19 items four-point rating scale questionnaire was used for the data collection. The instrument was pilot tested and it gave rise to a reliability coefficient of 0.95 which was determined using the Cronbach Alpha ( ) coefficient. The collected data were analyzed using percentage scores for the personal data of the respondents and mean scores with the benchmark of 2.50 and above for agreeing or disagreeing with the questionnaire items and the grand mean. The study revealed that skills for identifying customer needs and wants, product development skills, and branding skills among others were identified as the marketing skills needed by business education students for self-employment. On the other hand, inadequate funding of the programme, mismanagement of funds, and inadequacy of teaching and learning materials among others were identified as the constraints that hinder the effective acquisition of the marketing skills that are needed by business education students for selfemployment. The study concluded that if society wanted to reduce the current level of employment, emphasis should be laid on the acquisition of marketing skills and termination of the hindrances to their effective acquisition. Finally, the study among others recommended that teaching and learning business education courses should be more practical based as this will help to improve the student's creativity.

The influence of new technologies on the teaching of business education courses in tertiary institutions in bayelsa state

The study looks into how new technologies are affecting how business education courses are taught in Bayelsa state's tertiary institutions. The study's execution was directed by two research questions and one hypothesis. The study employed a descriptive survey research design. Two academic schools in Bayelsa state recruited a total of 37 business education instructors. Data were gathered using a questionnaire having a Cronbach reliability of 0.70. Percentages The research questions were analysed using the mean score. According to the results of the data collection and analysis, instructors have access to new technology for teaching business education courses. It was determined that teaching business education courses are positively impacted by modern technology. It was suggested, among other things, that institutional managers should encourage business education instructors to learn new technology by sponsorship.

Pedagogical Approaches for Effective Teaching of Business Education Courses in the New Normal by Experts from Universities in the South –East, Nigeria

Post –Covid-19 pandemic brought significant approaches for effective teaching and learning in Nigerian schools. These new approaches triggered the researchers to carry out this study to highlight the pedagogical approaches for effective teaching of business education programme as perceived by the experts from Universities in the South East. Two research questions were answered by the study and two null hypotheses were formulated and tested at 0.05 level of significance. The study utilized survey research design. The population for the study was 68 Business Educators teaching in Public Universities that offer Business Education programme in Universities in South East. A structured questionnaire of 23 items developed by the researchers was used for data collection. Mean and standard deviation were used to answer the research questions while t.test statistics was used to test the hypotheses. Findings from the study revealed that experts from the Universities in the South East perceived inquiry and collaborative learning as the pedagogical approaches for effective teaching of business education programme in Universities in South East in the new normal. Based on the findings of the study, the researchers recommended among others that Business Educators should strategize and utilize inquiry and collaborative approaches for effective teaching in the new normal.

Assessing Pedagogical Competence Performance of Pre-Service Business Educators in North East, Nigeria

The purpose of the study was to explore pedagogical competence performance of Pre-service Business Educators’ (PBEs) in North East, Nigeria. The design for the study was a descriptive survey design. The area for the study covered all Federal Universities of Technology in North East Nigeria offering Business Education courses. The population of the study stood at 1064, when split, 491, 491 and 82 are PBEs’, Cooperating Supervisors (CS) and University Supervisors (US) respectively. Stratified proportionate sampling technique was employed to arrive at 514 guided by Krejcie and Morgan table for determining sample size, which when split accounts for 216, 216 and 82 PBEs, CS and US respectively. One structured questionnaire, namely, Pedagogical Competence Performance Schedule Questionnaire (PCPSQ) used for data collection were adapted from three different authors. The PCPSQ contains 21, 21 and 18 items covering Instructional Design (ID), Classroom Management (CM) and Classroom Assessment Techniques (CAT) competences. Results obtained in the pilot tested questionnaire revealed Cronbach’s alpha of PCPSQ to be 0.89. Data collected were analyzed using SPSS (Version 25). The findings of the study among others revealed a significant difference among the triad in two out of the three clusters, consisting of CM and CAT. Based on the findings, the study recommended among others a synergy be created between Universities and Ministries of Education, where workshops and seminars are carried out to availed those that are directly involved in teaching practice the skills in CM and CAT competences.

SKILLS NEED OF BUSINESS EDUCATORS FOR UTILISATION OF SYNCHRONOUS INSTRUCTIONAL STRATEGY IN TEACHING BUSINESS EDUCATION COURSES IN COLLEGES OF EDUCATION IN SOUTH-SOUTH NIGERIA

<p>The main purpose of the study was to determine skills need of Business Educators for utilisation of synchronous instructional strategy in teaching Business Education courses in Colleges of Education in South-South Nigeria. Three specific objectives and three research questions were raised, while three hypotheses were formulated to guide this study. This study adopted a descriptive survey research design. The population of the study was 276 respondents made up of 164 Business Educators and 112 Computer Education lecturers from 10 State Colleges of Education in South-South Nigeria. The sample of the study was 163 respondents made up of 97 Business Educators and 66 Computer Education lecturers from 10 State Colleges of Education in South-South Nigeria. Convenient sampling technique was adopted to select respondents for the study. The researcher developed instrument titled Skills Need for Utilisation of Synchronous Instructional Strategy Questionnaire (SNUSIS) was used to obtain data for the study. The instrument was face validated by three research experts in University of Uyo, Akwa Ibom State, Nigeria. The internal consistency reliability of the instrument was determined using Cronbach Alpha which yielded a coefficient of 0.81. The data collected were analysed using Mean and Improvement Need Index to answer the research questions, while hypotheses were tested using t-test at 0.05 level of significance. The results revealed that there is no significant difference in the Mean rating of Computer Education Lecturers and Business Educators in word processing skills need for utilisation of synchronous instructional strategy in teaching Business Education courses in Colleges of Education in South-South Nigeria. The findings also revealed that there is a significant difference between the Mean rating of Computer Education Lecturers and Business Educators in spreadsheet and PowerPoint skills need for utilisation of synchronous instructional strategy in teaching Business Education courses in Colleges of Education in South-South Nigeria. It is therefore recommended that management of Colleges of Education should provide opportunity for Business Educators to undertake more training on word processing, spreadsheet and PowerPoint through Seminars, workshops and conferences to enhance their ability to utilise synchronous instructional strategy in teaching Business Education courses in Colleges of Education in South-South Nigeria.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0954/a.php" alt="Hit counter" /></p>

Collaborative engagement experience-based learning: a teaching framework for business education

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

Introducing design thinking online to large business education courses for twenty-first century learning

Design thinking can be broadly defined as a set of creative skills to understand and problem-solve ambiguous and complex problems, and a practice that places humans at the heart of the design process. Such collaborative ways of design thinking and design-doing are much needed to address twenty-first century challenges such as climate change. Design thinking methodology is well known for teaching and learning in design disciplines, and to a lesser extent, as an innovative problem-solving framework for business education. Typically design thinking has been taught and practised in physical settings and to a lesser extent online. While design thinking is also increasingly practised online, this is challenging at scale in higher education contexts. This case study analyses design thinking activities with educational technologies in a large undergraduate cohort of first-year business students. Eleven students and three teachers were interviewed to ascertain their level of engagement with design thinking with digital tools and to identify common themes that enabled or inhibited such practice. Student artefacts of design thinking are explored and compared to the interview data. Findings indicate that students may develop novice design thinking skills, process knowledge and mindsets in online and remote delivery modes, despite limited experience, technical and time constraints. Broader learning design implications of design thinking constraints in digital practice are discussed to assist educators. It is suggested that higher education adopt and support design thinking, as a subject and practice, more widely.

Integrating E-Learning Technologies in Business Education Course Delivery During Covid-19 Lockdown in South-South Nigeria

This study investigates the acceptability of utilizing e-learning technologies for business education course-delivery during the period of tertiary institutions lockdown as a result of COVID-19 pandemic in south-south, Nigeria. Hinged on the theory of Technology Acceptance by Davis, F. D, a descriptive survey research design using quantitative and qualitative approach was adopted. Data was collected via questionnaire, and Focus Group Discussion (FGD) was used for the qualitative approach. The study revealed that business educators utilized e-learning technologies to a very low extent during the pandemic. Therefore, strategies to forestall such hindrances and difficulties were identified and discussed. Keywords: e-learning, academic staff attitudes, ICT, synchronous, asynchronous, COVID-19 DOI: 10.7176/JEP/11-32-09 Publication date: November 30 th 2020

Students' perception of corporate social responsibility: Analyzing the influence of gender, academic status, and exposure to business ethics education

AbstractStudies on students' perception of corporate social responsibility (CSR) have been growing in western scholarship. For students in African countries, such as Nigeria, there is little that is known about how and whether gender, level of study, and being enrolled in business education courses impact their perception of and disposition towards CSR. This study explores the significance of gender, academic status or level of study, and exposure to business ethics education (BEE) on Nigerian students' perception of CSR as a veritable business ethic. Specifically, the effects of these factors on students' perception of CSR are examined using analysis of variance. The results show a significant effect of exposure to BEE and gender on CSR‐sensitivity, and a mild, but significant effect of academic status. This implies that male students and female students had different perspectives on CSR issues. Students who took ethics courses and those who did not would run businesses differently. However, age and experience on campus did not influence students' perception or position on CSR. The study recommends that more behavioral models be estimated with the inclusion of more demographic and socioeconomic variables to elicit more robust results.

Assessment of College Students’ Preference on the Usage of Google Drive as a Learning Platform: An Empirical Evidence

This research assessed College Students preference on the Usage of Google Drive as a learning platform in north-east Nigeria. The study had three objectives, three research questions and three null hypotheses. Descriptive survey research design was used for the study. The population of the study was 263 three hundred level business education students in north-eastern Nigeria. Four rating scale structured questionnaire titled “College students’ preference of Google Drive (CGD”) was used for data collection. The instrument was validated by experts from the Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi. The researcher personally administered the instrument assisted by 3 research assistants. Data collected was analyzed using Mean and standard deviation statistical tools to answer the research questions. The result of the study reveals that students used Google Drive for assignments, study and downloading of materials. Based on the outcome of the study, it was concluded that Google Drive platform provide undergraduate business education students with opportunities to enhance and assess current educational information. It was recommended that lecturers and all stakeholders who handle business education courses should be encourage to adopt the use of Google Drive as a learning platform, The business education students should utilize and exploit maximally the opportunities provided by the use of Google Drive as a learning platform for learning activities with the help of their lecturers etc. in addition useful suggestions for further research are equally made.

Use of Web 2.0 Technologies in the Teaching/Learning of Business Education in Nigerian Universities

This paper assessed the use of web 2.0 technologies in the teaching/learning of business education courses in Nigeria Universities. The paper sought answers to the research question "what are the web 2.0 technologies use by lecturers and students of business education in Nigerian Universities? The study adopted both qualitative and quantitative approaches. The descriptive survey was the design used for the quantitative method while content analysis for the qualitative method. A sample of 38 lecturers and 113 students were used for the survey. A total of 151 copies of the questionnaire were administered altogether, and all copies were retrieved and used for the study. A semi-structured interview was the instrument used to gather the qualitative data. Mean, standard deviation and ranks were used to analyze the quantitative data collected. Independent samples t-test statistic was used to test the null hypothesis at the 0.05 level of significance. The qualitative data were analyzed using two themes. The findings of the study revealed that web 2.0 technologies are not used in the teaching/learning of business education. It was also found that lack of technical expertise and uneasiness with openness and public discourse and interactions are some of the reasons why web tools are not used in teaching and learning. Based on the findings, it was concluded that graduates of business education would not be able to get the required skills and competencies to be capable of operating effectively in the 21st world of employment. Based on the findings of the study, the study recommends among others that; there is the need for business education teachers and students to be given technical support to help them to divert the use of web 2.0 technologies from entertainment to educational uses. Keywords: Use, web, tools, teaching, learning, business education, Nigeria, Universities DOI : 10.7176/JEP/10-9-23 Publication date :March 31 st 2019