Business Education Students Research Articles

Adequacy of Exposure of Entrepreneurship Skills in Business Education Programme for Graduates of Tertiary Institutions in Taraba State, Nigeria

This study centred on determining the adequacy of exposure of entrepreneurship skills in Business Education programme for graduates of tertiary institutions in Taraba State, Nigeria. The study adopted a descriptive survey design. A 50-item structured questionnaire was used to collect data from 122 business education lecturers and students from three tertiary institutions in Taraba State that offer business education programme. The questionnaire was face validated by three experts. Two of the experts were from the University of Nigeria, Nsukka while one was from Taraba State University. The results of the study showed that the entrepreneurship skills are not adequately exposed in business education programmes in tertiary institutions and thus making it difficult for students to graduate with the 21 st century skills needed for employment in today’s world of work. Some of the problems militating against adequate exposure of entrepreneurship skills in business education programme is the curriculum inclusiveness, lecturers lack of entrepreneurship skills and inadequate provision of the 21 st century state-of-the-art technological equipment. Based on the findings, it was recommended among others that government should strive to infuse policies that are relevant for effective integration of entrepreneurship skills into the National Policy on Education, and that the business education curriculum should be reviewed and updated to include entrepreneurship skills both in content and pedagogy. The paper submits that all relevant stake holders should realise that except students are adequately trained with the 21 st Century skills, they will not be able to compete effectively in the labour market and be self-reliance.

Empowering business education students for decent work and productive employment: Nigeria example

The prevailing occurrences of social, economic and environmental challenges have created enormous responsibility for the education sector towards achieving sustainable development goals (SDGs 2030) in developing nations. Therefore, this study was carried out to examine the extent students of business education have been empowered for decent work and productive employment for all through proper awareness and innovative instructional strategies. The study adopts a descriptive survey design and formulated relevant research questions and hypotheses. A sample of 159 final-year students of Business Education at federal and state colleges of education in Lagos, Nigeria, were selected from the population using random, purposive and stratified sampling techniques. The research instrument used was a structured questionnaire. The internal consistency of the research instrument using Cronbach’s alpha correlation coefficient yielded an average index of 0.76. The statistical tools used for analysing the data for research questions and hypotheses are mean and t-test, respectively, at a 0.05 level of significance. The study found that innovative instructional strategies for decent work and productive employment for all were not practically employed. In addition, students lacked proper orientation about the SDGs 2030. Review of curriculum content and the instructional strategies are parts of the recommendations. Keywords: Business education students, instructional strategies, decent work, productive employment, orientation.

Message from the Editor in Chief

Dear reader,
 We are pleased to publish Volume 11, Number 1, of the Contemporary Educational Researches Journal. In addition to publishing high-quality articles, this issue strives to maintain our previous standard of excellence. Consequently, this issue aimed to present the various factors that influence the educational process such as the students, teaching and geographical location.
 With the aim in mind, four (4) articles were selected after a thorough peer review procedure. The selected topics include the following: “The creativity and character in Korea teacher education”; “Progressive computer test capabilities of the candidates proposed for the post of physical education teacher”; “Issues concerning Romanian demographic school population”; “Empowering business education students for decent work and productive employment: Nigeria example”.
 We would like to thank all our contributors for their involvement in this study. Dear reader, Enjoy reading!!
 Best regards
 Assoc. Prof. Dr. Deniz Ozcan,
 Editor in Chief.

Experiential learning activities in business education for developing 21st century competencies

This study focused on determining the experiential learning activities required of business education students for the development of various 21st century competencies and differences across levels of academic instruction. The study was a descriptive survey, and 341 full-time business education students in a Public University in Anambra State, Nigeria participated in the study. Questionnaires were used for data collection. Mean and standard deviation were used to answer the research questions while the Kruskal–Wallis was used to test the hypotheses. Findings revealed that the respondents engaged in experiential learning (EL) activities involving simulations, role plays, practice in business laboratories, study of real life cases, peer assessments, creative competitions and self-directed projects; but not in reflections.

Career-choice motivations of prospective VET teacher: Validation of the FIT-Choice framework and exploration of reasons to pursue a degree in Business Education

Nationally and internationally an increasing interest in research on student teachers’ career choice motivation can be observed. Although not in the same intensity, research about why students choose their degree has also a tradition in the context of business education. At the same time, it has to be noted that this existing research did not yet make use of established research instruments and usually concentrated on single university contexts. The aim of this study was to bridge this research gap by using a standardised questionnaire based on the well established FIT-Choice framework to survey 879 students studying business education in 12 different German universities. This sample will be used to answer the following research questions: (1) Can the FIT-Choice instrument be used with business education students?, (2) Because of what career-choice motives as well as career-related perceptions do business education students study their degree? and (3) In what way do business education students’ career choice motivations as well as career-related perceptions differ in regard of gender, prior VET apprenticeship, and career aspiration? The validation shows that the FIT-Choice framework can indeed be used to investigate business education students. In addition, insights are generated why students chose to study business education (e. g., high relevance of polyvalence).

Reflective Goal-Setting Improves Academic Performance in Teacher and Business Education: A Large-Scale Field Experiment

Students often have trouble adjusting to higher education and this affects their performance, retention, and well-being. Scholars have suggested applying reflective goal-setting interventions, and most have found positive effects on academic performance and retention. However, one study found no effect at all, stressing the need for understanding the underlying mechanisms, as they could explain when the intervention works and why. Thus, we assessed these mechanisms through a rigorous effect test, using an experimental design and repeated measures. We measured engagement, self-regulated learning, resilience, grit, wellbeing, academic performance, and retention at three points in a large scale randomized controlled trial involving first-year teacher and business education students (N = 1,134). The treatment group earned significantly more course credits and had lower drop out rates. Contrary to previous findings, these effects were independent of gender or ethnicity. Grit, self-regulated learning, resilience, or engagement did not mediate the effects. This study confirmed reflective goal-setting’s small and direct effect on academic performance, but no mediating or moderating effects. Differences in implementation fidelity could explain previous studies’ varying effect-sizes.

Factors Influencing Quality Assurance Of Business Education Programme In Public Education Colleges Of Ogun State, Nigeria

This study aims to assess the factors influencing quality assurance of Business Education programme in Nigerian public Education Colleges of Ogun State. Thus, the study was guided by three research questions and three null hypotheses. Consisting of 245 Business Education students’ sampling, the study adopts descriptive survey design. Adapted from Babayemi (2019), Azasu, et. al. (2015) and Salami (2019), this study developed a structured questionnaire, Factors Influencing Quality Assurance of Business Education Programme Questionnaire (FIQABEDQ) as its structured questionanaire. The questionnaire was validated by three experts and applied to the study. Split-half method was utilised to establish reliability coefficient, at 0.83 using Cronbach Alpha. The data generated for the study were analyzed using mean and standard deviation. All null hypotheses were tested at 0.05 level of significance using inferential statistic of ANOVA. The findings showed, among others, that Business Education curriculum moderately influenced the achievement of Business Education Programme’s objective. In addition, this study suggests that Business Education curriculum should be revisited and tailored towards equipping for self-employment, among others. Therefore, cooperation and collaboration among Business Education’s stakeholders are needed in an attempt to achieve the stated objectives in Business Education by providing ample and proper modern facilities in their tertiary institutions.

Factors Affecting Academic Performance of First-Year Business Education Students in Ekiti State College of Education

The study examined factors affecting the academic performance of first-year Business Education students in the College of Education Ikere Ekiti. The study adopted the descriptive research design of a survey type. The population of the study consists of 374 Business Education students. Sample of 150 students was selected using a simple random sampling technique. Questionnaire was the instrument used for the study. The validity and reliability of the instrument were ensured. The reliability coefficient of 0.90 was obtained using the Cronbach alpha coefficient which indicated that the instrument was reliable to collect the necessary data for the study. Data were analyzed using descriptive statistics of mean and standard deviation. The study concluded that various factors are causing poor academic performance of first-year Business Education students in the College of Education, Ikere Ekiti. These include course structure, poor students academic background, inadequate teaching and learning resources, lack of reading habit and reading plan of students, a bridge between theory and practical, lecturers' pedagogical knowledge and skills, lecturers' professional knowledge, quality of available lecturers, boring lectures presentations method among others. Therefore, t o reduce poor students’ academic performance, the study recommends that all the measures revealed in the study should be implemented in order to ensure better students' academic performance. Also, the Business Education syllabus should be re-designed and implemented to meet today’s needs. Finally, lecturers should be given proper guide and encouragement to students to make them happy for them not to lose hope towards the study of Business Education in Tertiary institutions Keywords: Tertiary Institutions, Business Education, Students, Academic Performance DOI: 10.7176/JEP/11-35-07 Publication date: December 31 st 2020

Business Education Students’ Perceived Role of Entrepreneurship Education in Job Creation among Undergraduate Students in Nigeria

Business Education Students’ Perceived Role of Entrepreneurship Education in Job Creation among Undergraduate Students in Nigeria

Instructional Practices, Students’ Readiness and Industry Needs: Bases for an OJT Program Framework

The study designed an OJT program framework based on the instructional practices, students’ readiness and industry needs. Survey, interview and documentary analysis revealed that instructional practices of the college faculty are significantly related to students’ readiness. However, there was no significant relationship between students’ readiness and industry needs. The industry needs stressed that matching of OJT assignment required the link of theory and practice which emphasized time management, punctuality and promptness to meet deadlines in workplaces. Provision of ID for OJT, regular monitoring of OJT in-charge and the conduct of culmination program were highlighted to enhance the OJT program implementation. Components of the proposed training program framework were considered in these processes: Designing OJT Program inclusive of OJT Work Analysis, OJT Module Preparation, OJT-MOA Documentation and Training series on OJT matters. Based on the findings of the study, business education faculty are encouraged to use varied instructional practices consistently to ensure readiness of the business education students in having higher level of adaptability and employability. The study identified the need in matching the field of specialization that students get in college and the services which the industries offer for OJT. Drafting of OJT instructional manual to facilitate the framework being proposed be considered as follow-up study to this.

Technology-driven teaching skills’need of business education lecturers and content delivery in a globalised economy

This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.

THE HEDONISM LIFESTYLE, FINANCIAL LITERACY AND FINANCIAL MANAGEMENT AMONG BUSINESS EDUCATION STUDENTS TO FINANCIAL MANAGEMENT

The problem of this research is the poor management of student finances. This study aims to determine how much influence the lifestyle of hedonism and financial literacy on student financial management. The population of this study includes all of the Business Education students batch of 2017 with a sample of 90 respondents. The research instrument test uses the validity and reliability test carried out with the SPSS 22 for Windows software application. Research data analysis techniques: normality test, linearity test, multicollinearity test, multiple linear, F-test using the SPSS software application. The result of this research show that hedonism lifestyle has a negative and significant effect on student financial management; financial literacy has a positive and significant effect on student financial management. The results of this study indicate that there is a significant influence on the lifestyle of hedonism and financial literacy on student financial management, both partially and simultaneously. Keywords: Hedonism Lifestyle; Financial Literacy; Financial Management.

Evaluation of ICT tools accessibility to business education lecturers and students

The paper evaluated the accessibility of Information and Communication Technology (ICT) tools to business education lecturers and students. Descriptive survey research design was adopted for the study. A total of 110 students and 20 lecturers were randomly selected from the department of business education for the study. Two research questions guided the study and one null hypothesis tested at 0.05 level of significance. The co-efficient of 0.86 was obtained for the research instrument. Research questions were reported as means and standard deviation values while T-test was used to test the null hypothesis. The results showed that ICT supportive tools were available for teaching and learning Business Education in Kwara State College of Education Ilorin. Hence, there was no difference in perception of lecturers and students accessibility of ICT tools. Respondents recommended provision of adequate ICT tools by the government for teaching and learning of business education. Trainings like seminars with workshop is of immense importance for ICT support staff.

Undergraduate business education students’ perception on information and communication technology use in teaching and learning

The study was carried out to assess the undergraduate Business Education Students’ Perception on the use of Information and communication technology (ICT) in teaching and learning in the University. Thus, to achieve the purpose, two research questions and two hypotheses guided the study. A sample of 100 students was randomly drawn using balloting and proportionate stratified random sampling techniques. A questionnaire of 4-point scale was used to collect data. It has face validity determined through expert judgement, and construct validity verified through factor analysis. The reliability of the instrument was obtained through Cronbach Alpha. A reliability coefficient of 0.82 was obtained as a measure of internal consistency. The data collected were analyzed with mean and Z-test. Mean was used to answer the research questions while Z-test was used to test the hypotheses at the 0.05 level of significance. The result showed that there was high perception of students to use ICT in teaching and learning in the university. There was no significant difference between male and female students as well as 300 level and 400 level students on the use of ICT in teaching and learning. Therefore, it was recommended that ICT should be used in teaching and learning Business Education in the University.

Influence of Social Media on Business Education Students’ Research Project Work in Universities in Enugu State of Nigeria

The study was carried out to determine the influence of social media on Business Education students’ research project writing in Universities in Enugu State. The study was carried out in public and private universities in Enugu State using a descriptive survey research method. Two research questions and two null hypotheses guided the study. The population for the study comprised 91 Business Education students in three universities offering Business Education in Enugu State during the 2017/2018 academic session. There was no sampling because the population was manageable. The instrument used for data collection was a 17 item structured questionnaire developed by the researcher. The instrument was structured using a four point rating scale and was face validated by three experts, two of them from Business Education Department and one in Measurement and Evaluation from Department of Science and Computer Education both in the Faculty of Education, Enugu State University of Sciences and Technology. Cronbach Alpha was used to determine the reliability of the instrument which gave a value of .84. The data analysis was based on responses from 87 copies of questionnaire out of 91 copies distributed which represent 95.60% return rate. Mean and standard deviation were used to answer the research questions and t-test was used to test the hypotheses at .05 level of significance at 94 degree of freedom. The result of the findings showed that communicating with supervisors on the progress of project writing, retrieving of information from friends in other schools, collection of data on the research topic through opinion poll, receiving and sending instrument from validators, sending to and receiving from respondents the questionnaire and its response., receiving appointment days from the supervisor, and giving and receiving research based instructions from the supervisor to the student are some of the positive influences of social media on Business Education students’ research work. The null hypotheses tested showed no significant difference in the mean rating of male and female Business Education students on the entire variables. Based on the findings, some implications were deduced and it was recommended among others that the Business Education students should utilize the power of social media in conducting quality empirical studies before they graduate for the propagation of knowledge and business Education students should avoid using social media for academically inglorious activities such as watching of pornographic contents or use of social media to harass, embarrass, impersonate and insult elderly scholars. Keywords: social media, business education, research project, universities. DOI: 10.7176/JEP/11-12-08 Publication date: April 30 th 2020

Evaluating Perceived Entrepreneurial Skills for Self-Reliance among Business Education Undergraduates in South-Western States’ Universities in Nigeria

Unemployment has become a household name among graduates in Nigeria. It is more worrisome when business education graduates are conspicuously found among the unemployed graduates roaming around the streets. This study therefore evaluated the extent of possession of communication, financial management and failure management skills for self-reliance among business education undergraduate students in south-western states. The survey research design was adopted. The population of the study consisted of 630 final year Business Education students in all the four public universities offering Business Education programme. The sample of the study consisted of 150 respondents, representing 24%, which was selected through proportionate sampling technique. A self-designed questionnaire titled “Questionnaire on Evaluating Entrepreneurial Skills for Self-Reliance “(QEESSR) with 35 items was developed to elicit responses on the three research questions raised for the study. The instrument was validated by two Business Education experts and one Test expert. The split half method was used to determine the reliability of the instrument and the data collected were subjected to Pearson Product Moment Correlation formula and yielded a coefficient of 0.72. The study concludes that Business Education students highly possessed communication, financial management and failure management skills that could make them become successful entrepreneurs. The study therefore recommends that Business Education students should make judicious use of the failure management skills possessed to establish their own entrepreneurial outfits and nurture them to maturity after graduation, among others.

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

As online classrooms have recently become integral to the teaching of Business Education in the United Kingdom (UK) and as a key challenge here is to use available resources effectively, all business teachers must be proficient in deploying virtual learning. Most international students entering Business Education do not know how to use a virtual learning environment (VLE); many are grappling with the transition to adult life, living alone and away from families. All business teachers are therefore responsible for engaging and involving each of them; by adopting a socio-cultural model in virtual learning classrooms, they can work with students on the gradual development of key business skills and characteristics with potentially broad application. This article discusses: a socio-cultural approach to the online teaching and learning of Business Education, together with implications for practice; the socio-cultural model proposed by Brenton (2014), with its key elements – people (who), shared purpose (why), locating framework and social conditions (where), method (how) and activity (what). This particular model clearly incorporates the social and cultural characteristics of the student in business; it explains to students and develops in them such key business skills as problem-solving, creative thinking, communication, planning and organisation; it encourages in them self-management, self-efficacy, self-monitoring and a sense of responsibility. All of these skills and characteristics enhance employability and pave the way to future success in business enterprise. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. The article focuses on the cultivation of collaboration in online classrooms and on developing communities of learning, with ideas for practice; it outlines the role of the lecturer in the virtual classroom, especially in sustaining inclusivity; it concludes by affirming the importance of lecturers’ development of a social collaborative process in virtual classrooms, of their establishment of an inclusive online ethos and of their encouragement of skills that enhance employability and lead to success in business too. Many learners with anxiety, shyness and personal barriers to integration with other business students can benefit from the application of a socio-cultural model in VLEs. There are clear implications for all key stakeholders – students, lecturers, policy makers and developers of online classroom technology.

Gender and Information Technology Employability Skills Among Business Education Students in Tertiary Institutions in Ekiti State

The study investigated the information technology employability skills of tertiary institutions business education students in Ekiti State with respect to gender. Two research questions were raised to guide the study and one hypothesis was formulated. The descriptive survey design was used for this study. The sample for this consisted of 100 final year business education students who were randomly selected. The study revealed that business education students in Ekiti state are highly competent in the tested information technology skills required for employability. The study further revealed that there is no significant difference between male and female business education students in their possessed information technology skills. The study therefore concluded that there is positive relationship between the business education curriculum content and the information technology skills required for employability. The study also concluded that there is no difference between male and female business education students in Ekiti State in their possessed information technology employability skills and that gender difference should not be a barrier in the employability of the business education students. It is therefore recommended that Business education should be promoted by government and all stakeholders as the kind of education that prepares students for the world of work even in the era of technological advancement. Gender based discrimination against women in employment opportunities should be done away with since there is no recognizable difference in information technologies skills possessed by male and female business education students Keywords: Business education, Information technology, employability, skills, gender DOI: 10.7176/JEP/11-6-04 Publication date: February 29 th 2020

Effect of Dialogue-Analysis and Fishbowl Instructions on Retention Ability of Business Education Students in Principles of Marketing in North-Eastern Nigeria

The study investigated the Effect of Fishbowl and Dialogue-Analysis on retention ability of business education students in Principles of Marketing. The study had four objectives, four research questions and four null hypotheses. An intact three classes of 370 were used for the study. The instrument used for data collection was Diagnostic Marketing Achievement Test and Marketing Retention Achievement Test. The instruments were pilot tested and the result of the pilot study established the reliability coefficient of .809. The students were tested using DMAT after the treatment. The DMAT was reshuffled and called Marketing Retention achievement Test (MRAT). The MRAT was administered two weeks after post-test. The scripts of the test were marked and subjected to statistical analysis using SPSS to compute mean and mean difference which was used to answer the research questions. Paired Sample t-test was employed in testing hypotheses one and two while ANOVA was employed to test null hypotheses four. Effect size was also calculated to further affirmed the results of research questions and hypotheses. All the hypotheses were tested at the 0.05 level of significance. The result revealed among others that Fishbowl and Dialogue-analysis has effect on the retention ability of students in principles of marketing. It was therefore concluded that the adoption of these instructional strategies will help reduce the rate of students’ failure in Principles of Marketing. Based on the findings, it was recommended that lecturers should be using fishbowl and dialogue analysis instructional strategies in teaching Principles of Marketing. Key words: Dialogue-Analysis, Fishbowl, Retention, Principles of Marketing DOI: 10.7176/JEP/11-5-14 Publication date: February 29 th 2020

Issues and Trends in the Application of E-learning Technologies in Teaching Business Education in Universities in Niger Delta

The purpose of this study was to examine the issues and trends in the application of e-learning technologies in teaching Business Education in universities in Niger Delta Region. Two research questions and two null hypotheses guided the study. The entire population of 135 Lecturers was studied, and a census sampling technique was adopted. Data for the study were collected by means of questionnaire titled “Issues and trends in the application of e-learning technologies in teaching Business Education in universities (ITAETTBEU)”. The questionnaire was validated by three experts. The questionnaire adopted a 4 point rating scale. Test-retest method was used for the reliability test, which yielded co-efficient index of 0.79. Mean rating and standard deviation were used to analysed the research questions, while z-test inferential statistics was used to test the null hypotheses. Findings revealed that e-learning technologies are accepted to a high extent in universities in Niger Delta, and that Business Education Lecturers utilize e-learning technologies to a moderate extent, for educational instruction. Based on the findings, discussion were made and conclusions drawn. Recommendations made amongst others were that managements of universities in Niger Delta region of Nigeria should provide electronic learning facilities such as computer studio with high speed internet access facilities to enable Business Education Lecturers and Students have adequate access to the web.