Papers by Dr. Faith Nwaukwa
Arabian Journal of Business and Management Review (Oman Chapter), 2022
The need to protect data of government parastatals from unauthorized access and breaches necessit... more The need to protect data of government parastatals from unauthorized access and breaches necessitated this study. The study ascertained the utilization of strategies for ensuring the security of data in government parastatals in Abia State. One research question and one null hypothesis guided the study. The study adopted survey research design, with a population of 351 data managers in government parastatals studied without sampling. A-14 item structured questionnaire was used to collect data for the study. The face and content validity of the instrument was determined using four experts while the reliability was established using pilot-test and data obtained calculated using Cronbach Alpha formula which yielded correlation coefficient of .87. Descriptive mean and standard deviation were used to answer the research question while ANOVA was used to test the null hypothesis at .05 significant level. Findings revealed that office employees in government parastatals in Abia State utilize network control strategy to a low extent in ensuring security of data. Years of working experience of data managers did not significantly influence their mean responses in this regard. Hence, the researchers concluded that more training/re-training of office staff is needed on how to utilize network control strategy to ensure effective security of data in government parastatals in Abia State. It was recommended among others that; management of government parastatals in Abia State should organize regular data security training workshops for all their office staff to enable them up-data their skills and competencies in utilizing network control strategy for security of organizations' data.
Nwaukwa Faith Chukwudi, 2022
The survival of SMEs in Abia State depends on their ability to dispose of goods produced. It is t... more The survival of SMEs in Abia State depends on their ability to dispose of goods produced. It is through marketing the goods that SMEs reach the customers, recover money used for production, and make profit in return. This study was carried out to determine the pricing policies adopted by SMEs managers in marketing consumers' goods in Abia State, Nigeria. Two research questions and two null hypotheses guided the study. Survey research design was adopted, and the population of the study consisted of 1,809 SMEs managers in Abia State. A sample size of 328 SMEs managers was selected using Taro Yamane formula. The sampling technique was a proportionate random sampling. A structured questionnaire which was validated by three experts in the field of education and marketing was used for data collection. Structured questionnaire titled "Utilization of Pricing Policies in Marketing Consumer Goods Questionnaire (UPP-MCGQ)", containing 15 items was used for data collection. The reliability of the instrument was established using pilot-testing and data collected were analyzed using Cronbach Alpha formula which yielded correlation coefficients of 0.86 and 0.91 for clusters B1 and B2 respectively with an overall value of 0.89. Data collected were analyzed using mean, standard deviation and ANOVA to answer the research questions and test the null hypotheses at 0.05 level of significance. Findings revealed that SMEs managers utilize value based pricing policies in marketing their goods to a small extent while they utilize dynamic pricing policy to a high extent. Years of experience were not significant factors on the extent SMEs managers utilize value based and dynamic pricing policies in marketing consumer goods. It was concluded that SMEs managers must ensure that their prices elicit the required demand of their products to cover business costs and make profit in the marketplace. The researcher recommended among others that, managers of SMEs should focus more on understanding customers' value of their goods to enable them effectively set prices that will stimulate sales and generate profit.
Purpose: The study was carried out to determine the administrative and supervisory leadership nee... more Purpose: The study was carried out to determine the administrative and supervisory leadership needs of principals of secondary schools in South East and South South Nigeria. Four research questions guided the study.Methodology: The study adopted a descriptive survey research design while a sample of 700 principals was purposively randomly selected for the study. A 23 – item questionnaire structured on a four-point rating scale was used for data collection. The face validity of the instrument was determined using two experts. The test-retest method was used to determine the reliability of the instrument and Spearman Rank Order correlation coefficient was applied in the analysis of their responses and the average coefficient of 0.89 was obtained. Data collected was analyzed using mean and standard deviation.Results: Findings indicated that organizational needs, power to exercise authority needs, community based needs and manpower-related needs are needs of secondary school principals ...
The need to improve the performance of students in financial accounting necessitated this study t... more The need to improve the performance of students in financial accounting necessitated this study to ascertain self-efficacy as correlates of students’ academic performance in financial accounting in secondary schools in Abia State, Nigeria. Correlational research design was adopted for the study. The population of the study comprised 846 SS 2 financial accounting students of 2018/2019 session in state owned secondary schools in Abia State and 271 students were drawn using Taro Yamane formula. Self-efficacy Questionnaire (SEQ) and Financial Accounting Performance Test (FAPT) were used for data collection. The researchers with the help of three research assistants distributed copies of the SEQ to the participants in their classes. On-the spot distribution and collection was used. The reliability of SEQ was established using Cronbach alpha method which yielded correlation coefficients of 0.87, 0.91 and 0.86 for sections A to C and overall correlation value of 0.88. Pearson product momen...
Nigerian Chapter of Arabian Journal of Business and Management Review, 2018
This study determined the training needs and skill gaps of business educators in tertiary institu... more This study determined the training needs and skill gaps of business educators in tertiary institutions in Anambra State. Two research questions guided the study and four null hypotheses were tested at 0.05 level of significance. The design of the study was descriptive survey and 95 (44 male and 55 female) business educators in tertiary institutions in Anambra State offering the programme were studies without sampling. A structured questionnaire titled “Training Needs of Business Educators for Entrepreneurship Skills (TNBEES) was used for data collection. The questionnaire was a 5-point Likert type scale containing 28 items in two clusters and validated by experts in Business Education and Measurement and Evaluation. The reliability coefficient of the instrument was determined using Cronbach’s Alpha method which yielded values of 0.91 and 0.73 for the two clusters and overall value of 0.81. Mean and standard deviation were used to analyze data to answer the research questions and determine the cohesiveness or otherwise of respondents’ mean ratings. The t-test and analysis of variance (ANOVA) were used to test the null hypotheses. The findings revealed that business educators lowly applied pedagogical and ICT skills for equipping undergraduates with entrepreneurship skills. Gender did not significantly influence the respondents’ mean ratings in all the contents covered while years of teaching experience significantly influence respondents’ mean ratings on the contents covered. Based on these findings, it was recommended among others that, the knowledge and skill gaps identified in the study should be packaged into training modules for inservice training, workshops, seminars and conferences for business educators in Anambra State to build their capacity to apply pedagogical and ICT skills in instructional delivery. Government also should improve the provision of ICT infrastructures and other equipment to all tertiary institutions in Anambra State and Nigeria as a whole to enable business educators utilize them in teaching.
The need to improve students' self - regulated earning necessitated this study to determine t... more The need to improve students' self - regulated earning necessitated this study to determine the extent of utilization of social software technologies for enhancing self - regulated learning by business education students in Anambra State, Nigeria. Two research questions guided the study. The study adopted descriptivesurvey research design and the population of the study comprised 150 (48 male and 102 female) 2018/2019 academic session final year business education students in the two tertiary institutions where business education programme is offered. There was no sampling since the population was manageable. A questionnaire which was validated by three experts in the field of business education and measu rement and evaluation was used for data collection. The reliability of the instrument was established using pilot study and analysis carried out using Cronbach alpha method yielded correlation coefficients of 0.88 and 0.81 for cluster B1 and B2 respectivel y with an overall val...
Journal of Education and Practice, 2015
The objective of the study was to ascertain the extent of vocationalization, of business educatio... more The objective of the study was to ascertain the extent of vocationalization, of business education in universities in South East zone of Nigeria where lecture method dominated lesson delivery. Students had become more passive and engaged in lots of endless hard work. It could hardly be easy to state the differences between business education practices and other education deliveries in this study, which is a descriptive survey, the researchers, had to randomly select 240 final year students from four of the universities in the zone. A 30 – item structured questionnaire, validated and reliable, was distributed and analyzes for the study. Findings indicated students dissatisfaction with level of skills taught and absence of interactive relationship practices at classes, lack of study-driven relationships models and poor use of reflective and contextual approaches. Computer based material were insufficient, time for studies was not enough and the restructuring of the curriculum to refle...
Nwaukwa Faith Chukwudi, 2019
The study investigated effect of peer tutoring instructional strategy on academic achievement of ... more The study investigated effect of peer tutoring instructional strategy on academic achievement of secondary school students in Financial Accounting in Umuahia Education Zone, Abia State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental research design was adopted and 81 senior secondary school (SS 2) Financial Accounting students of 2017/2018 session in the coeducational state owned secondary schools in Umuahia Zone constituted the population of the study. The purposive sampling and simple random sampling techniques were used to select 33 students. The control had 10 students (4 males and 6 females) while the experimental group had 23 students (8 male and 15 females). Financial Accounts Achievement Test (FAAT) developed by the researcher using WAEC standardized was used as instrument for data collection. Content validation of the instrument was established by experts in the field of business education and measurement and evaluation. Testretest method was used to establish the reliability of the instrument and data analysis with Pearson Product Moment Correlation yielded coefficient of 0.77. Mean and standard deviation was used to analyze data to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. The SPSS version 23.0 was used to provide the necessary data for analysis.
Arabian Journal of Business and Management Review (Nigerian Chapter), 2018
This study determined the training needs and skill gaps of business educators in tertiary institu... more This study determined the training needs and skill gaps of business educators in tertiary institutions in Anambra State. Two research questions guided the study and four null hypotheses were tested at
0.05 level of significance. The design of the study was descriptive survey and 95 (44 male and 55 female) business educators in tertiary institutions in Anambra State offering the programme were studies without sampling. A structured questionnaire titled “Training Needs of Business Educators for Entrepreneurship Skills (TNBEES) was used for data collection. The questionnaire was a 5-point Likert type scale containing 28 items in two clusters and validated by experts in Business Education and Measurement and Evaluation. The reliability coefficient of the instrument was determined using Cronbach’s Alpha method which yielded values of 0.91 and 0.73 for the two clusters and overall value of 0.81. Mean and standard deviation were used to analyze data to answer the research questions and determine the cohesiveness or otherwise of respondents’ mean ratings. The t-test and analysis of variance (ANOVA) were used to test the null hypotheses. The findings revealed that business educators lowly applied pedagogical and ICT skills for equipping undergraduates with entrepreneurship skills. Gender did not significantly influence the respondents’ mean ratings in all the contents covered while years of teaching experience significantly influence respondents’ mean ratings on the contents covered. Based on these findings, it was recommended among others that, the knowledge and skill gaps identified in the study should be packaged into training modules for inservice training, workshops, seminars and conferences for business educators in Anambra State to build their capacity to apply pedagogical and ICT skills in instructional delivery. Government also should improve the provision of ICT infrastructures and other equipment to all tertiary institutions in Anambra State and Nigeria as a whole to enable business educators utilize them in teaching.
Net Journal of Social Sciences, 2019
The need to improve the performance of students in financial accounting necessitated this study t... more The need to improve the performance of students in financial accounting necessitated this study to ascertain self-efficacy as correlates of students' academic performance in financial accounting in secondary schools in Abia State, Nigeria. Correlational research design was adopted for the study. The population of the study comprised 846 SS 2 financial accounting students of 2018/2019 session in state owned secondary schools in Abia State and 271 students were drawn using Taro Yamane formula. Self-efficacy Questionnaire (SEQ) and Financial Accounting Performance Test (FAPT) were used for data collection. The researchers with the help of three research assistants distributed copies of the SEQ to the participants in their classes. On-the spot distribution and collection was used. The reliability of SEQ was established using Cronbach alpha method which yielded correlation coefficients of 0.87, 0.91 and 0.86 for sections A to C and overall correlation value of 0.88. Pearson product moment correlation coefficient was used to answer the research questions and test the hypotheses. The findings revealed (1) the positive and high relationship between students' mastery experience, vicarious experience and their academic performance in financial accounting; (2) the negative and high relationship between students' social persuasion and their academic performance. The findings also indicate the significant impact of students 'both types of experiences (mastery and vicarious) and social persuasion on the students' academic performance in the subject. The study strongly indicates the powerful effects of mastery experiences, vicarious experiences and social persuasion on improving students' academic performance. They, therefore, should be used to increase students' self-efficacy and academic performance.
MULTIMEANS MEDIA INTERNATIONAL JOURNAL OF EDUCATION, 2019
This study determined business subjects teachers' strategies for effective teaching of business s... more This study determined business subjects teachers' strategies for effective teaching of business subjects in secondary schools in Umuahia Education Zone, Abia State. Two purposes and corresponding research questions and two null hypotheses guided the study. Descriptive survey research design was adopted for the study and 78 business subjects teachers were studied without sampling. A structured Questionnaire developed by the researcher was used for data collection. Cronbach alpha method was used to test the internal consistency of the instrument. Data collected were analysed using mean, standard deviation and t-test. Mean was used to answer the research questions and standard deviation was used to explain how the responses of the respondents varied. t-test was used to test the hypotheses at 0.05 level of significant using the statistical package for Social Sciences (SPSS) to analyse the data. The findings showed that classroom management and provision of modern technological equipment and facilities were rated effective for teaching of business subjects in secondary schools in Umuahia Education zone, Abia State. The findings also revealed that gender and years of experience significantly affected respondents mean ratings in this regard. Based on the findings, the researcher recommended among others that; government should provide funds for regular training and retraining of business subjects teachers to ensure that they are abreast of trends in the changing society
nternational Journal of Recent Innovations in Academic Research, 2019
The need to improve the standard of teaching and learning in public and private secondary schools... more The need to improve the standard of teaching and learning in public and private secondary schools necessitated this study to determine the extent of utilization of e-learning technologies by secondary school teachers for instructional delivery in Abia State. Two research questions and one null hypothesis guided the study. Descriptive survey research design was adopted. The population of the study comprised 4,000 secondary school teachers in public and private secondary schools in Abia State. Taro Yamane formula was used to draw 1,200 teachers. A-20 item questionnaire titled Utilization of E-learning Technology by Secondary School Teachers (UETSST) and face validated by three experts in the field of education was used for data collection. The reliability of the instrument was established through pilot-testing and data analysis using Cronbach alpha method yielded correlation coefficients of 0.81 and 0.92 for sections A and B and overall coefficients value of 0.87. Mean and standard deviation was used to answer the research questions and determine the homogeneity in opinions of the respondents while the hypothesis was tested using t-test at 0.05 alpha level. Findings showed that respondents' utilize e-learning technologies at small extent due to a number of constraints. It was also revealed that public and private secondary school teachers differ significantly in their mean ratings on the extent they utilize e-learning technologies for instructional delivery. Based on the findings of the study, the researchers concluded that there is need for training of secondary school teachers on how to effectively utilize e-learning technologies to ensure teaching and learning effectiveness. It was recommended among others that; the federal and state governments should ensure adequate provision of e-learning technologies for use by teachers in all fields of study. Because e-learning technologies are expensive to acquire, and cannot be left in the hands of secondary schools. Introduction Information and communication technology are vital factors in the successful development of education. Education for new emerging societies requires ICT to facilitate more meaningful learning. ICTs are not only means of improving society, but also vital for improving the standard of teaching and learning. Improved secondary education is essential to the creation of effective human capital in any country and the need for ICT in Nigerian secondary schools cannot be overemphasized in this technological driven age (Nwaukwa, 2015).
Nigerian Journal of Business Education (NIGJBED), 2019
The need to improve students' learning and academic performance prompted this study to determine ... more The need to improve students' learning and academic performance prompted this study to determine the extent of utilization of E-portfolios for enhancing learning by business education students in Imo State. Three research questions and two hypotheses guided the study. The study adopted survey research design and the population of the study comprised 1,935 (573 male and 1,362 female) 2017/2018 academic session final year business education students in the four tertiary institutions where business education programme is offered. A sample size of 331 students was drawn using Taro Yamane formula. The structured questionnaire which was validated by three experts in the field of business education was used for data collection. The reliability of the instrument was established using Cronbach alpha method which yielded correlation coefficients of 0.88, 0.79 and 0.81 for cluster B1 to B3 and an overall value of 0.83. Frequency and percentage, mean and standard deviation and t-test were used for data analysis. Findings showed that business education students are not aware of majority of E-portfolios as a means of enhancing learning and therefore utilized them in learning to a very small extent. Findings also revealed that gender was a significant factor on the extent of utilization of E-portfolios by business education students while gender was not a significant factor in their mean ratings on factors that militates against their utilization of E-portfolios for enhancing learning. Based on the findings, the researchers recommended among others that; Seminars and workshops should be organized by both Business Education Departments and Authorities of tertiary institutions to enlighten students on how to effectively utilize E-portfolios for academic purposes and the impact it will have on their academic performance.
International Journal of Recent Innovations in Academic Research , 2020
The need to improve the poor academic performance of students in financial Accounting in both ext... more The need to improve the poor academic performance of students in financial Accounting in both external and internal examinations necessitated this study. This study aimed at determining the effect of think-pair-share instructional strategy on students' academic achievement and self-efficacy in financial accounting in secondary schools in Abia State. Quasi-experimental research design specifically, pre-test post-test non-equivalent control group design was adopted for the study and the population consisted of 846 senior secondary two (SS2) Financial accounting students in Abia. A purposive sampling technique was used to select a sample size of 78 SS2 financial accounting students. Financial Accounting Achievement Test (FAAT) and adapted Academic Self-efficacy Scale (ASS) was used for data collection. Face and content validity of the instruments were established using experts in the field of Business Education and Measurement and Evaluation and Kudder-Richardson Formula 20 (KR-20) was used to establish the reliability of FAAT while Cronbach Alpha was used to determine the internal consistency of academic self-efficacy scale with reliability coefficients of 0.92 and 0.79 obtained. Mean, standard deviation and ANCOVA were used for data analysis. Findings showed that TPS instructional strategy is more effective in enhancing students' academic achievement and self-efficacy in financial accounting more than the CTM. The researchers concluded that adoption of TPS instructional strategy in teaching Financial Accounting is capable of improving poor academic performance of students in Financial Accounting. Recommendations were giving for the implementation of TPS instructional strategy.
Journal of Human Resource and Leadership, 2016
Purpose: The study was carried out to determine the administrative and supervisory leadership nee... more Purpose: The study was carried out to determine the administrative and supervisory leadership needs
of principals of secondary schools in South East and South South Nigeria. Four research questions
guided the study.
Methodology: The study adopted a descriptive survey research design while a sample of 700
principals was purposively randomly selected for the study. A 23 – item questionnaire structured on a
four-point rating scale was used for data collection. The face validity of the instrument was
determined using two experts. The test-retest method was used to determine the reliability of the
instrument and Spearman Rank Order correlation coefficient was applied in the analysis of their
responses and the average coefficient of 0.89 was obtained. Data collected was analyzed using mean
and standard deviation.
Results: Findings indicated that organizational needs, power to exercise authority needs, community
based needs and manpower-related needs are needs of secondary school principals in South East and
South South Nigeria.
Policy recommendations: The authors recommended among others that government and professional bodies in the education sector should organize periodic capacity training and retraining programmes for principals on school administration and supervision to improve the quality of teaching and learning processes in secondary schools.
Journal of Education and Practice , 2015
The objective of the study was to ascertain the extent of vocationalization, of business educatio... more The objective of the study was to ascertain the extent of vocationalization, of business education in universities in South East zone of Nigeria where lecture method dominated lesson delivery. Students had become more passive and engaged in lots of endless hard work. It could hardly be easy to state the differences between business education practices and other education deliveries in this study, which is a descriptive survey, the researchers, had to randomly select 240 final year students from four of the universities in the zone. A 30-item structured questionnaire, validated and reliable, was distributed and analyzes for the study. Findings indicated students dissatisfaction with level of skills taught and absence of interactive relationship practices at classes, lack of study-driven relationships models and poor use of reflective and contextual approaches. Computer based material were insufficient, time for studies was not enough and the restructuring of the curriculum to reflect a more effective teaching method than the lecture method. More relationships and more use of reflections, models and contexts in teaching INTRODUCTION Background to the Study Vocational training and skills is a type of training that emphasizes skills for job functions. Vocational education on the other hand is a special programme that nurtures values in the learners alongside skill learning obtained at different levels of education. In the process of vocational training, the students are exposed to scientific and technological trends, skills and ideals that lead to better adjustment to work through innovativeness and problem-solving (Sign, 2000). Vocationalization according to Fien and Mclean (2008) means placing a greater emphasis on skills development for employability, and for economic and labour force needs of the society. However, in this paper, vocationalization is a term designed to suggest the need for a serious readjustment of theoretically based vocational education to more practical approaches. It is a need for re-assertion of the broader vision of vocational education, one that looks beyond skills acquisition to more practically beneficial attitudes and knowledge in vocational teaching. This approach encompasses the use of models, reflection, relationships and context in the teaching by Faraday, Overton and Cooper (2011). Effective vocationalization is a call for higher quality of teaching and learning in the classrooms, workshops, laboratories and other places in which the vocational education takes place. Vocationalization requires competent teachers, engaged students, well-designed courses, and facilities that are fit for purpose. Vocationalization implies an understanding of these five elements: skills, reflection, relationship, models and context teaching as they interact. Vocationalizing business education is vital in mobilizing more students to interact and gain experiences stated in learning theories. It results in student-centered learning, cooperative learning, creativity and the development of the learners. Vocationalization reflects on teaching models. That means that it incorporates holistic vocational education that can be managed, which saves time for other teaching activities, and which blends theories and practice, actions and reflection. A model focuses on the increasing prominence of life skills which encompass social attitudes, basic knowledge and practical skills. A look at vocational education programmes in universities in the South East zone of Nigeria shows that business educators in an effort to teach many items in syllabuses adopt the lecture method. This delivery mode for many skills courses is too passive and uninspiring to the students. The average student's interests are not aroused nor retained. Varieties of illustrations and real-life problems are not utilized, indeed the time available hardly allows students to respond to matters presented for study. Their backgrounds, experiences, aspirations, values and cultures are not even sought nor utilized. Vocationalization encourages teachers to use a range of teaching strategies including questioning and answering (with the whole class involved) individual exercises, group discussions and practical activities. These strategies deepen the contexts, meet learners' needs, and teach subject matter (Brophy, 1999).
IsJASSR, 2020
This study determined the effect of think-pair-share instructional strategy on students' academic... more This study determined the effect of think-pair-share instructional strategy on students' academic achievement and retention in financial accounting in secondary schools in Abia State. Four research questions guided the study and four null hypotheses were tested. Quasi-experimental research design specifically, pre-test post-test non-equivalent control group design was adopted for the study. Population was 846 senior secondary two (SS2) Financial accounting students in Abia. A purposive sampling technique was used to select a sample size of 78 senior secondary two (SS2) financial accounting students. Financial Accounting Achievement Test (FAAT) and adapted Academic Self-efficacy Scale (ASS) was used for data collection. The face and content validity of the instruments were established using three experts in the field of Business Education and Measurement and Evaluation. Kudder-Richardson Formula 20 (KR-20) was used to establish the reliability of FAAT while Cronbach Alpha was used to determine the internal consistency of academic self-efficacy scale. Reliability coefficients of 0.92 and 0.79 were obtained. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Some of the findings of the study revealed that the think-pair-share instructional strategy is more effective in enhancing students' academic achievement and retention ability of students in financial accounting when compared to the conventional teaching method. Furthermore, there were significant difference in the achievement and retention of students taught financial accounting using think-pair-share strategy and those taught with conventional method. The researchers recommended among others that, financial accounting teachers should use more of think-pair-share instructional strategy in their instructional delivery in order to enable students actively participate in classroom teaching and learning process. ISJASSR
Conference Presentations by Dr. Faith Nwaukwa
Nwaukwa Faith Cukwudi, 2016
The need to improve the teaching of Business Education so as to contribute effectively in sustain... more The need to improve the teaching of Business Education so as to contribute effectively in sustaining the environment necessitated this study to ascertain business educators' ratings of strategies for reengineering Business Education for sustainable environment in Imo State. Three research questions were answered in the study. The design of the study was the descriptive survey and 58 business educators were studied without sampling. A 20-item questionnaire face validated by experts in the field was used to collect data and data collected were analyzed using mean and standard deviation. Findings of the study revealed that provision of ICT resources; business education-industry partnership and introduction of environmental education into business education curriculum are strategies for re-engineering Business Education for sustainable environment. Based on the findings of the study, the researchers recommended among others that Environmental education should be incorporated into curriculum of Business Education at all levels of education to equip students with capabilities needed to handle environmental issues. Business Education administrators should get business organizations more involved in developing plans and policies on how to improve quality delivery of Business Education at all levels of education. By so doing, industries will be motivated or stimulated to partner schools for better educational delivery.
Nigerian Journal of Business Education (NIGJBED) Volume 7 No.1 , 2020
The need to improve students' self-regulated earning necessitated this study to determine the ext... more The need to improve students' self-regulated earning necessitated this study to determine the extent of utilization of social software technologies for enhancing self-regulated learning by business education students in Anambra State, Nigeria. Two research questions guided the study. The study adopted descriptivesurvey research design and the population of the study comprised 150 (48 male and 102 female) 2018/2019 academic session final year business education students in the two tertiary institutions where business education programme is offered. There was no sampling since the population was manageable. A questionnaire which was validated by three experts in the field of business education and measurement and evaluation was used for data collection. The reliability of the instrument was established using pilot study and analysis carried out using Cronbach alpha method yielded correlation coefficients of 0.88 and 0.81 for cluster B1 and B2 respectively with an overall value of 0.85. Mean and standard deviation were used for data analysis. Findings showed that business education students are not utilizing social software technologies to self-regulate their learning and to develop their self-regulated learning strategies. The researchers recommended among others that; business education lecturers should incorporate social software technologies in instructional delivery. This is because their students must learn to use these technologies that workers use in professional careers. Failing to do so will widen already existing gap between industry and university education.
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Papers by Dr. Faith Nwaukwa
0.05 level of significance. The design of the study was descriptive survey and 95 (44 male and 55 female) business educators in tertiary institutions in Anambra State offering the programme were studies without sampling. A structured questionnaire titled “Training Needs of Business Educators for Entrepreneurship Skills (TNBEES) was used for data collection. The questionnaire was a 5-point Likert type scale containing 28 items in two clusters and validated by experts in Business Education and Measurement and Evaluation. The reliability coefficient of the instrument was determined using Cronbach’s Alpha method which yielded values of 0.91 and 0.73 for the two clusters and overall value of 0.81. Mean and standard deviation were used to analyze data to answer the research questions and determine the cohesiveness or otherwise of respondents’ mean ratings. The t-test and analysis of variance (ANOVA) were used to test the null hypotheses. The findings revealed that business educators lowly applied pedagogical and ICT skills for equipping undergraduates with entrepreneurship skills. Gender did not significantly influence the respondents’ mean ratings in all the contents covered while years of teaching experience significantly influence respondents’ mean ratings on the contents covered. Based on these findings, it was recommended among others that, the knowledge and skill gaps identified in the study should be packaged into training modules for inservice training, workshops, seminars and conferences for business educators in Anambra State to build their capacity to apply pedagogical and ICT skills in instructional delivery. Government also should improve the provision of ICT infrastructures and other equipment to all tertiary institutions in Anambra State and Nigeria as a whole to enable business educators utilize them in teaching.
of principals of secondary schools in South East and South South Nigeria. Four research questions
guided the study.
Methodology: The study adopted a descriptive survey research design while a sample of 700
principals was purposively randomly selected for the study. A 23 – item questionnaire structured on a
four-point rating scale was used for data collection. The face validity of the instrument was
determined using two experts. The test-retest method was used to determine the reliability of the
instrument and Spearman Rank Order correlation coefficient was applied in the analysis of their
responses and the average coefficient of 0.89 was obtained. Data collected was analyzed using mean
and standard deviation.
Results: Findings indicated that organizational needs, power to exercise authority needs, community
based needs and manpower-related needs are needs of secondary school principals in South East and
South South Nigeria.
Policy recommendations: The authors recommended among others that government and professional bodies in the education sector should organize periodic capacity training and retraining programmes for principals on school administration and supervision to improve the quality of teaching and learning processes in secondary schools.
Conference Presentations by Dr. Faith Nwaukwa
0.05 level of significance. The design of the study was descriptive survey and 95 (44 male and 55 female) business educators in tertiary institutions in Anambra State offering the programme were studies without sampling. A structured questionnaire titled “Training Needs of Business Educators for Entrepreneurship Skills (TNBEES) was used for data collection. The questionnaire was a 5-point Likert type scale containing 28 items in two clusters and validated by experts in Business Education and Measurement and Evaluation. The reliability coefficient of the instrument was determined using Cronbach’s Alpha method which yielded values of 0.91 and 0.73 for the two clusters and overall value of 0.81. Mean and standard deviation were used to analyze data to answer the research questions and determine the cohesiveness or otherwise of respondents’ mean ratings. The t-test and analysis of variance (ANOVA) were used to test the null hypotheses. The findings revealed that business educators lowly applied pedagogical and ICT skills for equipping undergraduates with entrepreneurship skills. Gender did not significantly influence the respondents’ mean ratings in all the contents covered while years of teaching experience significantly influence respondents’ mean ratings on the contents covered. Based on these findings, it was recommended among others that, the knowledge and skill gaps identified in the study should be packaged into training modules for inservice training, workshops, seminars and conferences for business educators in Anambra State to build their capacity to apply pedagogical and ICT skills in instructional delivery. Government also should improve the provision of ICT infrastructures and other equipment to all tertiary institutions in Anambra State and Nigeria as a whole to enable business educators utilize them in teaching.
of principals of secondary schools in South East and South South Nigeria. Four research questions
guided the study.
Methodology: The study adopted a descriptive survey research design while a sample of 700
principals was purposively randomly selected for the study. A 23 – item questionnaire structured on a
four-point rating scale was used for data collection. The face validity of the instrument was
determined using two experts. The test-retest method was used to determine the reliability of the
instrument and Spearman Rank Order correlation coefficient was applied in the analysis of their
responses and the average coefficient of 0.89 was obtained. Data collected was analyzed using mean
and standard deviation.
Results: Findings indicated that organizational needs, power to exercise authority needs, community
based needs and manpower-related needs are needs of secondary school principals in South East and
South South Nigeria.
Policy recommendations: The authors recommended among others that government and professional bodies in the education sector should organize periodic capacity training and retraining programmes for principals on school administration and supervision to improve the quality of teaching and learning processes in secondary schools.