Impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis

Impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis

ABSTRACT

          The study was carried out to ascertain the digitalization of instructional delivery as correlated to secondary school student’s academic performance in Business Studies in Asaba Metropolis, Delta State. Three (3) research questions guided the conduct of the study. A review of related literature was reviewed based on the research questions raised and variables in the study. A descriptive survey research design was adopted for the study. The population of the study comprised 3,319 male and female junior secondary school students in 13 public secondary schools in Asaba Metropolis, Delta State. The sample of the study comprised of 209 male and female junior secondary school students selected through simple random sampling technique to represent the entire population in Asaba Metropolis, Delta State. The instrument used for data collection was a structured questionnaire which was validated by three lecturers; one from the Department of Educational Psychology and Counselling and two others from Educational Measurement and Evaluation, all in Federal College of Education (Technical) Asaba. Permission was obtained from the management of the selected secondary schools before the distribution of questionnaire to the respondents. The researcher administered 209 copies of the questionnaire to senior secondary school students in the selected schools in Asaba Metropolis, Delta State. 198 copies of the instrument, representing 94.7% were retrieved and analyzed using mean and standard deviation statistics. Based on the analysis, the study found that there is a positive relationship between digitalized instructional delivery and students’ class participation, interest and motivation towards learning Business Studies which enhanced their academic performance in the subject in Asaba Metropolis. The study also found that certain factors such as lack of facilities, lack of expert knowledge, poor electricity supply, and poor maintenance culture among others affect the digitalization of instructional delivery in teaching Business Studies in Asaba Metropolis. It was recommended among others that government should ensure training and retraining of teachers for effective digitalized delivery of teaching to enhance students’ class participation for improved academic performance in Business Studies in Asaba Metropolis, Delta state.

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is key to the development of every nation. This is why every country’s aspiration and desire is to have a standard education that will bring about technological advancement and even deployment which is only achievable through effective teaching by the use of different delivery methods such as digitalized instructional delivery.

Instructional delivery refers to the interaction among the student, the teacher, the content, and the knowledge/skills/dispositions students will need for learning and collaborating with others in a diverse society and rapidly changing world (Bailey, 2019). Instructional delivery can also be defined as the knowledge of teaching techniques and their application for learning to take place in such a flexible manner that would not distort the original intent of the teacher for being in the classroom (Olaniyi, 2020). In general, instructional delivery may be regarded as the interaction between a teacher, a student, content, and specific knowledge and skills necessary for a student in collaboration with others. That is why it involves a teacher’s application of instructional strategies to interact and communicate with students concerning academic content and support their engagement. As a matter of fact, students are able to extend previously acquired reading skills to adapt to various purposes and audiences’ demands.

They traditionally enjoy reading using multiple strategies to draw the  text’s meaning, automatically use word identification methods, recognize the elements and structures of different texts, and are able to connect them critically. It is frequently believed that “reading as well as language competency are both the means and the end to educational achievement” (Mohammed & Amponsah, 2020). The purpose of the instructional delivery standard is to ensure that students receive instruction that is delivered effectively and in a manner that allows content mastery. Effective instructional delivery means that the teacher will build on existing knowledge, differentiate instruction, and incorporate technology into lessons. The primary goal of instructional delivery is to ensure that educators have the skills and knowledge necessary to provide students with effective instruction (Olaniyi, 2020). The central objective of the instructional delivery standard is determining a teacher’s proficiency in the effective delivery of content knowledge. Instructional delivery has now been digitalized to allow students access to learning contents at any time.

Digitalization is the process of creating a digital image and then presenting it on a computer, local area network or the Internet. Digitalization refers to the conversion of an item in print. text, manuscript, image or sound, film and video recording from one format (usually print. or analogue) into digital (Bailey, 2019). The process basically involves taking a physical object and captured documents using a scanner or digital camera and converted to a digital format that can be stored electronically and accessed via a computer. Digitalization simply, is an electronic process of converging information from an analogue format to a digital format. Digital learning also contributes to student access to devices such as smartphones and tablets. It makes the shift to digital instructional materials (Bailey, 2019). Digitalization in education refers to the use of desktop computers, mobile devices, the Internet, software applications, and other types of digital technology to teach students of all ages. The activities in social networks provide students with an active process that gives significant meaning to them. Effective pedagogical practices and the use of technology will naturally motivate the students. Internet and social networking tools can provide opportunities for students to find information, collect their own materials, communicate, create meaning, and evaluate the final outcome. Students with self-directed learning practices will create an active learning environment, as identified by Batchelder (2019).

Many education systems are still at an early stage in recognising the role of digital learning and incorporating it in schools (Obed, 2019). Faced with many other priorities competing for available resources, they have made no more than a modest commitment to adopting digital learning materials and techniques. Digital learning is an effective teaching method to enhance students’ learning experiences. It emphasizes a high-quality teaching experience and provides access to challenging content, feedback through formative assessment, and self-learning opportunity at students’ own pace (Obed, 2019). Digital classrooms are considered a vital element in promoting and improving traditional methods of teaching and learning. Digital classroom requires a shift from a teacher-centred to a student-centred environment where the instructor must take on multiple new roles. Integrating technology into the classroom is an approach to developing a better understanding of basic concepts provided for learning, if it is applied appropriately. The digital classroom comprises all forms of electronically supported learning and teaching. An innovative way of teaching with technology-enabled education makes them flexible and technologically gymnastic. A picture is worth a thousand words; Animation adds spice to teaching and creates a fun atmosphere in learning, “Save” and reuse of Lecture when needed. Most Important of all is that technology saves time for more learning activities. Asynchronous learning’s greatest benefit to students is the freedom it gives them to access the course and its instructional materials at any time they choose and from any location with an internet connection. This allows for accessibility for diverse student populations, ranging from traditional, on-campus students, to working professionals, to international students in foreign countries. All materials, correspondence, and interactions can be electronically archived. Students can go back and review course materials, lectures, and presentations, as well as correspondence between participants. This information is generally available at any time to course participants. The multimedia configuration in the electronic classroom is a collection of computers and audio-visual equipment, often coordinated by one or two control panels. This setup allows the instructor an opportunity to use various devices to present information to the students. It also provides the students with many different ways to learn. This has a great impact on student’s academic performance in any school subject and Business studies in particular.

Academic performance, according to Jam (2021) is the ability to study and remember facts and being able to communicate your knowledge verbally or on paper. Academic performance generally refers to how well a student is accomplishing his/her tasks. Academic performance is the outcome of education, the extent to which a student and lecturer or institution have achieved their educational goals. The influence of lecturers’ or teachers’ teaching effectiveness on the learning outcome of students as measured by student’s academic performance has been the subject of several studies (Adediwura and Tayo 2020) and (Adu & Olatundun, 2021). The areas of students academic life influenced by digitalization of instructional delivery includes their rate of class participation, interest and motivation.

Students class participation is the rate at which students engage and contribute during lessons. They participate by answering questions, asking questions and making contributions where necessary. This is determined largely by the method of mode of instructional delivery. Dickson (2019) opined that when digital materials are used in instructional delivery, it helps to enhance students’ participation in learning activities. They tend to be very active because it promotes individualized learning and encourages problem-solving among students. Motivating students to learn is a complex and multifaceted task that involves various factors. Motivation towards learning refers to the internal or external factors that drive individuals to engage in and persist with the process of acquiring knowledge, skills, and understanding. It is the desire, energy, and enthusiasm that propel students or learners to actively participate in educational activities and seek to achieve learning objectives (Robert, 2019). Motivation can significantly impact a person’s attitude towards learning and their ultimate success in the educational journey. Motivation towards learning according (Olson, 2019) can be categorized into two main types: Intrinsic motivation: This type of motivation comes from within the individual. It is driven by personal interest, curiosity, and the inherent satisfaction derived from the learning process itself. When someone is intrinsically motivated to learn, they are more likely to engage in learning activities because they find them enjoyable, fulfilling, or personally meaningful. Intrinsic motivation is often associated with long-term commitment to learning and a deep understanding of the subject matter; Extrinsic motivation: Extrinsic motivation comes from external factors such as rewards, recognition, grades, or the desire to avoid punishment. While it may not be as enduring as intrinsic motivation, it can still be a powerful tool for encouraging learning. Extrinsic motivation can take the form of tangible rewards (e.g., certificates, prizes), social recognition (e.g., praise from teachers or peers), or the promise of future opportunities (e.g., career advancement). Effective education often combines both intrinsic and extrinsic motivation strategies to foster a positive learning environment. When learners see the practical application of what they are learning and understand its significance in their lives, they are more motivated. Allowing learners some control over their learning choices and methods can boost motivation by giving them a sense of ownership. This these are achievable through the use of digitalized instructional delivery.

Digitalization of instructional delivery in secondary schools is faced with several challenges among which according to Tinio (2021), are lack of facilities the gadgets needed for effective digitalization of instructional delivery are not available in most schools making it difficult to fully adopt it.

The integration of technology into the educational sector has proven to be a blessing more than a curse, in fact, the benefits it has provided to teaching and learning cannot be overemphasized. Apart from the fact that it enables teachers to select the teaching methods that will increase students’ interest and participation in learning, it has also helped students in the assimilation and better understanding of difficult concepts in subjects like business studies (Akinyemi & Ebimomi, 2020).

Business studies is the study of the management of individuals to maintain collective productivity, which accomplishes particular creative and productive goals, usually to generate profits. According to the Longman Dictionary of Contemporary English, business studies is the study of economics and management. It is the study of subjects connected with money and managing a business. The term “business” is derived from the word “busy”. Thus, a business means being busy either as an individual or as a society as a whole, doing commercially viable and profitable work. Business studies is an academic subject that deals with the principles of business, management, and economics. It combines elements of accountancy, finance, marketing, organizational studies, human resource management, and operations (Olayinka, 2019). The subject is designed to give students a general overview of the various elements of running a business. The teaching of business studies is known as business education. Business education is a branch of education that involves teaching the skills and operations of the business industry (Ronald, 2019). Business Studies seeks to answer these questions, delving into the complex systems, practices, and principles that underpin the corporate realm. Business Studies is like a guidebook that teaches you how businesses work, from setting them up to making them run successfully. It covers everything from how to sell products and manage people to understanding money matters in a company. This field of education occurs at multiple levels, including secondary and higher education.

Having this in mind one would expect students’ performance in business studies to justify its continuous popularity among them, but the reverse has been the case. Hence the need to ascertain the impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis.

Statement of the Problem

The world is fast becoming a global village where information is ready and available at our fingertips thereby making instructional delivery easier and more convenient. This is because students can now learn at their own pace.    Instructional delivery is gradually shifting from the traditional one-on-one to a digitalized system where learning contents are made available to students which they can have access to anytime and anywhere.

The shift to digitalized instructional delivery even makes learning more interesting thereby motivating students to do better academically. With the use of digitalized instructional delivery, students’ performance in subjects such as business studies ought to be enhanced. However, the reverse is the case because students’ performance in business studies over the years has been questionable. Nsofor (2019) reported that students’ performance in the subject is not encouraging at all. The scholar stated that the percentage of passes at credit level and above in Business studies in the last two decades has continued to fluctuate. This trend has continued over the years as was reported by the Chief examiner’s report of the West Africa Examination Council (WAEC), which stated that the performance of business studies students in 2013 till date has been very poor (Chukwu & Arokoyu, 2022). This unimpressive performance in business studies has been very disturbing and if it is not checked, it might affect the selection chances of students into tertiary institutions not only in business studies-related areas but also in other science-based disciplines. Could the poor performance of students be a result of the unavailability of digitalized instructional materials? Could it be a result of students’ lack of knowledge of the digitalized instructional materials? Many questions begging for answers.

It is against the light of the above that this study is carried out to investigate the impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis.

Purpose of the Study

The main purpose of this study is to investigate the impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis. Specifically, the study sought to ascertain the:

1. influence of digitalized instructional delivery on students’ class participation in Business studies in Asaba Metropolis.
2. influence of digitalized instructional delivery on students’ Motivation towards learning Business studies in Asaba Metropolis
3. challenges facing digitalization of instructional delivery in Business studies in Asaba

Research Questions

The following research questions were raised to facilitate the conduct of this

research:

1. What is the influence of digitalized instructional delivery on students’ class participation in Business studies in Asaba Metropolis?
2. What is the influence of digitalized instructional delivery on students’ motivation towards the learning of Business studies in Asaba Metropolis?
3. What are the challenges facing digitalization of instructional delivery in Business studies in Asaba Metropolis?

Significance of the Study

This study could be of significant benefit to students, teachers, the government, Business studies Educators and researchers.

For students, they could find this study useful because it would help them understand how the digitalization of instructional delivery affects their class participation, motivation and interest towards the study of Business studies. This could enable them to develop a good attitude towards the study of the subject for better academic performance.

For Business Studies teachers, they could equally find this study useful because it could point out the influence of digitalization of instructional delivery on students’ academic performance in Business studies. This could help them motivate students to develop a positive attitude towards the subjects by utilizing instructional materials in the delivery of their lessons.

The findings of the study could be a wake-up call to the government through school authorities on the influence of digitalization of instructional delivery on students’ performance in Business studies. This could go a long way in opening their eyes to the areas they need to improve on so that student’s performance in the subject can be enhanced.

Finally, the study could add to the literature in the field of Business Education which could also serve as reference material for further related studies by researchers.

Limitations of the Study

This study was limited to the digitalization of instructional delivery as a correlate to secondary school students’ academic performance in Business Studies in Asaba Metropolis, Delta State. The study cannot be used to generalize for all students in the state. The small sample size and the use of only public secondary school students are also sources of limitation to this study.

Scope of the Study

This study investigates the impact of digitalization of instructional delivery on secondary school students’ academic performance in Business Studies in Asaba Metropolis. With particular emphasis on the influence of digitalized instructional delivery on students’ class participation, motivation towards the learning of Business studies and challenges facing digitalization of instructional delivery. The respondents of the study are private-owned junior secondary school students in Asaba Metropolis.

Pages:  72

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.