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  • Format: PDF & MS-word (doc)
  • Pages: 58
  • Chapter 1 to 5
  • With abstract reference and questionnaire
  • Preview abstract and chapter one below


The effect of technological advancement on the teaching and learning of OTME courses in Colleges of Education in Nigeria



1.1        Background of the study

1.2        Statement of the problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study







3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis



4.1 Introductions

4.2 Data analysis


5.1 Introduction

5.2 Summary


This study was on the effect of technological advancement on the teaching and learning of OTME courses in Colleges of Education in Nigeria. The total population for the study is 200 staff college of education, afaha nsit was selected randomly. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up heads of department, secretaries, senior lecturers and junior lectures were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

Chapter one


1.1Background of the study

Business Education is concerned with the training and preparation of students for gainful employment in the labour market. At the secondary school level, business takes the form of business studies, it is being taught as Shorthand, Typewriting, Office Practice, Commerce, Book-keeping, for the Junior Secondary School and Economics, Financial Accounting, Shorthand, Typewriting and Business Management for Senior Secondary School, College of Education offer a 3-year course in Business Education while Universities and Polytechnics in Nigeria offer a four-year course in Office Technology and Management. Amoor and Udoh (2008) noted that business education plays a significant role in economic development by providing knowledge and skills to the learners thereby enabling them to adequately impart knowledge into others, handle sophisticated office technologies and information systems. The goal of business education is primarily to produce competent, skillful and dynamic business educators, office administrators, businessmen and women that will effectively compete in the world of work (Odunaike & Amuda, 2008). Office Technology and Management (OTM) is a nomenclature that was used to replace secretarial studies as it was formally called. According to Okoro and Amagoh (2008), it is an efficient, effective, productive and functional education which leads itself to self-employment, self-reliance, paid employment and consequently self-actualization. Baba and Akaraha (2012) were of the view that is aimed at acquisition of appropriate skills, abilities and competencies both mental and physical as equipment for individual to live and contribute to the development of the society. The Office Technology and Management (OTM) Programme was designed by the National Board for Technical Education (NBTE) to replace the Secretarial Studies programme to replace the Secretarial Studies programme which had been on stream since 1989. According to 4 NBTE (2006) Curriculum, the programme was designed to equip its graduates to acquire vocational skills in OTM and socio-psychological work skills for employment in various fields of endeavour. The society generally is ICT-driven and in order to keep abreast of this change, there must be a restructuring in the knowledge and skills given to learners/students in Office Technology and Management. Electronic Office (e-office) is one of the phenomena of the 21st century which is a paperless office approach in which every office work is done with the use of computer. To effectively bridge the gap between what is being taught in various institutions and what is used in the world of work; different modern office technology facilities should be used to teach OTM students. For our education systems to deliver on their mandates, the quality of the training given to individuals passing through a course or the other should be such that can give adequate skills and information needed in the real world sense (Utoware & Kren-Ikidi, 2013). Amiaya (2016) listed ICT facilities as radio set, television set, audio tape player/cassette and video players, projectors, satellites connection, sensor and other hardware and software, essential in delivery of instruction. Therefore, the modern office technology used in teaching and learning of OTM courses includes ICT hardware like radio set, television, telephone, computer, overhead projectors, electronic whiteboard, video tape recorder, filmstrip, CD-ROM, photocopier, scanner, printer. On the other hand, ICT software includes Microsoft word, Microsoft power point, coral draw, database (Microsoft Access), Microsoft Excel, Web Page, chartroom, e-mail and internet.

According to Ajayi (2009), teaching and learning of business education courses had gone beyond the teacher standing in front of a group of students and disseminating information to them without the students’ adequate participation. He posited that with the aid of ICT, teachers can take 5 students beyond traditional limits, ensure their adequate participation in teaching and learning processes and create vital environments to experiment and explore. This new development is a strong indication that the era of teaching without ICT skills are gone. Any classroom teacher with adequate and professional skills in ICT utilization will definitely have his students perform better in classroom learning. It must however be stressed that the effective use of the various methods of the ICT in teaching and learning depends on the availability of these facilities and teachers’ competence in using them. Utoware and Chamberlain (2013) identified some challenges associated with the use of new technologies in teaching. The first to consider relates to teacher. Teachers are faced with myriad of challenges occasioned by the changes caused by technologies which are occurring faster than students can be trained. Their development is a major challenge for the utilization of ICT tools. Some institutions are reluctant to arrange for refresher training for updating the skills of workers and teachers for improved performance. Other challenges posed are the cost of capital outlays in hardware and software and availability of pedagogically sound materials. The cost to build a computer laboratory or install a new one is tremendous. These costs are a major issue for future growth in Office Technology and Management programme Adebayo (2008) noted with dismay that Nigeria Educational system has not yet adequately exposed students, teachers and institutions of learning to the realities of ICT tools and skills that will enable them face the challenges of the global world of internet and knowledge sharing. Supporting the view, Ojo and Akhademe (2016) citing Obi (2002) attested that 60 per cent of Office Technology and Management graduates from either polytechnics or universities in Nigeria remain unemployed because of the deficiency in modern technological demands


The teaching and learning process of the OTM programme is faced with myriads of problems ranging from non-availability of the new technologies which make it difficult to teach and prepare students for the use of these technologies now and in the future world of work. Utoware, Kren-Ikidi and Apreala (2016) citing Nwosu (2012) in a study carried out on strategies in motivating secretarial education students’ interest in emerging technologies found out that new office technological equipment were lacking and that more theoretical concepts were being taught than practical work in emerging office technologies. Ulinfun in Azih (2008) pointed out that learning would be meaningless without the use of teaching facilities and students would grope in darkness for long before they could get a grasp of what the teacher says. Poor performance among OTM students and lack of employable skills can also be attributed to non-availability of new technologies in teaching OTM students. In addition, there is a growing number of student’s population leading to overcrowding which the old method being used is not helping to deliver information to them at same time. It is also important to note that poor knowledge of computer by the lecturers is also a great challenge to the teaching and learning of OTM programme with the use of ICT, because a lot of them still make use of the old method of teaching even in this jet age and computer era, where understanding is easier, better and faster with ICT.


The objectives of the study are;

  1. To access the availability and utilization of new technologies in teaching and learning Office Technology and Management programmes in college of education
  2. To find out the challenges of the use of the new learning technologies to the implementation of Office Technology and Management programme in college of education
  3. To find out the likely strategies that can reduce challenges of integration of new technologies into Office Technology and Management programmes


For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0There is no availability and utilization of new technologies in teaching and learning Office Technology and Management programmes in college of education.

H1: There is availability and utilization of new technologies in teaching and learning Office Technology and Management programmes in college of education.

 H02: there are no challenges of the use of the new learning technologies to the implementation of Office Technology and Management programme in college of education

 H2: there are challenges of the use of the new learning technologies to the implementation of Office Technology and Management programme in college of education


This research would serve  as an indicator to employers so as to know the type of modern office equipment needed by the secretary that will be best for maximum efficiency and productivity of secretarial work and the entire organization. It would also serve as a means of ease workload of secretaries in office and bring about job efficiency to secretaries.  Finally, business organization would appreciate the importance of computer in the advancement of secretarial practice and thus procure them.


The scope of the study covers the effect of technological advancement on the teaching and learning of OTME courses in Colleges of Education in Nigeria. Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

  1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study


Competences: Those practical skills needed to perform specific task in office. In this context, they refer to those practical skills which secretary supervisory personnel need in order to be able to perform specific task in the office.

Technology: The method uses to get job done which involves the use of complex electronic equipment in the work place.

Computer Technology:  The use of computer based technology in the storage processing, manipulation and retrieval of data in a modern day work environment.


Efficiency: The ability of people to do a work well and without waste of time or resources. Example, competent and efficient secretary.

Enhancement:  Oxford advance learners describe enhancement as the way to increase or to improve further quality, value or status of something.


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