International Journal of Educational Research and Development

[Link]
Online ISSN: 2664-7095, Print ISSN: 2664-7087
Received: 25-02-2024, Accepted: 20-03-2024, Published: 11-04-2024
Volume 6, Issue 2, 2024, Page No. 19-23

Factors influencing utilization of computer assisted instruction in teaching business education

courses in colleges of education in North-Eastern, Nigeria
Aminu Alhaji Danladi
Department of Vocational Education, School of Vocational and Technical Education, Abubakar Tatari Ali Polytechnic Bauchi,
Nigeria

Abstract
The study examined the Factors Influencing Utilization of Computer Assisted Instruction in Teaching Business Education
Courses in Colleges of Education in North-East, Nigeria. The study is guided by three objectives, research questions and
hypotheses. The study adopted a survey research design to examine the variables under investigation. Structured
questionnaires were administered to 143 business education lecturers of colleges of education in North-Eastern Nigeria. Data
collected was analyzed using multiple regressions. The findings of the study revealed that technology readiness, computer self-
efficacy, and Behavioral intention of business education lecturers on utilization of CAI was very high in colleges of education
in North-Eastern Nigeria. The present study recommend that business education lecturers should develop more interests in
online technologies and find more ways to be incorporated into teaching business education courses in colleges of education in
North-East, Nigeria.

Keywords: CAI, technology readiness, computer self-efficacy, and Behavioral intention

Introduction include drill and practice, tutorials, simulations and

Business education remained the foundation of human instructional management (Gana, 2013) [23]. He further
resource development which provides attitude, knowledge, maintained that CAI is the process by which written and
skills, and understanding needed to perform in the business visual information is presented in a logical sequence to a
world as a producer or consumer of economic goods and learner through a computer. Eyitayo and Eyitayo (2010)
services that business offers. Business education therefore is stated that computer is an electronic machine with multiple
a vocational course that gives an individual appropriate parts that accept data as input process it and then present
skill, knowledge and attitude to become a teacher, self- result as information for use. Therefore, student learns by
reliant or employer (Ajisafe, Bolarinwa & Tuke, 2015) [15]. reading the text material presented or by observing the
In teaching business courses, varieties of instructional graphic information displayed (Emmanuel, 2015). CAI as an
methods are used for an effective instructional delivery. The aspect of multimedia has been argued by Mayer and Moreno
method to be used by business educators depends on the (2003) that the proposed multimedia learning environment,
nature of the course, readiness of the teacher to adopt an combining electronically supported images, sound, text and
instructional method, nature as well as the level of the graphics with live performances, provide opportunities for
students (Barde, 2018) [13]. personalized instruction, cooperation, feedback and creative
Information and communication technology is the physical interaction between the medium and the user.
structure of network of computer-based systems (hardware, Despite the significant of CAI in teaching and learning
software and media) for purposes of organizing, processing, process as well as the government efforts in providing ICT
communicating, accessing, presenting, storing, retrieving facilities especially in Nigerian colleges of education, the
and simplifying information, when needed and in the level of utilization of these facilities in teaching by the
format, it is needed (Ohiole, 2018). The use of information colleges of education lecturers is still not impressive
and communication technology (ICT) in schools has been (Eteokleous, 2008). The predominant teaching method for
one of the greatest innovations in teaching and learning instructional delivery in Nigerian schools and colleges of
(Iheonunekwu, Kevin & Uche, 2011) [30]. According to education inclusive is conventional lecture method
Osuala (2004), business educators should be trained in the (Ikechukwu, 2015) [31]. The conventional was proved to be
relevant ICT competencies, skills, knowledge and attitude in ineffective for instructional delivery (Inuwa, Abdallah, &
using ICT in teaching and learning process. Thus, Hassan, 2017) [35]. However, Osuala (2004) argued that
computers and internet, (digital technologies) creates now business educators should be equipped with necessary
opportunities for teaching and learning. In developed competencies, skills, and attitude towards utilizing ICT in
countries of the world unlike Nigeria, development in ICT teaching and learning process. This is because digital
facilitates the use of computer in teaching and learning. technologies create several opportunities for teaching and
Therefore, teaching business education courses with the use learning. Hence, there is the need for the business educators
of modern technological instruments such as computer and to be up-to-date in their knowledge and skills especially in
other electronics multimedia may facilitate teaching and computer and as well as the utilization of its facilities in
learning process of business education courses (Barde, teaching and learning (Okoloca, &Onaigho, 2015).
2018) [13]. Additionally, Barde (2018) [13] argued that teaching business
A Computer assisted instruction (CAI) is virtually any kind education courses using modern technological instruments
of computer use for teaching in educational settings which such as computer and other electronics multimedia may

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facilitate teaching and learning process. Prior studies (see, this technology as a medium of instruction in primary
for example, Fokides, 2017 [22]; Paraskeva, Bouta, & schools, secondary schools, colleges and universities
Papagianni, 2008; Summak, & Baglibel, 2012) argued (Welfred, 2013). Technology-readiness is a construct which
thattechnology readiness, self-efficacy andbehavioural refers to people’s pr
intention couldinfluence the computer utilization. In view of opensity to embrace and use new technologies for
these arguments, the present study therefore, intends to accomplishing goals in home life and at work (Parasuraman,
investigate the factors influencing utilization of CAI in 2000). Teachers’ readiness is the perception of their
teaching business education courses in colleges of education capabilities and skills required to integrate technology into
in north-eastern in Nigeria. their classroom instruction (Inan & Lowther, 2010).
Technology used in schools must not only better reflect
Utilization of Computer and Computer Assisted student’s life outside the classroom but should also allow
instruction (CAI) them to enhance their digital skills in a way that will
Utilization is the art of putting things or resources that are continue to be reliable throughout their adult lives.
tangible or intangible to proper use (Okolocha, & Nwadiani, Changing schools and making them digital ensure that
2015). Agboeze, Ugwoke, and Onu, (2012) [3] stressed that children are ready for improved educational standards
the pace of development and utilization of computer (Curtis, 2014).
technologies and application for educational purposes, Nwankwoala (2015) reported that availability of quality and
including the teaching and learning of business education in adequate infrastructures are necessary for the
developing countries like Nigeria, is still very low. accomplishment of any educational goals and objectives.
Utilization of CAI is the proportion of available time According to Iman and Lowther (2010), access to computers
(expressed in percentage) that a piece of equipment or and resources (applications) among others are factors that
facility is operated in the teaching and learning (Okolocha, significantly affected technology readiness of teachers
& Nwadiani, 2015). According to Aykanat and Kalender, which involved the use of computer-assisted learning
(2005), CAI is seen as the utilization of computers in all applications such as drill and practice, tutorials, and
learning and teaching activities. In developed countries of simulations. They further stressed that technology as a tool,
the world like USA, Brazil, Japan, France, Germany, CAI involves students use of basic software applications such as
has been used for more than three or four decades. The use word processing, presentations, databases, spreadsheets,
of computer in developing countries is gradually taking Web 2.0 tools, and concept mapping to extend their abilities
roots in the educational system, especially in the to solve problems, create products, or communicate and
pedagogical aspect (Emmanuel, 2015). share their perspectives with each other.
Computer assisted instruction is an automated instructional Hazewinkel&Michiel (2001) reported that the use of CAI as
method in which a computer (electronic machine) is used to an aspect of technology is successful in raising examination
present an instruction to the learner through an interactive scores, improving student attitudes, and lowering the
process (Ajelabi 2000). CAI is being used as an amount of time required to master certain material.
instructional strategy and has been utilized at all levels of Zubairu, (2014) opined that ICT resources which were
education ranging from elementary school, secondary supposed to be used in content delivery by lecturers in
school, teachers training college, undergraduate, post Federal Colleges of Education in Nigeria are not accessible
graduate studies and on the job training in almost all and that lecturers were not exposed and proficient in using
subjects (Pritchard, 2005; & Chauhan, 1994). Gana, (2013) ICT resources. He further confirmed that the major
[23]
described computer assisted instruction (CAI) as challenge facing lecturers in using ICT is the irregularity in
virtually any kind of computer use for teaching in power supply. Similarly, Information and communication
educational settings which include drill and practice, technology resources such as computer, scanner, printer,
tutorials, simulations and instructional management. public address systems, teleconferencing devices, wireless
Computer-aided instruction has a minimum of three application protocols (WAP), radio and microwaves,
dimensions, with the first one being te achers who serve as television and satellites, multimedia computer and
supervisors and controllers in learning-teaching activities. multimedia projector were not adequately provided for
The second is the computer equipment designed to support teaching and learning (Nwana, 2012). Aja, (2013) also
the learning experience. And finally, the instructional stressed that despite the benefits of ICT in
software programs used to facilitate interaction between teaching-learning process, teachers and school management
students and computers (Aksakalli, Turgut & Salar, 2016). are not interested in using ICT for instructional purposes.
Also, Computer Assisted Instruction is defined by Ukoha This has been attributed to many factors which include
and Eneogwe (1996) as a learning process whereby a learner inadequate funds, poor condition of electricity, teachers’
interacts with and is directed by computer through a course incompetence and pervasive poverty in the society.
of study or learning task aimed at achieving specific
instructional objectives (skill development). Concept of Self-Efficacy
Efficacy according to Akpan (2014) means having the
Technology Readiness ability to do what is desired, or to be effective in producing
Technology has changed and continues to change the way the desired result. Self-efficacy is persons’ beliefs that they
people manage things in their can successfully fulfil a task or be successful in a job. Self-
lives, both in private and in practical life. Word processors, efficacy affects persons’ resistance against difficulties,
spell checking programmes and proof reading programmes choice of activities, and their efforts and performance
are some of the useful technologies used in teaching and (Cansoy, Polatcan, & Parlar, 2018).
learning process (Alnahdi, 2014). Computer technology has Self-efficacy is defined as a belief in one’s own abilities to
been in use since 1970s and many countries have adopted perform an action or activity necessary to achieve a goal or

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task (Bandura, 1997) [12]. It is a future-oriented belief about teacher is confidence in his/her ability to use of computer in
the level of competence a person expects he or she will order to promote students learning at a given time.
display in a given situation (Tschannen-Moran and
McMaster, 2009). Self-efficacy is the confidence that Behavioural Intention
individual has in his/her ability to do the things that he/she Behavioral intention as defined by Warshaw and Davis,
strives to do. Self-efficacy determines the tasks an employee (1985) is “the degree to which a person has formulated
chooses to learn and the targets they set for themselves conscious plans to perform or not perform some specified
(Lunenburg, 2011). To Tschannen-Moran and Wolfolk Hoy future behavior”. behavioral intention is defined as the
(2001) Teacher efficacy is significantly related to teachers’ power of one's interest in performing certain behaviors
commitment, instructional behavior, persistence and (Septiani, Handayani, and Azzahro, 2017). They further
enthusiasm, as well as student outcomes such as motivation, reported that in m-commerce, behavioral intention is
achievement, and self-efficacy belief. Inan&Lowther, considered as user subjectivity on their possibility of using a
(2010) argued that teacher belief is one of the essential particular m-commerce. Behavioral Intention to use is
factors that explain technology use. Thus teachers’ defined as a measure of the likelihood that a person will
confidence refers both to the teachers’ perceived likelihood adopt the application (Shanmugam, Savarimuthu, & Wen,
of success on using computer for educational purposes and
2014). Behavioural intention is an indication of a person’s
on how far the teacher perceives success as being under his
readiness to perform a given [Link], Ramayah, &
or her control (Peralta &Costa, 2007). Teacher self-efficacy
Abdul-Razak, (2008) opined that behavioral intention highly
according to Cansoy, Polatcan, and Parlar, (2018) refers to
the beliefs that teachers have for individual and collective influenced actual behavior. Actual behavior according to
competencies that affect student learning. Ajzen (1989), are actions which are taken in a specific
Computer self-efficacy according to Christensen and scenario or situation for a specific purpose. Cheung
Knezek (2006) [16] is the computer confidence in &Veugel, (2013) argued that intention and behavior toward
competence. Computer self-efficacy is based on beliefs and technology acceptance and adoption is influenced by the
confidence about what a person can accomplish with the ability to share information in the collaborative learning
skills and knowledge of computer they already possess environment. Oliver (1997) sees behavioral intentions as the
(Sarfo, Amankwah, &Konin, 2017). Teachers’ computer stated likelihood to engage in a particular behavior. When a
self-efficacy focused on teachers beliefs and confidence in behavioral intention is formed, (Eagly&Chaiken, 1993)
using basic computer skills, media related skills and web argued that it is often the result of generalized motivational
based skills to facilitate teaching and learning (Teo&Koh, processes that direct the behavior toward some goal. To
2010) Teachers’ attitude and beliefs as well as teachers’ Fishbein & Ajzen, (1975) [21] behavioral intention (BI) is the
computer competences affect teaching effects. Teacher’s probability or a measure of strength of one’s intention to
integration of computer technology depends on their perform a specific behaviour. Individual’s acceptance and
competences and beliefs that technology can enrich the use of the technology is highly and significantly affect BI to
current curriculum, the teachers can make every effort to use a technology, and this could lead to success of the
integrate computer technology into teaching (Wang, 2008). technology adoption in the classroom (Yi, Jackson, Park, &
Teachers’ computer self-efficacy is a strong determinant in Probst, 2006; DeLone & McLean, 1992; Fishbein & Ajzen,
studying teachers’ behaviours with respect to the use of 1975) [21].
computers in teaching and learning (Cassidy & Eachus,
2002). Research Objectives
Sutton and Wheatley (2003) stressed that teachers
The main purpose of this study is to investigate the factors
successfully maintain conduct of the teaching and learning
influencing utilization of CAI in teaching business
environment, are open to new ideas and influence students’
education courses in colleges of education in north-eastern
growth emotionally and academically when they have high
self-efficacy. Chacon (2005) and Ajala (2013) [6] observed in Nigeria. Specifically, the study intends to:
that teachers with high self-efficacy beliefs are more likely 1 Examine the influence of technology readiness of
to perform well in implementing innovations in the business education lecturers on utilization of CAI in
classroom, using classroom management approaches and colleges of education.
adequate teaching methods and encourage students’ 2 Determine the influence of business education
autonomy, and to take responsibility for students with lecturers’ computer self-efficacy on utilization of CAI
special learning needs than teachers with a low sense of in colleges of education.
self-efficacy. Similarly, Schwarzer and Hallum (2008) 3 Examine the influence of behavioural intention of
opined that teachers with high self-efficacy always try to business education lecturers on utilization of CAI in
enhance student achievement, set challenging goals for colleges of education
themselves and struggle to achieve these goals. On the other
hand, teachers with low self-efficacy can neither meet the Research Questions
expectations imposed by others nor cope with stress. The following research question will be formulated to guide
According to Çetin & Güngör (2014), there is a positive and the study.
significant relationship between self-efficacy towards using 1. To what extent does the technology readiness of
computers and attitudes towards computer-assisted business education lecturers influence their utilization
instruction. Self-efficacy is one of the most critical factors of CAI in colleges of education?
for both learners and teachers, since it affects quality of 2. To what extent does the business education lecturers’
Education (Kocabas, Ozfidan, &Burlbaw, 2018). Computer computer self-efficacy influence their utilization of CAI
self-efficacy of teacher is therefore the extent to which in colleges of education?

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3. To what extent does the behavioural intention of Results

business education lecturers influence their utilization In this study, the necessary assumptions of multiple
of CAI in colleges of education? regression were properly assessed and fairly complied. Hair
et al. (2013) recommended that when interpreting the result
Methodology of multiple regression analysis, a researcher should first
A survey research design was used in this study to examine consider the F value, then the R-square value or adjusted R
the Factors Influencing Utilization of Computer Assisted square, and follow by the individual contribution. Following
Instruction in Teaching Business Education Courses in their recommendation, in this study, the statistical evidence
Colleges of Education in North-East, Nigeria. A survey in table 1 has proved that the model was statistically
research design is a procedure in quantitative research in significant based on the F ratio 56.607, p = .000. The result
which investigators administer a survey or questionnaire to
also revealed the R2 value of of .33, indicating that the
a sample or to the entire population of people to describe the
model fit is large (Murphy, Myors & Wolach, 2014).
attitude, opinions, behavior or character of the population
Regarding the individual contribution of the variables, the
(Creswell, 2012). The present study is therefore interested in
using questionnaire in studying the opinions of colleges of variables Technology Readiness had a standardized
education lecturers regarding their technology readiness, coefficients beta value of .270, p = .000, Self-Efficacy had
self-efficacy and behavioral intention on CAI utilization. .250, p = .000 and Behavioral Intention had .390, p = .000
Hence a survey design was appropriate for achieving this. (see, table 1). This indicates a significant contribution of the
The population of this study comprised 143 business variables in the model, that is, Technology Readiness, Self-
education lecturers in the eight colleges of education in Efficacy and Behavioral Intention had a significant positive
north-eastern Nigeria. The business education lecturers of influence on Utilization of Computer Assisted Instruction in
colleges of education are considered in this present study Teaching Business Education Courses in Colleges of
because they are the people that handle business courses. Education in North-East, Nigeria.

Table 1: Factors Influencing Utilization of Computer Assisted Instruction in Teaching Business Education Courses in Colleges
of Education in North-East, Nigeria.
Variable Standardized Coefficients Beta T value P value Decision
Technology Readiness .270 2.067 .000 Rejected
Self-Efficacy .250 3.121 .000 Rejected
Behavioral Intention .390 5.393 .000 Rejected
R. square .33
Adjusted r square .32

Discussion &Veugel, (2013) who argued that intention and behavior

The findings of this study indicated that Technology toward technology acceptance and adoption is influenced by
Readiness, self-efficacy and Behavioral Intention are the ability to share information in the collaborative learning
significant predictors of Utilization of Computer Assisted environment. The study also agreed with that of Lin and
Instruction in Teaching Business Education Courses in Roberts (2016) [37] who argued that Behavioral beliefs are
Colleges of Education in North-East, Nigeria. The finding is considered the prevailing determinants of a person’s
consistent with Iman and Lowther (2010), who stated that intentions and actions, influencing attitudes toward the
access to computers and resources (applications) among behaviour.
others are factors that significantly affected technology
readiness of teachers which involved the use of computer- Conclusion and Recommendations
assisted learning applications such as drill and practice, The main purpose of this research work is to examine the
tutorials, and simulations. Similarly, the study also agreed Factors Influencing Utilization of Computer Assisted
with the one conducted by Kamene (2014), which stated Instruction in Teaching Business Education Courses in
that the first stage in the successful adoption of computers in Colleges of Education in North-East, Nigeria. The study had
teaching Business Studies in secondary schools is that the achieved all the three objectives discussed in section 1.4.
teachers should be competent and interested users of The present study proved empirically that Technology
computers and that the facilities should be easily accessible. Readiness, self-efficacy and behavioural intention have
The finding is consistent with Sarfo, Amankwah, &Konin, significant and positive influence Utilization of Computer
(2017) who argued that teachers’ belief is one of the Assisted Instruction in Teaching Business Education
essential factors that explain technology use. Thus, teachers’ Courses in Colleges of Education in North-East, Nigeria.
confidence refers both to the teachers’ perceived likelihood Therefore, business education lecturers should develop more
of success on using computer for educational purposes and. interests in Computer technologies and find more ways to be
In a related study, Ajala (2013) [6] observed that teachers incorporated into teaching business education courses in
with high self-efficacy beliefs are more likely to perform colleges of education in North-East, Nigeria.
well in implementing innovations in the classroom, using
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