1.1 Introduction
Skills acquisition refers to ability to be trained on a particular task or function. It is a form of training of individuals or group of individuals to acquire skills needed for self-sustenance (Idoko, 2014). Skill acquisition is the manifestation of idea and knowledge through training geared towards instilling in the youths the spirit of entrepreneurship needed for meaningful development (Douli, 2012). Skill acquisition is a major tool for extreme poverty and hunger eradication with the aim of creating an avenue for jobs and wealth which will bring self-reliance and sufficiency and, contribute to the growth and development of a country’s economy (Isaac, 2011). Skill is the ability to do something well, usually gained through training or experience.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Business education is an aspect of this total education programme. Aliyu (2006) describes business education as the education for the acquisition and development of skills and competencies, attitudes and attributes which are necessary for efficiency of the economic system. It is the intellectual and vocational preparation of people for earning a living in the contemporary industrial and business environment. Business education encompasses education for office occupations, business teaching, business administration and economic understanding. One can as well agree that business education is the instruction given in tertiary institutions to prepare students for jobs in teaching, industries, administration and entrepreneurship.
Business education students in tertiary institutions upon graduation are supposed to be job creators, but contrary to these expectations, most of them roam the streets for years searching for very scarce white-collar jobs. This is because, they are inadequately equipped with relevant skills probably due to the fact that business education programme is not up-to-date with required resources (human and physical) as found in the programme in other parts of developed countries. When there are shortage of resources in business education programme, there is a huge gap in area of skill acquisition.
According to the Development Education Center (2019), skill acquisition and youth development are emphasized in Nigeria to meet the following needs: reduction in youth unemployment rate, diversification of job opportunities, effective function, crime reduction, employment generation and national development. Equipping business education students with relevant skills requires human and physical resources. Ndinechi and Nwogu (2015) in agreement stated that for business education programme to meet up with its expectations both in input, process and output, laid down minimum academic standards for personnel, physical facilities, library and information, academic content and leadership must be met.
Skill acquisition is the ability to be trained on a particular task or function (Mike, 2014). Idoko (2014) posited that skill acquisition requires the gathering of various abilities that enhance task execution through the coordination of both theoretical and practical form of knowledge. It involves the training of people in different fields of trade under a legal agreement between the trainers and the trainees for certain duration and under certain conditions. Nwaukwa, Iloeje, Nzeh and Nwagu (2018) stated that skill acquisition leads to employment generation in small and medium enterprises such as computer business centers, book binding centers, laminating centers, computer sales, computer training, internet centers (cybercafe), business registration, photocopying centers, reprographic, and printing press among others.
Equipping students with relevant skills is an important mandate of business education programme at both secondary and tertiary education in Nigeria (Federal Republic of Nigeria (FRN), 2013). This is noted in the policy statement of National Policy on Education (FRN, 2013) which expressly stated that the primary goal of business education is to produce skillful and dynamic business education graduates for gainful employment or self-employment.
Osuala maintained that these skills are highly needed by business education graduates for gainful employment as employees or self-employed. Similarly, Ubulom and Enyaghasim (2012) posited that business education students are equipped with entrepreneurial skills to establish small scale businesses like photocopying, computer and internet centers, computer and phone repair, and phone accessory sales, computer training, printing press, rental services, and land and house agency among others and manage them successfully. With these opportunities, business education is believed to be a veritable tool for sustainable development and tackling widespread youth unemployment.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to assess the Modern Instructional Resources Needed for Skills Acquisition among Business Education Students in Tertiary Institution.
1.3 Statement of Problems
More than anything else, instructional resources and facilities are very necessary for the utmost realization of the goals of education. In this era of accelerated technological development, modern instructional facilities and equipment are not only important, they are expected to be available in a reasonable state and properly utilized. Azih (2008) found that students offering business education in schools find it difficult to acquire the needed skills and competencies as a result of lack of adequate resources in the school. This situation in the teaching and learning of business education has been of great concern to educators and the decline in students’ achievement may not be unconnected with the poor learning environment created by the state of limited instructional facilities.
On the other hand, the number of students appears to have out-paced the available resources. To this end, the need to match the growing students’ enrolment with a corresponding increase in the provision of relevant and modern learning resources cannot be under estimated. However, it is particularly worrisome to note that Nigerian tertiary institutions seem to be fast declining, especially in the area of resources required for the educational production processes. A careful look at the nation’s schools may show that they are struggling with limited resources and non-functional facilities. This of course, may have a consequent effect on the products of these institutions. Hence, the need to assess the adequacy of instructional resources available for business education programmes at the colleges of education in Edo and Delta States of Nigeria in relation to NCCE standards.
1.4 Aim and Objectives of Study
The aim of the study is to assess the Modern Instructional Resources Needed for Skills Acquisition among Business Education Students in Tertiary Institution. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the effect of poor communication skills on the Performance of Business Education Students in Tertiary Institution.
- To investigate the factor affecting the method of communication used by Business Education Students in Tertiary Institution.
- To identify the effect of communication process and information technology among Business Education Students in Tertiary Institution.
- To determine the effect of channel and media adopted by Business Education Students in Tertiary Institution.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Is there any effect of poor communication skills on the Performance of Business Education Students in Tertiary Institution?
- What is the factor affecting the method of communication used by Business Education Students in Tertiary Institution?
- What is the effect of communication process and information technology among Business Education Students in Tertiary Institution?
- What are the effect of channel and media adopted by Business Education Students in Tertiary Institution?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of poor communication skills on the Performance of Business Education Students in Tertiary Institution
- H1: There is a significant effect of poor communication skills on the Performance of Business Education Students in Tertiary Institution
Hypothesis Two
- H0: There is no significant factor affecting the method of communication used by Business Education Students in Tertiary Institution.
- H1: There is a significant factor affecting the method of communication used by Business Education Students in Tertiary Institution.
1.7 Significance of Study
It is hoped that the outcome of this study will be of great benefit to employers, secretaries, institutions and trainers of secretary, as it will provide a research based contribution on the Modern Instructional Resources Needed for Skills Acquisition among Business Education Students in Tertiary Institution.
The result of the study will reveal the effect of poor communication skills, method of communication used by an organization, the communication process and information technology and communication channels and media adopted by an organization.
1.8 Scope of the Study
The study focuses on the Assessment of Modern Instructional Resources Needed for Skills Acquisition among Business Education Students in Tertiary Institution.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
