DIGITAL TECHNOLOGY SKILLS REQUIRED OF GRADUATES FOR JOB PERFORMANCE: IMPLICATIONS ON BUSINESS EDUCATION PROGRAMME IN ONDO STATE TERTIARY INSTITUTIONS.
Abstract
The study examined digital technology skills required of graduates for job performance as it affects business education programme in Ondo State tertiary institutions. The study was guided by one research question and one hypothesis of no significant difference. Descriptive survey design was adopted. The population of the study consisted of 36 lecturers drawn from tertiary institutions offering business education courses in Ondo state. The entire population was adopted as the sample due to its small size. The main instrument for data collection was a four-point Likert rating scale questionnaire, with 20 items which was validated by three experts. The data collected were analyzed using mean and standard deviation. The null hypothesis stated was tested using t-test at 0.05 level of significance. The finding revealed that business education graduatess required to a high extent, digital technology skills for effective job performance. The findings further revealed that there was no significant difference between the mean ratings of University and Polytechnic lecturers on the digital technology skills required for job performance of business education graduates in tertiary institutions. The study concluded that the design of effective learning environments and embedding digital technologies are critical. This can serve as catalysts for teachers to experiment new things, explore creative alternatives and reflect on their own practices. Based on the findings of the study, it was recommended among others that the authorities of tertiary institutions should ensure adequate Implementation of policies that will propel the adoption, development and deployment of digital technologies for teaching and learning in the areas of improved infrastructure, adequate funding, re-training programmes and quality assurance.
Keywords: Business Education, Digital Technology; Digital Skills; Job Performance; Programme, Tertiary Institutions.
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