Anthonia Chinyere Okoye



The world pandemic and unprecedented technological innovations in the 21st century have brought about a serious shift in the method of classroom instruction. This has prompted necessitated for this study to ascertain the extent innovative teaching strategies are required in business education programme in the 21st century in tertiary institutions in AnambraState. Descriptive survey research design was used for the study. Three research questions guided the study and three null hypotheses were tested. Population of the study was 114 business educators in the five tertiary institutions in AnambraState that offer business education. Questionnaire that was validated by two experts was used for data collection. Pilot test was used  to ascertain the reliability of the instrument and internal consistency reliability co-efficient of 0.76 was obtained using Cronbach Alpha Correlation Co-efficient. Out of 114 questionnaires administered, 102 were properly filled and were used for the study. Mean and standard deviation were used to answer the research questions and determine the homogeneity of the respondents’ ratings while t – test was used to test the null hypotheses at .05 level of significance. The findings revealed that innovative strategies such as collaborative learning, flipped classroom and Google classroom are highly required in business education programme in tertiary institutions in the 21st century. Gender and institution type did not have any significant difference in the respondents’ mean ratings. Based on the findings, it was concluded that innovative teaching strategies are required for effective business education programme in the tertiary institutions. It was, therefore, recommended among others that lecturers should employ innovative strategies in business education programme instructions to equip students with the necessary skills required in the present day business world.

Keywords: Innovation, Tertiary, Strategies, Business Education.

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