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Am. J. Econ. Bus. Innov. 1(2), 2022

The American Journal of   Economics and Business Innovation (AJEBI) is an international, peer-reviewed, and 
open-access journal that publishes articles that emphasize research, development, and application within the fields 
of  business, economics, finance, marketing, management, business analytics, etc.  The AJBEI reviews papers within 
approximately one month of  submission and publishes accepted articles online immediately upon receiving the final 
versions. 
Frequency: Three issues per year 
Area of  publication: Business, economics, finance, marketing, management, business analytics, start-ups, business 
and financial innovations and technologies.

Editorial Team
Professor Dr. Constance Leyland
Dean of  Business & Accounting, American National University, USA
Professor Dr. A. K. M. Ahasanul Haque
Faculty of  Economics and Management Sciences (KENMS)
International Islamic University Malaysia (IIUM), Malaysia
Dr. Gus Del Rivero
Lecturer, California State University, Long Beach and Monterey Bay, USA
Dr. Cansu TOR KADIOĞLU
Associate Professor, Faculty of  Applied Sciences
International Trade and Logistics Department, Tarsus University, Turkey
Dr. Lauren VanTalia
Graduate  Programs Faculty, Southern States University, San Diego, USA
Dr. Hafizah Hammad Ahmad Khan
Faculty of  Business & Management, Universiti Teknologi MARA, Malaysia
Dr. Razali Haron
Associate Professor, IIUM Institute of  Islamic Banking and Finance (IIiBF)
 International Islamic University Malaysia (IIUM), Malaysia
Dr. Sejuti Mondal
Texas State University, USA
Dr. Nida Jafri
Consultant, Green Empowerment, Portland, USA
Dr. Marhanum Che Mohd Salleh
Associate Professor, Faculty of  Economics and Management Sciences (KENMS)
International Islamic University Malaysia (IIUM), Malaysia
Professor Dr. Wael Al-aghbari
University President, International University of  Technology Twintech - IUTT, Yemen
Dr. Abdullah Sarwar
Senior Lecturer, Department of  Business Studies
Multimedia University, Cyberjaya, Malaysia
Dr. Saleena E C
Research Area: Commerce
Aligarh Muslim University, India
Dr. Md Aftab Anwar
Associate Professor, Department of  Business Studies
State University of  Bangladesh
Dr. Sofia Binte Ehsan
Department of  Environmental Science
University Kebangsaan Malaysia
Professor Dr. Md. Morshed Hossain
Department of  Economics, Begum Rokeya University, Rangpur, Bangladesh

Contact:
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American Journal of  Economics and 
Business Innovation (AJEBI)

Investigation of  Student-Teachers Readiness and Attitude Towards Utilization of  ICT in 
Studying Business Education in Delta State, Nigeria

Onajite, G. O1*

Volume 1 Issue 2, Year 2022
ISSN: 2831-5588 (Online)

DOI: https://doi.org/10.54536/ajebi.v1i2.173
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ABSTRACT
Student-teachers’ readiness and attitude towards utilization of  information and commu-
nication technology in studying business education in colleges of  education in Delta State 
was investigated in this study. Descriptive survey research design was employed in the study. 
Population for the study entailed 1, 318 NCE business education student-teachers from two 
out of  the four colleges of  education in Delta State. Sample size of  this study constitut-
ed 659 NCE business education student-teachers from two colleges of  education in Delta 
State, which was selected at 50% using the proportionate stratified random sampling. Mean 
scores and standard deviation were used to analyze data in this study and all hypotheses were 
tested on an alpha level (α) of  0.05 significance using t-test. The findings revealed that stu-
dent-teachers showcased strong readiness and positive attitudes towards utilization of  the in-
formation and communication technology in studying business education in COEs in Delta 
State. However, the findings revealed that the student-teachers did not possess the requisite 
skills in different aspects of  computer packages towards utilization of  the information and 
communication technology in studying business education in COEs in Delta State. From 
these findings, recommendations were proffered and among them included that: the various 
institutional leadership in the colleges of  education such as the Provosts, Deans and Head 
of  Departments (HODs), should support students’ readiness and preparedness towards the 
use of  ICT in studying business education at the colleges of  education. This can be achieved 
through ICT facility provisions, adequate funding, infrastructural development and private 
sector support and encouragements.

Article Information

Received: March 4, 2022

Accepted: March 16, 2022

Published: April 16, 2022

Keywords
Student-teachers, Readiness, 
Attitude, Utilization, Computer 
Technology, Business Education, 
Colleges of  Education

1 Department of  Vocational and Technical Education, Faculty of  Education, Ekiti State University, Ado-Ekiti, Nigeria
* Corresponding author’s e-mail: onajitego@gmail.com

INTRODUCTION
The world has become a global village in which human 
interactions, relationships, communications, and 
businesses are highly influenced by information and 
communication technology (ICT). Even in the education 
industry or sector, information and communication 
technology (ICT) has been infused into administrative 
practices, research, and teaching and learning processes. 
Today, using ICT in teaching and learning situations in 
the various school systems is a common practice for 
European countries, which has widely and extensively 
spread into African countries, including the Nigerian 
education system. In business education, the use of  
ICT to boost teaching and promote students’ learning 
has also been highly accepted and encouraged. This 
situation is owing to the fact that the Federal Republic 
of  Nigeria (FRN, 2013) has accepted the integration 
of  ICT in various education systems in Nigeria, 
including the colleges of  education. According to the 
FRN (2013:57), “educational support services will be 
developed to facilitate the implementation of  educational 
policy, attainment of  policy goals and the promotion 
of  effectiveness of  educational system”. The Federal 
Republic of  Nigeria (FRN, 2013) further attested that in 
all teacher-training awarding programs issuing Nigerian 
Certificate in Education (NCE) and Degree certificate, 
ICT would be properly integrated into the system (pg. 
44). In furtherance, ICT facilities and infrastructure, 
radio and television educational broadcasting, hardware 

and software laboratories, and Networking services shall 
be provided, including colleges of  education that offers 
business education courses. Given the above policy 
statement by the Federal Republic of  Nigeria (2013), it 
is therefore expected that the use of  ICT facilities should 
be highly integrated and incorporated into every school 
system, including the colleges of  education which are 
known for teacher preparation.
Colleges of  education are teacher education institutions 
that train would-be teachers known as the student-teacher. 
They are a citadel of  learning and higher education 
institutions established with several motives of  producing 
servicing teachers for the secondary education sector 
(Federal Republic of  Nigeria, FRN, 2013, pg.43). In this 
wise, student-teachers, especially in business education 
at the colleges of  education, are expected to undertake 
and pass through several courses both in theory and 
practice. All the courses undertaken during the learning 
processes are expected to lead the students towards the 
achievement of  educational goals and objectives, which 
can be visible through the effective utilization of  ICT. 
The Federal Republic of  Nigeria (FRN, 2013) further 
noted that the use of  ICT in studying business education 
in the colleges of  education, therefore, is an enabling 
way of  developing a sound, intelligent learning society 
in the country, also a way of  developing the competent 
workforce through practical life skills acquisition which 
is relevant to the world of  work (pg.v). Kwacha (2007) 
affirmed that in all educational systems, the use of  ICT is 

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highly encouraged and approved by several authorities in 
order to inculcate into learners’ abilities and skills that will 
enable them to operate effectively in the labor market. 
However, ICT networking tools and gadgets should be 
used for promoting different teaching methodologies for 
the appropriate dissemination of  knowledge. Invariably, 
in business education, the use of  ICT in studying business 
education will expose students to the integral aspect 
of  business education which encompasses education 
for office occupation, accounting practices, shorthand, 
marketing, commerce, economic understanding, and 
entrepreneurship which is necessary for human capital 
development. Inije, Utoware, and Kren-Ikidi (2013) 
attested that in the colleges of  education, business 
education courses is studied under accounting education, 
secretarial education, or office technology management, 
among others. As such, for business education students 
to maintain technological leadership, they should be 
equipped with ICT competencies in order to function 
and operate efficiently in the world of  work. Therefore, 
in order to meet up with the ideals of  human capital 
development, the Federal Government created a 
roadmap for the Nigerian education sector through 
the incorporation of  ICT into the education system as 
a special education support service is inclusive (FRN, 
2013). 
The information and communication technology (ICT) 
can therefore be described as any device that is used for 
acquiring, sorting, processing, storing, and dissemination 
of  information, whether textual, numeric, graph, etc., 
using the computer and other communication gadgets. 
Ajaero (2016) stated that information and communication 
technology is a term representing communication 
devices and applications such as radio, television, cellular 
phones, computer networks, computer hardware, and 
software satellite systems. Jinnah et al.(2015) also stated 
that ICT includes all internet, mobile equipment, etc., 
and software resources which have become powerful 
tools for educational change and reform. The different 
components of  ICT, when adequately used, expand 
access to education raise the quality of  education by 
making teaching,learning,appealing, and active process 
connected to real life. According to Bandele (2016), ICT 
has provided windows of  opportunities for educational 
institutions to use information and technology in every 
teaching and learning situation. Its benefits in education 
are enormous. ICT has continued to play important 
roles in teaching and learning, although it has its pros 
and cons. According to Daramola (2014), ICT prepares 
students for a workplace where computers, the internet, 
and related technologies are becoming more and more 
ubiquitous It also expands access to education through 
remote learning resources. Yusuf  et al. (2013) maintained 
that information and communication technology 
could boost any educational institution’s efficiency and 
effectiveness in order to support them in achieving their 
goals and objectives. Yusuf  et al. (2013) further noted 
that ICT provides quicker and easier access to more 

extensive and current information its users, which is also 
useful in all research work. Besides these pros, Yunus et 
al. (2013) observed that the use of  computer technology 
has its cons which make students become addicted to it 
in such a way that it negatively affects their reading skills. 
However, before the introduction of  ICT in a respiratory 
of  knowledge with students remains passive, but the 
tide had changed the whole process, students can now 
learn on their own with a little guidance from the teacher. 
Kiadese (2012) break ICT into three components, they 
are:

1. Information channels such as worldwide web (www) 
online database, electronic documents, management and 
accounting system, internet etc.

2. Communication channels such as e-mails, electronic 
discussions groups, electronic conference and the use of  
cell phones etc.

3. Hardware and software used to generate, prepare, 
transmit and store data such as computers, television, 
etc., in education, ICT are information carriers designed 
specially to fulfill the objectives in a teaching-learning 
situation.

The Federal Republic of  Nigeria (FRN, 2013) indicated 
that the goals of  incorporating ICT in education include;

i. assisting teachers in the facilitation of  the teaching 
and learning process

ii. inculcating into students problem-solving, critical 
thinking, and innovative skills

iii. boosting lifelong education
iv. enabling teachers and educators to impact different 

teaching methodologies for promoting learning 
v. improving research and development in educational 

institutions
vi. widening access to educational instructions 

anywhere, time, and any place.
The advantages of  the information and communication 
on student teachers studying business education are 
enormous that the ICT as electronic resources aids 
students’ research by providing them with the necessary 
online information and materials necessary to support 
and improve their learning (Shavinina, 2001). Citing 
instances, such ICT tools like the computer-internet, 
electronic typewriter, video or films, and online materials 
impacts positively in the teaching and learning of  
business education process. New ICT tools like social 
media, computer files transfers, virtual conferences, 
multimedia products, offline, web-based learning formats, 
and teleconferencing can be utilized to make positive 
impacts in business education. The various ICT facilities 
used in the -learning process, which can also be utilized 
in business education, include multimedia, digital, and 
computerized equipment (Bandele, 2006; Bryers, 2004 & 
Ofodu, 2007).
Ajayi and Ekundayo (2010) identified the following 
benefits of  using ICT in teaching and learning business 
education.
- It facilitates effective teaching and learning process. 
ICT provides productive teaching and learning, which 

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increases people’s creative and intellectual resources, 
especially in today’s information society.

- It provides a wide range of  learning materials. This 
implies that a teacher can meet the needs of  students with 
different learning styles.

Onwuka and Koko (2010), also highlight the following 
benefits of  ICT in the learning process. They are;

- It serves as a private tutor
- It provides rapid and accurate feedback to students, 

which contributes to positive motivation 
- It promotes high order thinking and better problem-

solving strategies
- It provides educational services and outside classroom 

learning for both teachers and students.
Given all the aforementioned benefits attached to the 
utilization of  ICT in the teaching and learning process, 
yet infusion of  ICT in studying business education in 
colleges of  education highly depends really on students’ 
and teachers’ readiness and attitude toward utilization of  
ICT in studying their courses.
Attitudes, as defined in the Oxford popular School 
Dictionary (2002), is a way of  thinking or behaving 
toward teaching and learning. It refers to the ways and 
manners students behave towards the whole process. It 
could be seen as the readiness or dispositions to act or 
react in a certain way. This statement is justified in the 
works of  Bitner and Bitner (2002), which indicated that 
it is the preparedness and interest of  the students and 
teachers overutilization of  something like ICT, which 
is integrated into the curriculum. Once teachers and 
students develop skills and interests for instance, in ICT, 
they begin to find new ways of  incorporating technology 
into the teaching and learning process (Bitner & Bitner, 
2002). Readiness towards the use of  ICT, as defined by 
Dada (2006) refers to the degree to which a country is 
prepared to get involved or participate and benefit from 
electronic activities using ICT in their education system. 
In the present study, readiness can be described as student-
teachers willingness without hesitation to utilize ICT in 
studying business education Student-teachers’ business 
education readiness towards utilization of  ICT may be 
measured by a number of  indicators which includes their 
willingness, preparedness, exposure, ability to use various 
software applications, experience, and expertise.
Moreover, business education student-teachers’ attitude 
towards utilization of  ICT may be measured by a number 
of  indicators, including their thoughts, reactions, interest, 
habits, feelings, excitements, and confidence. In Delta 
State, the use of  ICT in studying business education at the 
colleges of  education is a thing that is yet to be actualized. 
This is so because the system is yet to internalize the use 
of  ICT in teaching, and the conventional method of  
teaching is predominantly in teaching business education 
in the classroom. Many lecturers still depend on the old 
traditional or conventional method of  teaching given this 
present technological age. In describing the conventional 
method of  teaching, this involves a traditional teaching 
method where a teacher explains the steps verbally to 

working a problem, along with writing the steps on the 
chalk or whiteboard. It is a more or less teacher-centered 
and teacher-focused approach to learning whereby 
students observe and take notes during the process of  
learning. In conventional teaching, the resources that are 
used in this classroom setting are mostly paper, pencil, 
and textbooks. This method is synonymous with teacher-
centered instruction, and students’ remain passive in 
learning (Daramola, 2014). The conventional method 
likens a learner’s mind to a blank state, unlike the use of  ICT, 
which is more integrated and allows active participation 
of  student-teachers in the learning process. Ajayi and 
Ekundayo (2009), observing the Nigerian schools, stated 
that many teachers still rely heavily on the traditional or 
conventional method of  “chalk and talk” rather than the 
use of  ICT in the teaching and learning activities. Ajayi and 
Ekundayo (2009), citing Okebukola, opined that in the 
Nigerian public schools, the use of  computer technology 
had not been their practice; however, the situation has 
been challenging, which created difficulties in delivering 
instructions in the classroom. This is an indication that 
the students are still lagging behind in the trend of  
changes in the world. This presupposes that there is the 
tendency for both teachers and students to be denied the 
opportunities which ICT offers in the teaching-learning 
activities (Ajayi & Ekundayo, 2009). Additionally, Ajayi 
and Ekundayo (2009) further attested that in this recent 
time, teaching and learning have gone beyond the teacher 
standing in front of  a group of  pupils and disseminating 
information to them without the students’ adequate 
participation. Any classroom teacher with adequate and 
professional skills in ICT utilization will definitely have 
his students perform better in classroom learning. With 
the emergences of  Information and Communication 
Technology on teaching business education courses in 
colleges of  education, teaching and learning have changed 
from traditional chalkboard to electronic learning 
requiring such skills as internet browsing, Microsoft 
word, powerpoint, Microsoft excel and teleconferencing 
gadgets from teachers and students (Ajayi & Ekundayo, 
2009). However, in most countries of  the world, the use 
of  ICT has been internalized in their education system, 
just as cited by the Kothmale Community Radio Internet 
in Sri Lanka, Meenakshi (2013), and Open University of  
the United Kingdom (UKOU). This is also in line with 
the observations of  the Indira Gandhi National Open 
University, which identified that ICT is used for the 
dissemination of  information.
From all foregoing discussions, the researchers therefore 
wonder what could have been responsible for the current 
ugly situation of  students-teachers utilization of  ICT 
in colleges of  education in Delta State. Whether the 
students are actually ready and possess the right attitude 
and skills towards the utilization of  ICT in studying 
business education. This has been the thrust of  this 
study. Nevertheless, for effective utilization of  ICT in 
studying business education, both the student-teachers, 
including lecturers must be prepared and have a positive 

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attitude towards its utilization. Several studies have been 
carried out on students’ attitude and readiness towards 
the use of  ICT in most subject areas, but in business 
education programs at the colleges of  education in Delta 
State, this is yet to be certain or propagated. Termit and 
Samli (2014), in their work on teacher readiness on ICT 
integration in teaching and learning, investigated the 
knowledge level, attitudes towards the usage of  ICT in 
teaching and learning in secondary schools in Malaysia. 
The result revealed that teacher’s level knowledge on ICT 
is moderate, and their attitudes are positive towards the 
use of  ICT in teaching and learning in the classrooms, 
which is like those of  the study conducted by Rosnaini 
and Mohd (2010) were only a few groups of  teachers 
were ready to use ICT for teaching and learning. This is 
also at variance with the studies of  Lau and Yeoh (2008), 
Melo (2007), Samuel and Zaidum (2007), which revealed 
that the majority of  the respondents have a positive 
attitude towards the use of  ICT in teaching and learning. 
Edmunds et al. (2012), in their study on student’s attitude 
towards the use of  ICT on course study, work and social 
activities: a technological model approach gave their 
confirmation on student’s readiness and attitudes towards 
the use of  ICT. Their study reported that students are 
ready to use ICT for course work (study) and work 
context. For example, Edmunds et al. (2012) observed 
that the use of  ICT:

i. increases performance (at work or for learning)
ii. allows for more production time (work or study)
iii. makes the work learning easier 
iv.. learning and cover materials are more quickly 

through the use of  ICT/cover materials more quickly at 
work.
Educational institutions cannot, therefore, improve 
either the academic achievements of  their students 
without sufficient preparedness of  teachers to use ICT 
in teaching. Teachers must be prepared to use ICT to 
teach if  students must be able to successfully use some 
new innovations to live and work successfully in an 
increasingly complex and information-driven society 
(Borrinston, 2007). The efficient and effective use of  
ICT in the teaching and learning of  business education 
can improve students’ learning experiences by inculcating 
in them great potentials that will enable them to operate 
efficiently within the world of  work outside the school 
(Jawarneh, El-Hersh & Khazaiah, 2007). 
Teacher’s preparedness towards the use of  ICT in the 
teaching and learning process actually plays an important 
role in the teaching and learning process. Teachers are 
the agents of  change and so play a critical role in the 
success of  teaching and learning in business education 
programs (Buntal et al., 2010). If  student-teachers could 
show readiness possess the rightful attitudes and skills 
towards utilizing ICT in studying business education in 
Delta State COEs, this will make positive impacts that 
will lead to high academic achievement. Therefore, upon 
this background, the present study sought to investigate 
student-teachers readiness and attitude towards utilization 

of  the information and communication technologies 
in studying business education in colleges of  education 
(COEs) in Delta State.
The use of  information and communication technologies 
in education holds great potential and special packages for 
the student-teachers training at the colleges of  education 
in Delta State. Given the great benefits incurred in 
studying business education using ICT, the use of  ICT 
in teaching and learning of  various subjects in the COEs 
in Delta State has not been internalized, far reached, 
and fully infused in the system. This situation of  the 
student-teachers inadequacies in utilizing ICT resources 
or tools in studying business education which seems to 
be currently responsible for the poor learning outcomes 
and low performances of  students’ in academic activities 
in business education with its damned consequences, 
has kept both the researcher and most of  the education 
stakeholders worried. The student-teachers in order to 
utilize ICT in studying business education must show 
readiness, develop interest and possess the right attitudes 
and skills towards utilizing ICT in studying business 
education in the COEs in Delta State. In this regard, 
the student-teacher ability to utilize ICT in business 
education is dependent on their readiness and attitude. 
Exploring student-teachers readiness and attitude towards 
utilization of  ICT, especially in Delta State, is crucial and 
paramount to effective studying of  business education 
for their professional growth and development. The 
study, therefore, fills the gap in the literature by describing 
student-teachers readiness and attitude towards utilization 
of  the information and communication technologies in 
studying business education in the (COEs).
This study aimed at assessing student-teachers’ readiness, 
including their attitude towards utilization of  the 
information and communication technologies in studying 
business education in colleges of  education (COEs) in 
Delta State. Specifically, the objectives of  this study were 
to ascertain:

1. The student-teachers readiness towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State.

2. The student-teachers attitude towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State.

3. The skills possessed by the student-teachers 
in different aspects of  computer packages towards 
utilization of  the information and communication 
technology studying in the COEs.
These three research questions guided this study:

1. How is student-teachers readiness towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State?

2. What are the student-teachers attitudes towards 
utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State?

3. What are the skills possessed by the student-teachers 
in different aspects of  computer packages towards 

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utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State?
The null hypotheses formulated were tested at a 
significance alpha level (α) of  0.05:

1. There is no significant difference in the mean ratings 
of  student-teachers of  College of  Education, Agbor 
and Federal College of  Education (Technical) Asaba on 
their readiness towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.

2. There is no significant difference in the mean ratings 
of  student-teachers of  College of  Education, Agbor 
and Federal College of  Education (Technical) Asaba 
on their attitude towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.

3. There is no significant difference in the mean ratings 
of  student-teachers of  College of  Education, Agbor and 
Federal College of  Education (Technical) Asaba on the 
skills they possessed in different aspects of  computer 
packages towards utilization of  the information and 
communication technology in studying business 
education in COEs in Delta State.
Theoretical Model
Three theoretical frameworks or models informed the 
present study and they are as follows:

i. The Dual-Coding Theory
ii. Theory of   Planned Behaviour (TPB)
iii. Unified Theory of  Acceptance and Use of  

Technology (UTAUT)
The dual-coding theory was propounded by a 
psychologist, Allan Urho Paivio in the year 1971. Paivio 
used the theory to initiate an idea that teaching-learning 
does not only dwell on use of  words (language) but 
should dwell on the formation of  mental images which 
aids in teaching and learning. Formation of  mental 
images, according to the theorist (Paivio, 1971) can be 
acquired through the picture superiority effect, just like 
the use of  ICT in teaching and learning. Based on Paivio’s 
theory, pictures have advantages over words because 
they can stick to the memory, thereby promoting a dual 
coding process of  visual and verbal information that can 
be used to represent information. Both visual and verbal 
codes can be used when recalling information (Paivio, 
1971). This theory has informed the present study based 
on the emphasis placed on the use of  ICT in education. 
Therefore, the utilization of  ICT will enable student-
teachers in the COEs to develop interest and attention in 
studying business education, thereby enabling students to 
experience the true picture and reality lessons presented 
in the business education classroom. 
Another theory is the Theory of  Planned Behaviour 
(TPB) developed in 1985 by Icek Ajzen, a social 
psychologist. The theory as identified in the works of  
Rapheal (2017) has been used to predict and explain a 
wide range of  ICT behaviors and intentions states that 
behavioral achievement depends on both motivation 

(intention) and ability (behavioral control). Thus, an 
individual with positive attitudes about ICT will always be 
willing and prepared to use ICT. This model could be used 
by teachers who have embraced the use of  technology 
in their day-to-day undertaking. The willingness to use 
technology coupled with the current trend of  using ICTs 
among peers for the teaching and learning process could 
make student-teachers start using technology. The theory 
of  planned behavior, therefore, informs the use of  ICTs 
in the teaching and learning process among students-
teachers. This model could be used by student-teachers 
who have embraced the use of  technology in their day-
to-day undertaking. The willingness to use technology 
coupled with the current trend of  using ICTs among peers 
for the teaching and learning process could make student-
teachers start using technology. The theory of  planned 
behavior, therefore, informs the use of  ICTs in studying 
business education in COEs by student-teachers who 
must showcase their readiness, preparedness, willingness, 
positive attitude, and skills towards its utilization.
Lastly discussed theory is the Unified Theory of  
Acceptance and Use of  Technology (UTAUT) was 
developed by V. Venkatesh, M.G Moris, G.B Davis, and 
F.D. Davis in 2003. UTAUT identifies four independent 
variables that affect the adoption of  new technology 
namely, performance expectancy, effort expectancy, social 
influence, and facilitation conditions. UTAUT identifies 
four independent variables that affect the adoption of  
new technology namely, performance expectancy, effort 
expectancy, social influence, and facilitation conditions 
(Vankatesh et al, 2003; Karim et al., 2022). Just as in 
this present study, when the student-teachers should 
show positive attitude likewise their support, readiness, 
willingness, prepared and become skillful in the use 
of  ICT, only then could ICT be effectively utilized in 
studying business education in the COEs. Therefore, the 
UTAUT and the other previous theories have informed 
this present study based on their encouragements in the 
use of  ICT in teaching-learning and education.  

METHODS
Research Design
The study employed the descriptive survey research 
design (Chowdhury et al., 2022). In employing this 
design, the researcher conducted a field investigation 
using a research instrument (that is, questionnaire) in 
order to gather information from a group of  a sample 
of  a large population of  NCE student-teachers in Delta 
State. Information retrieved from these respondents 
were analyzed measured, and generalization were 
drawn from the results. This design which suits the 
present study, as opined by Nworgu (2015) demands 
that the researcher collects data and describes them in 
a systematic manner of  the characteristics, features or 
facts about a given population. Studies of  such nature 
are interested in describing certain variables in relation 
to the population of  the study and the generalization is 
drawn. The population of  the study entailed 1,318 NCE 

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business education student-teachers from two out of  the 
four colleges of  education in Delta State. Breakdown 
of  the population entails 513 business education 
student-teachers from Federal College of  Education 
(Technical) Asaba and 805 business education student-
teachers from College of  Education, Agbor, Delta State. 
The sample size of  this study, constituted 659 NCE 
business education student-teachers from two colleges 
of  education in Delta State, which was selected at 50% 
using the proportionate stratified random sampling 
technique. In selecting the sample from the two COEs, 
fifty percent of  the population was worked out for 
each COE. An instrument for data collection was a 
researcher’s self-developed 34-item questionnaire tagged: 
“Student- Teachers Readiness and Attitude towards 
Utilization of  ICT Questionnaire (STRAUICTQ)” was 
constructed based on the purpose of  the study and 
research questions. This instrument was organized into 
three clusters and measured on a 4 point scale. Each 
cluster represented one of  the research questions. The 
questionnaire was validated by some specialists from the 
Faculty of  Education, Nnamdi Azikiwe University, Awka, 
Anambra State. Two of  these specialists came from the 
Business Education Department and the other one a 
Measurement and Evaluation expert from Education 
Foundations Department, Faculty of  Education, Nnamdi 
Azikiwe University, Awka, Anambra State. These experts 
who validated the research instrument determined the 
face and content validity of  the instrument. Corrections 
were made on some of  the items, and these corrections 
were incorporated in the research instrument before its 
final administration to the respondents.
The reliability of  the research instrument was determined 
through a single administration of  the research 
instrument on a sample of  40 NCE business education 
student-teachers from two colleges of  education in 
Anambra State. The area was not part of  the study area, 
but Anambra State shared boundaries with Delta State, 
and the administrative practices in colleges of  education 
were similar. However, score obtained after the pilot test 
was computed using Cronbach Alpha statistics which 
yielded an internal consistency reliability value of  0.76. 
This figure showed that the instrument was reliable 
and trustworthy to conduct the study. Information was 
retrieved from the respondents through a personal, 
hand delivery contact with the help of  four research 
assistants. These research assistants were students 
from the business education department from the two 
COEs that were sampled in the study. The research 
assistants who were communicated about the purpose 
of  the study were also instructed and given directives 
on how to retrieve information from their colleagues 
(that is, fellow students). Moreover, the researcher 
and the research assistants took permission from the 
head of  the department of  business education before 
administering the questionnaire to the student-teachers 
in their various institutions. An on-the-spot method was 
used to retrieve all the copies of  the questionnaire, in that 

case, both the researcher and research assistants waited 
for the respondents to fill out the questionnaire and 
retrieved them immediately. Exercise of  distributing the 
questionnaire to the respondents took a period of  two 
weeks. Six hundred and fifty-nine (659) questionnaires 
were distributed to the NCE business education student-
teachers in which they were all retrieved, and the rate of  
return was at 100%.
Data Analysis
Mean scores and standard deviation were used to analyze 
data. The decision rule for taking decisions on the items 
on the instrument was benchmarked at 2.50. Any mean 
score that rated at 2.50 and above was considered to 
be in agreement with the statement and therefore was 
accepted. Any mean score that rated at 2.49 and below 
was considered to be in disagreement with the statement 
and therefore was not accepted. The hypotheses were 
tested at an alpha (α) level of  0.05 significance using 
t-test statistics to determine the statistical differences in 
the mean ratings from the responses of  the principals 
in public and private secondary schools in Anambra 
State. The t-test was used to test hypotheses 1 to 3. The 
decision rule was based upon the premise that wherever 
the p-value obtained or calculated value is greater than 
or equal to the alpha 0.05 level of  significance, the null 
hypothesis - H0 is not rejected (accepted). Otherwise, 
wherever an obtained or calculated p-value is less than 
the alpha 0.05 level of  significance, such null hypothesis 
- H0 is rejected.

RESULTS
Analysis of  the result from Table 1 showed that all the 
items from 1to12 of  the student-teachers responses 
from COE, Agbor, and FCE (T) Asaba rated above the 
acceptable mean score of  2.50. The section means of  
both the student-teachers’ responses from COE, Agbor, 
and FCE (T) Asaba of  2.91 and 3.02 respectively is an 
indication that the student-teachers reacted positively to 
all the items showing strong readiness towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State. 
They were ready and willing to utilize the information 
and communication technology in studying business 
education in COEs in Delta State.
Analysis of  the result from the table 2showed that all the 
items from 13, 14, 16, 17, and 19 to 25 of  the student-
teachers responses from COE, Agbor, and FCE (T) 
Asaba rated above the acceptable mean score of  2.50, 
in agreement with the statements. Only items 15 and 
18 rated below 2.50 of  the acceptable mean score. The 
section means of  both the student-teachers’ responses 
from COE, Agbor, and FCE (T) Asaba of  2.89 and 2.96 
respectively is an indication that the student-teachers 
reacted positively to the majority of  the items showing 
a positive attitude towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.

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Table 1: Mean Scores and SD of  Respondents concerning Student-Teachers Readiness towards Utilization of  the 
Information and Communication Technology in Studying Business Education in COEs in Delta State

S/N
Please indicate your readiness towards utilization 
of  ICT in studying business education in your 
institution

COE     Agbor FCE (T) Asaba

X STD DECISION X STD DECISION 

1 I am willing to use various ICT software applications 
in studying business education 2.97 0.96 Agree 3.09 0.99 Agree

2 I am ready to use various ICT hardware to study 
business education 3.04 0.96 Agree 3.07 0.98 Agree

3
I am highly supportive to keep abreast with current 
information in studying business education using 
various ICT materials

2.86 0.97 Agree 3.07 1.10 Agree

4 I am prepared to make myself  available using ICT in 
studying business education 3.07 0.86 Agree 3.25 0.94 Agree

5 I cannot hesitate to utilize ICT whenever they are 
used to support teaching in business education 3.12 0.80 Agree 3.28 0.86 Agree

6 I willing to acquire the skills that will enable me to 
effectively utilize ICT in studying business education 2.96 1.01 Agree 3.04 1.00 Agree

7 I am prepared to improve my expertise using ICT to 
study business education 2.80 1.06 Agree 2.88 1.09 Agree

8
I am willing to chat with and access business 
education information from different websites in the 
internet

2.78 1.00 Agree 2.93 1.10 Agree

9
I am prepared to download and store information 
that will improve my studies in business education 
using ICT

2.76 1.06 Agree 2.85 1.10 Agree

10 I am ready to chat or discuss with my colleagues in 
business education using ICT tools 2.85 1.06 Agree 2.87 1.06 Agree 

11 I have the ability of  using various software 
applications in studying business education 2.88 0.96 Agree 3.07 1.07 Agree 

12 I am prepared to receive teaching in business 
education using ICT 2.88 1.06 Agree 2.90 1.06 Agree 

Section Mean and Standard Deviation 2.91  0.98 Agree 3.02 1.03 Agree 

Table 2: Mean Scores and SD of  Respondents concerning Student-Teachers Attitude towards Utilization of  the 
Information and Communication Technology in Studying Business Education in COEs in Delta State

S/N I feel comfortable with the idea of  using different 
ICT tools in studying business education

COE     Agbor FCE (T) Asaba
X STD DECISION X STD DECISION 

13 I feel exhausted or frustrated whenever I am to 
research information using any ICT gadget 2.80 1.05 Agree 2.89 1.08 Agree

14
I  think using ICT to study business education 
will assist me in achieving good grades and high 
performances in business education courses

3.08 0.95 Agree 3.13 0.93 Agree

15 I am excited to learn more using ICT facilities than 
from books 2.41 1.12 Disagree 2.50 1.12 Disagree 

16

I feel uncomfortable using the computer to search 
information for my assignments because I still prefer 
doing my assignment using only information from 
the textbook

3.20 0.83 Agree 3.29 0.80 Agree

17
I react positively to the lesson whenever any ICT 
tools is been utilized to teach any course in business 
education 

2.74 1.01 Agree 2.94 1.12 Agree

18

My contact with using some of  the ICT electronic 
tools has positively changed my pattern of  studying  
business education because it exposes me to learning 
realities

2.12 1.03 Agree 2.16 1.10 Agree

19 I am always interested in using the ICT as search 
engines for most of  my assignments 2.83 1.09 Disagree 2.86 1.07 Disagree 

20 I have a positive feeling and believe that using ICT in 
business education classes will improve my learning 3.18 0.94 Agree 3.24 0.90 Agree

21 I enjoy business education lessons that is presented 
using ICT equipment 3.05 0.93 Agree 3.12 0.96 Agree

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22
Using ICT to present lessons in the classroom 
captivates/captures my interest in studying business 
education

2.96 1.02 Agree 3.02 1.00 Agree 

23 I strongly believe, also confident that the use of  ICT 
would stimulate creativity in me 3.17 0.87 Agree 3.21 0.89 Agree 

24
Using ICT to present lessons in the classroom 
captivates/captures my interest in studying business 
education

3.11 0.99 Agree 3.16 0.99 Agree 

25 I strongly believe, also confident that the use of  ICT 
would stimulate creativity in me 2.95 1.02 Agree 2.96 1.08 Agree 

0.99 Agree 2.96 1.00
Section Mean and Standard Deviation 2.89

Analysis of  the result presented in Table 3, showed that 
only item 30 of  the student-teachers responses from COE, 
Agbor, and FCE (T) Asaba rated above the acceptable 
mean score of  2.50, in agreement with the statement. All 
other items from 26 to 29 and 31 to 34 rated below 2.50 of  
the acceptable mean score. The section means of  both the 
student-teachers’ responses from COE, Agbor, and FCE 
(T) Asaba of  2.31 and 2.32 respectively is an indication that 

the student-teachers reacted negatively to the majority of  
the items showing that they did not possess the requisite 
skills in different aspects of  computer packages towards 
utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State. This result further showed that the student-
teachers’ ICT skills had not been fully developed.

Table 3: Mean Scores and SD of  Respondents concerning the Skills possessed by the Student-Teachers in different 
aspects of  Computer Packages towards Utilization of  the Information and Communication Technology in Studying 
Business Education in COEs in Delta State, N = 659

S/N

Please indicate skills you possessed in different 
aspects of  computer packages towards utilizing 
the ICT in studying business education in your 
institution

COE     Agbor FCE (T) Asaba

X STD DECISION X STD DECISION 

26

Skills in basic computer functions such as booting 
or turning up a computer system, closing and saving 
files, etc using the computer with its components 
effectively

2.10 1.07 Disagree 2.11 1.08 Disagree 

27 Ability to make presentations in the classroom using 
ICT device like projectors 2.16 1.08 Disagree 2.13 1.07 Disagree 

  28

Skills in operating different software applications 
through the computer like MS-word processor, 
spread sheets, PowerPoint, graphics and drawing, 
databases and data entry, Desktop publishing, video 
production and editing, etc

2.24 1.00 Disagree 2.05 1.10 Disagree 

29 Internet browsing, accessing including e-mailing 
skills 2.32 1.04 Disagree 2.24 1.10 Disagree 

30 Skills in operation ICT multimedia device like 
television set, radio, DVD cassette player, etc 2.78 1.02 Agree 2.93 1.12 Agree

31 Internet browsing, accessing including e-mailing 
skills 2.44 1.08 Disagree 2.35 1.11 Disagree 

32 Use of  publisher to create student’s publications 2.51 1.00 Agree 2.88 1.11 Agree

33 Ability to print materials downloaded from the 
internet without external support 2.13 1.11 Disagree 2.10 1.09 Disagree 

34 Operating systems skills (that is, Window Operating 
Systems & others) 2.13 1.10 Disagree 2.12 1.09 Disagree 

Section Mean and Standard Deviation 2.31 1.06 Disagree   2.32 1.1 Disagree  
Hypotheses Testing
H01: There is no significant difference in the mean ratings 
of  student-teachers of  College of  Education, Agbor, 
and Federal College of  Education (Technical) Asaba on 
their readiness towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.
The result in Table 4 indicates that the calculated t-test 
value is 1.465 and a p-value .143 with the degree of  
freedom (df) 657 at alpha level 5%. P-value of  .143 was 

obtained and this is greater than the alpha level .05, then 
the tested null hypothesis is retained. Hence, no significant 
difference in the mean ratings of  student-teachers of  
College of  Education, Agbor, and Federal College of  
Education (Technical) Asaba on their readiness towards 
utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State.
H02: There is no significant difference in the mean ratings 
of  student-teachers of  College of  Education, Agbor, 

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Table 4: t-test of  independent sample on no significant difference in the mean ratings of  student-teachers of  College 
of  Education, Agbor and Federal College of  Education (Technical) Asaba on their readiness towards utilization of  
the information and communication technology in studying business education in COEs in Delta State
Schools N Mean Std. Dev. t-cal. Df p-value Decision

COEAgbor 402 34.97 11.41
1.465 657 .143 Not Sig.

FCE(T) Asaba 257 36.33 11.96

Table 5: t-test of  independent sample on no significant difference in the mean ratings of  student-teachers of  College 
of  Education, Agbor and Federal College of  Education (Technical) Asaba on their attitude towards utilization of  the 
information and communication technology in studying business education in COEs in Delta State

Schools N Mean Std. Dev. t-cal. df p-value Decision

COEAgbor 402 37.59 12.24
.898 657 .370 Not Sig.

FCE(T) Asaba 257 38.47 12.38

Table 6: t-test of  independent sample on no significant difference in the mean ratings of  student-teachers of  College 
of  Education, Agbor and Federal College of  Education (Technical) Asaba on the skills they possessed in different 
aspects of  computer packages towards utilization of  the information and communication technology in studying 
business education in COEs in Delta State

Schools N Mean Std. Dev. t-cal. df p-value Decision

COEAgbor 402 37.59 12.24
0.132 657 .895 Not Sig.

FCE(T) Asaba 357 20.82 12.38

and Federal College of  Education (Technical) Asaba 
on their attitude towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.
The result in Table 5 indicates that the calculated t-test 
value is 0.898 and a p-value .370 with the degree of  
freedom (df) 657 at alpha level 5%. P-value of  .370 
obtained is greater than the alpha level .05, and then the 
tested null hypothesis is retained. Hence, no significant 
difference in the mean ratings of  student-teachers of  
College of  Education, Agbor, and Federal College of  
Education (Technical) Asaba on their attitude towards 
utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State.
H03: There is no significant difference in the mean 
ratings of  student-teachers of  College of  Education, 

Agbor and Federal College of  Education (Technical) 
Asaba on the skills they possessed in different aspects of  
computer packages towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State.
The result in Table 6 indicates that the calculated t-test 
value is 0.132 and a p-critical value .895 with the degree 
of  freedom (df) 657 at alpha level 5%. P-value of  .895 
obtained is greater than the alpha level value .05, and then 
the tested null hypothesis is retained. Hence, no significant 
difference in the mean ratings of  student-teachers of  
College of  Education, Agbor, and Federal College of  
Education (Technical) Asaba on the skills they possessed 
in different aspects of  computer packages towards 
utilization of  the information and communication 
technology in studying business education in COEs in 
Delta State.

Discussion
It was found in the study that the student-teachers showed 
strong readiness towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State. They were ready and 
willing to utilize the information and communication 
technology in studying business education in COEs 
in Delta State. The hypothesis tested indicated that 
there is no significant difference in the mean ratings of  
student-teachers of  College of  Education, Agbor, and 
Federal College of  Education (Technical) Asaba on 
their readiness towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State. The finding indicated 
further that the student-teachers were willing to use 
various ICT software applications in studying business 
education. They were ready to use various ICT hardwires 
in studying business education and were highly supportive 

of  keeping abreast with current information in studying 
business education using various ICT materials. The 
student-teachers were prepared to make themselves 
available using ICT in studying business education. They 
cannot hesitate to utilize ICT whenever they are used 
to support teaching in business education; and they 
were willing to acquire the skills that will enable me to 
effectively utilize ICT in studying business education. 
The student-teachers were prepared to improve their 
expertise using ICT to study business education and were 
also willing to chat with and access business education 
information from different websites on the internet. 
They were prepared to download and store information 
that will improve their studies in business education using 
ICT and ready to chat or discuss with their colleagues in 
business education using ICT tools. The student-teachers 
had the ability  use various software applications in 
studying business education and were prepared to receive 

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teaching in business education using ICT. This finding 
agrees with the findings of  Edmunds, Thorpe and Conole 
(2012), which found that students’ were ready to use ICT 
in learning. Termit and Samli (2014) also confirmed that 
teacher’s knowledge level on ICT is moderate, and their 
attitudes are positive towards the use of  ICT in teaching 
and learning in the classrooms
The present study discovered through one of  the 
findings that the student-teachers showcased a positive 
attitude towards utilization of  the information and 
communication technology in studying business 
education in COEs in Delta State. The hypothesis 
tested indicated that there is no significant difference 
in the mean ratings of  student-teachers of  College of  
Education, Agbor, and Federal College of  Education 
(Technical) Asaba on their attitude towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State. This 
result included that the student-teachers felt comfortable 
with the idea of  using different ICT tools in studying 
business education and were also excited about using the 
computer in studying business education. They neither 
felt exhausted or frustrated whenever information are 
searched using any ICT gadget, nor were they lazy using 
the computer to search information for my assignments. 
Rather, the student-teachers thought using ICT to study 
business education will assist them in achieving good 
grades and high performances in business education 
courses; and they were excited to learn more using ICT 
facilities than from books. They reacted positively to the 
lesson whenever ICT tools were been utilized to teach 
any course in business education. Also, their contact 
with using some of  the ICT tools has positively changed 
their pattern of  studying business education; and they 
are always interested in using the ICT as search engines 
for most of  my assignments. Furthermore, the student-
teachers have a positive feeling and believe that using 
ICT in business education classes will improve their 
learning; and they enjoy business education lessons that 
are presented using ICT equipment. Using ICT to present 
lessons in the classroom captivates/captures their interest 
in studying business education. 
It was also discover through the finding of  this study 
that the student-teachers did not possess the requisite 
skills in different aspects of  computer packages towards 
utilization of  the information and communication 
technology in studying business education in COEs 
in Delta State. The hypothesis tested indicated that 
there is no significant difference in the mean ratings of  
student-teachers of  College of  Education, Agbor and 
Federal College of  Education (Technical) Asaba on the 
skills they possessed in different aspects of  computer 
packages towards utilization of  the information and 
communication technology in studying business 
education in COEs in Delta State. The result further 
revealed that the student-teachers’ ICT skills had not 
been fully developed, in as much as they displayed 
strong readiness and positive attitude towards studying 

with ICT in business education. The finding further 
indicated the student-teachers did not possess skills in 
basic computer functions such as booting or turning up 
a computer system, closing and saving files, etc. using the 
computer with its components effectively. They did not 
possess the ability to make presentations in the classroom 
using ICT devices like projectors; and likewise the skills 
in operating different software applications like MS-
word processor, spreadsheets, PowerPoint, graphics and 
drawing, databases and data entry, Desktop publishing, 
video production, and editing, etc. The student-teachers 
neither possess the internet browsing, accessing including 
e-mailing skills, nor skills of  video conferencing in 
studying business education. Further finding showed that 
the student-teachers did not possess the skills for using 
publisher to create student’s publications, or the ability 
to print materials downloaded from the internet without 
external support, and Operating systems skills (that 
is, Window Operating Systems & others). This finding 
does not corroborate with the finding of  Edmunds, 
Thorpe & Conole (2012) gave their confirmation on 
student’s readiness and attitudes towards the use of  ICT 
in course study, work, and social activities. However, to 
become able to utilize ICT efficiently in studying business 
education, the student-teacher must work on their skills. 
All the findings of  this study, therefore, are tilting 
towards effective integration and incorporation of  ICT 
into studying business education for improving student-
teachers learning opportunities.  

CONCLUSION
The information and communication technology 
stimulates students’ interest in studying business 
education, although the student-teachers are expected 
to showcase strong readiness, positive attitude and 
rightful skills towards the use of  ICT. However, from 
the findings of  this study, it could be concluded that 
the student-teachers showcased strong readiness and 
positive attitudes towards utilization of  the information 
and communication technology in studying business 
education in COEs in Delta State. On the contrary, the 
student-teachers did not possess the requisite skills in 
different aspects of  computer packages towards utilization 
of  the information and communication technology in 
studying business education in COEs in Delta State. The 
student-teachers’ ICT skills have not been fully developed 
because of  their lack of  skills and exposure to the use 
of  ICT tools and materials in the COEs. In addition, 
since the use of  ICT has not been fully incorporated in 
studying business education in the COEs, this situation 
would have been responsible for the inadequacies of  
student-teachers skills and ICT facilities provisions that 
will expose student-teachers to the utilization of  most 
of  these facilities. All these findings call for adequate 
attention to be given towards studying business education 
using ICT for the achievement of  educational goals and 
instructional objectives in the colleges of  education. 
Therefore, recommendations have been proffered.

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Recommendations
From the findings of  this study, the following 
recommendations have been made:

1. The various institutional leadership in the colleges 
of  education, such as the Provosts, Deans, and Head 
of  Departments (HODs), should support students’ 
readiness and preparedness towards the use of  ICT in 
studying business education at the colleges of  education. 
This can be achieved through ICT facility provisions, 
adequate funding, infrastructural development, and 
private sector support and encouragement.

2. The Federal and State Governments, National 
Commissions for Colleges of  Education (NCCE) 
monitoring and coordinating the activities of  the COEs 
and institutional leadership should encourage student-
teachers positive attitude towards using ICT in studying 
business education at the COEs. This can be actualized 
through effective implementation of  ICT policy and the 
teaching of  computer courses improved in the colleges 
of  education using effective means and strategies. 

3. Student-teachers ICT skills should be highly 
improved in order to enhance their studying business 
education in the COEs. However, the Federal and 
State Governments, in conjunction with the National 
Commissions for Colleges of  Education (NCCE) should 
improve student-teachers skills towards utilization of  
ICT in studying business education also through adequate 
financial support, manpower training, and retraining 
programs organized for both students’ and academic 
staff, and infrastructural development.  

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