EMPIRICAL EVIDENCE ON THE INFLUENCE OF EXPERIENTIAL INSTRUCTIONAL DESIGN LEARNING ACTIVITIES ON BUSINESS EDUCATION STUDENTS’ E-BUSINESS COMPETENCY DEVELOPMENT
DOI:
https://doi.org/10.46827/ejes.v0i0.2567Keywords:
instructional design, competency development, e-business, learning activities, business educationAbstract
This study examined the influence of experiential instructional design learning activities proposed by Abdulkarim and Ordu (2018) on business education students’ electronic business (e-business) competencies development in Colleges of Education in Rivers State. To achieve the main purpose of the study, two specific purposes, two research questions and one hypothesis were posed. The study adopted a descriptive survey research design to obtain data on participants’ self-evaluation. The population of the study was made up of 22 part-time Business education NCE I students from Federal College of Education (Tech.), Omoku during the 2018/2019 academic session. A research designed questionnaire was used to collect data for the study. The reliability of the instrument was determined using Cronbach alpha to obtain a reliability index of 0.72. Data collected for the study were analysed using mean and simple linear regression. The findings show that the students highly develop e-business competencies evaluated. The result of test of hypothesis showed that experiential instructional design learning activities has significant influence on business education students’ development of e-business competencies. Based on the findings, it was recommended among others business educators who want to bridge the gap should adopt experiential instructional design.
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References
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