Comparative Analysis of Microsoft Package (MSP) Competence among Teacher Trainee Students in Botswana and Nigeria: Implications for Curriculum Practices

Autor/inn/en	Ogwu, Edna Nwanyiuzor; Ogwu, Francis Chibuzor
Titel	Comparative Analysis of Microsoft Package (MSP) Competence among Teacher Trainee Students in Botswana and Nigeria: Implications for Curriculum Practices
Quelle	In: Journal of Education and Practice, 7 (2016) 27, S.157-164 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Comparative Analysis; Computer Software; Computer Literacy; Preservice Teachers; Barriers; Statistical Analysis; Questionnaires; Botswana; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Computerkenntnisse; Statistische Analyse; Fragebogen
Abstract	Most school curriculum is thwarted at the implementation level as a result of poor utilization of innovative Microsoft packages (MSP) for learning. The purpose of this study therefore is to determine the extent of utilization of innovative MSP for learning between teacher trainee students (TTSs) from Botswana and Nigeria, as well as their hindrances towards usage of these skills. Data was collected from 373 Higher education students' from two institutions in Botswana (193) and Nigeria (180). Descriptive and Inferential statistics were used for data analysis. Results indicate a significant competency difference between Botswana and Nigerian TTSs in various MSP skills, with Botswana being more competent than Nigeria in two MSP skills (MS-Excel & PPT). It also showed that TTSs' from both countries were faced with many challenges ranging from lack of ICT knowledge, technical staff, computers, training, interest, time, and constant power outage among others. Implications for global best practices towards professional growth and development were discussed and recommendations made based on findings. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01