Instructional Planning and Performance Assessment Related Pedagogical Competencies Required of Office Technology and Management (OTM) Business Education Graduates
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2025, Vol 8, Issue 02
Abstract
The study was carried out to determine the instructional planning and performance assessment related pedagogical competencies required of Office Technology and Management (OTM) business education graduates from public universities in South South Nigeria. Two specific purposes, two research questions and two hypotheses guided the study. Descriptive survey research design was used. The population of the study comprised two hundred and thirty-two (232) Business Educators (110 males and 122 females) in 13 public universities in the study area, out of which eight (8) are owned by the Federal Government and five (5) by state governments. The entire population was used because of its manageable size. The instrument for data collection was a 4-point rating scale questionnaire developed by the researchers. The instrument was validated by three experts and was further tested for reliability using Cronbach Alpha method. It yielded a reliability coefficient of 0.73. Data collected were analysed using mean and standard deviation to answer the research questions while t-test statistic was used to test the research hypotheses at 0.05 confidence level. Results indicate that instructional planning and performance assessment related pedagogical competencies are required of OTM business education graduates. Also, there were no significant differences in the mean ratings of male and female respondents on the instructional planning and performance assessment related pedagogical competencies required of OTM business education graduates respectively. It was recommended, among others, that institutions offering OTM business education programme should inculcate in their students these pedagogical competencies and provide ample support and resources to enable the students acquire these competencies adequately so that they can be more effective in instructional delivery and performance assessment.
Authors and Affiliations
Dr. Stephen A. Igboke, IDELE, Fredrick Emezanena
Keywords
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- EP ID EP759709
- DOI 10.47191/ijmra/v8-i02-16
- Views 20
- Downloads 0
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