CHAPTER ONE
INTRODUCTION
Background to the Study
    The role played with the use of computer in teaching learning processes cannot be over emphasized due to its effectiveness in teaching context, in which business studies as a subject in schools also enjoyed. Twoli, Maundu, Muindi, Kuo and Kithinji (2007) lamented that, computer is useful as teaching resources but cannot replace the teacher. Today, computer is seen as one of such resource. However, a lot depends on the availability and utilization of computers in the classroom.
    Shue (2009) in Kiane (2014) said that computers were introduced in American schools in 1965 and were mostly used for administrative purpose. Molnar (1997) described that computers were not widely accepted in American schools during the 1950s and 1960s because it was difficult and expensive to house the huge machines that they were during that period of time. However, Apple II computes found wide spread acceptance in education around the year 1983 and that no modern public or private schools could exist in the United States of America without a computer instructions in the 90s (Murdock & Desburg, 2004).
    The assumption that computer technology has become an essential part of the basic school curriculum was summed up in the report of the United States. Department of Education (2006) which referred to computers in the classroom as “the new basic of American education”, and to the internet as “the blackboard of the future”. Preparing young people for the future goes beyond the issue of getting them ready to work; they also need new skills as computer technology continues to be woven into their daily lives. Lara & Whitter (2006) explained that using computer technology improves students’ learning process.
    Ivers (2003) opined that beginning and experienced teachers can benefit from the role that computers play in teaching and learning; beginning teachers can access a wealth of teaching resources and learning opportunities via the internet as well as collaborate online with other teachers. Experienced teachers have these same benefits, as well as the opportunity to share their expertise with others. To this, Ivers (2003) further confirmed the situation in Kenya; that many veteran teachers have had to learn how to use computers on their own. Many teachers agree that the use of computer technology enhances teaching and learning (Wabuyele, 2006).
    While the use of Computer Based Instructions (CBI) is important in most developed world schools, it is still a dilemma that poses a great challenges to the majority of teachers in Nigeria with regards to their perception and the roles they should play as they cope with this new technology. Advances in modern computer technology have changed the way we do many things including the way we learn, study and communicate and what goes on in the classroom today is impacted upon by the computer technology and will likely affect the skills that today’s children learn in schools and the way they are taught to function in the world (Kashorda, Waema, Omosa & Kyalo, 2007).
    Kiarie (2014) posited that computers have been used at the university level in Kenya to teach Business Studies related courses such as Commerce, Entrepreneurship, Banking and others. In Nigeria, Fakeye (2010) said that beginning and experienced teachers can benefit from the role that computers play, beginning teachers can access a wealth of teaching resources while old teachers can share their knowledge with those who seek it. Fakeye (2010) also outlines the fact that Nigerian government conducted a pilot project of integrating computers in Sixty Secondary Schools and colleges with reasonable success, although access to computer resources was the biggest barrier in both rural and urban areas.
    From researcher’s perspective, at the secondary schools level, it is not very clear whether Business Studies teachers use computers where they are available to them. It is obvious though that some teachers of Business Studies may be using computers even if it is only for the preparation of examinations and other social purposes. Keeping in view all of the variables discussed by different other researchers, this study is particularly knee on establishing whether computers were available at the secondary school level and verify whether they were used by Business Studies teachers and their learners during teaching and learning process in Kajola Local Government Public Secondary Schools of Oyo State.