Business Education Students’ Perception of the Influence of Electronic Learning on Skill Acquisition in Edo State

This study examined Business Education Students’ Perception of the Influence of Electronic Learning on Skill Acquisition in Edo State. The purpose of this study was to examine Business Education Students’ Perception of the Influence of Electronic Learning on Skill Acquisition in Edo State. Three research questions were raised for the study. The questionnaire was used to measure the variables using the sample size of 86 respondents from both UNIBEN and AAU, Edo State. The Cronbach’s alpha was used in ascertaining the reliability of the instrument after administering the instrument to 20 business education students who were not part of the sample; and it yielded a coefficient of 0.89. The Statistical Package for Social Science (SPSS) version 22.0 was used in the analysis, frequencies, mean, and standard deviation was used in the analysis. Based on the analysis, it was found that E-learning influences the acquisition of distributive, entrepreneurial and teaching skills. Based on the findings, the researcher concluded that for business education graduates to be able to fit into the modern day offices, there is need for e-learning facilities to be used in training the students.

assuring the accompanying financial, psychic and social risks, and receiving the resulting rewards of monetary and personal satisfaction and independence. In a similar vein, Olagunju (2004), defined entrepreneurial skill as the ability of an individual to exploit an idea and create an enterprise (small or big) not only for personal gain but also for social and developmental gain.
Teaching Skills is another valuable business education skills, teaching skill is the acquisition of teaching experience for dissemination of information to recipients, in this case students of business education. According to Okoh, (2003), teaching is an intentional activity or goal -oriented activity in which a teacher is fostering or seeking to foster in a learner (who has voluntarily subjected himself/herself to the teacher).
For these skills to be acquired there is need for the utilization of technology, with the advancement in information technology in the 21 st century, electronic learning has become an invaluable technology for teaching, learning and research in business education. According to Ajadi (2008), electronic learning is an innovative approach for delivery electronically mediated, well designed, learner centred and interactive learning environments to anyone, anyplace, anytime by utilizing the internet and digital technologies in the instructional design principles. Naidu (2006) presents electronic learning as incorporating all educational activities that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices. That is, electronic learning facilitates the quick and easy acquisition of business education skills.
Over time, the issue has been on the role electronic learning plays in the acquisition of skills such as word processing, internet and communication. Scholars have identified these skills as useful in the organization and these skills have been given traditional approach before now because of the inadequacy of technological tools and facilities in the environment. With the advent of technology and its subsequent diffusion, researchers are beginning to wonder if these electronic learning facilities are capable of influencing the acquisition of these business education skills. It was upon this premise that the researcher investigated the influence of Electronic learning facilities on the acquisition of business education skills in Edo State.

Purpose of the Study
The main purpose was to examine business education students' perception of the influence of electronic learning on skill acquisition in Edo State, however the specific purpose were: 1.
To examine the extent at which electronic learning influences the acquisition of distributive/marketing skills in business education.

2.
To examine the extent to which electronic learning influences the acquisition of entrepreneurial skills in business education 3.
To examine the extent to which electronic learning influences the acquisition of teaching skills in business education.

Research Questions
The following research questions were therefore raised to guide the study; 1.
To what extent does electronic learning influences the acquisition of distributive/marketing skills in business education? 2.
To what extent does electronic learning influences the acquisition of entrepreneurial skills in business education?

3.
To what extent does electronic learning influences the acquisition of teaching skills in business education?

Methodology
This study utilized the descriptive survey research design since it was basically a detail investigation into the business education students' perception of the influence of electronic learning on skill acquisition in Edo State. The population of this study consists of all final year students of business education in Ambrose Alli University, Ekpoma. The total population was 428 final year students in University of Benin and 137 Ambrose Alli University students in 2016/17 academic session. The systematic random sampling technique was used in selecting a sample size of eighty six (86) business education students which represents twenty percent (20%) of the total population of final year business education students in AAU and UNIBEN. The instrument that was used for this study was a structured questionnaire. The questionnaire was used in eliciting information from the respondents and it was titled: Electronic Learning Questionnaire (ELEQ) it was divided into two parts-A and B. Part A consists of the demographic characteristics of the respondents such as sex; while part B consist of 15 opinion statements designed in a 4 point rating scale showing Very High Extent (VHE) High Extent (HE), Low Extent (LE) and Very Low Extent (VLE), and weighted 4, 3, 2, 1 respectively. The Cronbach's alpha was used in ascertaining the reliability of the instrument and it yielded a coefficient of 0.89. The researcher personally administered the questionnaires to the concerned respondents during their combined 400 level departmental 30 course. The researcher utilized mean and standard deviation the data. Any mean value of 2.50 and above was considered as agreed while below 2.50 was considered as disagreed. The Statistical Package for Social Sciences (SPSS) version 22.0 was used in the analysis.

Data Presentation, Analysis and Discussion
This section dealt with the presentation and analysis of data collected and the discussion of findings. The results of the analysis are presented according to the order of the research questions:

Research Question 1:
To what extent does electronic learning influences the acquisition of distributive skills in business education? Questionnaire items 1 -5 were designed to address the research question. The summary of responses is as given in table 1.  Table 1 shows that the mean responses ranged from 2.91 to 3.50 while the standard deviation ranged from .74 to .87, the table revealed that the respondents agreed to all the five items item's as the factors affecting Electronic learning on the acquisition of Distributive skills in Business education in UNIBEN and AAU. Since the cluster mean is 3.19 and it is above the criterion mean value of 2.50, it shows that Electronic learning influences the acquisition of Distributive skills in business education in UNIBEN and AAU.

Research Question 2:
To what extent does electronic learning influences the acquisition of entrepreneurial skills in business education? Questionnaire items 6 -10 were designed to address the research question. The summary of responses is as given in table 2.  Table 2 shows that the mean responses ranged from 2.94 to 3.33 while the standard deviation ranged from .74 to .87, the table revealed that the respondents agreed to all the five items item's as the factors affecting Electronic learning on the acquisition of Entrepreneurship skills in Business education in UNIBEN and AAU. Since the cluster mean is 3.19 and it is above the criterion mean value of 2.50, it shows that Electronic learning influences the acquisition of Entrepreneurship skills in business education in UNIBEN and AAU.

Research Question 3:
To what extent does electronic learning influences the acquisition of teaching skills in business education? Questionnaire items 11 -15 were designed to address the research question. The summary of responses is as given in table 3.  Table 3 shows that the mean responses ranged from 3.02 to 3.27 while the standard deviation ranged from .76 to 1.01, the table revealed that the respondents agreed to all the five items item's as the factors affecting Electronic learning on the acquisition of teaching skills in Business education in UNIBEN and AAU. Since the cluster mean is 3.20 and it is above the criterion mean value of 2.50, it shows that Electronic learning influences the acquisition of Teaching skills in business education in UNIBEN and AAU.

Discussion of Findings
The analysis of research questions 1, which shows that Electronic learning, influences the acquisition of distributive skills in business education, corresponds with the findings of Udo, (2012) who found from previous studies (empirical analysis) that distributive skill in business education aids academic performance of students in secondary schools, it also correspond with the finding of Ekpenyong (2012) who conducted a research on business education skill issues of information sharing and communication formed that information sharing been close significance to the impact of distributive skill in business education.
The analysis of research question 2 shows that Electronic learning influence the acquisition of entrepreneurial skills in business education, this however corresponds with the findings of Amado (2013) who stated that entrepreneurial skills is a components of business education programme, that aids and facilities the experience of students, have aids and facilitates the experience of students, have aiding suitable education programmes to help develop entrepreneurial wind sets and company training in entrepreneurship skills are considered critical.
Finally, the analysis of research question 3 shows that Electronic learning influences the acquisition of teaching skills in business education, this corroborates the findings of Okoh, (2003) who stated that teaching is an intentional activity or goal-oriented activity in which a teacher is fostering or seeking to foster in a learner (who has voluntary subjected himself/herself to the teacher) worthwhile dispositions/skills by pedagogical method with the findings of Adesina (2010) who stated that teaching skills is the acquisition of teaching experience for dissemination of information to recipients in this case students of business education.

Conclusion
On this basis of the findings, it can be concluded that for business education graduates to be able to meet up with the demands of modern day business world, there is need for electronic learning facilities to be used in preparing business education students for the world of work. This will help the students to acquire the necessary skills desirable in the business world.

Recommendation
In line with the above conclusion, the following recommendations were made.
1. tertiary institutions offering business education need to be provided with electronic learning facilities by the appropriate authorities to enhance the preparation of business education students for the world of