Data Entry Performance Assessment of Pre-service Business Teachers in Nigeria

Abstract

Data entry is a crucial computer skill frequently required of business graduates by employers, so assessing students' performance in this area while still under university tutelage is essential. This study aimed to assess the data entry performance of Pre-service Business Teachers (PBT) in Nigeria. An inferential-descriptive survey approach was adopted, involving all eighty-four 3rd-year students, comprising 35 Direct Entry (DE) and 49 Fresher Entry (FE) students. A guide for Quick Access Toolbar (QAT) retrieval and placement, along with Data Entry using the FORM icon, was downloaded, adapted, and used in two rounds of pretests and posttests. Among other findings, the study revealed that the peer tutoring approach implemented was effective. Both DE and FE students showed significant improvement in QAT retrieval and placement, as well as in using it for data entry with the FORM icon. The study recommends among others that a mixture of Class-Wide Peer Tutoring (CWPT) and Cross-Age Peer Tutoring (CPT) be introduced and utilized whenever flexibility, improved achievement levels, and compatibility are desired.

Keywords

• Data Entry
• Performance Assessment
• Peer Tutoring
• Quick Access Toolbar

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