Impact of Videoconferencing Platforms on Undergraduates’ Skills Development in Kwara State
Keywords:
Edupreneurship, Microsoft Teams, Google Meet, Vocational Skills, Shoemaking, Gender Influence, Digital Learning PlatformsAbstract
This study investigates the effects of these platforms on the entrepreneurial and vocational skills development of undergraduates in Kwara State, focusing specifically on shoemaking. A mixed-methods approach using an explanatory sequential design was adopted, combining quantitative data from surveys and experiments with qualitative insights from observations and interviews. Key instruments included the Shoecrafting Test Instrument (STI1 and STI2), attitudinal questionnaires, lesson plans, observations, and focus group discussions. Edupreneurship merges education with entrepreneurial initiatives, empowering learners to not only master trades but also develop business acumen essential for launching and sustaining profitable ventures. By leveraging online platforms, edupreneurs can provide comprehensive training that encompasses both technical skill acquisition and marketing strategies. Effective marketing is crucial for translating vocational skills into successful enterprises, as seen in regions like Aba, Nigeria, where local shoemakers have built thriving businesses through innovative craftsmanship and strategic customer engagement. The findings of the study revealed a higher mean gain score of 7.15 for the Microsoft Teams group compared to 1.25 for the Google Meet group, indicating better skill acquisition. Microsoft Teams facilitated superior collaboration and tool support, leading to more creative and efficient shoemaking outcomes. Gender analysis showed both platforms improved skills development irrespective of gender, though females outperformed males overall. Attitudinal responses were positive for both platforms, with higher scores for Microsoft Teams. The study concludes that digital platforms, particularly Microsoft Teams, significantly enhance vocational skill development, recommending improved digital infrastructure to maximize the effectiveness of these tools in vocational education.
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