Computer laboratory resources and learning of word processing among business and home economics education undergraduates

Abstract This study investigated the utilization of laboratory resources for the learning of word processing by business and home economics education undergraduates. The study achieved four objectives, answered four research questions and tested four null hypotheses. The descriptive research design was adopted and the study conducted in Calabar, Cross River State, Nigeria, using 505 business and home economics education undergraduates with 92 respondents sampled using convenience sampling technique. Data were analysed using simple linear regression analysis. Utilization of keyboard, monitor, printer and Microsoft Word, and learning word processing, has significant relationship. It is concluded that the learning of word processing cannot be effective without the utilization of keyboard, monitor, printer and Microsoft Word. It is recommended that business education stakeholders should contribute towards the provision of keyboard, monitor, printer and Microsoft Word in computer laboratory for acquisition of word processing skills by undergraduates.


Introduction
Apart from the basic function of information and communication technology (ICT) laboratory (either skill acquisition, among others), members of the business education community, and of course, other areas in the Technical Vocational Education and Training (TVET) within and outside educational institutions can share information which is vital to societal survival and growth. This is acknowledged globally; thus, the World Summit on Information Society (WSIS) (2003) issued a declaration of principles that each country should follow to reach the information society status by building public awareness on the capabilities of ICTs; putting in place education and training programmes in ICTs; putting in place continuous training programmes for the benefit of all; facilitating free flow of information and ideas from a diversity of sources; creating conducive conditions for production, processing and dissemination of local content; eliminating illiteracy and enhancement of ICT literacy; bridging the digital divide; enhancing universal access through

PUBLIC INTEREST STATEMENT
Laboratory resources play vital role in learning word processing for the acquisition of competences in handling personal, business and work tasks in the present 21st century. In business and home economics education, undergraduates are exposed to word processing with greater demand for practice, which can be effectively and efficiently carried out in a well-equipped laboratory. deployment of affordable ICTs and interoperability; enhancing usage of ICTs in everyday life of the people; and making available appropriate electricity power supply source.
Inclusion of word processing as a course in the curriculum of vocational education in tertiary institutions should be complemented with establishment of computer laboratories to avail undergraduates the opportunity to carry out practical activities for the acquisition of word processing skills, among others. The need to report the level at which computer laboratory facilities are utilized has become increasingly necessary owing to poor skills among business and home economics education graduates. Literature reviewed revealed gaps in the acquisition of word processing and general ICT skills among most graduates, including those of business and home economics education. The fundamental problem is that most graduates lacked the opportunity of having direct one-on-one access to the computer resources during their undergraduates' programmes. This study therefore sought to investigate the extent of the utilization of some laboratory resources by business and home economics education.
According to Nwosu (2018), the goal of business education is to provide manpower that possesses the requisite knowledge, skill and attitude for harnessing other resources and brings them into co-operative relationship yielding goods and services demanded by the society for satisfaction of others wants and needs. Similarly, Iyam and Bessong (2019) maintained that the establishment of graduates and their ability to be employers of labour and entrepreneurs is the primary goal of home economics education. In Iyam and Bessong's explanation, most times when nations are faced with problem of unemployment, the first step towards providing solution is to introduce vocational education into the national education system because vocational subjects happen to provide skills and competences that will make their recipients employable in industries, self-employed and employers of labour and home economics skills, which is one of such subjects.
The labour market demands a workforce that can use technology as a means to increase productivity and creativity. This includes word processing tools. The evolution of ICT in the university environment brought a lot of changes in the curriculum and, of course, the teachinglearning situations. These new changes help and encourage business educators and students to achieve a closer collaboration between different universities and also pave way for a new pedagogical approach where there is unparalleled ability to spread knowledge and disseminate information (Nwosu and Ogbomo, 2012). New and emerging technologies challenge the traditional process of information use, dissemination and the ways information is managed. According to Vocational Education Handbook (2016), word processing will provide a general competency in keyboarding and the use of computer software like Coral Draw, Microsoft Word, Excel, etc.
Word processing came with the advent of the personal computers in the late 1970s and with the subsequent creation of word processing software (Shirley, 2009). Word processing is the production, storage and manipulation of text on a computer or word processor. Of all computer applications, word processing is the most common. Computer keyboards are similar to electronic typewriters but contain additional typing keys. The primary function of keyboard is to act as an input device. Keyboards can have different keys depending on the manufacturer, the operating system they are designed for and whether they are attached to a desktop computer or part of a laptop. But for the most part, these keys, also called keycaps, are the same size and shape from keyboard to keyboard. They are also placed at a similar distance from one another in a similar pattern no matter what language or alphabet the keys represent.
Computer monitor works as an output device that helps to provide output in the form of graphic and text as well. A monitor is a display adapter that displays information processed by the computer's video card.
A printer is a device that accepts text and graphic output from a computer and transfers the information to paper, usually to standard size sheet of paper. Printers vary in size, speed sophistication and cost. In general, more expensive printers are used for higher-resolution colour printing.
Microsoft Office is a collection of office-related applications. Each application serves a unique purpose and offers a specific service to its users. For example, Microsoft Word is used to create documents. Microsoft PowerPoint is used to create presentations. Microsoft Word or Ms-Word is a graphical word processing programme that users can type with. Microsoft Word allows you to create professional quality documents, reports, letters and resumes or curriculum vitae. Keep in mind that new computers do not include Microsoft Word. It must be purchased and installed before it can be run on your computer.
However, business education programmes and other programmes in the TVET family in tertiary institutions are observed as crowded with many challenges ranging from inconsistency in power supply, inadequacy of laboratory resources and low expertise in the utilization of resources, especially digital technologies, and general poor attitude among students and professionals in the utilization of laboratory resources. In some cases, laboratory resources are permanently under lock and only opened for practical classes on a few occasions. This arises from the fact that equipping such laboratories oftentimes is based on meeting the requirement for accreditation by regulatory bodies. Given these challenges, learning of word processing is observed to be hindered, resulting in the production of business education graduates, and indeed TVET graduates without proficiency in word processing. In view of the problems identified above, the following questions are pertinent: To what extent does utilization of keyboard facilitate the learning of word processing in business and home economics education? To what extent does utilization of monitor facilitate the learning of word processing in business and home economics education? To what extent does utilization of printer facilitate the learning of word processing in business and home economics education? To what extent does utilization of Microsoft Word facilitate the learning of word processing in business and home economics education? Arising from the questions postulated, this study seeks to achieve four specific objectives.

Objectives of the study
(1) Determine the extent of utilization of keyboard and the learning of word processing in business and home economics education.
(2) Determine the extent of utilization of monitor and the learning of word processing in business and home economics education.
(3) Determine the extent of utilization of printer and the learning of word processing in business and home economics education.
(4) Determine the extent of utilization of Microsoft Word and the learning of word processing in business and home economics education.

Statement of hypotheses
HO 1 : There is no significant relationship between the utilization of keyboard and word processing in business education.
HO 2 : There is no significant relationship between the utilization of monitor and word processing in business education.
HO 3 : There is no significant relationship between the utilization of printer and word processing in business education.
HO 4 : There is no significant relationship between the utilization of Microsoft Word and word processing in business education.

Review of related literature
Laboratory resources have the capacity to promote effective learning of word processing and general teaching and learning process both by offline and online approaches. Beyond the offline word processing, laboratory resources for effective learning of business education can thrive effectively and efficiently when such laboratories have Internet connectivity. This will promote teaching and learning of word processing and general teaching and learning process without recourse to the physical classroom and eliminate fixtures or schedules for teaching and learning, hence, teaching and learning can take place anytime. Beal (2019) views a keyboard as a set of typewriter-like keys that enable you to enter data into a computer or other devices. The computer keyboards he noted are similar to an electric typewriter but contain additional typing keys. In a study, Lubbe et al. (2006) investigated the relationship between keyboarding skills and selfregulated learning using a quasi-experimental research design with a study population of 396 humanities students who attended a course in keyboarding skills and word processing as a compulsory module in their curriculum in the first semester or its equivalent in the second semester. The students who attended the first t semester module constituted the experimental group, and those who took the second semester module were the control group. The study preliminary test consisting of components like keyboarding skills, application of word processing functions, accuracy, as well as language, content, and context, showed a result of both groups having the same level of skills. In another study carried out by Van der Steen et al. (2017) examining the effect of keyboard-based word processing on 54 graduate students with different working memory capacity during the process of academic writing, the results revealed the beneficial effects of text processing with a computer using a keyboard and effect of text processing with computer in terms of both the qualitative and quantitative writing output. Ketchum (2015) asserted that the main motive of using a computer monitor is for displaying output in pictorial form that is more readable and understandable to users. According to Kennedy (2017), computer monitors are generally produced with 720 pixel (HD) or 1080 pixel (full HD) resolution. Also, asserted that the most common monitor today is the 16.9 (L:H) aspect ratio.
Word processing skills encompass many subskills such as computational skills. Sun et al., 2022), in a study on programming attitudes, predicted computational thinking (CT), analysis of differences in gender and programming experience, where the relationship between students' programming attitudes and CT skills, considering gender differences were analysed, and found that students' programming attitudes significantly predicted their CT skills. The finding here has striking implication on this study. Significantly, word processing skills cover computational skills; therefore, promoting word processing skills among business education and other TVET students requires the availability of a well-equipped computer laboratory.
The world of work, business and personal demands calls for upskilling in word processing beyond the basics. Zhao et al. (2022) noted that computational thinking skills help students both understand and utilize computing in various domains to cope with the challenges posed by the complex digital world. The study, which applied mind mapping to programming language instruction in a primary school, and explored the effects of mind mapping on students' CT skills when learning programming with Scratch as a programming tool revealed that both construct-by-self mind mapping (CBS-MM) and construct-on-scaffold mind mapping (COS-MM) can improve students CT skills. This finding holds much implication on this study. It is important to note that learning word processing in the present era classified as twenty-first century should go beyond the basics and the use of only keyboard. Resources and technologies such as CBS-MM and COS-MM should be made available in computer laboratories for effective and efficient TVET delivery. This will afford graduates the opportunity to acquire modern word processing skills for the present work, business and personal competencies.
The decision to invest in ICT is burn out of the anticipated returns. Bhutoria and Aljabri (2022) observed varying impacts of ICT on learning outcomes depending on the type and quality of technology used. This is based on a study the authors conducted on patterns of cognitive returns to ICT use of 15-year-olds. International Students Assessment (PISA) 2018 data set was collected and applied using two-stage regression analysis-a three-level hierarchical linear modelling (HLM) and empirical model. Findings showed a positive impact of ICT engagement on the test scores of students across all subjects but returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Some climes have recorded a high level of advancement in ICT usage and are still inclined to adapt to higher level. This is a lesson to educational planners and policymakers in the education sector and specifically TVET family. The determination to invest significantly in ICT generally and word processing specifically in TVET can be rewarding.
In another related study, Johnson, Wengelin, Johnson and Holmquist (2010) researched on looking at the keyboard or monitor: relationship with text production processes. The study observed differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define the two groups in respect of the complex interplay between text production and the reading of one's own emerging text. The findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Rouse (2016) described printer as a device that accepts text and graphic output from a computer and transfers the information to paper, usually to standard size sheet of paper and that printer languages are commands from the computer to the printer how to format the document being printed (Rouse, 2016). There are free word processing programmes that are very similar to Microsoft Word, but Microsoft Word is popular because without configuration the programme saves the document in a proprietary file format, so other programmes could not open it. Author et al. (2013) conducted a study which determined the relationship between ICT utilization by business education lecturers and students and the teaching of business education in tertiary institution in cross-river state. Findings showed that ICT utilization by lecturers and students has a significant positive relationship with teaching and learning of business education in tertiary institutions.
Perfection of users of the Internet world requires basic knowledge and skills in word processing. Interestingly, the whole world has come to an era where many activities are carried out electronically. The experience of the COVID-19 pandemic has brought about the realization that contactless society can be activated by factors beyond human control, at least at the short run, compelling humans to resort to electronic means at all cost. In education, and in the teaching learning process, e-learning is imminently required. With the use of technology learners can get a range of resources. E-learning system gives students the ability to interact anytime with teachers and classmates. It can be used in a flexible and diverse manner, and promotes learner-centred learning. Many studies give advantage of e-learning to include its ability to focus on the needs of individual learners. E-learning focuses on the needs of individual learners; its flexibility eliminates time and place boundary (Klein & Ware, 2003). E-learning has the ability to assess the students or learners as they learn, and at the same time increases their experiences in education, by way of interactivity suitable to community education, cultural diversity and globalization, and eradicating boundaries of place and time.
The use of laboratory resources, including the Internet, can be high or low depending on students' intent and purpose and such intention can be measured or evaluated. Ionescu-Feleaga et al. (2021), in a study, whose objective was to explore Romanian students' intention to use the Internet of Things (IoT) for the educational purposes using survey and data collection tools through online questionnaire, showed that while learning effectiveness, ease of use, facilitating conditions and training have a significant influence on the intention to use IoT technologies, gender is an irrelevant variable. Ionescu-Feleaga et al. had explained that IoT represents an emerging technology that integrates various physical and virtual objects into a global network in order to allow the interaction and communication between them and further noted that the IoT strength is represented by the high impact on many everyday life aspects, and on the quality of life of potential users. Ionescu-Feleaga et al. did not lose sight of the enormous challenges and opportunities these technologies have on higher education, which according to them are useful not only in improving the core values of teaching and research or measuring and analysing various parameters of the educational environment, but also creating a new interaction between people and the educational environment within an organization.
Digital learning is needed for the sustenance of business education and other TVET programmes. Sousa et al. (2022), in a study on how digital learning can be an educational format focused on sustainable education, found that the significant predictors were factor 1 "characteristics of online classes"; factor 2 "support from the school and professors"; factor 3 "online classes vs. face-to-face classes" and gender. Sousa et al. attributed the milestone achievement in the history of digital technology in the education sector in year 2020 to the pandemic. In the opinion of Sousa et al., in a few days into the pandemic, there was transformation from traditional classroom teaching to online teaching with students, teachers and other stakeholders in education forced to use digital learning.
The growing usage of social media such as WhatsApp is adding more credence to learning. Laboratory devices such as computer should therefore be facilitated with such social media tools as WhatsApp. Yeboah, Nyagorme and Adams (2022) in a study posited that many educators are concerned about the use of WhatsApp for learning purposes and applied the unified theory of acceptance and use of technology model to examine factors that predict distance students' acceptance of WhatsApp for learning using correlational design with data sourced from 273 undergraduates and postgraduate diploma distance students in Ghana. Data were analysed using partial least-squares structural equation modelling. Results showed that performance expectancy, social influence and facilitating conditions are significant predictors of distance students' intentions to use WhatsApp to support learning. The result further revealed that mobile phone selfefficacy without mediation was not a significant predictor of behavioural intention. The result also revealed that use behaviour was significantly predicted by behavioural intention but not facilitating conditions. Kosko et al. (2022) conducted a study using 44 pre-service teachers (PSTs) who viewed a 360° video of an elementary mathematics lesson while wearing virtual reality headsets, writings of what they noticed and recordings of where they turned their head while wearing the headsets during the recorded scenario were examined. The findings suggest that how PSTs positioned students and teacher in their field of view interacted with whether and how such events were described in writing.
Steady network is required in laboratory resources. Zimmer (2022) noted that problematic network use decreases course performance and that the impact of information technologies has radically transformed the classroom in less than a generation, arguing that one potentially not so welcome technology into the classroom has been social networking sites. The study surveyed 219 college-aged students and investigated the impact of problematic social network use on the final course performance, drawing from Social Cognitive Theory. A set of testable hypotheses and the data demonstrates that a negative relationship exists between problematic social network use and course performance (as measured by final letter grade). The growing demand for online learning in today's twenty-first century is capable of igniting classroom learning using networking sites. Students and teachers are therefore encouraged to visit such sites to enhance teaching and learning effectiveness. Lai et al. (2022) conducted a study which focused on mobile technology and self-directed language learning outside class using integrated model of behaviour prediction, surveying data from 676 language learners in different disciplines from Chinese universities with the revelation that students' attitudes and subjective norm had a significant impact on their intention to use mobile technology and that students' self-regulation skills and intention significantly explained their actual use of mobile technology. The study by Lai et al. further revealed that self-regulated skills moderated the relationship between behavioural intention and actual behaviour. Interestingly, the adequacy in the utilization of mobile technology identified by Lai et al. is still a problem as computer laboratories for business education programme in tertiary institutions in Nigeria are yet to be fully equipped and explored for effective learning of business education, and in fact, other TVET programmes. Observably, gross inadequacy of computers and non-connectivity to the Internet has been a great challenge.
In another study, Schweter et al. (2022) analysed the effect of additional online practice opportunities such as self-testing, spacing and feedback on exam points, where university students in a math course were observed during a semester and not in a lab. The result showed that practice participation and performance led to better outcomes on the final exam. Schweter et al. raised a research question: Are exam grades predetermined by students' prior performance and personal characteristics, or can underperforming students catch up? The study evaluated whether additional e-learning practice opportunities improve learning outcomes for a group of undergraduate business students enrolled in a university math course (N = 281). The students were offered (during the semester) two types of voluntary additional e-learning practice opportunities (some earned extra credit, others did not). After controlling for a large number of personal characteristics, they found that voluntary practice has a statistically significant effect on exam performance, which indicates that practising leads to better grades. The results specifically showed that students currently performing at any level can improve their learning outcomes through additional practice with the overall effect being the most significant for weak students who would otherwise be expected to score low on the exam.
Academic programmes such as business education, home economics, among others, in TVET family are practice-oriented. Online practice will therefore afford students more room to enhance their competence. Students are afforded the opportunity to participate in as much practice as possible anytime, anywhere and anyhow. Menglunkuo et al. (2021), in a conceptual framework of Massive Open Online Courses (MOOC), used validated self-reported scales, a total of 608 participants of six MOOCs took course from Taiwan. The result of structural equation modelling indicated the significant mediating effect of commitment on behavioural, emotional and cognitive engagement in learning MOOCs. Findings further indicated that the components of web-based learning self-efficacy led to different types of engagement: General Internetbased learning self-efficacy contributes to behavioural and emotional engagement, whereas functional Internet-based learning self-efficacy contributes to emotional and cognitive engagement. The findings equally revealed that the direct and indirect effects of web-based learning self-efficacy highlight its critical role in online learning engagement. Therefore, the conceptual model based on the agentic view of social cognitive theory, Menglunkuo et al. noted, provides researchers and practitioners with a holistic picture to understand the MOOC engagement phenomenon by revealing mixed results compared to traditional distance education.
Effective learning arising from the availability of well-equipped laboratory can prepare graduates for the present-day twenty-first-century work demand. Glavas and Schuster (2020) noted that technology extends the accessibility of work integrated learning (WIL) experiences in higher education-a key strategic priority for many universities-and queried why there should be scarcity of studies that provide design principles to guide development of initiatives despite growth in the implementation of electronic WIL. The research conducted by Glavas and Schuster used a co-design approach with 16 interviews with undergraduate and postgraduate students who had participated in eWIL and proposed four design principles, namely, authenticity; integration of technology; effective support processes; and fostering of co-presence and relationship building. Findings were that students' and experts' academic insights from extant literature on design principles generally aligned. Again, the importance of fostering co-presence and relationship building emerged from the interview data, along with an expanded understanding of authenticity within the eWIL context. Galykyan and Admiraal (2019) observed that the growth of online learning environments entails understanding of how to promote collaborative knowledge construction processes and create learning environments that support meaningful student engagement and interactions. Galykyan and Admiraal further noted that asynchronous online discussion forums are intended to support knowledge construction and higher-order thinking and are becoming even more appealing for their predictive relationship with learning. Improving schools through educational initiatives requires effective initiatives and the knowledge about how to bring about those results in practice (Wolthuis et al., 2022).
The need to expose business education and other TVET graduates to learning environment that utilizes laboratory resources is increasingly becoming necessary, considering the high level of competition in the labour market and business environment with graduates with cognate faculties like computer science. Interestingly, faculty members in such cognate faculties do not undermine the need to get their students through in building their skills in information technology. In a study by Ruthotto et al. (2021) on entering or advancing in the IT labour market, the role of an online graduate degree in computer science showed two student markets: one for career mobility, including job advancement and/or career change, and another for skill building without consideration of mobility. Results from the study by Ruthotto et al. further showed that while students come from diverse backgrounds, the primary driving factor for seeking the degree is determined by relevant professional experience. The implication of the findings of the study by Ruthotto et al. on this study is that graduates of business education and other areas in the TVET family require skill building that will give them competitive advantage with other graduates such as those from computer science since both would be facing jobs and business opportunities in the same market and business environment.
A careful analysis of empirical review so far has created a wide gap in the utilization of laboratory resources for the learning of word processing and overall teaching and learning process in TVET programmes in academic institutions in Nigeria. This implies that TVET experts in Nigeria tend to ignore this very important area of research. It is therefore difficult to evaluate the level of utilization of laboratory resources for learning word processing. The new reality and inclination to online learning can be a mirage if the rudiment such as word processing is not mastered by students, and of course, their instructors in the wake of digitalization in virtually every aspect of human endeavour. This study is therefore apt and fills this gap.

Research methods
The research design adopted for this study is the descriptive survey design. According to Johansson et al. (2010), survey research studies large and small populations by selecting and studying samples chosen from the populations to discover the relative incidence, distribution and interrelations of sociological and psychological variables. According to Kothari (2019), survey design ensures the minimization of bias and maximization of reliability of the evidence collected. This study was carried out in Calabar, Cross River State, Nigeria. The study made use of 505 business and home economics education undergraduates from the University of Calabar. The sampling technique used was convenience. The choice of convenience sampling technique availed the researcher the use of graduating students, considering that they have spent 4 years on the programme and can better report or give opinion on the extent of utilizing resources at the computer laboratory. The sample of the study was 92 respondents. The use of 92 respondents out of 505 participants was to allow the researchers room to thoroughly observe and study these respondents while utilizing laboratory resources without necessarily getting them to notice. The decision to use the number of respondents as low as 92 afforded a close and comprehensive study of the respondents. Of course, the respondents are undergraduates with age bracket ranging between 18 and 45 years. Male respondents were 40 while female respondents were 52. Over 60% of the respondents depend on their parents/guardians income to meet the cost of schooling and about 40 earn income mostly through self-employment through which they meet the cost of their education. Nevertheless, all 92 respondents have smartphones, which availed them the opportunity to engage in word processing even outside the classroom.
The instrument used for data collection was a structured four-point scale questionnaire with 32 items designed to indicate the extent of utilization of keyboard, monitor, printer and Microsoft Word; learning of word processing. Hence, positive response questions were adopted as follows: very great extent (VGE) = 4 points; great extent (GE) = 3 points; low extent (LE) = 2 points; and very low extent (VLE)= a point. The questionnaire was validated by three experts and yielded a reliability coefficient of 71. The researchers and research assistants employed administered the questionnaire and retrieved same on the spot. The completed questionnaire was collected, assembled and sorted out. The researchers used coded sheet for the coding of the questionnaire. Answers to research questions were done using item-by-item analysis where the weighted mean average was used to determine the extent of utilization of each item in the range given: 01-1.4 = VLE; 1.5-2.4 = LE; 2.5-3.4 = GE; and 3.5-4.9 = VGE. The four null hypotheses were tested using simple linear regression analysis.. Reject null hypothesis if the calculated F-ratio is greater than the critical F-ratio of 2.71 and retain null hypothesis if the calculated F-ratio is less than the critical F-ratio of 2.71 at 05 levels of significance and degree of freedom equals 1 and 90; N = 92.

Research question1:
To what extent does the utilization of keyboard facilitate the learning of word processing in business and home economics education?
Responses from items 1 to 8 generated data for answering this research question. A summary of the results obtained is presented in Table 1. Table 1 shows that the results of weighted mean of the extent of utilization of keyboard facilitate the learning of word processing in business and home economics education. There were eight items that sought the opinion of 92 respondents. The grand (weighted) mean of 3.05 indicates that the extent of utilization of keyboard in the facilitation of learning word processing is to a great extent. However, there were variations in each of the items as two items indicate a lowextent utilization and three items each of great and very great extent of utilization. That is, the extent of utilization of keyboard for imputing figures and extent of utilization of skills for selfregulated learning yielded a weighted mean of 1.99 in each case. On the other hand, the extent of utilization of keyboard relating functions to monitor, alphanumeric keys and special keys was to a very great extent. Yet, the extent of utilization of keyboard for imputing word, punctuation keys and keypad to perform functions with a calculator was to a great extent.

Research question 2:
To what extent does the utilization of monitor facilitate the learning of word processing in business and home economics education in the University of Calabar?  Table 2 shows that the weighted mean of the extent of utilization of monitor facilitates the learning of word processing in business and home economics education. Data for answering this research questions were generated from items 9-19 in the questionnaire. The grand (weighted) mean value of 2.8 indicates that the extent of utilization of monitor is to a great extent. Further, out of 11 items for answering this research question, 1 item is to a great extent, 2 items to a low extent and 8 items to a great extent.

Research question 3:
To what extent does the utilization of printer facilitate the learning of word processing in business education in the University of Calabar? Table 3 shows that the results of weighted mean of the extent of utilization of printer facilitates the learning of word processing in business and home economics education. There were eight items that sought the opinion of 92 respondents. The grand (weighted) mean of 2.87 indicates that the extent of utilization of printer in the facilitation of learning word processing is to a great extent. However, there were variations in each of the items as out of the six items only an item was to a very great extent, one to a low extent and the remaining four to a great extent.

Research question 4:
To what extent does the utilization of Microsoft Word facilitate the learning of word processing in business education in the University of Calabar? Table 4 shows that the results of weighted mean of the extent of utilization of Microsoft facilitates the learning of word processing in business and home economics education. There were seven items that sought the opinion of 92 respondents. The grand (weighted) mean of 3.09 indicates that the extent of utilization of Microsoft Word in the facilitation of learning word processing is to a great extent. However, there were variations in each of the seven items measured where only one item is to a low extent, two items indicate very great extent utilization and others to a great extent of utilization.

Null hypothesis 1:
There is no significant relationship between the utilization of keyboard and word processing in business and home economics education. Table 5 shows the results of no significant relationship between the utilization of keyboard and the learning of word processing in business and home economics education. The analysis using the Statistical Packages for Social Sciences revealed that the calculated F-value of 14.083 is greater than the critical F-value of 2.791 at degree of freedom 1 and 90; N = 92 at 0.05 level of significance. Based on this finding, the null hypothesis is rejected, implying that there is a significant relationship between the utilization of keyboard and word processing in business and home economics education.

Null hypothesis 2:
There is no significant relationship between the utilization of monitor and word processing in business and home economics education. Table 6 shows the results of no significant relationship between the utilization of monitor and the learning of word processing in business and home economics education. The analysis using the Statistical Packages for Social Sciences revealed that the calculated F-value of 13.595 is greater than the critical F-value of 2.791 at degree of freedom 1 and 90; N = 92 at 0.05 level of significance. Based on this finding, the null hypothesis is rejected, implying that there is a significant relationship between the utilization of monitor and word processing in business and home economics education.
Null hypothesis 3: There is no significant relationship between the utilization of printer and word processing in business and home economics education. Table 7 shows the results of no significant relationship between the utilization of printer and the learning of word processing in business and home economics education. The analysis using the Statistical Packages for Social Sciences revealed that the calculated F-value of 93.897 is greater than the critical F-value of 2.791 at degree of freedom 1 and 90; N = 92 at 0.05 level of significance. Based on this finding, the null hypothesis is rejected, implying that there is a significant relationship between the utilization of printer and word processing in business and home economics education.

Null hypothesis 4:
There is no significant relationship between the utilization of Microsoft Word and word processing in business and home economics education. Table 8 shows the results of no significant relationship between the utilization of Microsoft Word and the learning of word processing in business and home economics education. The analysis using the Statistical Packages for Social Sciences revealed that the calculated F-value of 3.516 is greater than the critical F-value of 2.791 at degree of freedom 1 and 90; N = 92 at 0.05 level of significance. Based on this finding, the null hypothesis is rejected, implying that there is a significant relationship between the utilization of Microsoft Word and learning word processing in business and home economics education.

Discussion of findings
The extent at which laboratory resources are utilized for learning business, home economics and by extension of areas within the TVET family was the focal point of this study. The aspects of laboratory resources examined were more specific than those of earlier studies. However, findings arising from studies reviewed have great implications on this study.
The finding from analysis of data for null hypothesis 1 is that there is a significant relationship between the utilization of keyboard and word processing in business and home economics education. The findings of the study further confirm the views of Beal (2019) that keyboard enables the user to enter data into a computer or other devices. Keyboard's primary function is to act as an input device. Lubbe et al. (2006) noted that groups acquired skills in using keyboard and more self-regulated learners are better achievers in keyboard skills test than less self-regulated learners; instruction in certain word processing functions and the use of selfregulation strategies can improve writing skills to some extent. In another study carried out by Van der Steen et al. (2017), the finding showed beneficial effect of text processing with computer in terms of both the qualitative and quantitative writing output. According to Nwosu (2018), the goal of business education is to provide manpower that possesses the requisite knowledge, skill and attitude for harnessing other resources and brings them into cooperative relationship yielding goods and services demanded by the society for satisfaction of others wants and needs. Similarly, Iyam and Bessong (2019) maintained that the establishment of graduates and their ability to be employers of labour and entrepreneurs is the primary goal of home economics education.
The finding from the relationship between the utilization of monitor and word processing in business and home economics education is that there is no significant relationship between the utilization of monitor and word processing in business education. The finding further strengthens earlier findings. Ketchum (2015) asserted that the main motive of using a computer monitor is for displaying output in pictorial form that is more readable and understandable to users. A study by Johnsonson, Wengelin, Johansson et al. (2010) researched on looking at the keyboard or monitor: relationship with text production processes showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more and frequently read in parallel with writing.
The finding from the relationship between the utilization of printer and word processing in business and home economics education is that there is a significant relationship between the utilization of printer and word processing in business education. This finding further affirms the findings of other researchers. Rouse (2016) noted that printer accepts text and graphic output from a computer and transfers the information to paper, usually to standard size sheet of paper.
The finding of the relationship between the utilization of Microsoft Word and word processing in business education showsthat there is no significant relationship between the utilization of Microsoft Word and word processing in business education. In the views of other authors, Microsoft Word is popular because without configuration the programme saves the document in a proprietary file format, so other programmes could not open it (Banger, 2019). Again, a study by Author et al. (2013) showed that ICT utilization by lecturers and students has a significant positive and relationship with teaching and learning of business education in tertiary institutions and concluded that ICT utilization if fully utilized will fill the skill gap among graduates of tertiary institution.
Word processing is fundamental to ICT competence as well as the digital orientation. Sun et al., 2022), in a study on programming attitudes, predicted CT, analysis of differences in gender and programming experience, where the relationship between students' programming attitudes and CT skills, considering gender differences were analysed, found that students' programming attitudes significantly predicted their CT skills. Zhao et al. (2022) noted that computational thinking skills help students both understand and utilize computing in various domains to cope with the challenges posed by the complex digital world. Bhutoria and Aljabri (2022) observed varying impacts of ICT on learning outcomes depending on the type and quality of technology used with a positive impact of ICT engagement on the test scores of students across all subjects but returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Ionescu-Feleaga et al. (2021) in a study reported that while learning effectiveness, ease of use, facilitating conditions and training have a significant influence on the intention to use IoT technologies, gender is an irrelevant variable. Sousa et al. (2022), in a study on how digital learning can be an educational format focused on sustainable education, found that the significant predictors were factor 1 "characteristics of online classes; factor 2 "support from the school and professors; and factor 3 "online classes vs. face-to-face classes" and gender. Kosko et al. (2022) conducted a study using 44 PSTs who viewed a 360° video of an elementary mathematics lesson while wearing virtual reality headsets, writings of what they noticed and recordings of where they turned their head while wearing the headsets during the recorded scenario were examined. The findings suggest that how PSTs positioned students and teacher in their field of view interacted with whether and how such events were described in writing. Ruthotto et al. (2021) showed that on entering or advancing in the IT labour market, the role of an online graduate degree in computer science showed two student markets: one for career mobility, including job advancement and/or career change, and another for skill building without consideration of mobility which showed that while students come from diverse backgrounds, the primary driving factor for seeking the degree is determined by relevant professional experience.

Conclusions
Based on the findings, it is concluded that the learning of word processing cannot be effective without the utilization of keyboard, monitor, printer and Microsoft Word. It is equally concluded that the effective utilization of keyboard, monitor, printer and Microsoft Word avails business education graduates with word processing skills for a more effective learning in other academic areas and eventually become competence in the contemporary business and work environment that is ICT-driven after their graduation. Considering the rate at which advancement in technology is penetrating the teaching and learning space, TVET stakeholders in Nigeria and indeed most developing economies cannot continue to lag behind their counterparts in the developed economies. The quest to compete in the globally competitive economy would require competencies in word processing in order to adapt to the digitalized global society.

Funding
The authors received no direct funding for this research.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Recommendations
Based on the conclusion drawn, it is recommended that (1) Business education administrators, students, lecturers and other stakeholders should contribute towards the provision of keyboard in the computer laboratory for effective utilization and acquisition of word processing skills.
(2) Business education administrators, students, lecturers and other stakeholders should contribute towards the provision of monitor in the computer laboratory for effective utilization and acquisition of word processing skills.
(3) Business education administrators, students, lecturers and other stakeholders should contribute towards the provision of printer in the computer laboratory for effective utilization and acquisition of word processing skills.
(4) The latest version of Microsoft Word should be installed in all computer systems in the computer laboratory for effective utilization and acquisition of word processing skills.

Limitation of the study
The major limitation of the study was the researchers' inability to apply experimental design to have revealed the competence of undergraduates in word processing, and this would be addressed in future research. Again, the population should have been drawn from federal universities offering TVET across Nigeria, and this will equally be captured in future research.

Citation information
Cite this article as: Computer laboratory resources and learning of word processing among business and home economics education undergraduates, Edet E. Okon & Ann E. Dijeh, Cogent Education (2022), 9: 2090188.