Association between Possession of Big Data Analytic Skills and Motivation amongst Measurement Experts: The Mediating Roles of Job Experience and Job Status
Article Sidebar
Main Article Content
Abstract
The possession of big data analytic skills has become critical competency across all areas of life, hence the demand for experts skilled in it has increased. This study aimed at exploring the association between possession of big data analytic skills and motivation amongst measurement experts in Nigerian universities and the mediating roles of job experience and status. Non-experimental design of correlational research was adopted for the study. Population comprise 235 measurement experts in the 265 universities in Nigeria and used for the study. Two instruments - Evaluators’ Job Motivation scale (EJMS) and Big Data Analytic Checklist (BDASC), were used for data collection with reliability estimates of .88 and .76 respectively. One research question guided the study and three hypotheses were tested at 0.05 level of significance. The research question of the study was answered using descriptive statistics (Percentage) while inferential statistics using Model 4 of Hayes macro process in SPSS was used to answer the hypotheses at 0.05 significance level. The findings of the study revealed that a greater percentage of measurement experts in Nigerian universities do not possess and apply 4 out of the 6 big data analytic skills explored in this study such as statistical programming language, machine learning, quantitative analysis and data mining. We also found that job experience and status of measurement experts differently and jointly partially mediated the relationship between motivation and acquisition and application of big data analytic skills. It was recommended amongst others that motivation, upskilling of lecturers should be given needed attention.
Article Details
References
Afanador, H.A. (2017). Estado actual de las competencias TIC de docentes. Puente, 9, 23–32. https://repository.upb.edu.co/bitstream/handle
Allen & Socialclimb, (2021). 15 specific ways to leverage data for smarter business decisions. Forbes Business Council. www.forbes.com
Anikweze, C. M., Ugodulunwa, C. A., & Mainoma, H. M. (2019). Survey of the challenges confronting the application of big data in Nigerian higher education. International Journal of Innovative Research in Education, Technology and Social Strategies, 6 (1), 52-64.
Ajax, P. (2020). Key competencies for big data analytics professions: A multi-method study. Information Technology and People ahead-of-print. https://doi.org/10.1108/ITP-06-2019-0290 . https://www.emerald.com/insight/0959-3845.htm
Akhtar, S. N., Iqbal, M., & Tatlah, I. A. (2017). Relationship between intrinsic motivation and students' academic achievement: A Secondary Level Evidence. Bulletin of Education and Research, 39 (2), 19-29.
Altexsoft, (2021). Big data analytics: How it works, tools, and real-life applications. https://www.altexsoft.com/blog/big-data-analytics-explained
Autio, E. (2021). Leveraging data in organizational decision making (Bachelor’s Thesis, University of Jyväskylä). https://jyx.jyu.fi › URN:NBN:fi:jyu-202105213082
Avitia, P. & Uriarte, I. (2017). Evaluación de la habilidad digital de los est udiantes universitarios: Estado de ingresoy potencial educativo. EDUTEC, 6 (1), 1–13.
Baker, R., J., D. & Siemens, G. (2013). Educational data mining and learning analytics. A handbook of Teachers College, Columbia University. www.learninganalytics.upenn.edu
Bughin J. (2016). Big data, Big bang? Journal of Big Data, 3(1). https://doi.org/10.1186/s40537-015-0014-3. https://journalofbigdata.springeropen.com/articles/10.1186/s40537-015-0014-3
Birt, J. (2023). How to improve critical thinking skills at work in 6 steps. https://www.indeed.com/career-advice/career-
Chatfield, T. (2022). Critical thinking: Your guide to effective argument, successful analysis and independent study. Sage. https://www.amazon.com/Critical-Thinking-Effective-Successful-Independent/dp/152971852X
Castañeda, L., Esteve, F., Adell, J. (2018). Porquées necesario repensar la competencia docente para elmundo digital? RED, 56, 1–20
Chakray, (2021). Smart analytics: The smart way to profit from big data and IoT. Retrieved from https://www.chakray.com › EBooks
Charka, R., Trisniarty, A. M., & Yamaly, F. (2022). The Effect of Motivation and Competence on Millennial Job Performance and Job Satisfaction. International Journal of Business, Management and Economics, 3 (3), 282-292.
Cho, M. H. & Heron, M. L. (2015). Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36, 80–99.
Comuzzi, M. P. & Anit, P. (2016). How organisations leverage Big Data: a maturity model. Industrial Management & Data Systems, 116, 1468-1492.
Coursera (2022). What is data analytics? Key concepts, skills, and career. https://www.jeffersonfrank.com/insights/aws-careers-and-hiring-guide
CXO (2022). The real issue behind the data science skills gap isn’t what you may think by Guest Contributor.https://www.techrepublic.com/article/data-science-skills-gap/
Daniel, B. (2014). Big data and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12230
Davies, E. (2021). 6 must-have big data skills to land a big data job. Techtarget. https://www.techtarget.com/whatis/
Dubey, R. & Gunasekaran, A. (2015). Education and training for successful career in big data and business analytics. Industrial and Commercial Training, 47, 174-181.
Esomonu, P. N., Esomonu, M. N., & Eleje, L. I. (2020). Assessment big data in Nigeria: Identification, generation and processing in the opinion of the experts. International Journal of Evaluation and Research in Education (IJERE), 9 (2), 345-351. https://doi.org/10.11591/ijere.v9i2.20339 345. http://ijere.iaescore.com
Falcó, J.M. (2017). Evaluación de la competencia digital docente en la ComunidadAutónoma de Aragón. REDIE, 19, 73–83.
Fernández, F.J.; Fernández, M.J. (2016). Los docentes de la Generación Z y suscompetencias digitales. Comunicar, 24, 97–105.
Ferraris, A., Mazzoleni, A., Devalle, A. & Couturier, J. (2019), Big data analytics capabilities and knowledge management: impact on firm performance, Management Decision, 57 (8), 1923-1936. https://doi.org/10.1108/MD-07-2018-0825
Gartner, (2023). What is data and analytics?. https://www.gartner.com/en/topics/data-and-analytics
Hariri, R.H., Fredericks, E.M. & Bowers, K.M. (2019). Uncertainty in big data analytics: survey, opportunities, and challenges. Big Data 6 (44). https://doi.org/10.1186/s40537-019-0206-
Jassim, M. A., & Abdulwahid, S. N. (2021, March). Data mining preparation: process, techniques and major issues in data analysis. In IOP conference series: materials science and engineering 1090 (1), p. 012053. https//doi.org/10.1088/1757-899X/1090/1/012053
Jobira, A.F., Mohammed, A.A. (2021). Predicting organizational performance from motivation in Oromia Seed Enterprise Bale branch. Humanit Soc Sci Commun 8, 66. https://doi.org/10.1057/s41599021-00742-9
Khan, S., & Shaheen, M. (2023). From data mining to wisdom mining. Journal of Information Science, 49 (4), 952-975. https://doi.org/10.1177/01655515211030872
kumari, J., & Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanit Soc. Sci. Commun 10 (158). https://doi.org/10.1057/s41599-023-01662-6
Kvartalnyi, N. (2022). Use of big data in education industry: history, benefits and examples. https://inoxoft.com/blog/impact-of-big-data-oneducation
Lasker, R. (2022). Hone this skill to get better at data analysis. https://www.aicpa- cima.com/resources/article/hone-this-skill-
Lotame (2022). Data: global data sales normalize after monster 2021 growth. https://www.lotame.com/data-global-data-sales-normalize-after-monster-2021-growth/
Mahtab, S., Sijo, A. P., Rahul, S., Minakshi, K., Sadok, B. Y., Syed A. S., & Dirk D. (2021). Big Data Analytics in Association Rule Mining: A Systematic Literature Review. In 3rd International Conference on Big Data Engineering and Technology (BDET). Association for Computing Machinery, New York, USA, 40–49. https://doi.org/10.1145/3474944.3474951
Maryville, O. (2022). Big data in education. https://online.maryville.edu
Mougiakou, S., Sampson D., Giannakos, M., Dimitra, D., Vinatsella, D. & Papamitsiou, Z. (2023). Educational data analytics for teachers and school leaders, advances in analytics for learning and teaching. https://doi.org/10.1007/978-3-031-15266-5_1
Moreno, N., López, E., Leiva, J. (2018). El uso de tecnologías emergentes comorecursos didactic osenámbitos educativos. Int. Stud. Law Educ, 29, 131–146.
Ng, C. (2022). Theories of motivation and empowerment in open, distance, and digital education. In Zawacki-Richter, O & Jung, I. edited Handbook of Open, Distance and Digital Education.
National university commission. (NUC) issues provisional licence to two new private varsites. (2024, February 26). Monday Bulletin; 19 (09): 2. https://www.nuc.edu.ng
O’Connor, S.W. (2020). 7 must-have skills for data analysts. Assessed 21/8/2022 from https://www.northeastern.edu › graduate › blog › data-ana.
Ramachandran, K. &Watson, J. (2021). Tech looks to analytics skills to bolster its workforce Addressing the analysis talent shortage. Deloitte Insights. https://www2.deloitte.com/us/en/insights.html
Ransbotham, S, Kiron, D., & Prentice P.K. (2016). Beyond the hype: The hard work behind analytics success. MIT Sloan Management Review, 5 (3)
Reid-Martinez, k. (2015). A research report from the Center for Digital Education Big Data in Education. https://www.d2l.com/wp.content/uploads/2016/02/bigdata-in-education-report.pdf
Sharma, R. (2022). Top 5 interesting big data applications in education. https://www.upgrad.com/blog/big-data-applications-in-education/
Schildt, H. (2017). Big data and organizational design: The brave new world of algorithmic management and computer augmented transparency. Innovation: Organization & Management, 19, 23-30.
Semenova, T. (2020). The role of learners’ motivation in MOOC completion. Open Learning, 1–15. https://doi.org/10.1080/01587919.2022.2064823
Simplelearn, (2023). Data visualization: Why it is one of the top data skills for 2023. https://www.simplilearn.com/data-visualization-.
Singh, D. & Reddy, C. K. (2015). A survey on platforms for big data analytics. Journal of Big Data, 2, 1-20.
Spear, E. (2019). 5 big benefits of big data analytics in education. Retrieved online from https://precisioncampus
Ugodulunwa, C. A. & Esomonu, N. P. M. (2022). Big data analytics: An educational agenda for Nigerian tertiary institutions. Journal of Evaluation, 7 (1), 220-229. ISSN 26160897
Undiyaundeye, F., &Otu, E. A. (2015). Entrepreneurship skills acquisition and the benefits amongst the undergraduate students in Nigeria. European Journal of Social Science Education and Research, 2 (3), 9-14.
Weiser, O., Kalman, Y. M., Kent, C., & Ravid, G. (2022). 65 competencies: which ones should your data analytics experts have? Communication of the ACM, 65 (3), 58–66. https://doi.org/10.1145/3467018
Zubairi, M N., Tahsin Zaman Khan, T.Z. (2018). The effect of training and development on job satisfaction, skill enhancement and motivation of employees. International Journal of Research Granthaalayah. 6(11). https://www.10.29121/granthaalayah.1130