NAU Journal of Technology and Vocational Education
NAU JOURNAL OF TECHNOLOGY AND VOCATIONAL EDUCATION (NAU JTVED) is an online peer reviewed journal published by the Faculty of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria. It publishes original and well researched empirical and theoretical studies in technology and vocational education and other related areas. Accepted manuscripts are published online. NAU JTVED is indexed in Google Scholar.
EVALUATION OF AUTOMOBILE TRADE INSTRUCTIONAL RESOURCES BASED ON NBTE STANDARDS: AVAILABILITY AND ADEQUACY FOR CURRICULUM DELIVERY IN TECHNICAL COLLEGES IN ANAMBRA STATE
The research is geared towards evaluating the availability and adequacy of automobile trade instructional resources for curriculum delivery in technical colleges in Anambra, Nigeria. Specifically, the study provides empirical evidence on the current state of material and physical resources available and their adequacy for curriculum delivery to automobile trade students in both federal and state technical colleges in Anambra State, Nigeria. A descriptive survey research design was adopted for the study. The study was guided by one research question and one corresponding null hypothesis was tested. The target population was 4 technical staff consisted of 2-unit head technical teachers and 2 technicians drawn from 1 federal and 2 state technical colleges that have been officially accredited by National Board for Technical Education (NBTE) to offer Automobile trade programme in Anambra state, Nigeria. A census approach was adopted, hence no sampling procedure. The instrument for data collection was 121 items observational checklist titled “Availability and Adequacy of Instructional Resources for Automobile Trade Curriculum Delivery Questionnaire (AAIRATCDQ)” was adopted for developing the instrument. The study, specifically used National Board for Technical Education (NBTE) minimum standard benchmark is a standardized and officially approved instrument for the accreditation, therefore no further validation and reliability test were administered. Percentage was used to answer the research question while chi-square was used to test the null hypothesis at 0.05 alpha level. The finding revealed that, the instructional resources for curriculum delivery for Automobile trade students in both federal and state technical colleges were inadequately available, hence was below NBTE standard. The study concluded that adequate provision of instructional resources will improve quality of curriculum delivery in technical colleges. Based on the finding, it was recommended that Federal and State government should as a matter of urgency increase budgetary allocation towards reviving and restoring the place of technical education in Nigeria
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EFFECT OF COGNITIVE APPRENTICESHIP INSTRUCTIONAL METHOD ON ACADEMIC ACHIEVEMENT OF MOTOR VEHICLE MECHANICS’ WORK STUDENTS IN TECHNICAL COLLEGES IN ANAMBRA STATE
The study investigated the effect of cognitive apprenticeship instructional method on motor vehicle mechanics’ work (MVMW) students in technical colleges in Anambra State. A quasi-experimental pretest posttest non-equivalent research design was adopted for the study. The population consisted of 328 NTC II MVMW students and a sample size of 73 using purposive sampling technique. The instrument data collection was a Motor Vehicle Mechanics’ Work Achievement Test (MVMWAT) validated by three experts in MVMW and measurement and evaluation. A reliability coefficient of 0.74 of the MVMWAT was found using Kuder-Richardson 21 (K-R21) formula. Two research questions and two hypotheses guided the study. Mean and standard deviation were used to answer the research questions while the analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings from the study among others revealed that the cognitive apprenticeship instructional method significantly improved students’ academic achievement more than the demonstration method. It was therefore recommended that cognitive apprenticeship should be adopted as a preferred teaching method among other recommendations with a view to improve students’ academic performance.
EMERGING CUSTOMER-CENTERED COMPETENCIES OF INFORMATION PROCESSING SPECIALISTS FOR EFFECTIVE PERFORMANCE IN SMALL AND MEDIUM ENTERPRISES IN NIGERIA
This study examined emerging customer-centered competencies of information processing specialists for performance in Small and Medium Enterprises (SMEs) in Enugu State, Nigeria. One research question and two null hypotheses guided the study. A descriptive survey research design was adopted. The population comprised 1,800 information processing specialists in registered SMEs in Enugu State, from which a sample of 180 respondents was selected using stratified proportionate random sampling based on gender (104 males and 76 females). Data were collected using a structured questionnaire titled Emerging Customer-centered Competencies of Information Processing Specialists for Effective Performance Questionnaire (CICCIPSEPQ), which contained two sections: A and B. Section A covered demographic variables such as gender and years of experience, while Section B contained seven items structured on a 5-point rating scale. The instrument was validated by three experts, and its reliability was established using Cronbach Alpha, yielding a coefficient of 0.82. Of the 180 copies administered, 171 (95%) were retrieved and used for analysis. Data were analyzed using mean and standard deviation, while independent t-test and One-Way Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 level of significance. Findings revealed that cognitive innovative customer-centered competencies are highly required of information processing specialists for effective performance in SMEs in Enugu State. The study also showed that there was no significant difference in the mean ratings of male and female respondents regarding the competencies required. The study concluded that customer-centered competencies are highly essential for effective performance of information processing specialists in SMEs, and that these competencies are similarly perceived across gender. It was recommended that SMEs in Enugu State should promote customer-centered training programmes for information processing specialists, focusing on digital communication, customer relationship management (CRM), and feedback analysis to enhance service delivery and customer satisfaction.
ENTREPRENEURIAL SELF-EFFICACY AND RISK-TAKING PROPENSITY AS ANTECEDENTS TO ENTREPRENEURIAL INTENTIONS: EMPIRICAL EVIDENCE FROM TECHNOLOGY AND VOCATIONAL EDUCATION UNDERGRADUATES
Entrepreneurial intentions among undergraduate students remain a critical concern for policymakers and educators seeking to embed entrepreneurship within higher education curricula. Grounded in Bandura's Social Cognitive Theory and the Theory of Planned Behaviour, this study investigated entrepreneurial self-efficacy and risk-taking propensity as antecedents of entrepreneurial intentions among final-year technology and vocational education undergraduates in public universities in South-East Nigeria. A predictive correlational design was employed, with data drawn from a census of 326 final-year undergraduates during the 2024/2025 academic session. Confirmatory factor analysis indicated an acceptable fit of the measurement model, and the retained constructs demonstrated satisfactory reliability (CR = .697–.867; α = .671–.865), supporting the adequacy of the measures for subsequent analyses. Three hypotheses were tested at α = 0.05 using simple and multiple linear regression analyses, executed through the SPSS PROCESS Macro (Version 4). Findings revealed that both entrepreneurial self-efficacy (β = 0.577, p < .05) and risk-taking propensity (β = 0.211, p < .05) significantly and positively predicted entrepreneurial intentions. Jointly, the two variables accounted for a significant proportion of variance in entrepreneurial intentions, with entrepreneurial self-efficacy emerging as the relatively stronger antecedent. These results underscore the salience of psychological capital in shaping entrepreneurial career orientations among technology and vocational education students. Thus, we recommend that entrepreneurship education programmes integrate experiential and simulation-based learning pedagogies designed to strengthen students' self-efficacy and cultivate adaptive risk orientation.
REPOSITIONING BUSINESS EDUCATION TO ADDRESS EDUCATIONAL INEQUALITY IN NIGERIA'S RECESSED ECONOMY
Nigeria’s recessed economy, marked by inflation, declining Gross Domestic Product (GDP), and high unemployment, has exacerbated educational inequality, particularly in access to Business Education. This study explored how Business Education can be repositioned to reduce inequality and promote inclusive economic participation. The problem lies in certain barriers: underfunding, urban-rural divides, and gender biases which limit access to Business Education for marginalized groups. The aim of the study is to propose strategies for making Business Education more inclusive and impactful in a challenged economic context. The study adopted a desktop research approach, drawing on relevant literature, policy documents, and institutional reports, which were analyzed thematically. Findings reveal that Business Education holds great potential for fostering entrepreneurship, enhancing employability, and equipping individuals with practical skills for economic recovery. However, inequalities in access and curriculum relevance hinder its full impact. The study concludes that repositioning Business Education for equity is both a developmental necessity and a national economic strategy. Recommendations include policy reform, curriculum overhaul, community-based education centers, and gender-inclusive programming to drive access and economic resilience.
STRATEGIC CONSUMER EXPERIENCE OPTIMIZATION AS A PROFITABILITY DRIVER DURING ECONOMIC DOWNTURNS
Economic recessions impose severe constraints on business profitability and customer retention, yet the dominant organisational response of cost reduction alone risks weakening the consumer relationships necessary for post-recession recovery. This paper advances the argument that strategic consumer experience optimisation offers a more sustainable pathway for maintaining profitability during economic downturns. The paper adopts a theoretical and advocacy-based approach, drawing on insights from behavioural economics, strategic marketing, and technology management. It synthesises existing literature to develop a recession-oriented framework for consumer experience management rather than presenting original empirical findings. Available evidence suggests that consumer behaviour during periods of economic stress may display recovery-oriented tendencies when supported by targeted experience interventions, although such patterns should be interpreted with caution given the limited scope of existing studies. Specifically, the paper argues that AI-driven personalisation can sustain service quality while managing operational costs, that cross-generational experience strategies are necessary to address diverse consumer responses, that real-time adaptation mechanisms enable timely organisational responses to shifting economic conditions, and that performance measurement systems must balance short-term financial pressures with long-term experience value. The paper challenges the assumption that economic recessions necessitate organisational retrenchment, proposing instead that such periods create opportunities for experience innovation and competitive differentiation. It calls on business leaders, policymakers, and technology providers to adopt proactive, customer-centred strategies that support both consumer satisfaction and long-term financial sustainability in uncertain economic conditions.
DIGITAL AND FUTURE-SKILL INTEGRATION IN BUSINESS EDUCATION FOR DIGITAL ECONOMY PARTICIPATION IN ANAMBRA STATE, NIGERIA
Digital and future-skill integration in business education has emerged as a critical determinant of economic growth in knowledge economies. Yet, the extent to which business education programmes in developing sub-national contexts operationalize this integration remains inadequately documented. This study examined digital and future-skill integration in Business Education during the 2024/2025 academic session for Digital Economy Participation in Anambra State, Nigeria. Specifically, the study assessed the extent of digital literacy integration in Business Education curricula, examined the integration of future workplace skills in Business Education programmes, and analysed the level of institutional support for digital and future-skill integration. A descriptive survey research design was adopted. The population is 453 comprising 158 business education lecturers and 295 final-year business education students in tertiary institutions offering Business Education programmes in Anambra State. Using Taro Yamane’s formula, a sample size of 212 was determined. Stratified random sampling was employed in selecting the sample units. Data were collected using a structured questionnaire and analysed using mean and standard deviation, with a criterion mean of 2.50 on a four-point scale. The findings revealed that digital literacy integration in Business Education curricula is at a low extent (cluster M = 2.27), future workplace skills are integrated at a high extent (cluster M = 2.52), and institutional support for digital and future-skill integration is at a low extent (cluster M = 2.30). The study concluded that despite relative progress in embedding conventional future workplace competencies, foundational deficits in digital literacy integration and institutional support constrain graduates' preparedness for digital economy participation in Anambra State. It was recommended, among others, that curriculum regulatory bodies mandate a comprehensive restructuring of Business Education curricula to embed digital literacy systematically, that institutions develop a structured future workplace skills framework addressing identified gaps in digital problem-solving, and that the state government establish a dedicated fund to strengthen digital infrastructure and faculty development in Business Education departments.
PROMOTING VOCATIONAL EDUCATION FOR GREEN JOBS: A STRATEGY FOR ACHIEVING CLIMATE CHANGE AND SOCIAL DEVELOPMENT GOALS
This study explores the pivotal role of vocational education in fostering green jobs as a strategic approach to mitigate climate change and achieve sustainable development goals. As the world grapples with environmental degradation and social inequality, vocational education emerges as a critical tool in equipping individuals with the skills needed for sustainable practices and green industries. By focusing on areas such as renewable energy, sustainable agriculture, energy efficiency, and environmental conservation, vocational education can significantly contribute to reducing greenhouse gas emissions and promoting sustainable development. The study highlights the importance of developing relevant curricula, providing hands-on training, fostering industry-academia partnerships, and advocating for policy support to promote vocational education for green jobs. It also emphasizes the need for continuous improvement and adaptation to evolving green technologies and practices. Through a comprehensive review of existing literature and best practices, this study aims to provide insights into the potential of vocational education to drive sustainable development and climate action. By promoting vocational education for green jobs, governments, educational institutions, and industries can collaborate to create a more sustainable and resilient future. This study concludes that vocational education is a vital component of a holistic approach to achieving climate change and sustainable development goals, offering valuable skills and employment opportunities for individuals while contributing to the well-being of the planet.
EXTENT OF UTILIZATION OF INTERACTIVE LEARNING PLATFORMS FOR ENHANCED ENGAGEMENT BY ECONOMICS EDUCATION STUDENT IN HIGHER INSTITUTIONS IN ENUGU STATE
This study examined the extent to which interactive learning platforms are used to enhance student engagement in Economics Education in higher institutions in Enugu State. Three specific purposes and corresponding research questions guided the study. A descriptive survey design was adopted. The population comprised 24 Economics Education lecturers from two public institutions offering the programme in the state: University of Nigeria, Nsukka (13) and Federal College of Education, Ehamufu (11). Due to the small size, the entire population was studied using the census technique. Data were collected using a researcher-developed questionnaire titled Extent of Utilization of Interactive Learning Platforms for Enhanced Economics Education Student Engagement Questionnaire (EUILPEEESEQ). The instrument was validated by experts in Economics Education and Measurement and Evaluation. Reliability was established through a pilot test, yielding an overall coefficient of 0.79, indicating acceptable internal consistency. The instrument was administered with the support of two research assistants, and data were analyzed using mean and standard deviation to answer the research questions. Findings revealed that interactive learning platforms were utilized to a low extent for enhancing student engagement. Specifically, tools such as Zoom were underutilized in facilitating active learning. The study concluded that the low level of utilization of interactive platforms limits opportunities for improved student engagement in Economics Education. It was recommended that the National Universities Commission (NUC) should implement mandatory digital pedagogy training for lecturers to improve their effective use of interactive tools for teaching and learning.
TEENAGE FATHERS’ PERSPECTIVES AND EXPERIENCES: SOCIAL AND ACADEMIC IMPACT OF EARLY PARENTHOOD IN ESWATINI
Despite rising teenage pregnancy rates affecting both boys and girls, most interventions focus exclusively on girls while the voices of boys remain unheard. This study delves into the perceptions of adolescent males who became fathers while enrolled in secondary school in the Manzini Region, Eswatini. Through interviews, the research explores the impacts of teenage pregnancy on their social and academic lives, identifies factors contributing to their actions and seeks solutions from their perspective. This study employed a descriptive research design through a qualitative approach. 'Twenty adolescent males from secondary schools in the Manzini Region were purposively selected using convenience sampling. Semi-structured interviews and focus groups were used to generate data. Framework analysis was used to analyse data. Findings reveal peer pressure, alcohol, lack of parental guidance and exposure to pornography as key drivers behind teenage pregnancy. The study further highlights the unintended consequences faced by boys, including school dropouts, parental disapproval, stress, depression, academic decline and regret. Recommendations advocate for government initiatives, such as training teachers on comprehensive sex education and providing funding for extracurricular activities like sports, to empower teenagers and prevent future pregnancies.
STUDENTS’ FALSE ALLEGATIONS AND JOB SATISFACTION AMONG UNIVERSITY LECTURERS IN SELECTED PUBLIC UNIVERSITIES IN DELTA STATE
This study examined the relationship between students’ false allegations and job satisfaction among university lecturers in two public universities in Delta State. Guided by one research question and one null hypothesis, the study adopted a correlational survey design. A total of 240 lecturers were sampled from the University of Delta, Agbor and Southern Delta University, Ozoro using stratified random sampling. Data were collected via structured questionnaires adapted from standardised instruments the WIS for students’ false allegations and the MSQ for job satisfaction with Cronbach’s alpha coefficients of 0.87 and 0.90, respectively. Descriptive statistics and Pearson’s product moment correlation were used for analysis. Findings revealed a very weak and non-significant negative relationship between students’ false allegations and lecturers’ job satisfaction (r = -0.044, p = 0.499), indicating that such allegations do not significantly influence overall job satisfaction. Based on the findings, the study recommends that universities implement clear complaint-handling procedures, provide stress management and counselling support, and enhance working conditions to promote lecturers’ professional wellbeing.
RELEVANCE OF COMPUTER-BASED TESTING (CBT) USAGE ON ACADEMIC PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN EBONYI STATE UNIVERSITY.
This study examined the relevance of Computer-Based Testing (CBT) usage on academic performance of Business Education students at Ebonyi State University. Two purposes of study and research questions guided the study. A descriptive survey research design was adopted, with a population of 216 respondents. No sampling was employed as the researchers used census population. Data were collected using a researcher instrument titled "Relevance of Computer Based Testing on Academic Performance" (RCBTAP), which was validated and yielded a index reliability coefficient of 0.81 using Cronbach Alpha. Mean and standard deviation were used to answer research questions. Findings revealed that respondents agreed on all seven identified benefits of Computer Based Testing including enhanced security, instant scoring, administrative efficiency, and innovative assessment items. Additionally, all twelve identified challenges such as inadequate funding, poor power supply, unstable internet connectivity, computer illiteracy, and psychological stress were affirmed as obstacles to effective Computer Based Testing implementation. The study concluded that while Computer Based Testing holds significant potential for improving academic performance in Business Education, addressing infrastructural deficits and capacity building is essential for optimal implementation. Recommendations included increased funding for CBT infrastructure, integration of computer literacy training, and provision of technical support.
ROLE OF DIGITAL TECHNOLOGY ON BUSINESS EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN ABUBAKAR TAFAWA BALEWA UNIVERSITY (ATBU) BAUCHI
The study focused on the Role of Digital Technology on Business Education Students’ Academic Performance in Abubakar Tafawa Balewa University (ATBU) Bauchi. In this study, two specific objectives and two research questions guided the conduct of the study. Relevant literature both conceptual and empirical are reviewed based on the study focus. The study used survey research design and that one hundred and four (104) 300L education students were used as population and 80 300L Business Education Students were used as a sample of the study. Structured questionnaire was used as an instrument for data collection. The instrument was validated by two experts. The data was collected by the researcher with the aid of two research assistants. Data collected were analyzed using descriptive statistics (i.e., mean and standard deviation). The findings of the study revealed a significant role of mobile phones and Artificial Intelligence (AI) on Business Education Students’ Academic Performance in Abubakar Tafawa Balewa University (ATBU) Bauchi. To the best of the researcher’s knowledge, little or no published study was found on Role of Digital Technology on Business Education Students’ Academic Performance in Abubakar Tafawa Balewa University (ATBU) Bauchi.
LEGALITY AND ILLEGALITY OF NO WORK NO PAY POLICY ON ACADEMIC STAFF UNION OF UNIVERSITIES (A CASE STUDY OF FEDERAL UNIVERSITY OF TECHNOLOGY, OWERRI 2019-2023)
This study examined the legality and implications of the “no work, no pay” policy on members of the Academic Staff Union of Universities (ASUU) at the Federal University of Technology, Owerri from 2019 to 2023. Three research questions and two hypotheses guided the study. The study’s design adopted a descriptive survey design. The population consisted of 956 ASUU members, from which a sample of 282 respondents was selected using the Taro Yamane formula and simple random sampling technique. Data were collected through a validated questionnaire, with a reliability coefficient of 0.88 obtained through the use of Cronbach Alpha. Frequency tables and percentages were used to answer research questions, while chi-square statistics tested the hypotheses at a probability of 0.05. Findings revealed that the policy has legal implications for employment contracts, infringes on staff rights, disrupts academic activities, and negatively affects students’ interests. It was also found to contradict provisions of the Nigerian Labour Act. The study recommends policy review and clearer implementation guidelines.
FLIPPED CLASSROOM METHOD ON TEACHING AND LEARNING OF BIOLOGY IN SECONDARY SCHOOL
Effective teaching and learning cannot be accomplished without proper management of the learning process. The need to change classroom orientation from teacher – centred to student – centred for more active involvement as a way of improving students’ learning is well recognised. From this research, flipped classroom make teaching and learning enjoyable, productive, engaging, effective, and satisfying. In addition, flipped classroom is a powerful tool used to achieve academic, behavioural and affective goals. Efficient use of flipped classroom will increase students’ attitude that reflects the engagement of students and improves their performance. Teachers should adopt the flipped classroom approach because it is a student-centred learning strategy that involves the students rather than spoon-feeds them. It was recommended that; teachers should seek for more knowledge on the utilisation of flipped classroom for instruction, stakeholders in the education industry should appreciate, support and sustain the use of flipped classroom, government should, supply adequate technological facilities that will sustain flipped classroom integration in all secondary schools in Ekiti State, and school management should allocate both finance and resources to promote professional development of teachers.
RESEARCH SKILLS AS PREDICTORS OF CAREER DEVELOPMENT OF OFFICE TECHNOLOGY AND MANAGEMENT LECTURERS IN POLYTECHNICS IN SOUTH-EAST, NIGERIA
The study focused on research skills as predictors of career development of Office Technology and Management (OTM) lecturers in polytechnics in South East, Nigeria. The study was guided by two research questions and two hypotheses. The study adopted a predictive correlation research design. The population of the study comprised 72 OTM lecturers in six federal and state-owned polytechnics in South-East, Nigeria. Sample was not drawn for the study due to the relatively small size of the population. In other words, the study used a census survey. Data for the study were collected using two structured questionnaires developed by the researcher titled “Research Skills Survey (RSS) and Career Development Questionnaire” (CDQ). Cronbach Alpha Reliability co-efficient values of overall index for RSS was 0.96. An index of 0.83 was obtained for CDQ. The collected data were analysed using multiple regression. Research questions were answered using Unstandardized (B) coefficient, standardized regression weight (beta coefficient), and adjusted R square, while the hypotheses were tested at .05 level of significance using F-test and t-test of beta coefficient. The researcher found out that all six research skill components positively predict career development. The regression equation model for predicting Career Development using research skills (questions formulation, literature review, methodology design, data collection, data analysis and communication of findings) of OTM lecturers in polytechnics in South-East, Nigeria was significant. Based on the findings, it was recommended among others, that institutions should organize specialized workshops on research question formulation and data collection, and senior academics and research experts should mentor early-career lecturers to enhance their research skills, particularly in areas such as formulating quality research questions, identifying funding opportunities, and publishing in reputable journals.
DOES PRODUCT PACKAGING PREDICT THE EMOTIONAL BUYING AND PRICE SENSITIVITY OF BUSINESS EDUCATION STUDENTS?
This study investigated product packaging as a predictor of emotional buying and price sensitivity among business education undergraduates in public universities in Anambra State, Nigeria. A correlational survey research design was adopted, and a multi-stage sampling technique involving proportionate stratified and convenience sampling was used to select 119 respondents from a population of 535 students. A structured and validated questionnaire was used to collect data, with reliability indices of .841, .792, and .880 for the respective clusters. Data were collected via Google Forms and analyzed using SPSS Version 23.0, employing Pearson Product Moment Correlation and simple linear regression. Results revealed that product packaging does not significantly predict emotional buying or price sensitivity among the students. This indicates that visual and design elements of product packaging may not strongly influence either emotionally-driven or price-sensitive purchase decisions in this context. It is recommended that brands emphasize value communication and emotional storytelling through packaging to enhance consumer response.
ENTREPRENEURSHIP ENGAGEMENT AND IMPROVEMENT IN OFFICE TECHNOLOGY AND MANAGEMENT (OTM) STUDENTS’ STANDARD OF LIVING
The study examined the role of entrepreneurship engagement on the improvement of OTM students’ standard of living. It was guided by three research questions. A descriptive survey research design was used. The population comprised all Business education postgraduate students in Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. A total of 75 Business education postgraduate students were selected as sample size of the study. Purposive and stratified sampling technique was adopted for the selection of the sample size. Researcher instrument tagged; Entrepreneurship Engagement and Living Standard Questionnaire (EELSQ) with 0.83 reliability coefficient was used for data collection. reported. Descriptive statistics were used for answering research questions 1 and 2. Research question 3 was answered using PPMC. The findings of the study revealed that lack of access to funding, poor infrastructure, corruption, limited access to markets and poor infrastructural development were among issues facing entrepreneurship engagement. Improvement in income, improvement in work engagement, enhance job creation, reduces unemployment and increases economic productivity were among the benefits of entrepreneurship engagement for improvement of OTM living standard. There was relationship between the independent variable and the dependent variable (standard of living) in the order of (r = 0.390, p < .05). The study recommends among other things that stakeholders of institutions should provide adequate funds, easy access to markets and develop infrastructural facilities of institutions in other to improve the entrepreneurship engagement of students’ together with their living standard.
EMERGING TECHNOLOGIES FOR QUALITY AGRICULTURAL EDUCATION DELIVERY IN ACHIEVEMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) IN TERTIARY INSTITUTIONS IN ABIA STATE, NIGIERIA
The study examined emerging technologies for quality Agricultural Education delivery in Achievement of Sustainable Development Goals (SDGs) in tertiary institutions in Abia State. The study was guided by three research questions and three null hypotheses. Descriptive survey research design was adopted. The population for the study was 80 comprising 25 Agricultural Educators and 55 final year Agricultural Education students in three tertiary institutions. The population was selected using census sampling technique. The instrument for data collection was a structured questionnaire validated by three experts. The reliability coefficient of 0.81, 0.82 and 0.78 was obtained using Cronbach Alpha statistic. The data collected were analyzed using Mean and Standard deviation while t-test statistic was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that emerging technology tools required for quality Agricultural Education delivery include: Interactive Whiteboard, Google classroom, Flipped classroom, Projectors, Laptop Computer, Smartphones, Internet, Virtual Farms/Labs. Based on the findings, it was recommended that: there is need for United Nations Educational, Scientific and Cultural Organization to collaborate with tertiary institutions especially to provide emerging technology tools required for quality Agricultural Education delivery in tertiary institutions for Achievement of Sustainable Development Goals (SDGs).
ENTREPRENEURSHIP BUILDING NEEDS OF YOUTHS IN GREENING TVET FOR WORKFORCE ENTRY AND ENVIRONMENTAL SECURITY IN BENUE
This study identified Entrepreneurship building needs of youths in greening TVET for workforce entry and environmental security in Benue State. Three research questions were raised and three hypotheses were formulated and tested at 0.05 alpha level. The study made use of survey research design and was carried out in Benue State. The instrument for data collection was a structured questionnaire made up of a 21-item titled “Entrepreneurship building needs of youths in greening TVET (EBNYG TVET)” and was administered on a112 respondents made up of 47 extension workers and 65 youths randomly selected from the entrepreneurship training Centres in the State. The data collected were analyzed using weighted mean, standard deviation and t-test statistics. From the analysis, it was revealed that youths: needed 5 skills in greening TVET, 4 entrepreneurship skills for workforce entry and 12 skills in environmental security. Testing of hypotheses revealed that there was generally no significant difference in the responses of youths and extension workers in Benue State. It was therefore, recommended among others, that the identified skills be packaged into workshop materials and bulletins for youths. The extension workers should use the materials for training and retraining youths in the registered centers.
DETERMINANTS OF HOUSEHOLD FOOD SECURITY AMONG SMALL RUMINANTS FARMING HOUSEHOLDS IN OSUN STATE, NIGERIA
This study examined the determinants of household food security among small ruminant farmers in Osun State, Nigeria. A cross-sectional survey design was adopted, and a multi-stage sampling technique was used to select 286 respondents. Data were collected using structured interview schedules and analyzed using descriptive statistics, Pearson correlation, multiple regression, and analysis of variance (ANOVA). Results revealed that about 70% of households experienced varying degrees of food insecurity. Socio-economic characteristics such as education, income, flock size, and farming experience had significant positive effects on household food security, while household size had a negative effect. Economic security indicators, including income, asset ownership, and income diversification, showed strong positive relationships with food security. The ANOVA results further indicated significant differences in food security across agricultural zones. The study concludes that improving income, livestock productivity, and access to resources is essential for enhancing household food security. It recommends improved access to credit, strengthened extension services, and support for income diversification among small ruminant farmers.
REGRESSION-BASED MODELLING OF COMPRESSIVE STRENGTH OF RICE HUSK ASH–LATERITIC COMPRESSED EARTH BLOCKS USING LINEAR, INTERACTION, AND POLYNOMIAL REGRESSION MODELS
incorporating rice husk ash (RHA) as a partial cement replacement. While previous studies have examined the effect of RHA on stabilised soils, limited research has applied regression-based modelling to quantify the combined effects of RHA content, stabiliser dosage, and curing age. A total of 18 mix combinations were prepared with RHA replacement levels of 0 - 40% and stabiliser contents of 6% and 10%. Compressive strength was evaluated at 7, 28, and 90 days in accordance with standard testing procedures using a universal testing machine. Linear, interaction, and polynomial regression models were developed, and model performance was assessed using R², adjusted R², RMSE, and MAPE. Results show that the interaction model achieved the best balance between accuracy and interpretability (R² = 0.91; adjusted R² = 0.89), while the polynomial model showed higher apparent accuracy (R² = 0.96) but signs of overfitting. Sensitivity analysis revealed that RHA exhibits a strong nonlinear influence on compressive strength, with a sensitivity index of 22.8 for the quadratic term. The study is limited by a relatively small dataset and the absence of external validation. However, the developed models provide a useful predictive framework for optimising stabilised lateritic blocks and reducing cement consumption.
THE NEED FOR ADAPTING PEDAGOGICAL METHODS IN TEACHING AND LEARNING SHORTHAND IN NIGERIAN POLYTECHNICS
This study investigated the necessity of adapting pedagogical methods in the teaching and learning of shorthand within Nigerian polytechnics. Guided by two primary objectives, the research examined the effectiveness of diverse pedagogical strategies in enhancing student performance and identified the inherent challenges and prospects of implementing modern instructional techniques. A descriptive survey design was employed, targeting a population of shorthand lecturers and National Diploma (ND/HND) students. The study utilized a purposive sampling technique to select 100 respondents, comprising 20 lecturers and 80 students from Hassan Usman Katsina Polytechnic and the Federal Polytechnic, Daura, Katsina State, to ensure expert representation from both instructors and learners. Data were gathered via a structured 4-point Likert scale questionnaire and analysed using mean, standard deviation, and Chi-square tests for hypothesis validation. The findings indicate that while modern pedagogical methods significantly improve student engagement, speed, and academic performance, their effective integration is hindered by persistent systemic challenges. These include inadequate instructional resources, large class sizes, and institutional resistance to change among academic staff. Consequently, the study recommends specialized capacity-building workshops for lecturers in contemporary shorthand pedagogy and the urgent provision of modern instructional materials by polytechnic administrators to align secretarial education with global best practices.
INFLUENCE OF PARENTAL BACKGROUND ON STUDENT’S ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES IN UPPER BASIC EDUCATION SCHOOLS IN KANO STATE, NIGERIA
This study examined the influence of parental background on students’ academic achievement in Business Studies in upper basic education in Kano State, Nigeria. Two objectives, two research questions and two hypotheses were used. The population of the study was 2,200 and a sample of 324 was used. Data were collected using validated questionnaires, with reliability of 0.88 Cronbach’s Alpha, and analyzed through descriptive statistics (mean, standard deviation) for research questions, and regression analysis for hypothesis testing. Findings indicate that parental background variables substantially influence academic achievement in Business Studies followed by home environment, parental level of education. The results demonstrate that students whose parents have stable or prestigious occupations, supportive home environments, and higher educational backgrounds are more likely to achieve better academic outcomes, The study concludes that parental demographic factors play a significant and multifaceted role in shaping students’ academic success, home environment exerting the greatest impact. Based on these findings, the study recommends the organization of literacy and parental education programs, sensitization of parents to provide supportive home environments and implementation of government measures to improve parents’ education. These interventions are deemed essential for fostering improved academic achievement among students in Business Studies within the Kano State.
INFLUENCE OF ENTREPRENEURSHIP EDUCATION ON ENTREPRENEURIAL INTENTION AMONG BUSINESS EDUCATION STUDENTS OF FEDERAL COLLEGES OF EDUCATION IN NORTH EASTERN NIGERIA
business education students in federal colleges of education in North Eastern Nigeria. The study has two objectives, two research questions and two hypotheses. A descriptive survey research design was adopted, with a population of 524 NCE II business education students from three federal colleges of education. A sample of 217 respondents were selected using proportionate sampling technique based on Krejcie and Morgan's formula. Data were collected using a structured questionnaire comprising 40 items across four clusters, validated by three experts and achieving a reliability coefficient of 0.881 using Cronbach's Alpha. Data were analyzed using mean, standard deviation, and simple linear regression at 0.05 significance level. Findings revealed that entrepreneurship education significantly influences students perceived risk-taking ability (R² = 0.711, p < .05), perceived innovation ability (R² = 0.763, p < .05), with innovation exerting the strongest influence. The study concluded that entrepreneurship education is a critical determinant of entrepreneurial intention among business education students. Recommendations include strengthening practical risk management components, establishing innovation hubs, and providing post-graduation support systems to translate entrepreneurial intentions into viable ventures.
GENDER DISPARITIES IN STUDENT SUPPORT SERVICES: A COMPARATIVE STUDY OF HIGHER EDUCATION INSTITUTIONS IN ZIMBABWE AND ESWATINI
Gender disparities in student support services pose a significant barrier to equitable academic outcomes in African higher education institutions. While existing scholarship has examined gender gaps in student recruitment, programme participation and academic performance, disparities in institutional support systems have received comparatively less attention despite evidence that support services critically shape student retention and achievement. This study explored gender-based disparities in student support services at five higher education institutions, three in Zimbabwe and two in Eswatini. Employing a descriptive survey design, data were collected from 250 students (50 per institution) through open-ended questionnaires and unstructured interviews. Data were analysed using thematic analysis. The findings of this study indicate that gender disparities are visible in most student support systems, with female students disproportionately disadvantaged across financial aid, career services, counselling and residential facilities. These findings are consistent with broader scholarship on gender inequality in African higher education, which identifies patriarchal institutional cultures, inadequate gender-sensitive policies, and resource disparities as persistent structural barriers to equitable student support The study concludes that gender-sensitive institutional policies, targeted financial support mechanisms, and inclusive frameworks for service delivery are essential to bridging these disparities and advancing equitable higher education in both countries.
UTILIZATION OF ARTIFICIAL INTELLIGENCE-BASED EMAIL MANAGEMENT TOOLS BY SECRETARIES IN PUBLIC ORGANIZATIONS IN EBONYI STATE: EFFECTS ON JOB PERFORMANCE
The integration of Artificial Intelligence (AI) tools in organizational operations has created new opportunities for improving administrative efficiency and job performance, particularly among secretaries who manage communication and records in public organizations. This study investigated the extent of utilization of AI-based email management tools by secretaries in public organizations in Ebonyi State for effective job performance. One research question and one null hypothesis guided the study. A descriptive survey research design was adopted. The population comprised 527 secretaries in 32 ministries in Ebonyi State, and census sampling was used. Data were collected using a structured questionnaire titled “Questionnaire on Extent of Utilization of AI-Based Email Management Tools for Effective Job Performance by Secretaries (QEUAIEMT-EJPS)”. The instrument was validated by three experts in the field of education and yielded a reliability coefficient of 0.76 using Cronbach’s alpha. Mean and standard deviation were used to answer the research question, while two-way Analysis of Variance (ANOVA) was employed to test the hypothesis at 0.05 level of significance. Findings revealed that secretaries in public organizations in Ebonyi State rarely utilize email management tools for effective job performance. The results also showed significant differences in utilization based on gender and years of job experience. The study concluded that the overall utilization of AI-based email management tools among secretaries is low and is significantly influenced by gender and experience. It was recommended, among others, that government and management of public organizations should provide regular training, evident and up-to-date ICT infrastructure, and gender-sensitive capacity-building programmes to enhance secretaries’ utilization of AI-based email management tools for improved job performance.
EFFICACY OF ONLINE VENDOR PLATFORMS IN ENHANCING MICRO-BUSINESS PERFORMANCE OF STUDENTS IN UNIVERSITIES
The study examined efficacy of online vendor platforms in enhancing micro-business performance of students in universities. Descriptive survey research design was used in the study. Two research questions guided the study, and two hypotheses were tested at 0.05 level of significance. Population of study comprised 150 students in 2024/2025 academic session at Alex Ekwueme Federal University Ndufu Alike Ikwo (AE-FUNAI) who engage in micro-businesses using online platforms. A structured questionnaire that was validated by two experts from Technology Education and one of the experts, from Measurement and Evaluation unit, AE_FUNAI was used. Trial testing method was used to determine reliability, which yielded 0.89, and 0.75, as being reliable. Data collection was done using online data collection approach (Google form) and analyzed using mean and standard deviation for research questions, and hypotheses testing using t-test analysis. The result revealed that online vendor platforms have positive efficacy in enhancing students’ micro-business performance as it encourages students to acquire more customers and make profits. Hence, researchers recommend among others that; educational institutions should provide training programmes focused on digital marketing, e-commerce strategies, and data analytics for student entrepreneurs to enhance performance of micro -businesses in universities.
FACTORS AFFECTING TEACHING AND LEARNING OF CREATIVITY AND INNOVATION IN COLLEGES OF EDUCATION IN SOUTH-WEST NIGERIA
Technical Education is vital for equipping individuals with the skills and competencies required to foster innovation and drive economic growth in Nigeria. However, in many Colleges of Education in South-West Nigeria, the emphasis remains largely theoretical, with limited opportunities for practical skill development. This study examined factors affecting the teaching of creativity and innovation in technical education programmes within five Colleges of Education in Oyo State, Nigeria. A descriptive survey design was employed, involving 210 participants: 20 technology instructors, 25 lecturers, and 165 students, selected through a multistage sampling technique. Data were collected using a validated questionnaire titled Creativity and Innovation Questionnaire (CIQ), with a reliability coefficient of 0.78 determined via Pearson Product Moment Correlation. Descriptive statistics, including frequencies and percentages, were used for analysis. Findings indicated key challenges such as inadequate instructional time, large class sizes, incomplete curriculum delivery, insufficient resources, students’ misuse of mobile devices, and pursuit of instant wealth, heavy teaching workloads, staff shortages, and lack of in-service or hands-on training. The study recommends targeted policy and institutional interventions to strengthen creativity and innovation teaching in Technical Education.
DIGITAL TECHNOLOGIES AND SUSTAINABILITY EDUCATION IN ACCOUNTING
The rapid advancement of digital technologies and the growing global emphasis on sustainability reporting are reshaping accounting education. Technologies such as artificial intelligence, big data analytics, blockchain, and cloud computing are transforming financial reporting and environmental, social, and governance (ESG) disclosure practices. However, the extent to which these technologies are integrated into sustainability-related accounting courses and their impact on students’ learning outcomes remains insufficiently explored. This study investigates the integration of digital technologies into sustainability education within accounting programs and examines their influence on students’ understanding of sustainability accounting concepts. A descriptive survey research design was adopted, involving 500 respondents comprising accounting lecturers and undergraduate accounting students. Data were analyzed using descriptive statistics and one-sample t-tests to test four research questions. The findings reveal that digital technologies are integrated at a level significantly higher than moderate (Mean = 3.88, SD = 0.60, p < 0.05). Results further indicate that digital technologies have a significant positive impact on students’ understanding of sustainability accounting concepts (Mean = 3.82, SD = 0.68, p < 0.05). However, moderate-to-high challenges persist, including inadequate infrastructure, limited faculty digital competence, and curriculum fragmentation (Mean = 3.42, SD = 0.75). Respondents strongly support strategies such as faculty training, curriculum redesign, technological investment, and industry collaboration to enhance integration (Mean = 4.12, SD = 0.58). The study concludes that while accounting education is progressively embracing digital technologies to support sustainability learning, systematic curriculum reform and institutional investment are required to ensure effective and consistent implementation. The findings contribute to the discourse on digital transformation and sustainability in accounting education and provide strategic recommendations for strengthening professional relevance in a data-driven global economy.