Unizik Journal of Business Education and Entrepreneurship
CHALLENGES TO THE EFFECTIVE IMPLEMENTATION OF THE NEW BUSINESS EDUCATION CURRICULUM IN COLLEGES OF EDUCATION IN LAGOS STATE
This study investigates the challenges to the effective implementation of the new business education curriculum in colleges of education in Lagos State. A descriptive research design was adopted for the study. The total population of the study was 240 participants, which included 40 lecturers and 200 students from the selected colleges of education. A structured instrument validated by two experts from the School of Business Education, Federal College of Education, (Technical), Akoka was used to collect data from the respondents. Reliability of the instrument was ascertained using Cronbach Alpha reliability which yielded 0.82 value. Data collected were analyzed using mean and standard deviation. Findings revealed that challenges such as; inadequate funding, resistance to change by faculty members, non-integration of digital tools for teaching and learning, inadequate and non-reliable internet connectivity and a host of others hinder effective implementation of the new business education curriculum. Recommendations were made that lecturers and students should be encouraged to embrace change in terms of innovative teaching and learning strategies. Governments at all levels should make funds available to procure physical and technological resources, and management of institutions should organize workshops and training for lecturers on regular basis to enhance effective implementation of technology-driven curriculum
INSTITUTIONAL ENTREPRENEURIAL SUPPORT AND GREEN ENTREPRENEURSHIP AMONG BUSINESS EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE
The main purpose of this research was to investigate the predictive relationship between institutional entrepreneurial support and green entrepreneurship among business education students in tertiary institutions in Cross River State. Two specific objectives were raised, two research questions were asked, and two null hypotheses were formulated and tested at the 0.05 level of significance. Related literature was reviewed. This study adopted the predictive correlational research design, and the population consisted of 763 business education students from three Universities in Cross River State, from which a sample of 385 was drawn using the hat and draw method of simple random sampling technique. A structured questionnaire titled Institutional Entrepreneurial Support and Green Entrepreneurship Questionnaire (IESGEQ) comprising 37 items was developed, validated and used for data collection. The IESGEQ was developed on a five-point scale of very great extent (VGE), great extent (GE), moderate extent (ME), little extent (LE) and very little extent (VLE). The instrument was tested for reliability using Cronbach's Alpha statistics, and it produced a reliability coefficient of 0.84, which indicated that the instrument was reliable. Data collected after administration of the study questionnaire were analysed using simple linear regression to answer the research questions and also test the hypotheses at the 0.05 level of significance. From the data analysed, the study found that business incubators and business mentoring significantly predict green entrepreneurship among business education students in tertiary institutions in Cross River State. Sequel to the findings of this study, the study recommends that the university management should provide business incubators and ensure that these facilities are optimally utilised in developing green entrepreneurial behaviours among business education students
SKILLS NEEDED BY BUSINESS EDUCATION GRADUATES FOR EFFECTIVE USE OF ARTIFICIAL INTELLIGENCE SYSTEM FOR WORKPLACE PERFORMANCE IN NIGERIA
The increasing adoption of artificial intelligence (AI) systems in the workplace has brought significant changes to how business operations are executed, requiring a shift in the skill sets demanded of graduates. This study examines the essential skills that Business Education graduates must acquire to effectively utilize AI systems and enhance their workplace performance in Nigeria. Recognizing the evolving nature of modern business environments, the study explores how competencies such as critical thinking, cognitive and analytical skills, digital literacy, communication, and entrepreneurial intelligence play a vital role in aligning graduate capabilities with the demands of AI-powered workspaces. The findings are expected to guide curriculum reforms, inform policy decisions, and provide practical insights for preparing Business Education graduates to contribute meaningfully to AI-integrated industries. Ultimately, the study supports the advancement of a more competitive, future-ready workforce in Nigeria's digital economy
ROLE OF TERTIARY INSTITUTIONS IN PROMOTING NATIONAL DEVELOPMENT THROUGH BUSINESS EDUCATION PROGRAMMES’ IN NIGERIA
This paper examined how tertiary institutions contribute to national development through business education programmes in Nigeria. Concepts such as business education, tertiary institutions, and national development were intensively reviewed. The role of tertiary institutions in promoting national development through business education and the challenges facing it were vigorously examined. The paper highlighted that tertiary institutions through business education programmes play a crucial role in shaping national development, such as human capital development, job creation and entrepreneurial development, research and advancement of existing practices, economic awareness, and development of social values and spirit of cooperation. However, the effectiveness of business education programme is hit by certain challenges such as a shortage of qualified business educators, inadequate provision of infrastructure and modern training facilities, poor funding, outdated curriculum, and corrupt practices. The paper concluded that business education promotes self-reliance, job creation, and innovation, which are essential for national development, though not without challenges. It is therefore suggested that employment of real business educators, improved provision of infrastructure, improved government funding, among others, be implemented to enhance the contributions of tertiary institutions to national development through business education
EFFECTS OF ACTIVITY-BASED METHOD AND CONCEPT MAPPING STRATEGIES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN SECONDARY SCHOOLS IN KADUNA STATE
The study was carried out to determine the effects of activity-based learning and concept mapping on students’ academic achievement in financial accounting in secondary schools in Kaduna State, Nigeria. Two specific objectives are to determine the difference between the mean academic achievement scores of financial accounting students taught using the activity-based method and the lecture method in secondary schools in Kaduna State, Nigeria. Two research questions guided the study, which include: - What is the difference between the mean academic achievement scores of financial accounting students taught using the activity-based method and the lecture method in secondary schools in Kaduna State, Nigeria? Two null hypotheses were formulated, namely: there is no significant difference between the mean academic achievement scores of Students taught financial accounting using the activity-based method and those taught using the <span style="font-size: 11.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; color: black; mso-themecolor: text1; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">lecture method in secondary schools in Kaduna State, Nigeria. A quasi-experimental research design was adopted for this study. The study population comprised 751 SS 11 students. A total of 71 students were sampled using a purposive sampling technique. Three secondary schools were selected and randomly assigned to experimental groups and a control group. The instrument for data collection was the Financial Accounting Achievement Test (FAAT). This instrument was trial-tested and the reliability coefficient obtained was 0.72. The research questions were answered using mean and standard deviation, while the null hypotheses were tested at 0.05 level of significance using t-test and Analysis of Covariance (ANCOVA). The study found a significant difference in the mean academic achievement scores of students taught financial accounting using activity-based learning versus those taught using the lecture method. Both activity-based learning strategies had a significant effect on students’ academic achievement in financial accounting. It was recommended that school administrators encourage financial accounting teachers to use activity-based learning strategies when teaching financial accounting in secondary schools. Kaduna State
IMPACT OF ENTREPRENEURSHIP EDUCATION ON INNOVATION AMONG OFFICE TECHNOLOGY AND MANAGEMENT GRADUATES OF POLYTECHNICS IN KATSINA STATE, NIGERIA
This study examined the impact of entrepreneurship education on innovation among Office Technology and Management (OTM) graduates of Hassan Usman Katsina Polytechnic, Katsina state Nigeria. Two research questions and two hypotheses guided the study. A survey design was adopted with a population of 147 OTM graduates from 2020/2021 to 2022/2023 sessions. Census sampling was used to maintain the population of the research. Data was collected using a 19-item questionnaire, "Impact of Entrepreneurship Education on Promoting Innovation (IEEPI)," validated by three experts from Abubakar Tafawa Balewa University, Bauchi. A pilot test with 10 OTM graduates from Kano State Polytechnic yielded a Cronbach alpha of 0.85. The researcher and one trained assistant administered the questionnaire. Findings showed no statistically significant impact on social innovation [F(1, 132) = 0.245, p = .621 > 0.05, R² = .002, B = .033, t= 0.494]. However, entrepreneurship education significantly impacted marketing innovation [F(1, 132) = 17.928, p = .000 < 0.05, R² = .120, B = .375, t = 4.234]. The study concluded that entrepreneurship education significantly promotes marketing innovation among OTM graduates, while the relationship between entrepreneurship education and social innovation remains inconclusive. It recommended integrating experiential projects, real-world marketing challenges, industry collaborations, and community partnerships into the curriculum to bridge perception gaps and enhance graduates’ innovative marketing strategies
PERCEIVED IMPACT OF CREDIT AND INVESTMENT COOPERATIVE SOCIETIES ON COMMUNITY DEVELOPMENT IN ANAMBRA STATE: IMPLICATIONS FOR SOCIETAL DEVELOPMENT
The study examined the impact of credit and investment cooperative societies on community development in Anambra State, Nigeria. The study was guided by three research questions. The study adopted a descriptive survey design. The population comprised 835 members of credit and investment cooperatives in Anambra State, with a sample of 418 members selected through proportionate random sampling. Data was collected using a 30-item questionnaire, validated by three experts and tested for reliability using Cronbach's alpha with coefficients values of 0.77 and 0.79 respectively. Mean and standard deviation were the statistical tools adopted for data analysis. Findings of the study revealed limited contributions to poverty alleviation, employment generation, government services, leadership development, education and self-help motivation. This study concludes that credit and investment cooperative societies in Anambra State have made limited contributions to community development. The study recommendations include diversifying income-generating activities and providing vocational training to enhance members' employability and entrepreneurship skills
THINK–PAIR–SHARE AND JIGSAW TEACHING METHODS AS CORRELATES OF STUDENTS’ ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA
The persistent fluctuations in students’ academic performance in Financial Accounting in Nigerian secondary schools have raised concerns among educators. This has been attributed to teacher-centered instructional approaches that limit participation. Consequently, cooperative teaching strategies have become important. This study examined Think–Pair–Share and Jigsaw teaching methods as correlates of students’ academic achievement in Anambra State, Nigeria. A correlational design was adopted. The population comprised 569 Senior Secondary School II students offering Financial Accounting in public secondary schools in Anambra State. A sample of 240 students was selected using stratified random sampling. Data were collected using the Think–Pair–Share and Jigsaw Teaching Methods and Academic Achievement Questionnaire (TPJTMSAAQ). Reliability was established using Cronbach Alpha, yielding 0.82. Data were analyzed using Pearson Correlation and regression at the 0.05 level. Findings revealed a moderate positive relationship between Think–Pair–Share and students’ academic achievement (r = 0.69, p < 0.05), while Jigsaw showed a strong positive relationship (r = 0.78, p < 0.05). Both methods predicted students’ academic achievement. The study concluded that integrating Think–Pair–Share and Jigsaw enhance students’ academic achievement. Teachers were advised to adopt these strategies
EFFECT OF GAMIFIED LEARNING PROGRAMS ON ENTREPRENEURIAL CREATIVITY OF BUSINESS EDUCATORS IN SOUTH-SOUTH NIGERIAN TERTIARY INSTITUTIONS
This study examined the effect of gamified learning programs on the entrepreneurial creativity of business educators in South-South Nigerian tertiary institutions. It specifically investigated the influence of gamified learning on idea generation and innovative problem-solving and assessed whether gender and institutional location moderate these effects. Two research questions and two corresponding null hypotheses guided the study. A descriptive survey design was adopted, targeting a population of 521 business educators, from which a sample of 160 educators was drawn using purposive and stratified random sampling. Data collection was conducted over four weeks, combining in-person and online administration, yielding 150 valid responses with a 93.8 percent return rate. A structured questionnaire validated by experts in Business Education, Educational Psychology, and Instructional Technology was used, with reliability established through a test-retest procedure (Spearman correlation = 0.87). Data were analyzed using descriptive statistics and inferential statistics, including an independent-samples t-test and ANOVA, to test null hypotheses. Findings indicated that gamified learning programs significantly enhance both idea generation and innovative problem-solving among business educators. No significant differences were observed based on gender or institutional location. The study concluded that gamified learning is a highly effective pedagogical strategy for fostering entrepreneurial creativity across diverse educator populations. It was recommended that tertiary institutions integrate gamified learning into curricula, ensure gender-inclusive participation, promote scenario-based problem-solving exercises, and adapt programs to both urban and rural contexts to maximize creative and innovative outcomes
FINANCIAL LITERACY AND ENTREPRENEURIAL SUCCESS:
This paper explored the link between financial literacy, entrepreneurial success, and employment generation. It is based on the Human Capital Theory, which states that investing in knowledge and skills increases productivity and economic growth. Various concepts related to variables under study were also reviewed. The review found that job creation depends largely on entrepreneurial success, which mediates the relationship between financial literacy and job creation. Financial literacy equips entrepreneurs with essential skills in budgeting, saving, investing, and credit management. These skills improve business performance and sustainability. The study also showed that financially literate entrepreneurs are more likely to manage their businesses effectively, sustain operations, and expand. Business growth increases labour demand and promotes employment in both formal and informal sectors. It was concluded that financial literacy and entrepreneurial success are very critical to employment generation. Financial Literacy leads to business creation and reduces the level of unemployment, promotes self-reliance, and economic growth. It was recommended amongst others that government and educational institutions should incorporate comprehensive financial literacy training into entrepreneurship and business education curricula at all levels, increase capacity-building initiatives, and policy frameworks to enhance sustainable job creation and economic growth
MARKETING ORIENTATION MANAGEMENT APPROACHES REQUIRED BY BUSINESS PROMOTERS FOR BETTER OPERATION OF SMALL AND MEDIUM-SCALE ENTERPRISES IN ANAMBRA STATE
This paper investigated marketing orientation management approaches adopted by business promoters for better operations of small and medium-scale enterprises in Anambra State. One research question guided the study, and two null hypotheses were tested at the 0.05 level of significance. The study adopted a descriptive survey research design. The population of the study comprised 1053 small and medium-scale enterprise promoters in Anambra State. A stratified random sampling technique was used. In the process, two strata were formed based on the two sectors used. Based on this, the researcher deemed the sample size of 351 respondents appropriate for this study. The instrument for data collection was a structured questionnaire validated by three experts. The reliability of the instrument was ascertained using the Cronbach Alpha method, and the reliability coefficient of marketing orientation was 0.84. The study utilized the direct method of questionnaire administration. Descriptive statistics of mean and standard deviation were used to analyze data related to the research question. Analysis of Variance (ANOVA) was used to test the Null hypotheses. Based on the findings, the study concluded that business promoters in Anambra State adopted marketing orientation management approaches to enhance the effectiveness, competitiveness, and sustainability of small and medium enterprises
UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN LEARNING MANAGEMENT ACCOUNTING OF BUSINESS EDUCATION PROGRAMME IN UNIVERSITIES IN ENUGU STATE
The purpose of this study was to assess the use of ICT in learning management accounting in Universities in Enugu State. The study was carried out in universities offering Business Education programme in Enugu State using a descriptive survey research method. Three research questions and three null hypotheses guided the study. The population for the study comprised 148 business educators (34) and students (114) in the four tertiary institutions offering degree programme in Business Education in Enugu State. There was no sampling because the population was manageable. The instrument used for data collection was a 56-item structured questionnaire developed by researchers. The instrument was structured using a five-point rating scale for data collection and was face validated by three experts, two of them from the Business Education department and one from the measurement and evaluation department of mathematics and computer education, both in the faculty of education, Enugu State University of Science and Technology. Cronbach's Alpha was used to determine the reliability coefficient of the four sections of the instrument, and they ranged from 0.71 to 0.76, while the reliability coefficient of the whole instrument gave a value of 0.71. Out of 148 copies distributed, 129 copies were properly filled, returned, and used for data analysis, representing 87.16% return rate. Mean was used to answer the research questions, standard deviation was used to determine the homogeneity of the respondents’ responses, and the t-test was used to test the hypotheses at a 0.05 level of significance, 2 degrees of freedom (between groups), and 126 degrees of freedom (within groups). The result of the findings revealed that there is a low extent of utilization in all the items under the Sage (Peachtree), QuickBooks, and MYOB (Mind Your Own Business) as the respondents indicated. The null hypotheses tested showed no significant difference in the mean responses of ratings of Federal, State, and Private University students and educators on the variables identified. Based on the findings, some implications were indicated, and it was recommended, among others, that the business educator teaching accounting should acquire the necessary skills and training to enable them to adopt the use of ICT facilities in learning management accounting courses in the universities. The institution administrator should provide an enabling environment for effective use of ICT facilities in learning management, accounting, and other programmes, and government and relevant bodies should provide the relevant ICT facilities for effective learning in contemporary society
GENDER DIFFERENCES IN THE UTILIZATION OF ICT AND CLASSROOM MANAGEMENT COMPETENCIES AMONG RETIRED VOCATIONAL EDUCATORS IN PRIVATE SECONDARY SCHOOL ADMINISTRATION IN ABIA STATE, NIGERIA
This study examined gender differences in the utilization of ICT and classroom management competencies among retired vocational educators in private secondary school administration in Abia State. The study adopted a descriptive survey research design. Two research questions guided the study, and two null hypotheses were tested at the 0.05 level of significance. The population comprised 218 retired vocational educators in private secondary schools in Abia State. The purposive sampling technique was adopted because the population was manageable. Data was collected using a researcher-developed instrument. The instrument was duly validated by experts in the field, while a reliability coefficient of 0.93 was obtained using the Pearson Product-Moment Correlation Coefficient method. Mean and standard deviation were used to answer the research questions, while an independent samples t-test was used to test the hypotheses at a 0.05 level of significance. The findings revealed that ICT competencies are utilized to a great extent. Similarly, classroom management skills were found to be largely utilized. The hypotheses tested showed no significant difference between male and female retired vocational educators in their utilization of ICT and classroom management competencies in school administration. The study concluded that both ICT and classroom management competencies are essential and are effectively utilized by retired vocational educators in private secondary school administration, irrespective of gender. It was recommended that retired vocational educators be provided with opportunities for continuous ICT training to enhance their digital competencies, among others
APPROACHES FOR ENHANCING YOUTHS' EMPLOYMENT IN AGRICULTURAL ENTREPRENEURSHIP FOR SUSTAINABLE LIVELIHOOD IN ABIA STATE, NIGERIA
The study examined approaches for enhancing youths’ employment in agricultural entrepreneurship for sustainable livelihood in Abia State, Nigeria. The study was guided by three research questions and hypotheses. A descriptive survey research design was adopted in the study. The population of the study was 508, comprising 384 Agricultural Science teachers and 124 Agricultural Extension Agents. The sample of the study was 226, comprising 171 Agricultural Science teachers and 55 Agricultural Extension Agents selected using a proportionate stratified random sampling technique. The instrument for data collection was a structured questionnaire validated by three experts, and the overall reliability coefficient was 0.84. Data collected was analysed using mean, standard deviation, and t-test statistic to test the hypotheses at a 0.05 level of significance. The findings of the study revealed, among others, that the approaches for enhancing youths’ employment in agricultural entrepreneurship include educational reforms, policy support, and awareness creation, such as revamping the curriculum to align with modern agricultural practices. Based on the findings, it was recommended that there is a need for the government at all levels, including institutions and international organizations, to join hands in reforming education in Nigeria for enhancing youths’ employment in agricultural entrepreneurship for sustainable livelihood in Abia State
VOCATIONAL EDUCATION AS A MECHANISM FOR YOUTHS’ SUSTAINABLE EMPLOYMENT AND LIVELIHOOD IN ECONOMIC UNCERTAINTIES IN ABIA STATE, NIGERIA
The study examined vocational education as a mechanism for youths’ sustainable employment and livelihood in economic uncertainties in Abia State. The study was guided by three research questions and three corresponding null hypotheses. A descriptive survey research design was adopted in the study. The sample of the study was 118, which included 24 vocational education lecturers and 94 graduates selected using a purposive sampling technique from the population of 235, comprising 47 vocational education lecturers and 188 graduates in Abia State. The instrument for data collection was a structured questionnaire validated by four experts. The reliability coefficient of the instrument was 0.87, obtained using the Cronbach-alpha statistic. Data collected was analysed using mean and standard deviation while the hypotheses were tested using the t-test statistic at a 0.05 level of significance. The findings of the study revealed, among others, that vocational skills that can enhance youths’ sustainable employment and livelihood in economic uncertainties include juice production, food processing, interior/exterior decoration, fashion designs, snail production, poultry production, pig production, mushroom farming, and clothing accessories, among others. Based on the findings, it was recommended that functional workshops with modern equipment and tools should be provided in every vocational programme to enhance students' acquisition of vocational skills for sustainable livelihood
Digital transformation is reshaping the skills required for effective business leadership. This study centered on investigating Office Technology and Management (OTM) education in the digital era, with a focus on developing digital skills for future business leaders. A descriptive research design was adopted. The population comprised 50 final-year degree OTM students in the 2025/2026 academic session at Nnamdi Azikiwe University, Awka, Anambra State, and all were studied using the census method. A 10-item structured questionnaire, face-validated by three experts in education, was used for data collection. The reliability of the instrument was established through pilot testing, yielding a Cronbach’s alpha coefficient of 0.70. Out of the 50 copies of the questionnaire administered, 46 (92%) were properly completed and used for analysis. Mean statistics were employed to analyze the data. The findings revealed that respondents agreed that digital communication and digital software skills are essential for OTM students to function effectively as future business leaders. The study concluded that acquiring these skills enhances students’ preparedness for leadership roles in the digital economy. It was recommended that the OTM curriculum be redesigned by curriculum planners to incorporate courses and content that foster digital communication and software competencies for effective participation in the technology-driven era
EFFECT OF BLENDED LEARNING APPROACH ON POST BASIC STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN COMMERCE IN ABIA STATE
This study examined the effect of a blended learning approach on post-basic students’ academic achievement and retention in Commerce in Abia State. Three specific research objectives, three research questions, and three hypotheses guided the study. The study adopted a quasi-experimental design, specifically a pretest, posttest non-equivalent control group design. The population of the study was 13,508 post-basic two (SS2) students in all the public secondary schools in Abia state, while the sample size of 56 post-basic two (SS II) students of two intact classes drawn from two co-education public secondary schools used a purposive sampling technique. Each of the two intact classes representing each of the schools, respectively, was assigned to two groups (one experimental group and one control group). The experimental group was taught using a blended learning approach, while the control group was taught with the lecture method. Data was collected using Commerce Achievement Tests (COMMAT). The instruments were face and content validated by three experts. The reliability of the instruments was determined using Kuder Richardson 20 (K-R 20), which yielded a reliability index of .81 and .82. Data collected from the pre-test and post-test were analyzed using means to answer the research questions, the standard deviation was used to determine the homogeneity of their responses, while the hypotheses were tested using analysis of covariance (ANCOVA) at the .05 level of significance. The findings, among others, showed that students taught Commerce using a blended learning approach had higher mean achievement gain compared to their counterparts exposed to the lecture method. It also revealed that the hypothesis of no significant difference in the mean achievement score of students taught Commerce using a blended learning approach compared to those using the lecture method was rejected. The study recommended, among others, that Commerce teachers should adopt the blended learning approach in teaching Commerce to improve students’ achievement and retention
STUDENTS-LECTURERS’ RELATIONSHIP ON BUSINESS EDUCATION STUDENTS’ ACADEMIC PERFORMANCE IN NNAMDI AZIKIWE UNIVERSITY
The study ascertained the student-lecturers relationship on Business Education students’ academic performance in Nnamdi Azikwe University. Three objectives, three corresponding research questions guided the study. Three null hypotheses were tested at the 0.05 level of significance. A descriptive survey research design was adopted for the study. The population comprised 462 Business Education undergraduate students in the Department of Business Education. A stratified random sampling technique was used to select 214 students for the study. The instrument for data collection was a structured questionnaire titled “Questionnaire on Students-Lecturer’s Relationship on Business Education Students’ Academic Performance in Nnamdi Azikiwe University (QSLRBESAPNAU)”. Reliability of the instrument was ensured by trial-testing it at Chuwkuemeka Odumegwu Ojukwu University Anambra State. Cronbach Alpha was used to test responses from the trial-test, and it yielded coefficient values of 0.82, 0.85, and 0.87 for clusters one, two, and three, respectively. The mean value was used in answering the research questions, standard deviation was used to test the homogeneity or otherwise of the mean ratings. A benchmark Mean of 2.50 was used as a criterion for decision-making. Any item with a mean score of 2.50 and above was considered "Agreed," indicating a positive perception, while a Mean score below 2.50 was interpreted as "Disagreed. The t-test statistical tool was used to test null hypotheses at a 0.05 level of significance. The findings of the study revealed that the students-lecturer relationship in terms of effective communication, mentorship, and feedback significantly influences the academic performance of business education students. The study concluded that effective communication, academic mentorship, and lecturer feedback
EVALUATION OF PRIVATE UNIVERSITY ACADEMIC STAFF PARTICIPATION IN ACADEMIC ENTREPRENEURSHIP IN SOUTHWEST NIGERIA
This study evaluates private university academic staff participation in academic entrepreneurship in Southwest Nigeria. The study adopted a survey research design, the population consisted of four thousand, three hundred and seventy-seven, while the sample comprised one thousand, three hundred and nineteen academic staff of private universities in Lagos, Ogun, and Oyo in the Southwest of Nigeria, which were selected through proportionate and simple random sampling techniques. An adapted questionnaire, the Academic Entrepreneurship Scale (r= 0.92), was used for data collection in the study. Data was analyzed using descriptive statistics and a t-test (to find the significant difference in the engagement of academic staff in academic entrepreneurship). The result showed a low engagement in academic entrepreneurship among the academic staff at private universities in the Southwest of Nigeria (Mean = 61.89). It also showed that male and female teaching staff showed no significant difference in their engagement in academic entrepreneurship (t = 1.250, P > 0.05). The study concluded that academic staff engagement in academic entrepreneurship is low in private universities. It is thus recommended that private universities should provide facilities and make decisions that will allow teaching staff to engage in academic entrepreneurship
RELATIONSHIP BETWEEN HUMAN RESOURCE MANAGEMENT PRACTICES AND BUSINESS STUDIES TEACHERS’ COMMITMENT IN EDO STATE
The study investigated the relationship between Human Resource Management (HRM) practices and Business Studies teachers’ commitment. The main purpose of the study was to establish how Human Resource Management (HRM) practices relate to the various domains of Business Studies teachers’ commitment. Four hypotheses were formulated and tested at the 0.05 level of significance. The correlation survey design was adopted in the study. A total of 153 Business Studies teachers were sampled out of the 309 teachers in Edo State. The HRM and commitment scales were adapted and used for the study. It was validated by two experts in Business Education. The Cronbach's Alpha was used to establish the reliability of both scales, yielding HRM .83 and Commitment .86. The instrument was distributed via Google Forms to respondents. The simple linear regression analysis was used to analyze the data. The findings revealed that HRM was significantly related to affective commitment, continuance commitment, normative commitment, and commitment. Based on the findings, it was recommended that institutions should ensure fair implementation of HRM practices. This study contributed to both theory and literature in the field of HRM
HUMAN RESOURCE MANAGEMENT PRACTICES AS PREDICTORS OF BUSINESS STUDIES TEACHERS’ WORK ENGAGEMENT IN EDO STATE
The study has investigated the extent to which human resource management practices predicted business studies teachers’ work engagement. The main purpose of the study was to establish how human resource management practices (For example, recruitment and selection, training and development, and reward) predict business studies teachers’ work engagement in Edo State. Four hypotheses were formulated and tested at the 0.05 level of significance. The correlation survey design was adopted in the study. A total of 153 business studies teachers were sampled out of the 309 teachers in Edo State. The HRM and engagement scales were adapted and used for the study. Two experts in Business Education validated the instrument. The Cronbach Alpha was used in establishing the reliability for both scales, and they yielded: HRM = .81 and work engagement = .88. The instrument was distributed via Google Form to respondents. The regression analysis was used to analyze the data. The findings revealed that recruitment and selection, training and development, and reward individually predicted business studies teachers’ work engagement in Edo State. The finding also revealed that recruitment and selection, training and development, and reward jointly predicted the work engagement of business studies teachers in Edo State. Based on the findings, it was recommended that the government should ensure that the recruitment and selection process is fair to attract the most competent teachers who will be highly engaged in the job. This finding makes a novel contribution to the literature in HRM and Business Education by utilizing social exchange theory (SET) in explaining the reciprocal benefits in employer–employee relationships in the teaching sub-sector in Edo State
EFFECTS OF LECTURE TEACHING METHOD AND COMPUTER AIDED INSTRUCTION ON BUSINESS STUDIES STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE
This study examined the effects of lecture teaching method (LTM) and computer-aided instruction (CAI) on the academic achievement of Business Studies students in secondary schools in Anambra State, with particular attention to gender differences. A quasi-experimental pretest–posttest design was employed. The sample comprised 130 Junior Secondary School II (JSS II) students (50 males and 80 females) selected from two public secondary schools in Awka South and Njikoka Local Government Areas. Data were collected using the Business Studies Achievement Test (BSAT), which had a validity index of 0.89 and a reliability coefficient of 0.82. The BSAT was administered as a pre-test and post-test to both experimental and control groups. The experimental group was taught using computer-aided instruction, while the control group was taught using the lecture method for six weeks. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis at 0.05 level of significance. Findings of the study revealed that students taught using CAI achieved higher mean scores than those taught using the lecture method. However, although male students recorded slightly higher mean scores than female students, the differences were not statistically significant. The study concluded that computer-aided instruction is more effective than the lecture method in enhancing students’ academic achievement in Business Studies, irrespective of gender. It was recommended among others that Business Studies teachers should adopt computer-aided instruction to enhance students’ academic achievemen
EMERGING DIGITAL RECORDS MANAGEMENT SKILLS REQUIRED OF OFFICE TECHNOLOGY AND MANAGEMENT GRADUATES FOR EFFECTIVE PERFORMANCE IN TERTIARY INSTITUTIONS IN EBONYI STATE
The increasing rate of poor performance of Office Technology and Management (OTM) graduates necessitated this study. The study ascertained digital records management skills required of OTM) graduates for effective performance in tertiary institutions in Ebonyi State. The study adopted a survey research design with a population of 302 administrative heads from six public tertiary institutions in Ebonyi State, studied without sampling. One research question guided the study, and two null hypotheses were tested. A validated structured questionnaire was used for data collection. The reliability of the instrument was established using trial-testing and data analyzed using Cronbach Alpha, which yielded a coefficient value of 0.77. Data collected were analyzed using mean and standard deviation to answer the research question and determine the homogeneity of the respondents’ rating, while hypotheses were tested using ANOVA at a 0.05 level of significance. The findings revealed, among others, that digital records management skills such as archival of enduring (historical and legal) records are highly required for effective performance of OTM graduates in tertiary institutions in Ebonyi state. The result of the hypotheses showed that there is a significant difference in the mean ratings of administrative heads on digital records management skills required of OTM graduates for effective performance in tertiary institutions in Ebonyi State, based on years of working experience. It was also discovered that there was no significant difference in the mean ratings of administrative heads on digital records management skills required of OTM graduates for effective performance in tertiary institutions in Ebonyi State, based on the type of institution. Based on the findings, it was recommended among others that Office Technology and Management lecturers in tertiary institutions in Nigeria should be continuously retrained through in-service training, workshops, seminars, and conferences to update their digital records management skills. This is to enable them to transmit the emerging record management skills to their students during training for effective performance on graduation
PEDAGOGICAL INNOVATIONS IN TEACHING BUSINESS EDUCATION PROGRAMME AS PERCEIVED BY BUSINESS EDUCATION LECTURERS IN DELTA STATE, NIGERIA
The global world has observed that the traditional pedagogy of Business Education programmes can no longer meet the recent trends in the education sector, especially in the institutional delivery of Business Education courses in tertiary institutions. This study examined the Pedagogical Innovations in Teaching Business Education programme as perceived by Business Education Lecturers in Tertiary Institutions in Delta State, Nigeria. A survey research design was adopted for the study. The population consisted of 157 business education lecturers in all the public tertiary institutions offering the Business Education programme in Delta State. The entire population was studied, thereby adopting the census sampling technique. The instrument used for data collection was a structured questionnaire having two sections A and B. Section ‘A’ dealt on demographic data of the respondents such as institution type and ownership while section ‘B’ was broken into two clusters titled “Innovative Pedagogical Skills for Teaching Business Education Programme (IPSRTBEP)”, made up of 8 items, and “Reflective Teaching Content Skills Required for Teaching Business Education Programme (RTCSRBEP)”, with 7 item statements. The instrument was validated by two experts in Business Education. A test of the instrument's reliability using the Cronbach Alpha method yielded a reliability coefficient of 0.83. The questionnaire was administered physically and electronically. Out of the 157 copies of the questionnaire distributed, 121 were successfully retrieved, representing a 77 percent response rate. Data collected were analysed using mean and standard deviation, while the t-test was used to test the null hypotheses at a 0.05 level of significance. Findings of the study revealed that Innovative Pedagogical Skills required in teaching the Business Education programme are: focusing on creativity skills, technology/technical skills, computer-based ability skills, especially on Robotics and Artificial Intelligence (AI), leadership-oriented skills, team/collaborative skills, amongst others. While reflective teaching content skills in the Business Education programme embrace developing transferable higher-order skills (critical thinking, problem solving) beyond rote memorization of business facts in learners; ability to align the teaching of digital marketing with current industry standards and adjust instructional methods to build deeper conceptual understanding of office management against procedural knowledge, amongst others. Based on the findings of the study, it was recommended that Business Education lecturers should endeavour to apply the identified innovative pedagogy and reflective teaching content skills in the teaching and learning process, with the expected results that inspire and encourage the students by transforming the learning process into an active, dynamic, innovative, and enriched experiences
STRATEGIES FOR ENHANCING THE AVAILABILITY AND UTILIZATION OF TECHNOLOGICAL APPLICATIONS FOR FINANCIAL FRAUD CONTROL AND PREVENTION IN COMMERCIAL BANKS IN ANAMBRA STATE
The study identified strategies to enhance the availability and utilization of technological applications for financial fraud prevention and control in commercial banks in Anambra State. The study adopted a descriptive survey research design. One research question guided the study, and one hypothesis was tested at 0.05 level of significance. The study population comprised 1,092 management staff from 156 commercial banks operating in Anambra State. Proportionate Stratified Random Sampling was used to select 624 respondents as a sample for the study. A structured questionnaire containing 12 items was used in the study. Three experts validated the questionnaire. The reliability of the questionnaire was ascertained using Cronbach’s alpha method, and the reliability coefficient of 0.89 was established. Copies of the questionnaire were administered by the researcher with the help of three research assistants. Data collected were analyzed using mean and standard deviation to answer the research question, while the z-test was used to test the null hypothesis at a 0.05 level of significance. The study's findings revealed that the listed strategies, such as the acquisition of anti-fraud technologies, should be exempt from taxation. Fraud control and prevention systems should be regularly reviewed and updated to align with emerging technologies, among other factors, to enhance the availability and use of technological applications for financial fraud control and prevention in commercial banks. It is recommended, among other measures, that banks allocate adequate funds in their annual budgets for the acquisition, installation, and regular upgrading of technological applications to strengthen financial fraud control and prevention activities.
SCHOOL PHYSICAL ENVIRONMENT AND INSECURITY AS CORRELATES OF ACADEMIC ENGAGEMENT OF BUSINESS EDUCATION STUDENTS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE
This study investigated the relationships among the school physical environment, insecurity, and academic engagement of Business Education students in tertiary institutions in Anambra State. Two research questions guided the study, and two null hypotheses were tested at 0.05 level of significance. The study adopted a correlational research design. The population comprised 590 Business Education students in the four public tertiary institutions in Anambra State. The census sampling technique was used. The instrument for data collection was a structured questionnaire validated by three experts: two from the Faculty of Technology and Vocational Education and one from the Department of Educational Foundations, Faculty of Education, all from Nnamdi Azikiwe University, Awka. The reliability of the instrument was ascertained using the Cronbach Alpha method, and the following reliability coefficients were obtained: 0.81 (school physical environment), 0.72 (insecurity), and 0.79 (academic engagement). The study utilized the direct method of questionnaire administration. Pearson product- moment correlation was used to analyze the research questions. Simple linear regression statistics were used to test the hypotheses. The study found that school physical environment and insecurity were correlates of academic engagement of business education students. The study recommended that tertiary institution administrators should improve the learning environment by providing adequate classroom facilities to enhance students’ academic engagement
COMPARATIVE ANALYSIS ON THE UTILIZATION OF WEB-BASED TECHNOLOGIES BY BUSINESS EDUCATORS IN PUBLIC AND PRIVATE UNIVERSITIES IN ANAMBRA STATE
This paper examined the comparative analysis of the utilization of web-based technologies by business educators in public and private universities in Anambra State. Three research questions guided the study, while three null hypotheses were formulated. The study adopted a descriptive survey research design. The population consisted of 32 business educators in two public universities in Anambra State and 10 business educators in 1 private university in Anambra State. A validated structured questionnaire titled “Questionnaire on Web-based Technology for Business Educators” (QWTBE) was employed. QWTBE was divided into two sections: A and B. Section A contains demographic profiles of the respondents, while Section B was subdivided into three clusters with items in line with the purpose of the study. The questionnaire was subjected to reliability testing using the Cronbach Alpha Method, and an overall coefficient of 0.89 was obtained for the three clusters. Mean and standard deviation were used to answer the research question, while an independent samples t-test was used to test the null hypotheses at 0.05 alpha level. It was recommended amongst others that internet resources should be made adequately available in Universities in Nigeria, through collaborative efforts of the University authorities, government, and nongovernmental organizations
PERCEIVED INFLUENCE OF NECESSITY ENTREPRENEURSHIP ON BUSINESS EDUCATION STUDENTS’ SURVIVAL IN PUBLIC TERTIARY INSTITUTIONS IN ANAMBRA STATE
This study examines the perceived influence of necessity entrepreneurship on the survival of business education students in public tertiary institutions in Anambra State, Nigeria. Two research questions and two null hypotheses guided the study. A descriptive research design was adopted, and the population comprised 1,105 business education students from four public tertiary institutions in Anambra State. Using simple random sampling, a sample of 332 business education students was selected. A structured questionnaire was used for data collection. Mean and standard deviation were used for analyzing the research questions, while an independent t-test was used to test the null hypotheses. The findings of the study revealed that necessity entrepreneurship has a strong influence on students’ academic engagement and financial stability. The study concludes that necessity entrepreneurship significantly enhances the academic and financial stability of students in public tertiary institutions in Anambra State. With adequate support, it serves as a practical and transformative strategy for student survival and holistic development. Based on the findings, the study recommends that tertiary institutions should establish support systems that integrate practical entrepreneurship education, funding access, wellness programs, and mentorship to enhance student survival and development
Stella Ifeoma Eneje Stellaifeoma59@gmail.com
BUSINESS EDUCATION STUDENTS’ RATING OF THE BENEFIT OF FIELD TRIP AND PROJECT-BASED STRATEGIES FOR LEARNING ENTREPRENEURSHIP EDUCATION IN TERTIARY INSTITUTIONS
The study focused on Business education students’ rating of the benefits of field trips and project-based strategies for learning entrepreneurship education in tertiary institutions in South-South, Nigeria. Two research questions, two written interview questions guided the study, and two null hypotheses were tested. A descriptive survey research design was adopted for the study. The population comprised 982 Business education students in all the 21 public tertiary institutions in the area offering entrepreneurship education, census survey sampling method was adopted. The instrument for data collection was a structured questionnaire. The instrument was validated by three experts. Cronbach Alpha method was used to obtain the reliability coefficient, and the values obtained were 0.94 and 0.92 for clusters B1 and B2 to determine the internal consistency of the items instrument. Data collected were analyzed using mean, frequency, percentage, ranking, and written interview questions to answer the research questions, and standard deviation to determine the closeness of respondents’ responses, respectively, while the t-test was used to test the null hypotheses at a 0.05 level of significance. The findings of the study revealed, among others, that respondents agree that field trips and project-based learning are strategies for learning entrepreneurship education and are also beneficial for acquiring necessary entrepreneurship skills for self-reliance. To boost the research questions, respondents ranked field trip and problem-based strategies 1st position as it provides every student with a real-world experience; engagement, motivation, and understanding in learning entrepreneurship education. The findings further revealed, among others, that Business education students in tertiary institutions in South-South, Nigeria, differ significantly in their mean ratings of the benefits of field trip and project-based strategies for learning entrepreneurship education based on gender. The study concluded that business education students agreed that the benefits of field trips and project-based strategies encourage them to learn appropriate skills and competencies to become self-employed, self-sustained, and job creators upon graduation. It was recommended among others that Business education students should use field trips and project-based strategies when learning entrepreneurship education, as it would promote experiential learning, collaboration, and real-world problem-solving, thereby fostering essential entrepreneurial skills such as creativity, innovation, leadership, and resilience
INTERVENING EFFECT OF ATTITUDE ON THE CORRELATION BETWEEN AWARENESS AND COMPLIANCE OF SMALL AND MEDIUM ENTERPRISES IN ANAMBRA STATE
This study investigated how attitude mediates the relationship between tax awareness and tax compliance among SMEs in Anambra State. Three research questions guided the study, and three hypotheses were formulated and tested. The study adopted a correlational research design. The study population consisted of 2,093 registered SMEs in Anambra State, from which a sample of 393 enterprises was drawn using proportionate sampling. Data were gathered with a structured questionnaire. The instrument’s face validity was confirmed while its reliability was assessed using Cronbach's Alpha, yielding coefficients of 0.79 for tax awareness, 0.74 for tax compliance, and 0.84 for tax attitude. Data was analyzed using Pearson Product-Moment Correlation Coefficient (PPMCC) while regression analysis was used to test the null hypotheses at 0.05 level of significance. The findings indicated a generally positive but low correlation between tax awareness and tax compliance among SMEs in Anambra State. It was concluded that while SME owners in Anambra State demonstrate a reasonable level of tax awareness, positive tax attitudes, and compliance behaviours, these factors alone do not significantly influence tax compliance outcomes. Based on these results, it was recommended that tax enforcement Agencies need to focus not only on awareness campaigns but also on strengthening enforcement mechanisms, incentives for compliance, and trust-building efforts to improve actual tax compliance behaviour