DEPARTMENT OF BUSINESS EDUCATION

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.

This study examined integration of AI tools in business education classroom for teaching and learning process in tertiary institutions. Four research questions were raised to guide the study. the study employed a description survey research design. The population of this study consisted of sixty-nine (69) business educator in Department of Business Education, Faculty of vocational and technical education ,University of Benin, Ambrose Ali University, Ekpoma ,Delta state university, College of Education Igueben ,Federal College of Education (Technical) Ekiadolor, College of Education Mosager, College of Education Warri. The instrument used for the study was structured questionnaire. The questionnaire was titled ‘Integration of A.I tools in business education classroom for teaching and learning process in tertiary institution” (IATBECTLPPTIESQ) The Instrument for data collection was faced validated by three (3) experts from the Department of Business Education, Faculty of Vocational and Technical Education, University of Benin. To determine the reliability of the instrument for the study, Cronbach alpha statistic was used to establish the internal consistency of the item. the instrument was administered to 20 business educators who were not a part of the population. the technique yielded an overall reliability index of 0.837, which indicated that the instrument is reliable. The findings of this study reveal that the integration of Artificial Intelligence (AI) tools offers significant advantages to business education in tertiary institutions. Overall, AI tools were found to positively enhance teaching effectiveness, learning efficiency, and student engagement. Chatgpt emerged as a highly beneficial tools, widely utilized by both lecturers and students to support assignment, research activities, problem solving, and critical thinking. Its ability to provide instant feedback and personalized learning support and strengthened students understanding of business concepts and improved independent learning. Quillbot also demonstrated strong relevance in business education, particularly in improving academic writing, paraphrasing, and clarity of expression. It contributes to high quality student assignment and assists lecturer in preparing a well structure teaching materials, thereby promoting effective communication skills essential for business professionals. Zotero although moderately utilized, played a valuable role in strengthening research and referencing practices. Its applicable in citation management, enhanced academic integrity and supported structured research activities among student and educators. Mavis beacon contributed positively by improving typing skills that support productivity, documentation, and efficient information processing in business related tasks. In general, the study shows that AI tools contribute to personalized learning, improved academic performance, efficient content delivery, and enhanced research and communication skills in business education.

The study investigated mentorship practices and career development of business
educators in public universities in Edo and Delta States, Nigeria. Six research
questions guided the study and six corresponding hypotheses were tested at 0.05 alpha
level of significance. The study employed a correlational survey research design. The
population of the study consisted of fifty-eight (58) business educators in four public
universities in Edo and Delta States. As a result of the manageable size of the
population, the entire population was used as the sample size, hence census. The
instrument used for data collection was a structured questionnaire.
The instrument was validated by two experts from the Department of Business
Education and a Psychometrician from the Department of Educational Evaluation and
Counseling Psychology (EECP), all in the University of Benin. To establish the
reliability of the instrument, a pilot test was carried out on 20 business educators in
Tai Solarin University of Education, Ogun State, who were not part of the study’s
sample. The data collected were analyzed using test-retest statistics to determine its
internal consistency, and a reliability coefficient of 0.76 was obtained. The instrument
for the study was administered to the respondents in their respective institutions with
the help of four research assistants; that is one for each. The return rate was 100%.
The data collected were analyzed using Mean, Standard Deviation and Pearson
Product Moment Correlation Coefficient (PPMC) with the aid of the Statistical
Packages for Social Sciences (SPSS) version 25. Mean and Standard Deviation were
used to answer the research questions, while Pearson Product Moment Correlation
Coefficient was used to test the hypotheses at 0.05 alpha level of significance.
The findings revealed that there was a significant and strong relationship
between mentorship practices and career development of business educators in public
universities in Edo and Delta States. The study therefore, concluded that mentorship
practices significantly correlate with the career development of business educators in
public universities in Edo and Delta States. The study recommended, among others,
that universities should establish standardized and well-structured mentorship
programmes and ensure equitable access to effective mentorship for all business
educators.

This study examined the use of artificial intelligence in teaching and learning of business education students in the University of Benin. Three research questions were raised to guide the study and one hypothesis was formulated and tested at 0.05 level of significance. The study adopted a descriptive survey research design. The population of the study comprised all business education students and lecturers within the University of Benin. A sample of one hundred and twenty-three (123) respondents was drawn from the population using a simple random sampling technique. The research instrument used for data collection was a structured questionnaire titled “The Use of Artificial Intelligence in Teaching and Learning of Business Education Students in the University of Benin”. The questionnaire consisted of two sections: Section A captured the demographic information of respondents such as age grade and gender, while Section B contained 12 items in which items were derived from each research questions. The instrument for data collection was based on face validity by the researchers supervisor and two experts from the Faculty of Vocational and Technical Education, University of Benin, Benin City. The reliability of the instrument was determined using the Cronbach Alpha method, which yielded a coefficient of 0.70, indicating that the instrument was reliable for the study.
The findings revealed that Artificial Intelligence (AI) is being used in the teaching and learning of Business Education at the University of Benin to a high extent. And that business education students showed positive perceptions regarding the use of AI tools in their learning experience. However, the findings also revealed that students and lecturers face diverse challenges such as poor internet connectivity, the high cost of AI-based applications, lack of technical skill on optimizing the use of AI in learning and teaching, and concerns about plagiarism and academic dishonesty in integrating AI into Business Education. Based on these findings, it was concluded that the use of artificial intelligence significantly promotes effective teaching and learning of business education students in University of Benin. It was recommended, among others, the reorientation for students so as to use AI as a complementary tool rather than a replacement for their own critical thinking and problem-solving skills, while the University of Benin should ensure adequate provision of AI facilities especially for Business Education students to promote their use in teaching.

This study investigated the Effects of Increase in Tuition Fees on Academic Performance and Business Education Students Enrollment in Tertiary Institutions in Edo State. The research was guided by two research questions. A descriptive survey design was adopted for the study. The population comprised all Business Education students at the University of Benin, from which a sample of twenty (20) students was selected using a stratified random sampling technique. The instrument for data collection was a structured questionnaire, validated by three experts and proven reliable with a Cronbach's alpha coefficient of 0.76. Data collected were analyzed using descriptive statistics (mean and standard deviation). The findings revealed that an increase in tuition fees influences students' academic performance to a high extent (Cluster Mean = 3.00), leading to reduced concentration, increased stress, and difficulty in purchasing learning materials. Furthermore, the increase in tuition fees influences student enrollment to a high extent (Cluster Mean = 3.19), acting as a significant barrier that discourages new students, causes delays in registration, and leads to dropouts. The study concluded that rising tuition fees are a critical challenge that impedes both access to and success in Business Education. It was recommended, among other things, that university management should expand financial aid programs and approach tuition hikes with caution, linking them to tangible improvements in facilities and student welfare.

This study investigated the influence of the student industrial work experience scheme (SIWES) on the acquisition of entrepreneurial and employability skills among business education students in Edo State. Specifically, the study examined how SIWES contributes to entrepreneurial skills, the extent to which it influences employability, the challenges students face during their placements, and the alignment of industrial training with the business education curriculum. A descriptive survey design was adopted, and the population of the study comprised all Business Education students in selected universities in Edo State, from which a sample of 39 respondents were selected using a stratified random sampling technique. A structured questionnaire based on a four-point rating scale was the main instrument for data collection. The reliability of the instrument was established using Cronbach Alpha, which yielded a coefficient of 0.82, indicating that the instrument was reliable. The data collected were analyzed using mean (x) and standard deviation (SD). The findings generally showed that SIWES significantly contributes to the acquisition of entrepreneurial and employability skills, though students face challenges such as inadequate placement opportunities, poor supervision, and mismatch between tasks and curriculum content. The study concluded that SIWES plays a vital role in bridging the gap between classroom learning and workplace practice. It was recommended that government, universities, and industries strengthen collaboration to improve placement quality, supervision, and alignment with the curriculum to maximize the benefits of SIWES for Business Education students to a high extent. It was concluded that SIWES influence the acquisition of entrepreneurial and employability skills among business education students in Edo State. Based on the findings, it was recommended that a more robust monitoring and evaluation framework should be implemented by SIWES supervisors to ensure students are actively engaged and properly supervised throughout their attachment, moving beyond mere observation to active participation.

This presents study which is hinged on assessing the digital marketingskillsrequired by business education student for economic survival after graduationwasnecessitated by the reoccurring situations of unemployment among youths (graduate) aswell as the global economic demands for more digital skills especially that whichisrelevant to the business space. Six research questions guided the study and twonull hypotheses were tested to achieve the objectives of this study. Descriptive surveyresearch design was adopted. The population of the study encompass all businesseducation students in the University of Benin. A total of 88 students were sampled. A4-point likert scale questionnaire containing 15 items were validated by experts, whichwasfurther used for data collection. Mean and standard deviation were used to analyse datatoanswer the research questions and determine the homogeneity or otherwise of therespondents views while the t-test was used to test the null hypotheses at 0.05level ofsignificance. Findings indicate that digital marketing skills required by businesseducation students for survival in the current economy landscape includes; content creating skills, data analysis skills, risk management, email marketing and social mediamarketing, and the students showed high extent of awareness to the relevance of thisskills in the business space, also there is no significant difference between the level ofawareness among male and female business education students. Based on the findings, it was concluded that it was concluded that Digital skills are important becausetheyunderpin so much of how modern business is conducted. It can be thus be saidthat thefuture of Business Education depend to a large extent on the digital skill acquired.

This study examined Student Readiness for Artificial Intelligence and Automation Integration into Accounting Education in Public and Private Universities in Edo State, Nigeria. Four research questions were raised to guide the study and one hypothesis was formulated and tested at 0.05 level significance. The study employed a descriptive survey research design. The population of this study comprised two hundred and sixty-three (263) Accounting Education students from University of Benin (UNIBEN); Ambrose Alli University (AAU), Ekpoma; Igbinedion University, Okada (IUO) and Benson Idahosa University, Benin City(BIU). The study employed a census sampling technique where the entire population of 263 Accounting Education students in the selected Public and Private Universities were used. The research instrument used for data collection was a structured questionnaire. The questionnaire was titled “Student Readiness for Artificial Intelligence and Automation Integration into Accounting Education Questionnaire (SRAIAIAE)”. The instrument for data collection was validated by the researcher's supervisor and two experts from the Faculty of Vocational and Technical Education, University of Benin, Benin City. The instrument was administered to 20 students who were not part of the study population. The responses of the respondents were analyzed and a coefficient of 0.77 was obtained, which showed that the instrument was reliable. The findings revealed that Students are aware of Artificial Intelligence (AI) and Automation technologies in Accounting and students are willing to adopt AI-driven accounting solutions to a high extent. From the findings of the study, it was concluded that Artificial Intelligence (AI) and Automation significantly influenced Accounting Education in Public and Private Universities in Edo State, Nigeria. It was recommended among others that government should Government and private sector stakeholders should fund AI-driven accounting education initiatives in universities

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.

The study examined the competency skills required by business education students for food vending establishments in Edo state.
The population of the study consists of 66 business education students from the 300 and 400 level classes of the department of business education, faculty of vocational and technical education, University Of Benin.A census was taken of the entire population
due to the size. Hence, sample size of the study is 66 business education student. The findings are:First, the results showed that culinary skills are highly required, as students agreed that the ability to prepare quality meals is fundamental to running a
profitable food vending business. This aligns with the notion that customers’ satisfaction in food-related ventures is closely tied to food quality and consistency.The study indicated that marketing and customer-relation skills are critical for success. Students
reported that knowing how to attract and retain customer’s influences sales volumes and business growth. This suggests that interpersonal communication, product promotion, and customer-service strategies are indispensable components of food vending
operations. The Following recommendations were made Business education curriculum should include hands-on food preparation and hygiene courses to strengthen students’ culinary competencies.Provide Entrepreneurship and Marketing Workshops: Schools and government agencies should organize regular training programs on product promotion, customer service, and business innovation.