FACULTY OF VOCATIONAL AND TECHNICAL EDUCATION

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 influence of COVID-19 lockdown on food purchase, consumption and hunger among married secondary school teachers in Delta State, Nigeria. Nine (9) research questions were raised and answered. Six (6) hypotheses were formulated and tested at 0.05 level of Significance.

The study employed a descriptive survey research design which targeted twenty-two thousand one hundred and twenty one (22,121) married secondary school teachers in the twenty-five (25) Local Government Areas of Delta State. The sample size of the study consisted of eight hundred (800) respondents. Multi-stage sampling technique was used for the study. The instrument used to elicit responses from the subjects was a 70 item statement questionnaire. The instrument was validated by the researcher’s supervisors and a psychometrician. The reliability was determined using twenty (20) married secondary school teachers randomly selected from the 25 Local Government Areas of Delta State who are part of the population but not part of the sample size and the data generated were analyzed using Cronbach’s alpha statistics and yielded the coefficient of 0.85. Data analysis was done using mean (x), Standard Deviation (SD), two independent sample t-test and Pearson Product Moment Correlation (PPMC).
The findings revealed that COVID-19 lockdown influenced food purchasing habits, consumption pattern and hunger among married secondary school teachers in Delta State, Nigeria. It was discovered that COVID-19 lockdown increased the level of food insecurity and also affected the psychological wellbeing of married secondary school teachers in Delta State. The study therefore concluded that measures taken to control rapid spread of pandemic such as COVID-19 lockdown affected food purchase, consumption and hunger among married secondary school teachers. The study recommends, among other things, that Government should establish agricultural policies focused on boosting food production at the community level, institutions should train teachers on how to develop effective coping strategies during crisis such as home gardening, meal planning and food preservation techniques.

This study analyzed the nutritional and functional properties of moringa root, leaf, and seed including the awareness and utilization of the plant among different demographic groups in Edo State. The research adopted a mixed-method approach, combining laboratory analysis (quasi experimental design) and survey methods. The sample size for the study is 180, representing 10% of the population; 80 market women, 60 community men and 40 community youths. Proximate analysis was conducted to determine the moisture, ash, protein, fat, fiber, and carbohydrate content of moringa seeds and leaves. Additionally, the mineral composition of the leaves was examined to assess their micronutrient profile. A structured and validated questionnaire was used to evaluate the level of public awareness and demographic differences(age and gender) regarding the nutritional and functional benefits of moringa. The reliability of the instrument was determined using Cronbach Alpha Coefficient of 0.99. Findings from the study indicated that moringa is rich in essential nutrients, including vitamins (A, B, C, D, and E), minerals (calcium 641.2mg/100, iron 18.14mg/100, phosphorus 71.1mg/100, potassium 26.1.1mg/100), proteins 27.61%, crude fat 2.5%, carbohydrate 47.09%, Ash content 9.25%, fibre fat 10.11% and antioxidants (Alkaloids, tannins, phenolics, saponins, flavonoids and steriods. The functional properties of moringa include antioxidant, antimicrobial, anti-inflammatory, anti-diabetic, and anti-cancer effects, making it highly beneficial for human health. Despite these benefits, public awareness and utilization remain significantly low, particularly among younger demographics (15-20years). Indicating that the awareness increases significantly with age, (aged 45 and above). The study also revealed that moringa can serve as a viable alternative for addressing malnutrition (x = 2.86), terminal ailments (x = 2.87), lactation (x = 2.93), cooking (x = 2.92), tea (x =3.13), improving food security, and enhancing economic development through commercial cultivation and product. Based on these findings, the study recommended amongst others; increased public awareness campaigns, integration of moringa into government nutrition programs, promotion of large-scale cultivation, and encouragement of moringa-based industries for food, cosmetics, and pharmaceuticals.

This study investigated the Benefits of Establishing Quality Assurance Protocol in Vocational Training on Students' Academic Performance in Edo State, Nigeria. The research was motivated by the critical role of Vocational and Technical Education (VTE) in combating youth unemployment and fostering national development, amidst concerns about inconsistent training quality.
The study adopted a descriptive survey research design. The population comprised students and teachers from vocational institutions across Benin City, Ekpoma, and Uromi. A sample of 105 respondents (90 students and 15 teachers) was selected using a purposive sampling technique. The instrument for data collection was a self-structured questionnaire titled "Benefits of Establishing Quality Assurance Protocol in Vocational Training to Students Academic Performance in Edo State," which was validated by experts and demonstrated high reliability with a Cronbach's Alpha coefficient of 0.81. Data were analyzed using descriptive statistics (mean and standard deviation).
The findings revealed that assurance measures in vocational training, the implementation of quality assurance protocols, their influence on academic performance, and the benefits derived from them all affect students' academic achievements to a high extent. The study concluded that quality assurance is a foundational pillar for academic success in vocational training, transforming institutions into hubs of excellence that produce competent and employable graduates. Recommendations include that the Edo State Government should legislate and fund a mandatory QA framework, institutions should establish internal quality assurance units, and instructors should engage in continuous professional development. Suggestions for further studies were also made.

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.

This study examined the “Assessment of the Availability and Utilization of E-learning Technology in Academic Performance of Business Education Students in University of Benin”. The study was guided by six research questions. This study was designed to assess of the availability and utilization of e-learning technology in academic performance of Business Education Students in University of Benin. The research adopted a descriptive survey research design, which was deemed appropriate for collecting information about the characteristics and perceptions of the population at a specific point in time. The population for the study consisted of sixty-eight (68) 300- and 400-level Business Education students. Due to the manageable size of this population, a census sampling technique was employed, resulting in a final sample of thirty (30) students who participated in the study.The primary instrument for data collection was a self-structured questionnaire titled "Assessment of Availability and Utilization of E-learning Technology in Academic Performance of Business Education Students Questionnaire (AAUETEAPBEQ)." It was segmented into two (2) sections. Section A consisted of questions on the demographic characteristics of respondents such as gender and level of study while Section B contained of 30 question items in which items were raised from each research questions. The instrument for data collection was based on face validity by the researcher's supervisor and two experts from the Department of Business
Education ,Faculty of Vocational and Technical Education,University of Benin, Benin City. The findings revealed that the availability and effective utilization of e-learning technologies such as virtual learning platforms, learning management systems (LMS), online assessment tools, educational video platforms, and collaborative tools (e.g., Zoom, Google Classroom) significantly influence the academic performance of Business Education students in the University of Benin. From the findings of the study, it was concluded that students who actively engage with these e-learning technologies tend to perform better academically due to improved access to resources, flexibility in learning, and enhanced interaction with course content.

This study investigated the impact of the availability and utilization of e-learning technologies on Business Education programs at the University of Benin, Benin City. The research was guided by five research questions. A descriptive survey research design was adopted for the study. The population comprised all sixty-eight (68) 300-level and 400-level Business Education undergraduate students, and due to its manageable size, a census sampling technique was used. The instrument for data collection was a self-structured questionnaire titled "Impact of Availability and Utilisation of E-Learning Technologies on Business Education Programs Questionnaire (IAUETBEPQ)," which was validated by experts and demonstrated reliability with a Cronbach's alpha coefficient of 0.70. Data were analyzed using mean and standard deviation. The findings revealed that e-learning technologies are available to a high extent in the program. The study also found a high extent of utilization of these technologies by both educators and students. Furthermore, e-learning technologies were shown to have a high extent of positive impact on student engagement and academic performance. However, significant challenges, including poor internet connectivity, frequent power outages, and limited technical support, were found to limit effective use to a high extent. The study concluded that while elearning technologies are available and utilized, their full potential is hampered by infrastructural and skill-based challenges. It was recommended, among other things, that the university should invest more in upgrading ICT infrastructure, organize regular training for educators, and provide orientation and support for students to maximize e-learning platforms.

The study employs a descriptive survey research design, with a population of 141 students from the Department of Vocational and Technical Education. A simple random sampling technique was used to select 71 respondents. Data were collected through structured questionnaires, validated by experts, and tested for reliability using Cronbach’s Alpha, yielding a coefficient of 0.73. The analysis was conducted using mean and standard deviation, with a threshold of 2.5 for acceptance of responses. The findings highlight that digital tools, field-based activities, technology integration, and hands-on laboratory and farm practices significantly enhance student engagement, cognitive development, and skill acquisition. Despite these benefits, challenges such as technological adaptation difficulties, limited real-world application, and inadequate infrastructure hinder the full adoption of innovative methods. To address these barriers, the study recommends collaborations with agribusinesses, improved access to modern equipment, training workshops for educators, and diversified instructional methods. This research underscores the necessity of transforming agricultural education through experiential learning to produce graduates equipped for the evolving demands of the agricultural sector. The findings provide a foundation for curriculum development, policy adjustments and institutional reforms aimed at fostering an interactive and practical learning environment in agricultural science and education

This study examined Proficient Utilization of Pedagogical Information and Communication Technology skills and perceived business educators’ job performance in Colleges of Education in Edo and Delta States, Nigeria. To guide the study, ten (10) research questions were raised and three answered while eight hypotheses were formulated and tested at 0.05 level of significance. The study adopted survey research of correlational design. The population of the study was 107 Business Educators in colleges of education in Edo and Delta States of Nigeria. The sample size was 107 business educators hence a census. The research instrument used was a structured questionnaire titled “Proficient utilization of pedagogical Information and Communication Technology skills and perceived business educators’ job performance in Colleges of Education in Edo and Delta States (PUPBEJP)”. The instrumentwas segmented into two parts: A and B. Part A dealt with the bio-data of the respondents such as location of institution and gender, while Part B was made up of 60 item statements sub-segmented into eight (8) clusters with Sections A and B. Section A had three clusters with 32 items measuring level of Proficiency on pedagogical ICT skills, level of utilization of pedagogical ICT skills and job performance of business educators while Section B measured 28 items on proficiency and utilization of CAL/CAI, CMI, CBI, CBT and CAD and they were rated on four point rating scale. The instrument was validated by five experts: the researcher’s supervisors, two (2) other experts from the Faculty of Vocational and Technical Education and one psychometrician from the Department of Educational Evaluation and Counseling Psychology (EECP), University of Benin, Benin-City. The instrument was pilot tested once on twenty business educators’ in Federal College of Education, Omoku, Rivers State who were not part of the population of the xii study. Alpha value of 0.94 was obtained for proficiency and utilization of pedagogical ICT skills and 0.74 was obtained for business educators’ job performance. Data collected from the respondents were analyzed using Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient, Multiple regression analysis and Fisher z. The Mean and Standard Deviation were used to answer the research questions while Pearson Product Moment Correlation Coefficient, Multiple regression analysis and Fisher z were used to test the hypotheses at 0.05 level of significance. The findings revealed that the level of proficiency of pedagogical ICT skills possessed by business educators was high. The findings equally revealed that proficient utilization of pedagogical ICT skills significantly predicted the job performance of business educators. It was concluded that there was a significant relationship between business educators’ proficient utilization of pedagogical ICT skills and their job performance in colleges of education in Edo and Delta States. Based on the findings and conclusion, recommendations were proffered among others that management of colleges of education should sustain, maintain and promote the highlevels of proficiency, utilization and job performance among business educators through continuous professional development.

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