Journal of Vocational and Technical Education

PREIMINARY PAGES

2026-07-21T16:52:41+00:00

This the cover page, about the journal, focus & scope, submission preparation checklist, editorial information, and table of contents

An Evaluation of the Determinants Influencing Student's Enrollment into Agricultural Education Programme in Colleges of Education in South Eastern Nigeria

2026-07-21T16:39:16+00:00

This study evaluated the determinants influencing student's enrollment into Agricultural Education programme in College of Education in South Eastern Nigeria. Agricultural Education plays a critical role in the productions of qualified agricultural science teachers, promotion of sustainable agriculture, youth empowerment and national food security. Despite its importance, Students' enrollment into Agricultural Education programme in Colleges of Education across South Eastern Nigeria has remained persistently low, necessitating an empirical investigation into the determinants responsible for this trend. The study adopted a descriptive survey research design and was conducted in five selected Colleges of Education in the region, namely Nwafor Orizu College of Education, Nsugbe, Abia State College of Education Arochukwu, Imo State College of Education Ihitte uboma, Federal College of Education, Eha Amufu, Enugu State and Ebonyi State College of Education, Ikwo. The population of the study comprised 60 lecturers, 150 students and 30 administrators, totally 240 respondents drawn from five Colleges of Education in South Eastern Nigeria. A sample size of 120 respondents, consisting of 30 lecturers, 75 students and 15 administrators was selected using proportionate stratified random sampling techniques. Data were collected using a structured questionnaire titled Determinants of Enrollment into Agricultural Education Questionnaire (DEAEQ). The instrument was validated by experts in Agricultural Education and Measurement and Evaluation, while its reliability was established using Cronbach's Alpha Coefficient. Data collected were analyzed using descriptive statistics specifically mean and standard deviation. Findings revealed that personal factors such as students' interest, career aspirations and academic ability significantly influenced Enrolled into the programme. Family and peer factors, including parental encouragement, peer influence and family background, were also found to be significant determinants. Furthermore, socio-economic and societal factors such as job prospects, societal perception of agriculture, income potential and government support significantly affected students' enrollment decision. The study equally established that institutional factors, including availability of facilities, quality of instruction, institutional reputation and admission policies, significantly influenced students' enrollment into Agricultural Education Programme. The study concluded that enrollment into Agricultural Education is a multifactorial decision influenced by personal, social, economic and institutional variables. It was recommended that stakeholders address these determinants holistically to improve students' enrollment and participation in Agricultural Education Programme in South Eastern Nigeria

Impact of Exchange Rate Volatility on Food Prices and Market Integration in Southeast Nigeria

2026-07-22T06:08:52+00:00

This study investigates the impact of exchange rate volatility on food prices and market integration in Nigeria using time series data covering the period 2015–2025. Exchange rate instability has emerged as a major macroeconomic challenge in Nigeria, with significant implications for food price dynamics and household welfare. The study employs a Generalized Autoregressive Conditional Heteroskedasticity (GARCH) model to estimate exchange rate volatility, while the Johansen co-integration test and Vector Error Correction Model (VECM) are used to analyze market integration and price transmission mechanisms. Regression analysis is conducted to determine the effect of exchange rate volatility on food prices, controlling for inflation and production costs. The results reveal high persistence of exchange rate volatility in Nigeria. Exchange rate depreciation and volatility significantly increase food prices, confirming the presence of cost-push inflationary effects. Production costs and inflation are also found to be significant determinants of food price movements. Co-integration results indicate that regional food markets in Nigeria are integrated in the long run. However, exchange rate volatility significantly disrupts short-run price transmission and weakens market efficiency. The speed of adjustment to long-run equilibrium is moderate, suggesting partial correction of disequilibria over time. The study concludes that exchange rate volatility is a critical driver of food price instability and poses challenges to effective market integration. It recommends exchange rate stabilization policies, strengthening domestic agricultural input production, improved market infrastructure, and coordinated monetary and agricultural policy interventions to enhance food price stability and market efficiency in Nigeria.

Integrating Agricultural Education And Business Education For Agripreneurial Skill Development Among Students In Colleges Of Education In Anambra State, Nigeria

2026-07-22T06:43:12+00:00

This study examined the integration of agricultural and business education for agripreneurial skill development among students in Colleges of Education in Anambra State, Nigeria. The study was driven by the disconnect between agricultural production knowledge and business competencies required for successful agribusiness practice. A descriptive survey research design was adopted. The population consisted of 1,350 lecturers and final-year students, from which a sample of 270 respondents was selected using stratified random sampling. Data were collected using a validated instrument titled Agripreneurial Skill Development Questionnaire (ASDQ), with a reliability coefficient of 0.82 (Cronbach Alpha). Mean and standard deviation were used to answer research questions, while t-test was used to test the hypothesis at a 0.05 level of significance. Findings revealed that the integration of agricultural and business education is implemented to a moderate extent but significantly enhances students' agripreneurial skills, including farm management, financial literacy, marketing, innovation, and decision-making. However, inadequate funding, shortage of qualified lecturers, poor infrastructure, weak industry linkage, and outdated curriculum were identified as major constraints. The hypothesis test showed a significant difference between lecturers' and students' perceptions of integration. The study concludes that effective integration of agricultural and business education is essential for strengthening agripreneurial capacity, promoting selfreliance, and enhancing sustainable economic development.

Artificial Intelligence Use and Ethical Issues in Business Education Implementation in Tertiary Institutions in Anambra State: The Way Forward

2026-07-22T06:52:18+00:00

This study investigates the use of AI and the associated ethical issues in the implementation of Business Education in tertiary institutions in Anambra State, Nigeria. The study employed a descriptive survey research design. The population of the study was 935 comprising business education lecturers and final year students in public tertiary institutions in Anambra state. Data were collected from 243 respondents which made up of 78 Business Education lecturers and 165 students across public tertiary institutions in the state using stratified sampling method. The major instrument used for collection of data was questionnaire structured in four Likert scale type. The content of the instrument was validated through test re test method and it yielded 0.80. Findings revealed that the respondents agreed that AI tools are not made available in the institutions studied even though the lecturers apply them using their private electronic devices. Besides, most of the lecturers are not competent in the use of AI and are limited to the use of chatGPT. Again, the study identified significant ethical concerns, including academic dishonesty, data privacy, digital inequality, and a lack of clear institutional policies. The study concluded that while AI holds immense potentials to enhance Business Education, its unregulated use poses a threat to academic integrity and equity. The paper proposes a strategic framework for the ethical adoption of AI, emphasizing the development of institutional policies, digital literacy training, and extensive AI pedagogy development strictly for lecturers' wise integration in classroom implementation.

Influence Of Slope Position On Soil Health Properties On Nsugbe College Experimental Field.

2026-07-22T06:55:19+00:00

Soil characteristic properties vary across the landscape. Topographic position can affect soil physical, chemical, and biological properties in different ways. In this experimental study aggregate stability, bulk density, cation exchange capacity, total nitrogen available phosphorous, soil pH, soil organic carbon and soil organic matter were the indicators used to assess the soil health status of the topographic positions. The selected topographic positions consist of summit, shoulder, backslope and footslope. The design of the study was randomized complete block design. The result concluded that all the slope positions were low in overall soil health as all the positions had scores that range from 42% to 48.4%. Shoulder slope position obtained the highest soil health score and was observed to have the highest aggregate stability and lowest bulk density among the other slope positions. Soil organic matter was also highest in the shoulder slope position.

Enhancing Agricultural Science Student's Performance in School Examinations through Artificial Intelligence Generated Instructions and Pedagogy.

2026-07-22T07:00:54+00:00

This study examined the effectiveness of Artificial Intelligence (AI)–generated instruction and pedagogy in enhancing Agricultural Science students' performance in external examinations such as the West African Examinations Council (WAEC) and the National Examinations Council (NECO). The persistent decline and inconsistent performance of secondary school students in Agricultural Science have been attributed to traditional teaching methods, inadequate instructional materials, and limited use of modern educational technologies. Consequently, the integration of Artificial Intelligence in teaching and learning has emerged as a promising approach for improving instructional delivery and students' academic outcomes. The study adopted a quasi-experimental research design using a pretest–posttest non-equivalent control group design. The population consisted of Senior Secondary School II (SS II) students offering Agricultural Science in public secondary schools. A sample of 100 students was selected using multi-stage sampling techniques and divided into experimental and control groups. The experimental group was taught using AI-generated instructional strategies, while the control group received conventional teaching. Data were collected using the Agricultural Science Achievement Test (ASAT). The instrument was validated by experts in Agricultural Science Education, and Measurement and Evaluation, and its reliability was established using the test–retest method. Data were analyzed using mean, standard deviation, and independent sample t-test at 0.05 level of significance. The findings revealed that students taught using AI-generated instruction performed significantly better than those taught using conventional teaching methods. The results also showed that AI-supported pedagogy improved students' engagement, understanding, and retention of Agricultural Science concepts. The study concluded that integrating Artificial Intelligence–based instructional strategies can significantly enhance students' academic performance in Agricultural Science. It therefore recommended the adoption of AI-supported instructional tools in secondary school teaching.

Artificial Intelligence and Teaching effectiveness in Accounting Education as a Component of Business Education In Tertiary Institutions in Anambra State, Nigeria

2026-07-22T07:05:00+00:00

The study investigates artificial intelligence and teaching effectiveness in accounting education as a component of business education in tertiary institutions in Anambra State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses. A descriptive survey research design was adopted. The population comprised 148 accounting education lecturers within the business education programme in public tertiary institutions in Anambra State, while a sample of 108 lecturers was selected using proportionate stratified random sampling. Data were collected using a structured questionnaire titled Artificial Intelligence and Teaching Effectiveness Questionnaire (AITESQ). The instrument was validated by experts in Accounting Education, Educational Technology, and Measurement and Evaluation, while reliability was established using Cronbach's Alpha (0.82). Data were analysed using mean and standard deviation, while t-test was used to test hypotheses at 0.05 level of significance. Findings revealed that artificial intelligence significantly enhances teaching effectiveness in accounting education within the business education programme by improving instructional delivery, learner engagement, and lecturers' efficiency. The study concluded that AI positively influences teaching and learning outcomes. It was recommended that tertiary institutions should integrate AI into business education programmes and provide continuous training for educators.

Conflict Management Strategies And Its Effect On Business Educators Performance In Selected Higher Institutions In Anambra State

2026-07-22T07:13:12+00:00

The study examined the conflict management strategies and its effect on performance of Business Educators in selected higher Institutions in Anambra state. The research design adopted for this study is a quantitative survey research design. The study involves the survey design following the formulation of questionnaires (survey instrument) through which essential information and insight about the association and relationships that exist between the dependent variable and the independent variables were measured and obtained. Two research questions and hypotheses guided the study. The researcher used the Business Educators in Nnamdi Azikiwe University, Awka and Chukwuemeka Odumegwu Ojukwu University, Igbariam both in Anambra State. The two institutions were purposively selected and Simple random sampling technique was employed to select the total population of 42 Business Educators across the two higher institutions in Anambra State which was used for the study. The result showed that, accommodating conflict management strategy has positive and significant impact on commitment of Business Educators in selected higher institutions in Anambra State (β=0.397; p<0.05); Collaborating conflict management strategy has positive and significant effect on engagement of Business Educators in selected institutions of higher learning in Anambra State (β=0.278; p<0.05); avoidance conflict management strategy has positive and significant effect on work attitude of Academic Staff in selected higher institutions in Anambra State (β=0.248; p<0.05); collective bargaining strategy has positive and significant impact on creativity of Academic Staff in selected higher institutions in Anambra State (β=0.438; p<0.05). The study concludes that conflict management strategies has a significant effect on performance of Business Educators in selected higher institutions in Anambra State. The study concluded that, competition for supremacy should not be the priority of employees rather, working together in peace and unity to achieve a common goal for the organization; training workshops should be organized for employees on conflict resolution procedures; there is need for adequate organization and decision making to enhance proper running and optimum productivity. Staff welfare should also be taken into consideration by management; also, management of organizations should avoid autocratic leadership.

Emerging Trends in Computer Technology and Their Impact on Society

2026-07-22T07:19:57+00:00

Computer technology has significantly transformed various sectors, including education, healthcare, and business, by enhancing efficiency, accessibility, and communication. This paper explores the evolution of computer technology in Nigeria, highlighting its pivotal role in socioeconomic development. Key emerging trends, such as cloud computing, artificial intelligence (AI), and the Internet of Things (IoT), are reshaping traditional systems, allowing for improved data processing and decision-making capabilities. AI applications are revolutionizing industries by enhancing diagnostics in healthcare and optimizing customer service in banking, while cloud computing provides scalable data storage solutions. However, these advancements also raise ethical concerns regarding privacy, security, and potential biases inherent in AI algorithms. As Nigeria adopts these technologies, it is crucial to establish robust frameworks that address these challenges while fostering innovation. Furthermore, the benefits of computer technology are profound, including improved communication, increased productivity, better educational access, and advancements in healthcare management. These developments contribute to economic growth and job creation, particularly in Nigeria's emerging digital economy. Therefore, while the integration of computer technology presents opportunities for societal advancement, it also necessitates careful consideration of ethical implications and the need for regulatory measures to ensure responsible usage. This paper underscores the importance of leveraging computer technology to enhance quality of life while addressing the associated risks to create a balanced technological landscape.

Entrepreneurial Traits And Economic Sustainability Of Female-Owned SMES In Anambra State, Nigeria

2026-07-22T07:27:31+00:00

This study examined the relationship between entrepreneurial traits and the economic sustainability of female-owned SMEs in Anambra State, Nigeria. Specifically, it assessed the effects of proactiveness, and risk-taking on sustainable business performance. A census survey of 15 female owned enterprises across Awka, Onitsha, and Nnewi was used, and 165 employees selected from the enterprises constituted the population size. Data was analyzed using linear regression at a 0.05 significance level. Findings revealed that proactiveness had a significant positive effect (B = 0.591, t = 11.631, p < 0.05), indicating that anticipating market trends strengthens business survival. Similarly, risk-taking positively influenced sustainability (B = 0.577, t = 11.050, p < 0.05), suggesting that calculated risks improve resilience and performance. The study concludes that entrepreneurial traits are key drivers of SME sustainability. It recommends strengthening innovation, proactive planning, and risk management among female entrepreneurs.

The Impact of Business Education on Youths' Empowerment, Economic Growth and National Development in Colleges of Education in Anambra State

2026-07-22T07:31:09+00:00

This study examined the impact of business education on youths' empowerment, economic growth, and national development in Colleges of Education in Anambra State. Specifically, the study assessed the extent to which business education influences youths' empowerment, its impact on economic growth and national development, its role in entrepreneurial skills acquisition, and the challenges and opportunities it presents in the selected colleges. A descriptive survey research design was adopted. The population comprised 4,977 regular final-year Business Education students and their academic staff drawn from Federal College of
Education (Technical), Umunze, and Nwafor Orizu College of Education, Nsugbe. A sample of 150 respondents was drawn using simple random sampling. A structured questionnaire, validated by two experts and tested for reliability using the Pearson Product Moment Correlation, was used for data collection. Data were analyzed using mean scores with a cut-off point of 2.50. Findings revealed that business education significantly enhances youths' self-efficacy, confidence, and leadership skills; positively impacts entrepreneurial activity, job creation, and economic growth; equips youths with essential entrepreneurial skills including innovation, risk-taking, and financial management; and that colleges face challenges such as inadequate resources, limited qualified faculty, and outdated curricula. The study concluded that business education is pivotal for fostering youth empowerment and driving sustainable national development, and recommended curriculum updates, industry partnerships, government-supported entrepreneurship programmes, and adequate funding.

Artificial Intelligence in Vocational and Accounting Education: Implications for Skill Acquisition in Tertiary Education in Anambra State, Nigeria

2026-07-22T07:34:52+00:00

This study examined Artificial Intelligence in vocational and accounting education: implications for skill acquisition in Tertiary Education in Anambra State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses were tested at a 0.05 level of significance. A descriptive survey research design was adopted for the study. The total population of the study was 240 respondents comprised all vocational and accounting education lecturers in Tertiary Education in Anambra State Nigeria. A sample of 120 lecturers and students was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence in Vocational and Accounting Education Questionnaire (AIVAQ). The instrument was validated by experts in Accounting, Vocational, and educational measurement, and its reliability was established using Cronbach Alpha, yielding a coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while t-test statistics were used to test the null hypotheses at 0.05 level of significance. The findings revealed that Artificial Intelligence significantly enhances instructional delivery and improves students' skill acquisition in both vocational and accounting education. Based on these findings, it was recommended that tertiary Education integrate AI tools into teaching and learning processes to strengthen practical skills and instructional effectiveness.

Effectiveness Of Management Training And Development Techniques Among Business Educators In Colleges Of Education In Anambra State

2026-07-22T07:37:50+00:00

This study investigated the effectiveness of management training and development techniques among Business Educators in Colleges of Education in Anambra State, Nigeria. A descriptive survey research design was adopted. The population comprised 872 respondents, including business education lecturers and final-year students from Nwafor Orizu College of Education, Nsugbe, and Federal College of Education (Technical), Umunze. A sample of 150 respondents was selected using simple random sampling. Data were collected using a structured questionnaire on a four-point Likert scale and analyzed using mean scores, with a decision rule of 2.50. Findings revealed that management is actively involved in training Business Educators; that Business Educators have improved management practices in Colleges of Education in areas including financial management, strategic planning, and quality assurance; that significant challenges exist in the form of budget constraints, workload pressures, resistance to change, and limited access to qualified trainers; and that viable solutions include institutional partnerships, flexible training modalities, and commitment to sustainability. The study concluded that effective management training is central to improving educational outcomes among Business Educators and recommended strengthened industry collaboration, adequate resource allocation, robust monitoring and evaluation systems, and continuous professional development for lecturers as practical measures for enhancing management training in Colleges of Education.

Perceived Influence Of Generative AI on Professional Writing Competence Among Office Technology And Management Students In Selected Public Tertiary Institutions In Southeast Nigeria

2026-07-22T07:42:05+00:00

The study investigated perceived influence of generative AI on professional writing competence among Office Technology and Management students in selected public tertiary institutions in South East Nigeria. The study was grounded in Cognitive Load Theory and the Technology Acceptance Model, while three research questions and two null hypotheses guided the study. A mixed-method descriptive survey design was adopted, combining quantitative questionnaire data with qualitative focus group discussions to triangulate lecturers' perceptions with students' experiences. The population comprised 150 OTM lecturers and 320 OTM students drawn from the 400 level of eight public tertiary institutions in South-East Nigeria, including three universities, two polytechnics, and three colleges of education. The entire lecturer population was studied due to its manageable size, while all 320 OTM students were purposively sampled as they represent the cohort that has completed the professional writing sequence and were nearing graduation. Data were collected using a structured questionnaire for lecturers and a focus group discussion guide for students. Both instruments were validated by experts in Business Education (Office Technology Management) and Educational Foundations at Nnamdi Azikiwe University, Awka. A pilot study involving 20 lecturers and 20 final-year OTM students from Delta State institutions yielded Cronbach Alpha reliability coefficients of 0.88 and 0.86 for the questionnaire clusters, with an overall reliability of 0.87, indicating high internal consistency. Focus group data were audio-recorded, transcribed, and thematically analysed using NVivo 12. Quantitative data were analysed using mean and standard deviation with a criterion mean of 2.50, and one-way ANOVA with Tukey's HSD post hoc test tested the hypotheses at 0.05 significance level. Findings revealed that lecturers perceived generative AI as having both positive and negative influences on students' professional writing competence, though lecturers disagreed that AI encourages frequent writing practice, teaches proper citation formats, or helps maintain consistent tone, and perceived low influence regarding AI-generated factual errors and students struggling to adapt writing to workplace contexts without AI. Students' focus group responses largely supported these perceptions but revealed more nuanced usage patterns, including intentional efforts to avoid over-reliance on AI and awareness of workplace expectations regarding independent writing. Significant differences in perceptions were found among university, polytechnic, and college of education lecturers, and it was recommended that AI literacy be integrated into the professional writing curriculum to promote ethical, balanced, and effective use of generative AI tools among students.