GENERATIVE TECHNOLOGY AND PEDAGOGICAL VALUE OF BUSINESS EDUCATION LECTURERS AS CORRELATE OF THEIR PRODUCTIVITY IN PUBLIC UNIVERSITIES IN SOUTH EAST, NIGERIA
Abstract
This study investigated generative technology and pedagogical values of business education lecturers as correlate of their productivity in public universities in South-East Nigeria. Two research questions and two null hypotheses guided the study. The correlational research design was adopted for the study. The population comprised 128 business education lecturers from public universities offering business education programme in the zone. The census sampling technique was adopted. Three structured questionnaires titled Generative Technology Questionnaire (GTQ), Pedagogical Values Questionnaire (PVQ), and Business Educators’ Productivity Questionnaire (BEPQ) were used for data collection. The instruments contained 10, 10, and 15 items respectively. Face and content validity of the instruments were established by three experts, while Cronbach Alpha reliability coefficients of 0.84, 0.86, and 0.88 were obtained for GTQ, PVQ, and BEPQ respectively. Of the 128 copies of the questionnaires administered, 119 copies representing 93% were retrieved and used for data analysis. Pearson Product Moment Correlation (PPMC) was used to answer the research questions and test the null hypotheses at 0.05 level of significance using SPSS version 26. Findings revealed that there was a high positive and significant relationship between generative technology and the productivity of Business Education lecturers in public universities in South-East Nigeria. The findings also revealed a high positive and significant relationship between pedagogical values and the productivity of Business Education lecturers in the study area. The study concluded that generative technology and pedagogical values have high positive and significant relationships with the productivity of Business Education lecturers in public universities in South-East Nigeria. It was recommended, among others, that Business Education departments should formally integrate generative AI technologies into teaching and research activities, while Business Education development programmes should emphasize pedagogical value formation to enhance lecturers’ productivity.
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