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

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.