ASSESSMENT OF ELECTRONIC PROJECT SUPERVISION AMONG BUSINESS EDUCATION LECTURERS IN MODIBBO ADAMA UNIVERSITY, YOLA

ABSTRACT The aim of this study is to assess the electronic supervision among business education lecturers in Modibbo Adama University, Yola. The main issue is the high number of students ready for supervision by business education lecturers at Modibbo Adama University, Yola coupled with inadequate time, resulting in inefficiencies in supervising students' academic work and a general decline in the effectiveness of academic mentorship. Therefore, this study seeks to explore the utilization of electronic supervision among the lecturers and suggest strategies to improve its improvement within the university's Business education program. The study will make use of 21 lecturers in business education program from Vocational education department in MAU, Yola, using total population sampling technique. This means the enter population will be used for the study. The data collected will be analysed using descriptive statistics of mean and standard deviation to answer the research questions. The level of acceptance of the criterion mean is 2.50. The decision rule was based on bench mark of 2.50 which means that any item with a score of 2.50 and above will be considered agreed while any item with a mean score of less than 2.50 will be considered disagreed. The results indicate moderate use of electronic supervision for undergraduate projects, with lecturers commonly employing platforms like email and WhatsApp, though student-lecturer communication and project monitoring remain weak areas. In contrast, postgraduate supervision showed significantly higher engagement, with lecturers acknowledging improved coordination, reduced delays, and student receptiveness. The study also identified several perceived benefits of electronic supervision, including time savings, cost reduction, flexibility, enhanced feedback, and increased productivity. However, challenges such as technical issues, poor internet access, high data costs, limited digital skills among students, and reduced face-to-face interaction were widely reported. In response, lecturers proposed strategic interventions to enhance effectiveness, including training for both staff and students, improved internet infrastructure, institutional support, user-friendly platforms, and the adoption of blended supervision approaches. Overall, the findings underscore a growing shift toward digital supervision in business education, tempered by infrastructural and pedagogical limitations that require targeted reforms.