Student and Teacher Perception of E-Learning in Business Education in Federal Government Colleges in Kebbi State

This study examined student and teacher perceptions of e-learning in Business Education in Federal Government Colleges in Kebbi State, North West Nigeria. The COVID-19 pandemic accelerated the adoption of e-learning platforms globally, exposing significant disparities in digital readiness among Nigerian schools. In Kebbi State, where internet connectivity and device availability are limited, understanding stakeholder perceptions of e-learning is critical for shaping future digital education policy. A descriptive survey design was adopted. The population comprised 320 SS2 and SS3 Business Education students and 48 Business Education teachers across five Federal Government Colleges in Kebbi State. A sample of 160 students and 30 teachers was selected using stratified random sampling. A validated 35-item Likert-scale questionnaire titled E-Learning Perception Scale was used for data collection. Mean and standard deviation were used for analysis. Findings reveal that both students and teachers hold generally positive perceptions of e-learning potential but express serious concerns about infrastructure gaps, digital illiteracy, and data cost as major barriers to implementation. Teachers reported inadequate e-pedagogy training as a critical challenge. The study recommends that the Federal Government should equip Federal Government Colleges in North West Nigeria with subsidized internet connectivity and device access programmes, while the Teachers Registration Council of Nigeria should mandate e-pedagogy as part of continuous professional development requirements for all teachers. Keywords: e-learning perception, business education, Federal Government Colleges, Kebbi State, digital education