AUTHOR: JIMOH-KADIRI SIDIKAT OSAMUEDE
DEPARTMENT: VOCATIONAL EDUCATION
AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA
This study sought to ascertain the effective strategies for teaching entrepreneurship skills in tertiary institutions in the south-south zone of Nigeria as considered by business education teachers. Four research questions were formulated and four hypotheses were posed and tested at 0.05 level of significance. Descriptive survey design was employed. The population consisted of 210 business education teachers in tertiary institutions in the south-south zone of Nigeria as at October, 2009. There was no sampling, since the 210 business education teachers were manageable in number; the population remained as the sample. The instrument for data collection was a structured questionnaire with 43 items. The instrument was validated by five experts and its reliability coefficient was 0.82. The data collected were analyzed using descriptive statistics of mean and standard deviation in answering the research questions and inferential statistics of z-test for testing the null hypotheses. Data analysis revealed that teacher-oriented, student-oriented and assignment-oriented strategies were considered effective for teaching entrepreneurship courses. On the other hand, games and simulation strategies were considered not effective for teaching entrepreneurship courses. The data also revealed that gender, experience, type of institutions and availability of instructional facilities had no significant influence on business education teachers’ consideration of the effectiveness of teaching strategies. Based on the results of the findings, the following, among other recommendations were made: (1) very few business education teachers have clear understanding of how games and simulation strategies operate, they should be encouraged to go for further training on how to use these strategies, (2) employment and deployment of teachers in schools at all levels should not be gender-biased and (3) entrepreneurship education should be made compulsory to all students from primary to tertiary institutions in order, to prepare them for self and venture creation, employment after graduation.
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Tags: Action Learning, Action Maze, Apprenticeship Model, Assignment Related Methods, Assignment-Related Strategies, Basic Entrepreneurial Skills, Brain Storming, Business Administration Teachers, Business Education Aims, Business Education Entrepreneurial Skills, Business Education Teachers, Business Education-Training Techniques, Case Studies, Conventional Academic Institutions, Creative-Artistic Skills, Demonstrations, Discussion Method, Entrepreneur Business Management Skills, Entrepreneur Economic Characteristics, Entrepreneur Personal Skills, Entrepreneur Psychological Characteristics, Entrepreneur Sociological Characteristics, Entrepreneur Technical Skills, Entrepreneur-Characteristics, Entrepreneurial Services, Entrepreneurial Skill Development, Entrepreneurial Skills Success Drivers, Entrepreneurial Trait Model, Entrepreneurs, Entrepreneurship Culture, Entrepreneurship Development, Entrepreneurship Development Programme, Entrepreneurship Skill Development Models, Entrepreneurship Skills, Experience, Financial Skills, Format Managerial Training Model, Games-Simulation Strategies, Gender Differences-Teaching Entrepreneurship Skills, Hoselitz Managerial Skill/Leadership Theory, Human Resources Management Skills, In-Basket, Instructional Strategies, Intern Challenge, Lecture, Lecture method, Legal-Political Skills, Lesson, Marketing-Communication Skills, McClelland’s Achievement Theory, Model, NAPEP, Practice Firm, Project Method, Role Model, Schumpeter’s Innovation Theory, Seminar, Simulation, Standard Instructional Strategies, Student Oriented Strategies, Student-Centred Teaching Approach, Successful Entrepreneur Traits, Teacher Oriented Strategies, Teacher-Centred Teaching Approach, Teaching Facilities, Visitation, Vocational Education-Ph.D-2012