Pac Ordu, Musa Abdulkarim


This study examines the effect of new entrepreneurial learning approaches in the development of entrepreneurial skills by Colleges of Education students. Posttest equivalent groups’ research design was adopted for the study. The population of the study consisted of 208 NCE II Business Education students and 64 NCE II Home economics students from Federal College of Education (Tech.), Omoku
during 2013/2014 academic session. Simple random sampling technique was used to divide the classes into two groups of 104 NCE II Business Education students and 32 NCE II Home economics students in each group respectively taking entrepreneurship courses. A checklist was used for data collection. Using Crombach coefficient alpha method formula, a reliability index of 0.86 was obtained for the instrument. Data collected for the study were analysed using independent t-test to test the hypotheses at 0.05 level of significant. The t-test was computed using statistical package for social science version 16.0. The results of the study show that there is no significant difference in the
development of marketing skills among students taught with collaborative learning approach and those taught with action learning. However, the result shows significant difference in the development of financial management skills between students taught with collaborative learning and those taught with action learning. The following recommendations were made among others: entrepreneurial educators in vocational teacher education programmes should give students opportunities to develop entrepreneurial skills through application of what they have learnt in collaborative or action learning approaches in real life situations. The credit units for entrepreneurship courses in vocational teacher
education programmes especially business education as its component, should be reviewed to three credit units to allow for practical sections.

Keywords: Entrepreneurship education and training, entrepreneurial skills, collaborative learning, and action learning

Full Text:



Abdulkarim, M.; Agburuga, V. & Ordu-Pac, D. (2014): Business education students’ perception of the role of students’ enterprise in empowering students with experience for self-reliance: a tool for crime reduction: A paper presented at the 26th Annual National Conference of Association of Business Educators of Nigeria (ABEN) to be held at Kwara State University, Kwara State from 14th – 18th October.

Balasubramanian, R. (2007): Collaborative learning: Ideas on Teaching: 5: 30 – 31

Barber, M. & Mourshed, M. (2007): How the world’s best-performing school systems come out on top: London: McKinsey and Company

Bill, L.; Ellen, S. & Guy, C. (2012): How to teach vocational education, a theory of vocational pedagogy: London: City & Guilds Centre for Skills Development

Colbeck, C. L., Campbell, S. E. and Bjorkland, S. A. (2000): 'Grouping in the dark: what college students learn from group projects': Journal of Higher Education: 71(1):60-83.

Gibb, A. A. (2007): Enterprise in education, educating tomorrow’s entrepreneurs:

Durban: Pentti Mankien International Labour Organization (ILO, 2013): Fostering future entrepreneurs; small enterprise programme: retrieved from www.vo.org/seed on 22nd March, 2015.

Kennedy, O. O. (2011): Human capital development in science and technology education, challenges and new responsibilities of the teacher: American-Euroasian Journal of Scientific Research: 6 (1): 39 – 46

Leveson, L. (1999): Small group work in accounting education: an evaluation of a programme for first year students: Higher Education Research and Development: 18 (3): 361-377.

Lilly, G. & Efajemue, O. O. (2011): Problems of vocational teacher education in Rivers State, Nigeria: Proceedings of the 2011 International Conference on Teaching, learning, and Change: 606 – 612

Miller, A. H., Imrie, B. W. and Cox, K. (1998): Student assessment in higher education: a handbook for assessing performance. London: Kogan Page.

Mueller, J., Hu, D., Min, R. & Dong, S. (2006): Land of the rising entrepreneurship: a description of rural female entrepreneurship programmes in China: Journal of Asia Entrepreneurship and Sustainability: 2 (1): 1-41. National Commission for Colleges of Education (2008): Minimum standard for N.C.E. programme, 4th edition: Garki-Abuja: NCCE press

Nwaokolo, P. O. (2003): Recent experiences in educational alternatives in Africa, the post-primary technology education case: Related thoughts in Vocational Education: The Developing World Experience: 116 – 128

Otuka, J. O (2001): Strategies for introducing new curricula in West Africa innovative ideas and techniques for science, technology and mathematics education in Africa: Retrieved from www.wkap.Nl/journal/prospect on the 20th April, 2015

Pedler, M., Burgoyne, J., & Brook, C. (2005): What has action learning learned to become? Action Learning: Research and Practice: 2 (1): 49-68

Pittaway, L., Missing, C., Hudson, N. & Maragh, D. (2009): Entrepreneurial learning through action: a case study of the Six-Squared program: Action Learning: Research and Practice: 6(3): 265-288

Rae, D. (2009): Connecting entrepreneurial and action learning in student initiated new business ventures: the case of SPEED: Action Learning: Research and Practice: 6(3): 289-303

Samuel, O. B. & Yinusa, A. F. (2012): An investigation into the challenges facing the implementation of technical college curriculum in south-west, Nigeria: Journal of Education and Practice: 3 (16): 14 – 21

Sofolowe, O. O. (2013): Re-engineering vocational and technical education (VTE) for sustainable development in north central geo-political zone, Nigeria: Educational Research and Reviews: 8(19): 1842 – 1849

Stewart, V. (2010): Raising teacher quality around the world: The Effective Educator: 68 (4): 16 -20

Usoro, H. & Usoro, E. B. (2015): Doctorial lecture material on evolution of vocational education administration and supervision: Akwa-Ibom: University of Uyo

Weinstein, K. (2005): The power, and dilemma, of honesty: action learning for social entrepreneurs: Action Learning: Research and Practice: 2(2): 213-219


  • There are currently no refbacks.

Copyright © 2018 -2024. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved. 
ISSN: 2408-4816 (PRINT) | 
ISSN: 2756-5912 (ONLINE)

Powered by Myrasoft Systems Ltd.(http://www.myrasoft.ng)