IMPACT OF ENTREPRENEURSHIP EDUCATION ON ACADEMIC PERFORMANCE OF TERTIARY INSTITUTIONS STUDENTS IN NIGERIA
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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The inability of graduates to contribute meaningfully to economic development through self-employment informed the introduction of entrepreneurship education in tertiary institutions. Entrepreneurship education in Nigeria amongst other things seeks to provide students in tertiary institutions with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of ventures. Variations of entrepreneurship education are offered at all levels of schooling in Nigeria, from primary to secondary schools through the graduate university programs. It is a lifelong learning process. The concept of lifelong learning is essential to the competitiveness of the knowledge economy. It applies to all levels of education and training and concerns all stages of life as well as the different forms of apprenticeship.
Tertiary education in Nigeria is the education given after Post Basic Education Institutions such as universities and inter-university centres such as Innovation Enterprise Institutions (IEIs) and Colleges of Education Polytechnics, Monotechnics and other specialized colleges (Federal Republic of Nigeria (FRN, 2013:52). According to the National Policy, University education should make optimum contribution to national development by “making entrepreneurial skills acquisition a requirement of all Nigeria universities”.
The concept of entrepreneurship has become vital in the last decades, as a result of constant and increasing economic problems especially unemployment (García-Rodríguez, 2017). Countries are motivated to increase the rate of entrepreneurship to promote economic and social wellbeing (Peng et al.; 2012). Entrepreneurship and innovation are a priority on the political agenda of many countries (Bleaker, 2006). There is an increasing interest in Entrepreneurship Education in Nigeria tertiary institutions. More private Universities are including entrepreneurial education in their curriculum while public universities are making it as part of their general studies. With the growing population in Nigeria (currently about 200m) coupled with huge unemployment figures, there is a need for the government to encourage entrepreneurial education. Entrepreneurship education among students will increase entrepreneurship intentions. Students can then set up their businesses after their education. Tertiary institutions are expected to take centre stage in the process of continuous development of entrepreneurship in a Nation, to generate employment, and improve the economic development (Fatoki & Oni, 2014). Job creation will be enhanced by quality entrepreneurship education which will invariably reduce unemployment, poverty and social vices in Nigeria (Maina, 2013). Entrepreneurship, therefore, is a gateway to employment in view of volatile economic realities (Teshome, 2014).
A students’ academic performance is the results of the tests, assignment, examinations, attendance and other graded points associated with the course. This contributes to the standards and quality of education every accredited university is aiming at. In achieving this, a number of practical and instructional strategies are designed to improve the students’ academic performance. Academic failure can be described as failure to keep attempting which is usually related to the fear of making mistakes. Aremu (2003) identifies poor academic performance as a performance that is adjudged by the examiner and some other significant as falling below an expected standard. Which implies that poor academic performance is not only frustrating to the pupils and the parents, its effects are equally crucial on the society in terms of lack of manpower in all fields of the economy and politics.
Poor academic performance of students in many higher institutions including Kaduna State has been associated with underlying problems such as poor socio-cultural, socioeconomic, School environmental, socio-political factors and many others that need further investigation. Therefore, it poses a threat to our future leaders and interest in the course of the study to assess the impact of entrepreneurship education on academic performance of tertiary institutions in Kaduna.
1.2 Statement of the Problem
Nigeria like most developing nations of the world is faced with myriads of problems and harsh realities which include poverty, unemployment, conflicts and disease (Amzad, Naser & Zaman, 2009). These situations pose great challenges to the very existence of individuals in most developing nations thereby calling for the training of educated men and women who can function effectively in the society in which they live in. Tertiary institutions need to produce job-creating and self-reliant graduates rather than job seeking graduates (Eugene, Adlive and Agwubuike, 2013). There is a need to encourage graduating students with an alternative to being employed by others. This alternative is, i.e. starting their own business. Employment markets are currently offering limited job opportunities for University graduates (Frazao, Santos, Oliveira & Oliveira, 2010). According to Amidu, & Umaru, (2016), Teaching entrepreneurship in tertiary institutions without key learning facilities, infrastructures and manpower can best be described as cosmetic education. Despite the profound benefits of entrepreneurship education, it is still not fully blown in Nigeria. The problems that hinder the development of entrepreneurship education in Nigeria according to Ojeifo (2013) are poor government support, inadequate facilities and equipment for teaching and learning of entrepreneurship, lack of entrepreneurship teachers, poor implementation of entrepreneurship programme in the school curriculum, poor social attitude to technical and vocational education development, insensitivity of government to enterprise creation, lack of effective policy on entrepreneurship, poor access to capital, poor knowledge based economy among others. It is based on this reason that this study seeks to investigate the impact of entrepreneurship education on academic performance of tertiary institution students in Kaduna State.
- Objectives of the Study
The main purpose of this study is to examine impact of entrepreneurship education on academic performance of tertiary institution students in Kaduna State. Specifically, the study seeks to:
- Determine the entrepreneurship interest level of students in Kaduna State tertiary institutions in relation to academic performance.
- Ascertain the relationship between entrepreneurship education and academic performance of tertiary institution students in Kaduna.
- Examine the effect of entrepreneurship education on entrepreneurial behaviour of tertiary institution students in Kaduna.
- To proffer lasting solutions to the challenges associated with entrepreneurship education in the Nigerian tertiary institutions.
1.4 Research Questions
The following research questions are posed to guide the study:
- Are there enough qualified lecturers to teach entrepreneurship education in tertiary institutions to reduce poor academic performance of business education students?
- Is the entrepreneurship interest level of students in Kaduna State tertiary institutions is high?
- Is there any significant relationship between entrepreneurship education and academic performance of tertiary institution students in Kaduna?
- Is there any effect of entrepreneurship education on entrepreneurial behaviour of tertiary institution students in Kaduna?
1.5 Significance of the Study
Practically, the findings of study will benefit Kaduna State government, lecturers, students, employers of labour, the public, and educational planners in various ways.
The findings of this study will be of benefit to Kaduna State government. It will create awareness of the effort being made by various tertiary institutions on the extent of implementation and outcome of entrepreneurship education which government has great interest.
Lecturers who are retrained as entrepreneurship education facilitating agents can apply their experiences in teaching other courses. For example, the innovative teaching methods and tools which have been experimented during the programme can be of immense benefit to teaching of various departments such as agriculture, geography and economics.
When the quality of teaching entrepreneurship improves, the students will develop interest in the entrepreneurship education and other subjects. They will be more serious with their academic work and entrepreneurial behavior which will enable them improve on their academic performance too.
The employers of labour will also find this study useful. The educational package utilized in this study can serve as training and retraining manual for new and old staff respectively. A well trained staff can contribute to higher productivity of business.
The public will also benefit from findings of this study. When findings of this study are implemented, the public will have more confidence in the quality of tertiary institutions in the state.
Findings of the study will benefit educational planners. The findings will guide National Education and Research Development on the components of entrepreneurship education which should be reviewed in tertiary institutions curricula. It will suggest whether entrepreneurship education should be taught as an optional or core subject.
The study will contribute to knowledge on impact of entrepreneurship education on academic performance of tertiary institution students. This may benefit other researchers in the field of educational administration in Nigeria and beyond.
1.6 Scope of the Study and Limitation of the Study
The study is limited to tertiary institution students in Kaduna State. Specifically, the study is limited to business education students in Kaduna State of Nigeria. Business education students were considered because they were believed to be adequately exposed to entrepreneurship education curriculum. The study focused on impact of entrepreneurship education on academic performance of tertiary institution students. Components of entrepreneurship education included objectives, methods of teaching and learning, content and evaluation techniques. Meanwhile, the four sub variables of entrepreneurial behaviour consisted of opportunity identification, conduct of feasibility study, writing of business plan and presentation of business plan or proposal to the audience. Private universities were excluded from this study because they are not strictly managed by government educational policies and regulations like public institutions.
However, this studies has some limitation, which are:
Finance: finance is a major limitation to the study as resources allocated to the study is limited
Time: time is a major constrain to the research as time allocated to the study is very limited.
Research material: availability of research material is a major setback to the scope of the study.
1.7 DEFINITION OF TERMS
Entrepreneur
An entrepreneur is an enterprising individual who builds capital through risk and for initiative. The term was originally a loan word from French and was first defined by the Irish – French economist Richard Cantillon. Entrepreneur in English is a term applied to a person who is willing to help launch a new venture or enterprise and accept full responsibility for the outcomes. The word entrepreneur was coined from a French word called ‘entrepredre’ which means a person who voluntarily head the military expedition.
Entrepreneurship
Entrepreneurship is the creation or extraction of value. With this definition, entrepreneurship is viewed as change, generally entailing risk beyond what is normally encountered in starting a business, which may include other values than simply economic ones
Entrepreneurial education
Entrepreneurial education is defined as a whole education and training activity (whether it is an educational system or a non-educational system) that try to develop participants’ entrepreneurial intention or some factors that affect the intention, such as knowledge, desirability, and feasibility of the entrepreneurial.
Academic performance
Academic performance or academic achievement is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic achievement.
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