INNOVATIVE INSTRUCTIONAL STRATEGIES AS PREDICTORS OF ENTREPRENEURSHIP SKILLS ACQUISITION AMONG UNIVERSITY UNDERGRADUATES

Usua, Oku Bassey

Department of Curriculum and Teaching

University of Calabar, Calabar

Email: This email address is being protected from spambots. You need JavaScript enabled to view it. (DOI https://.org/0009-0002-4594-8324) 

Agbaji, Joseph Ubangha

Department of Educational Research, Measurement and evaluation,

University of Calabar, Cross River State, Nigeria

Email: This email address is being protected from spambots. You need JavaScript enabled to view it. (DOI  https://orcid.org/0009-0002-9646-6341)

Ogban, Adonokpem Ina

Department of Curriculum and Teaching

University of Calabar, Calabar

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Evor, Imoke Awara

Department of Environmental Management

University of Calabar, Calabar

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Abstract

Entrepreneurship education increasingly requires innovative instructional strategies that promote creativity, critical thinking, collaboration, problem-solving, and practical skill development among university undergraduates. This study investigated innovative instructional strategies, operationalized through experiential learning, social-emotional learning, and Genius Hour learning, as predictors of entrepreneurship skills acquisition among undergraduate students in public universities in Cross River State, Nigeria. A correlational survey research design was adopted. The population comprised 4,520 undergraduate students enrolled in entrepreneurship-related programmes, from which a sample of 708 students was selected using appropriate sampling procedures. Data were collected using the Instructional Strategies and Entrepreneurship Skills Acquisition Questionnaire (ISESAQ) and analysed using simple linear regression at the .05 level of significance. The findings revealed that experiential learning significantly predicted entrepreneurship skills acquisition (Adjusted R² = .651, F = 1414.61, p < .05), social-emotional learning significantly predicted entrepreneurship skills acquisition (Adjusted R² = .638, F = 1339.22, p < .05), and Genius Hour learning significantly predicted entrepreneurship skills acquisition (Adjusted R² = .628, F = 1281.92, p < .05). The findings demonstrate that innovative instructional strategies significantly enhance entrepreneurship skills acquisition by providing authentic learning experiences, fostering socio-emotional competencies, and encouraging student autonomy and creativity. The study concluded that innovative instructional strategies are important predictors of entrepreneurship skills acquisition among university undergraduates. It was recommended that universities strengthen entrepreneurship education by integrating experiential learning opportunities, social-emotional learning practices, and Genius Hour activities into entrepreneurship curricula to improve students' entrepreneurial competencies

Keywords: Innovative instructional strategies, experiential learning, social-emotional learning, Genius Hour learning, entrepreneurship skills acquisition, university undergraduates. Download PDF