Students’ Attitude Towards Entrepreneurship Education in Edo State: A Case of Three Tertiary Institutions

Every country faces the challenges posed by unemployment and shrinking economies and while some are winning, more are actually in and out of recession as the years roll by..  This trend has opened up the need to help more people become entrepreneurial.  Entrepreneurship will help improve job availability.  The population of the study consisted of all final year students from three tertiary institutions in Edo state.  The population of the final year students in these three tertiary institutions was about 30,000 during the 2019/2020 academic section from which a sample of 529 respondents were randomly selected using the simple random sampling technique.  The study revealed among others that there is significant difference between gender as well as area of study and student’s attitude towards entrepreneurship education; and also that there is no significant difference between age and students’ attitude towards entrepreneurship education.  The study recommends that students should be assisted to have free hands-on-training in industries of their choice during holidays so they can practicalize the theories learnt in class and that the lectures and practical sections should be made more attractive by giving specialized training to entrepreneurship educators and resource persons. Keywords: entrepreneurship, entrepreneurship education, unemployment, attitude, Edo state DOI: 10.7176/JPID/59-05 Publication date: February 28th 202

INVESTIGATION OF UNDERGRADUATE STUDENTS' ATTITUDE TO AND PERCEPTION OF MOBILE TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE, ONDO STATE, NIGERIA

The study examined the attitude of undergraduate students towards the use of mobile technology for learning; it investigated the perception of undergraduate students on the use of mobile technology for learning and also determined the relationship that exists between the attitude of the undergraduate students and their use of mobile technology for learning. These were with the view to encouraging the utilization of mobile technologies in the classroom in tertiary institutions in Nigeria. Six hundred undergraduate students were selected from the six faculties using stratified random sampling based on the level of study and faculty. A 32 item questionnaire designed on five points Likert Scale was used to gather information from the sample. The results revealed that the students had a very good attitude towards the use of mobile technology for learning (X= 42.11, S.D= 4.73). The result showed that undergraduate students had the right perception of the use of mobile technologies (x= 27.2, S.D= 3.58). The results also revealed that attitude was a predictor of students use of mobile technologies (F= 87.48; p< 0.05). There was a significant relationship between the student’s attitude and their use of mobile technologies for learning (r= 0.373; P < 0.05). Also, there is no significant difference between male and female undergraduate students attitude towards the use of mobile technologies for learning and based on the result obtained which is p=0.71 which means that p<0.05

INFLUENCE OF DISTANCE LEARNERS’ DEMOGRAPHIC VARIABLES ON MOTIVATION AND PERFORMANCE IN FLIPPED CLASSROOM

This study was carried out to investigate the influence of demographic variables of distance learners on their motivation to learn and perform in a flipped classroom. The study employed a survey research method. The sample for the study consisted of three hundred (300) distance learners who were selected from two distance learning centres. The centers were selected using a purposive sampling procedure because the two distance learning centers have deployed flipped learning mode. A questionnaire 4-point Likert scale questionnaire tagged: Flipped Classroom Motivation and Perception Questionnaire (FCMAPQ) was used in data collection. The results showed that only the sex variable (T=2.487, p&lt;0.05) significantly contributed to the motivation of the learners in the flipped classroom. Results further showed that demographic variables of sex, work status, age and marital status (F=.15, p&gt;0.05) have no influence on the performance of distance learners in the flipped classroom. The study concluded that though the demographic variable has no influence on the motivation and performance of distance learners, it is rather a plausible innovation in distance learning.  Article visualizations

Undergraduate Students’ Utilization of Technologies for Self-Regulated Learning in Kwara State

Self-Regulated Learning is a method of learning in which a learner sets goals, controls and manages his learning as well as evaluating himself. Despite numerous benefits of utilization of technology-oriented strategies for learning, studies have shown that the adoptions are often poorly adopted for use. The objectives of this study therefore were to investigate undergraduate students’ utilization of technologies for SRL; and influence of gender, academic level; and school proprietorship on the utilization of technologies for SRL. This study adopted the descriptive design of quantitative survey type. The sample comprised 389 respondents across federal, state and private universities in Kwara state. Researcher-designed questionnaire was used to collect data. The instrument was validated by three lecturers and was tested for reliability. The value using crombach alpha was 0.85 on Utilization. Data collected were analyzed and tested using frequency count, mean, t-test and ANOVA while Scheffe’s post-hoc was used to indicate the direction of significant differences at 0.05significant level. The findings established that undergraduate students utilize blog, Facebook, bookmark, google calendar and wiki technologies for SRL. There was no significant difference between undergraduate students’ utilization of technologies for SRL based on gender, school proprietorship and students’ academic level. The study concluded that It is therefore necessary to introduce students to learning strategies that is student-centered. This implies that students’ performance could increase if they utilize technologies for SRL. It was recommended that Students in Nigerian universities should be encouraged to always integrate appropriate technologies for SRL in their learning proces

Nigerian students' perceptions on student-centered learning (SCL)

Learning is essential in human’s life as it is evidenced by the transformation of biological being to a knowledgeable being via learning process. It is now a global concern to device an educational pedagogy that can support long life learning that can enhance the productivity and creativity of the learner. This led to the adoption of the Student-Centered Learning (SCL)curriculum which has contributed immensely in this regard. Nigerian educational system is characterized with the passive traditional teacher-centered lecture method; which renders the students inactive. There have been series of probing question on such an outdated learning approach. Therefore, this paper presents the findings of the study carried out to investigate the perceptions of Nigerian students in some Malaysian public Universities about the SCL approach in terms of the perceived benefits and satisfaction. The study involves 222 students from four public Universities in Malaysia using questionnaire as the survey instrument which was developed for the two constructs (perception (benefits) and satisfaction). The data was analyzed using descriptive statistics. The findings of the study showed that the surveyed students perceived SCL to be of great advantages in their learning process and they were satisfied with the approach especially the collaborative form of SCL

Brazilian And Nigerian International Students’ Conceptions Of Learning

The growth, benefits, and challenges of international students in higher education provide compelling reasons to closely examine the social, cultural, and introspective aspects of learning for this population. One area of research that provides insight into the learning experiences of international students is investigations on conceptions of learning. Previous research has found that conceptions of learning guide primary beliefs, experiences, interpretations, and outcomes of learning. Conceptions of learning also provide insight into the ways students choose to approach learning and influence how they interact with courses, classroom environment, teachers, and peers (Marshall et al., 1999). However, research on conceptions of learning has predominantly been with students from Europe, North America, Australia, and Asia with little attention on other geographical locations such as Africa and South America. The purpose of this study was to examine Brazilian and Nigerian international students’ conceptions of learning while enrolled in an American university. No study to date has investigated Brazilian and Nigerian students’ conceptions of learning within the context of the United States, and no other research has examined both groups within the same study. Reflective diaries and interviews reveal an awareness of learning as a process not limited to inside the classroom. Clear themes emerged from both Brazilian and Nigerian students’ regarding their conceptions of learning and what constitutes good teaching. Importantly, findings of this study indicate differences and similarities between Brazilian and Nigerian students’ ideas about learning and actual learning experiences. Participants generally characterized their learning experiences as challenging and the process of adaptation as difficult. Findings of this study provide valuable information to instructors and international programs regarding academic support and assistance for two growing international populations on American campuses, Brazilian and Nigerian students