Assessing the Level of Educational Domain Development among Entrepreneurship Students: Inputs for Enhancing the Entrepreneurship Program Teaching Technique

Abstract

Over the past years, higher education institutions have been impelled to create courses and environments in the field of entrepreneurship education as this programs contribute to economic growth in terms of job creation, business survival, and technological change. Entrepreneurial education and training equipped students with the capability to identify business opportunities in the society, build self-confidence, knowledge and skills to act on them. With this, teachers were continuously being challenged to design effective teaching strategies and techniques and plan meaningful activities for the students. This descriptive research aims to investigate the 3rd and 4th year students in a state university enrolled in the Entrepreneurship their assessment on the teaching techniques delivered by teachers teaching in the program and the domains that contribute to entrepreneurship attitude. The students assess the effectiveness of the eleven teaching techniques utilized by the teachers and the four domains of entrepreneurship attitudes. Findings shows that students’ assessment sees students-centred teaching techniques as more effective than teacher-centred teaching techniques. Business incubation, product development and visiting entrepreneurs are the top three teaching techniques that they perceived as effective while lectures, reporting and case analysis ranked the lowest among students assessment. Though the teacher-centred techniques ranks lowest among students, these are the teaching techniques that develop both the behavioral and cognitive attitude of students in entrepreneurship. Products conceptualize in the business incubation and used in the business plan concept, are student-centred teaching techniques which develop both the affective and skill-based educational domain of entrepreneurship.