Scrutinizing the benefits of entrepreneurial skills on the motivational level of chemistry students

Introduction

Every nation aspires to engage its population in activities that promote development and increased income generation. Education serves as a fundamental driver of growth and development, providing individuals with the necessary tools for social and economic advancement. Hence, governments emphasize science education to raise awareness and propel the country toward technological progress (1). In Nigeria, unemployment affects both the educated and uneducated, underscoring the importance of entrepreneurial development for economies seeking advancement. With the rise in global technological advancements and the increasing unemployment rate in Nigeria, students face added pressure to acquire skills and be productive. Science education, including subfields such as chemistry education and physics education, plays a vital role in teaching and learning science among school children, college students, and the general public (2). Therefore, it is crucial to train students who can apply their knowledge to generate chemical technology, create jobs, and contribute to wealth creation, regardless of gender.

Chemistry education focuses on teaching and learning chemistry, an integral component of STEM education and discipline-based education research (3). Chemistry is essential as it integrates physical, biological, and applied sciences, enabling students to learn the scientific method and develop critical thinking, deductive reasoning, problem-solving, and communication skills. Chemistry also plays a pivotal role in research, with technological applications influencing fields such as biotechnology, material science, and environmental studies (4). As the branch of science concerned with identifying substances, investigating their properties and interactions, and utilizing these processes to create new substances, chemistry provides a foundation for various practical science disciplines such as medicine, agriculture, nursing, and pharmacy. Any country aspiring for technological advancement must prioritize science education, particularly in the teaching and learning of chemistry.

Entrepreneurial skill acquisition is considered the most viable solution for job creation, reducing unemployment, and equipping graduates with the necessary abilities to establish businesses, pursue their goals, and contribute to economic growth and development (5, 6). Basic science skills are crucial for youth, who represent the future leaders of a nation, as they drive the economy forward. Entrepreneurial education redirects young people’s ideas toward global business and independence, fostering inventiveness, creativity, and a higher number of entrepreneurs, resulting in sustained national growth and sustainability (7). Entrepreneurship not only fosters skill development but also enhances mental awareness, contributing to poverty reduction through self-reliance. Its role in creating new jobs, reducing unemployment, and stimulating economic growth and development is crucial (8).

Motivation plays a vital role in learning, energizing and directing behavior toward specific goals. It facilitates knowledge acquisition, social development, initiative, persistence, improved performance, and discipline (9). Motivation is the driving force behind sustainable entrepreneurial skills acquisition (10). It represents the desire and willingness to take action toward a goal, arising from internal or external forces that arouse enthusiasm and persistence. Motivation is intrinsic to individuals, fueling the desire for change within oneself or the environment.

The information, values, abilities, and attitudes that new instructors need to increase the motivation of their chemistry students are part of teacher education programs (11). An efficient program that encourages the development of entrepreneurial skills should include classes such as chemical science experimental methods, alloys and metallic substances, ecological and commercial chemistry, fluids and particles, natural and organic goods chemistry, and different practical activities for the synthesizing, evaluation, and evaluation of compounds (12). These skills do not require substantial funding from abroad, as they make use of available natural and human resources to maximize output and promote sustainable development (13). Practical lessons in chemistry offer numerous opportunities for students to apply their skills and achieve motivation, including the production of items such as soap, air fresheners, disinfectants, and wine (14).

Statement of the problem

In Nigeria, similar to many developing nations, there is a low level of entrepreneurial skills acquisition. The education system primarily focuses on academic or theoretical education, which prepares students for white-collar jobs and paid employment. This type of education prioritizes certificates and places significant emphasis on content knowledge and passing standardized exams while neglecting the development of practical skills (6). Consequently, graduates from the Nigerian education system lack the necessary competencies required in the job market. This leads to a disconnectivity between the abstract nature of chemistry education and poor academic performance, which can eventually result in high dropout rates. Furthermore, students often perceive the teaching of chemistry theory as challenging, abstract, and difficult, leading to a lack of motivation and a belief that lectures and school as a whole are boring, rendering the content irrelevant (15).

Recognizing the explicit factors, it is important to highlight that poor motivation significantly contributes to high dropout rates in courses. Many youths face unemployment due to a lack of the necessary skills for a productive engagement, resulting in idle hands and minds that can lead to negative behavior within society. Thus, this research studied the advantages of acquiring entrepreneurial skills on the motivational level of chemistry students.

Purpose of the study

The research ascertained the benefits of entrepreneurial skills on the motivational level of chemistry students. The objectives of the study are designed to scrutinize the following:

1. benefits of entrepreneurial skills in the motivational level of chemistry students;

2. level at which entrepreneurial skills gained by male and female students in chemistry influence their motivational level;

3. level of availability of materials for entrepreneurial capable of improving the motivational level of chemistry students;

4. challenges of entrepreneurial skills acquisition in chemistry lessons;

5. strategies for improvement of entrepreneurial skills in chemistry lessons for the motivation of students learning chemistry.

Research questions

1. What are the benefits of entrepreneurial skills on the motivational level of chemistry students?

2. How do the entrepreneurial skills gained by male and female students in chemistry influence their motivational level?

3. What is the level of availability of materials for entrepreneurs capable of improving the motivational level of chemistry students?

4. What are the challenges of entrepreneurial skills acquisition in chemistry lessons?

5. What are the strategies for the improvement of entrepreneurial skills in chemistry lessons for the motivation of students learning chemistry?

Research hypothesis

The following research hypothesis was formulated to guide the study:

Ho1: The mean rating scores of students who are male and female do not significantly differ from one another on the benefits of entrepreneurial skills gained in chemistry on their perceived motivational level.

Methods

For the research, a descriptive survey methodology was used. The target audience was made up of students studying chemistry from 26 secondary schools that are publicly owned in the Otuocha education zone of Anambra State. A total of 200 SS2 students studying chemistry were randomly chosen, with no replacements, for the sample. Data collection was conducted using a structured questionnaire that included inquiries regarding the benefits of entrepreneurial skills on the motivational level of chemistry students. The questionnaire comprised 25 items structured on a four-point rating scale, which was developed by the researcher. Two measurement and evaluation specialists assessed this questionnaire and offered their expert opinions in order to guarantee its validity. The final draft of the instrument was created after the researcher made the required adjustments in response to their comments. Utilizing the Cronbach alpha technique, the instrument’s internal consistency was evaluated, and the resulting reliability coefficient was 0.82. After distributing the survey instrument to the respondents, the data were gathered, and the study topic was addressed by employing the standard deviation and mean calculations. A z-test with a significance threshold of 0.05 was also used to assess the null hypothesis. The formula for a z-test statistic, which is used to compare a sample mean to a population mean when the population standard deviation is known, is as follows:

where

• z is the z-test statistic,

• $\overline{x}$ is the sample mean,

• μ is the population mean,

• σ is the population standard deviation, and

• n is the sample size.

Results

Table 1 shows the benefits of entrepreneurial skills acquisition on the motivational level of chemistry students. However, entrepreneurial skills acquisition enhances better learning and skill development opportunities among chemistry students which influence their motivational level.

The data presented in Table 2 show that entrepreneurial skills influence more female motivational levels in chemistry than males.

Table 3 shows the level of availability of materials for entrepreneurial training that are capable of improving the motivational level of chemistry students. It is obvious that materials needed for the acquisition of entrepreneurial skills are not provided in the laboratory.

Table 4 reveals the challenges of entrepreneurial skills acquisition in chemistry lessons. Insufficient funding for entrepreneurship education hinders entrepreneurial skills acquisition in chemistry lessons.

All the items in Table 5 were accepted, because it produces mean scores above the cut-off point. This shows collaborative efforts by the government and center to provide needed infrastructural facilities.

Table 6 demonstrates that the computed t = 1.006 and essential t = 1.972 at 0.05 threshold for relevance and at 198 degrees of freedom. We accept the null hypothesis and come to the conclusion that there is no statistically significant distinction between the advantages of entrepreneurial abilities on the levels of motivation of male and female learners in chemistry since the t-value that was determined (1.006) is smaller than the critical value.

Discussion

The findings of the study suggested that developing entrepreneurial abilities has a good impact on chemistry students’ learning and skill development, which in turn affects their level of motivation. Notably, female students demonstrate a greater influence of entrepreneurial skills on their motivation in chemistry compared to their male counterparts. The findings further revealed a lack of availability of materials required for acquiring entrepreneurial skills within the laboratory setting. Moreover, the insufficiency of funding for entrepreneurship education acts as a hindrance to the acquisition of entrepreneurial skills during chemistry lessons. The study emphasized the importance of collaborative efforts between the government and educational institutions to provide the necessary infrastructure for supporting entrepreneurship education. Additionally, there was not a statistically significant distinction between the learning of entrepreneurial abilities in chemistry lectures between male and female students.

Discussion

1. It is recommended to recruit qualified and experienced teachers who possess entrepreneurial skills to teach entrepreneurship or vocational subjects in secondary schools.

2. Teachers should undergo training to adopt teaching strategies that promote the acquisition of innovative and entrepreneurial skills.

3. Parents should play an active role in encouraging their children to develop entrepreneurial skills by providing the necessary materials and resources for their classroom experiences.

4. Students should be reoriented to value the practical skills they possess and their ability to think critically. This shift in mindset will reduce their overdependence on the government for employment opportunities.

Conclusion

This research looked at the effects of developing entrepreneurial skills on students’ motivation in the Otuocha education zone of Anambra State. The findings overwhelmingly support the notion that developing entrepreneurial skills helps chemistry students study more effectively and increase their talents, which in turn affects their motivation. The development of entrepreneurial talents refers to the learning of skills, traits, and knowledge that empower students to be creative and successfully recognize, create, launch, and supervise intimate, community, company, and job possibilities, including self-employment.

Furthermore, the findings highlight the unavailability of necessary materials for acquiring entrepreneurial skills. As a result, inadequate funding for entrepreneurship education acts as a barrier to the acquisition of entrepreneurial skills during chemistry lessons. Nonetheless, the study concludes that collaborative efforts between the government and educational institutions are required to provide the necessary infrastructure and facilities for entrepreneurial training and promote the motivation of students to learn chemistry.

Conflict of interest

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

References