COMPETENCY-BASED LEARNING AND ENTREPRENEURIAL INTENTION IN UNIVERSITY TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN KENYA
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Abstract
The purpose of this study was to examine the effect of competency-based learning on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. Specifically, the study examined the effect of problem-based learning and project-based learning on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. The theoretical framework of the study was grounded on the theory of planned behavior. Drawing on the positivist research philosophy, the study utilized the quantitative non-experimental research methodology. The study employed the correlational, cross-sectional survey research design to test non-causal relationships between the study variables. The proportionate stratified random sampling technique was utilized to select a sample size of 394 students from a target population of 24680 students in university technical and vocational education and training institutions in Kenya. A structured self-administered survey questionnaire was used as the means of collecting primary data. The study utilized a cross-sectional survey-based approach to collect data. The collected data was processed and entered into the statistical package for social sciences (SPSS) version 26 to create a data sheet used for analysis. Data was analyzed using descriptive statistics and inferential statistics. The Pearson’s product moment correlation results indicated that problem-based learning and project-based learning had positive and significant relationship with entrepreneurial intention in university technical and vocational education and training institutions in Kenya. A standard multiple linear analyses was conducted with entrepreneurial intention as the dependent variable and problem-based learning and project-based learning as predictor variables. The regression results indicated that problem-based learning and project-based learning had positive and significant effect on entrepreneurial intention in university technical and vocational education and training institutions in Kenya. The study recommends that it is imperative for the management to implement competency-based learning to foster entrepreneurial intention in technical and vocational education and training institutions. The policy makers should consider initiating policy review to encourage the management to implement competency-based learning to foster entrepreneurial intention in technical and vocational education and training institutions. The study points to several intriguing paths for future research. Future researchers should examine the mediating effect of entrepreneurial competencies on the relationship between competency-based learning and entrepreneurial intention in other sectors or contexts.
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References
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Amini Sedeh, A., Abootorabi, H., & Zhang, J. (2021). National social capital, perceived entrepreneurial ability and entrepreneurial intentions. International Journal of Entrepreneurial Behavior & Research, 27(2), 334-355.
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Coumans, J. V., & Wark, S. (2024). Impact of problem‐based learning coaching and neuroeducation in the development of 21st century lifelong learners. Mind, Brain, and Education, 18(1), 35-42.
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Dahiru, F., Bappayaya, A. A, & Musa, B. M. (2023). Entrepreneurship education and intention for venture creation: A conceptual review. Gombe Journal of General Studies, 3(1), 32-44. doi.org/10.1057/s41599-024-02777-0
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