Project Based Learning and Entrepreneurship Self- Efficacy of Universities Students

Abstract

The ever-growing student population, the rapid expansion of curriculum and proliferation of universities in Africa necessitates for an investigation of training approaches being used. Project Based Learning (PBL) is one of the approaches that once well implemented can raise the self-efficacy of graduates in their field of study. The study investigated the influence of PBL on Entrepreneurial Self-Efficacy (ESE) of fourth-year university students in Nairobi and Kiambu Counties. The target population was 147 fourth year entrepreneurship students drawn from both public and private universities in the two Counties. A sample size of 109 students was selected. A structured questionnaire with a five-point Likert-scale was self-administered to collect data. The study employed a correlation design. Multinomial logistic regression analyzed respondents’ perception of PBL on their ESE. The findings revealed that authentic tasks, development of business plan and discovery learning have a significant influence on ESE of the students. This approach should, therefore, be adapted to development suitable skills, knowledge, traits, attitude and competence not only for employability but also for enhancing graduates to engage in entrepreneurial activities and develop entrepreneurship culture. The approach promotes creativity and innovation which leads to job creation, engagement of graduates in productive activities, competitive advantage and sustainable economic growth and development. There is a need to align the curriculum to aspects of PBL. Learning institutions should provide financial support for setting up of workshops and incubators to nurture ideas, creativity and innovation to Shepard them towards prototype development and full commercialization. Further research should be carried out to determine how incubators influence ESE.