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All Journal Indonesian Journal Education Journal of Gender and Millennium Development Studies
Muogbo, Uchenna Favour
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Humanities Education Mathematics Social Sciences Other

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Entrepreneurship and Security Solution toward Millennium Development Goals: Assessing the Effect of Entrepreneurial Education on Secondary School Students’ Ability to Address Economic Security Challenges in Anambra State, Nigeria Muogbo, Uchenna Favour; Muogbo, Uju Susan; Enemuo, Chinwe Juliana
Journal of Gender and Millennium Development Studies Vol. 2 No. 2 (2025): Journal of Gender and Millennium Development Studies, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i2.357

Abstract

Background: This study examined the effect of entrepreneurial education on secondary school students' ability to address economic security challenges in Anambra State, Nigeria. Objective: The study aimed to investigate how entrepreneurial education influences students' critical thinking, innovation, and problem-solving skills, as well as its potential to enhance their ability to cope with economic instability. Method: Using a descriptive survey design, data were collected from all 263 principals across six educational zones. No sampling was done as the population was manageable. A self-structured 30-item questionnaire titled "Entrepreneurship Education and Students' Ability to Address Economic Security Challenges" (EEAASC) was used, with a reliability coefficient of 0.85 (Cronbach's Alpha). Data were analyzed using mean, standard deviation, and Chi-square tests. Results: Entrepreneurial education significantly enhanced students' critical thinking, innovation, and problem-solving abilities. It also improved their awareness of self-reliant economic skills and their capacity to cope with economic instability in Anambra State and Nigeria as a whole. Conclusion; Entrepreneurial education plays a crucial role in empowering students to address economic security challenges. It fosters key skills necessary for coping with economic instability and enhancing self-reliance. Recommendation: recommendations were made to integrate entrepreneurial education into the curriculum, equipping students with the skills necessary to tackle economic challenges effectively.
Interaction effects of teaching methods and gender on students' achievement and interest in Microsoft Word Muogbo, Uchenna Favour; Enemuo, Chinwe Juliana
Indonesian Journal Education Vol. 5 No. 2 (2026): Indonesian Journal Education (IJE)
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ije.v5i2.1620

Abstract

This study examined the interaction effects of teaching methods and gender on students’ academic achievement and interest in learning Microsoft Word among senior secondary school students in Anambra State, Nigeria. A quasi-experimental pretest–posttest non-equivalent group design was adopted using 196 SS2 students selected from four secondary schools in the Nnewi Education Zone. Data were collected using the Computer Studies Achievement Test (CSAT) and Computer Studies Interest Scale (CSIS), with reliability coefficients of 0.90 and 0.89 respectively. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis. The findings revealed that experiential learning significantly improved students’ achievement and interest compared to the conventional lecture method. Female students exposed to experiential learning achieved higher academic performance gains, while male students demonstrated greater increases in learning interest. The study also established significant interaction effects between teaching methods and gender on both achievement and interest in Microsoft Word. These results indicate that experiential learning promotes active participation, enhances digital literacy skills, and creates more engaging classroom experiences. The study concludes that experiential learning is a more effective instructional strategy for computer studies and recommends its integration into secondary school curricula to support inclusive and technology-oriented learning environments.
Co-Authors Enemuo, Chinwe Juliana Muogbo, Uju Susan