Project-based learning for promotion of entrepreneurial education among first level science students

Abstract

The educational institutions in South Africa face challenges in integrating crucial 21st-century skills like critical thinking, problem-solving, and innovation into their academic programs. Project-based learning (PBL) has emerged as a valuable approach to enhancing entrepreneurial education by developing these essential competencies through real-world applications. PBL effectively bridges the gap between theoretical concepts and practical problem-solving in real-life situations by involving students in practical, hands-on learning. This study aimed to assess the effectiveness of Project-Based Learning (PBL) in fostering entrepreneurial skills among first-year science students at a rural university. Using a mixed-methods approach, participants created and presented organic soaps, simulating authentic business processes. The study used purposive sampling, and student performance was evaluated by a panel based on specific criteria. Data analysis included descriptive statistics and One-Way ANOVA, with data visualisation using Python's Matplotlib. The paper investigated whether the implementation of PBL significantly enhances students' entrepreneurial skills compared to traditional teaching methods. The study revealed that 210 students, mainly from schools with limited resources, faced challenges in practical chemistry despite prior instruction in Physical Sciences. The implementation of project-based learning proved to be an effective method for nurturing entrepreneurial skills, highlighting the importance of experiential learning. It is essential for higher education institutions to integrate entrepreneurship into their curricula, collaborate with industry, improve group dynamics, and prioritise quality control. These strategies have the potential to foster innovation and better prepare students for self-employment opportunities.

Keywords: {'name': 'Graduate employment, employability, innovation, entrepreneurship, science students; experiential learning'}

Authors & affiliations

Rene Pearce
Affiliation not supplied

Innocent Zitha
Affiliation not supplied

Georgina Mokganya
Affiliation not supplied

Vhutshilo Molaudzi
Affiliation not supplied

Vhutshilo Nekhubvi
Affiliation not supplied

Osca Matsilele
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

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