ENTREPRENEURSHIP EDUCATION AND EMPLOYABILITY OF BUSINESS EDUCATION GRADUATE IN RIVERS STATE.

Abstract

This study investigated the influence of Entrepreneurship Education encompassing cognitive, affective, normative, and psychomotor dimensions on the employability of Business Education graduates in Rivers State, Nigeria. The study adopted a correlational survey research design, targeting 300 graduates selected using Taro Yamane’s formula from the population of business education graduates in the state. Data were collected using a structured questionnaire and analyzed using Pearson Product Moment Correlation (PPMC) with SPSS version 25. The results revealed that all four dimensions of entrepreneurship education cognitive (r = 0.655, p < 0.01), affective (r = 0.671, p < 0.01), normative (r = 0.652, p < 0.01), and psychomotor (r = 0.669, p < 0.01) have significant positive relationships with graduates’ employability. The findings suggest that graduates equipped with knowledge, positive attitudes, ethical awareness, and practical entrepreneurial skills are more likely to secure employment or engage in self-employment ventures. The study concludes that a multidimensional approach to entrepreneurship education is essential for enhancing employability and fostering sustainable economic growth. Based on these findings, the study recommends curriculum enhancement, integration of practical learning experiences, mentorship programs, and the promotion of ethical entrepreneurship practices. The outcomes of this study also align with the Sustainable Development Goals (SDGs 4, 8, and 9), highlighting the broader societal and economic relevance of entrepreneurship education in preparing graduates for the labor market.