An Evaluation of Entrepreneurial Awareness and Interest among Economics Students in Benue State, Nigeria
Abstract
Entrepreneurship is a vital driver of innovation, employment, and sustainable development, particularly in Nigeria, where youth unemployment and poverty remain pressing challenges. This study assessed the entrepreneurial awareness of Economics students in Benue State, evaluated their entrepreneurial interest, and examined gender influence on both. A quantitative survey design was adopted, with a population of 350,000 senior secondary students. A sample of 378 SS3 Economics students was selected using a multi-stage sampling technique. Data were collected using the Entrepreneurial Orientation Questionnaire (EOQ), measured on a 5-point Likert scale. Content validity was ensured through expert review, while reliability was confirmed with Cronbach’s Alpha coefficients of 0.79 for awareness and 0.85 for interest, exceeding the 0.70 threshold. Results showed relatively high entrepreneurial awareness, with mean scores ranging from 3.05 to 3.41. Strongest indicators included understanding basic concepts (x̄ = 3.41, SD = 0.81), being taught entrepreneurship in school (x̄ = 3.36, SD = 0.85), and recognising innovation (x̄ = 3.34, SD = 0.82). Weaker awareness was observed in government policies (x̄ = 3.12, SD = 0.93), registration procedures (x̄ = 3.07, SD = 0.95), and competitions/grants (x̄ = 3.05, SD = 0.96). Entrepreneurial interest was also high, with mean scores between 3.17 and 3.42, particularly enjoyment in learning (x̄ = 3.42, SD = 0.81) and motivation to explore further (x̄ = 3.38, SD = 0.82). Gender differences were marginal; t-tests confirmed no significant influence on awareness (t = -1.12, p = 0.26) or interest (t = -1.42, p = 0.16). The study concluded that Economics students in Benue State demonstrate strong entrepreneurial awareness and interest, shaped by education but limited in institutional knowledge. The study recommends integrating experiential learning, workshops, and competitions into curricula, alongside targeted interventions to bridge gender gaps and enhance procedural awareness.