Correlation Between Blended Learning Strategy and Entrepreneurial Skills Acquisition among Business Education Students in University of Benin, Edo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026621Keywords:
Blended learning technologies, entrepreneurial skills acquisition, Business Education.Abstract
This study examined blended learning technologies as correlates of entrepreneurial skills acquisition among Business Education students at the University of Benin. Specifically, it determined the level of entrepreneurial skills acquisition and examined the relationships between face-to-face classroom instruction, online learning platforms, digital collaboration tools, and entrepreneurial skills acquisition. A correlational survey research design was adopted. The population comprised 300- and 400-level Business Education students in the Department of Vocational and Technical Education, University of Benin. Because the population was manageable, a census sampling technique was used. Data were collected using a researcher-developed instrument titled Blended Learning Technologies and Entrepreneurial Skills Acquisition Questionnaire (BLTESAQ), validated by three experts, with a Cronbach Alpha reliability coefficient of 0.70. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation Coefficient (PPMCC) was used to test the hypotheses at 0.05 level of significance. Findings revealed a high level of entrepreneurial skills acquisition among students (cluster mean = 3.24). Significant positive relationships were found between face-to-face classroom instruction and entrepreneurial skills acquisition (r = .489, p < .05), online learning platforms and entrepreneurial skills acquisition (r = .467, p < .05), and digital collaboration tools and entrepreneurial skills acquisition (r = .546, p < .05). The study concluded that blended learning technologies significantly enhance entrepreneurial skills acquisition among Business Education students. It recommended that lecturers strengthen the integration of blended learning technologies into entrepreneurship instruction, while university management should provide digital infrastructure and capacity-building programmes to support effective implementation.
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