Impact of Entrepreneurship Education on Entrepreneurial Intention and Skills Acquisition among Undergraduate Automobile Technology Education Students in Southwest, Nigeria
DOI:
https://doi.org/10.64348/zije.2026334Abstract
This study examined the influence of entrepreneurship education on entrepreneurial intentions and perceived skills acquisition among Automobile Technology Education students in Lagos State University of Education (LASUED) Oto/Ijanikin, Lagos State, and Tai Solarin Federal University of Education (TASUED) Ijagun, Ogun State. Data were collected using a structured questionnaire administered to 24 respondents. Due to the low student turnout during data collection, the observed dataset was extrapolated to a synthetic sample size of 360 through proportional resampling and controlled stochastic variation. This approach preserved the original response distributions while enhancing statistical stability and improving the generalizability of the findings. Descriptive statistics, reliability analysis, Pearson correlation, hierarchical multiple regression, and mediation analysis were employed for data analysis. Findings revealed moderate to high exposure to entrepreneurship education (M = 3.62, SD = 0.81) and high entrepreneurial intentions (M = 3.78, SD = 0.74). Reliability coefficients for all constructs exceeded the acceptable threshold (α > 0.85). Correlation analysis showed significant positive relationships among exposure, skills acquisition, and entrepreneurial intentions (r = .61, p < .01). Regression results indicated that entrepreneurship exposure (β = .45, p < .001) and skills acquisition (β = .32, p < .001) significantly predicted entrepreneurial intentions, jointly explaining 47% of the variance (R² = .47). Mediation analysis further revealed that skills acquisition partially mediated the relationship between entrepreneurship education and entrepreneurial intentions. The study concludes that strengthening practical entrepreneurship components and industry collaboration within Automobile Technology Education programmes will significantly enhance students’ entrepreneurial competencies and employability. Policy and curriculum implications for Nigerian TVET institutions are discussed.
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