TEACHING APPROACHES, THE EFFICACY OF

ENTREPRENEURSHIP AND STUDENT

INVOLVEMENT AS PREDICTIVE FACTORS OF
ENTREPRENEURIAL LEARNING OUTCOMES
OF STUDENTS IN VOCATIONAL COLLEGES

Disediakan Oleh :
ILLIANI FAZRIEN BINTI ISMAIL

Fakulti Pengajian Pendidikan

Universiti Putra Malaysia
CHAPTER 1
 BACKGROUND OF STUDY
 The objective of the Malaysian Education Blueprint (2013-
2025) entails entrepreneurship as a key element from the six
student aspiration.
 The objective is also to develop students KV competent
entrepreneurs in the field of vocational choice (Strategic Plan
for the Transformation of Vocational Education, 2012).
 Based on the Strategic Transformation Plan, established
policies designed to produce 70% of graduates into the
working world, 20% of graduates continuing their studies while
10% entrepreneurship (Sufean, 2014).
 Main goals of vocational college;
 20 % pursue higher education
 70 % of graduates to gain a place in the industry according to
the field's suitability
 10% become an entrepreneur
 Vocational College Curriculum is modular, based on
competency, prioritizing 3 practical and flexible aspects.
 It encompasses elements of creativity and innovation,
entrepreneurship, soft skills and technological skills that
are combined with industry needs and professional bodies
(Ministry of Education, 2011).
 Implementation of the curriculum based on the learning
process emphasizes work competence, entrepreneurial
competence and soft competence with theory and practical
dimension ratios is 30:70 (Skills Development Department,
2009).
schedule of the concept of vocational college curriculum that includes entrepreneurial
competencies across the curriculum and co-curriculum for all courses offered at KV.

Source; Strategic Plan for the Transformation of Vocational Education, 2012

 STATEMENT OF PROBLEM
 According to Ahmad (2014), the Aspiration of the Government
Transformation Program and the New Economic Model based
on high-income economy is to create human capital capable
of innovating and exploring new areas in the effort to generate
the nation's wealth.
 Hence, this national economic growth has demanded the
increase in the number of graduates in the technical and
vocational fields in order to equally help boost economic
growth towards developed countries (Mazirah &
Norasmah.2018)
 Disclosure of entrepreneurship education should be given to
students in order to achieve the objective of creating
entrepreneurs and entrepreneurship education should be
continuous (Wardati & Nor Aishah.2018)
 Continuous learning is necessary because it has been shown
to raise a person's interest towards entrepreneurship (Norita
et al. 2010).
 Programs or courses in entrepreneurship can be intensified in
order to increase the tendency of students to become
entrepreneurs (Mumtaz Begam, Warm & Halimahton 2012).
 The impact of entrepreneurship education on entrepreneurial
attitudes of students in science and engineering compared to
students in business studies which the results showed that
entrepreneurship education offered at the university should be
modified in accordance with the appropriate target group of
students or students in the field (Daniela et al. (2016)
 Fayolle’s (2013) argument that the future of entrepreneurship
education depends on the self-consistency, usefulness,
effectiveness and efficiency of entrepreneurship classes and
programmes at various levels of education.
 Effective entrepreneurship education should enhance the
individual's development in terms of improving entrepreneurial
behavior and achievement in learning (Zaidatol Akmaliah &
Hisyamuddin 2010).
 Examine the impact of the Lean LaunchPad curriculum and
pedagogy on undergraduate students in Entrepreneurship
Education by using entrepreneurial self-efficacy,
entrepreneurial behavior, and entrepreneurial knowledge
(Aileen Huang-Saad, Christina Morton & Julie Libarkin.2016)
 RESEARCH QUESTIONS
 1) What is the level of entrepreneurial learning outcomes of
vocational college students?
 2) To what extent entrepreneurial approach to teaching
students in practice in vocational colleges?
 3) What is the level of entrepreneurial efficacy and student
involvement in vocational colleges?
 d) Is the teaching of entrepreneurship, entrepreneurial efficacy
and student involvement as predictive factors of
entrepreneurial learning outcomes of students in vocational
colleges?
 OBJECTIVES OF STUDY
 1) Determine the level of entrepreneurial learning outcomes of
vocational college students.
 2) Identify the extent of the entrepreneurial approach to
teaching students in practice in vocational colleges.
 3) Determine the level of entrepreneurial efficacy and student
involvement in vocational colleges.
 d) Determine the entrepreneurial teaching approach,
entrepreneurial efficacy and student involvement as predictive
factors of entrepreneurial learning outcomes of students in
vocational colleges.
 SIGNIFICANCE OF THE STUDY

To know the predictor factors

effect entrepreneurial
learning outcome

• KPM can make the findings as one of the inputs to provide training planning
for teachers in entrepreneurial teaching and learning approaches and
Ministry of Education (MOE) enhancement of entrepreneurship curriculum with more organized and
detailed.

• The information obtained through this study is a guide to the school to

identify the internal training plan for teachers and the improvement of
School Administrator appropriate teaching facilities to apply the entrepreneurial teaching
approach.

• The results of this study also help teachers to plan and develop a guideline
Teacher in entrepreneurial teaching and learning approaches for entrepreneurial
subjects according to the suitability of the course content
 SCOPE AND LIMITATIONS
 Focuses only on students in vocational colleges
 Teachers' perceptions are also important to identify the
predictor of the student's entrepreneurial learning outcomes
 Only focus in teaching approaches, entrepreneurial efficacy
and student involvement as a predictor of student
entrepreneurship learning outcomes.
 The main methods used to collect data is to distribute
questionnaires to students at selected vocational colleges.
 CONCEPTUAL AND
OPERATIONAL DEFINITIONS OF
TERMS
 Entrepreneurial Learning Outcomes
 Conceptual definitions;
 Describes what a student should be able to do in order
successfully to complete a course of study (Baume 2009)
 Learning-outcomes are essential as they guide creation of
programs, courses, class activities, and/or extra- or co-
curricular activities. Learning-outcomes also provide the
benchmarks against which student achievement is measured.
 Operational definitions
 To describes student’s entrepreneurial behaviors, skills and
attributes, entrepreneurial competencies, mindset and values.
(Baume 2008)
 TEACHING APPROACHES
 Conceptual definitions;
 Entrepreneurial teaching approaches is designed to maximize
the potential for stimulating entrepreneurial attributes and
insight and equipping participants for action Allan Gibb &
Alison (2007)
 Operational definitions
 The teaching approach refers to the perceptions of students
towards the teaching and experience of teachers and skills
experienced by students related to entrepreneurship.
 Instrument; Allan Gibb & Alison (2007)-44 pedagogies or
 Ooi Yeng Keat, Shuhymee, Habshah, & Norashidah (2014)-7
approaches
 EFFICACY OF ENTREPRENEURSHIP
 Conceptual definitions;
 According to Jeffrey, Mark, Stephen and Jennifer (2009),
entrepreneurial self-efficacy is a measure of building an
individual's belief in the ability of individuals to successfully
launch an entrepreneurial venture.
 Operational definitions
 To measure student’s belief and motivation that has been
shown to influence the choice of individual activities, the level
of goals, persistence, and performance in a entrepreneurship
 Instrument; Muller (2012)& Saidi (2013) / Rosna & Norasmah
(2018)
 STUDENT INVOLVEMENT
 Conceptual definitions;
 Involvement refers to the physical and psychological
interaction that students will need to get the learning
experience (Astin, 1993).
 Involvement variables involves three dimensions namely
behavior, emotion and cognitive (Fedricks et.al 2004 &
Yazzie.Mintz 2007)
 Operational definitions
 Behavioral involvement referring to academic and non
academic involvement.
 Emotion involvement refers to the perception of students
towards positive or negative feelings and reactions to
teachers, school partners and entrepreneurship subjects.
 Cognitive involvement refers to perceptions of effort,
motivation and strategy of mastering entrepreneurship
subjects.
 Instrument (Fedricks et.al 2004; National Center for the
School 2006 & Mo, 2008) / (Nor Yuzie Yusuf, 2014)
CHAPTER 2
 THEORIES/MODEL
 Entrepreneurial Event Model (EEM) (Shapero & Sokol, 1982)
 Theory of Involvement (Astin) (Fedricks, Blumenfeld and Paris
2004 & Yazzie.Mintz 2007) – behavior, emotional and
cognitive
 ENTREPRENEURIAL LEARNING OUTCOMES

 According to Norfadhilah (2010), students need to be exposed

to entrepreneurship education in order to create a tendency or
interest in students so that students can understand and
entertain and practice the learned entrepreneurship and then
choose entrepreneurship career.
 Pittaway et al. (2009) highlighted the importance of linking
learning outcomes and assessment methods, and that one
way of assessing the effectiveness of experiential
entrepreneurship education lies in the analysis of such
assessment, for example reflective diaries
 Learning outcomes might also relate more readily to
measures of efficacy (are the stated learning objectives or
desired learning outcomes being delivered?) and efficiency
(can the learning objectives or desired outcomes be achieved
with the resources available basically) (Scott, Andy, Trinity
&John.2015)
 Entrepreneurial learning outcomes call upon the setting, the
educator and the learner’s affective and cognitive aspects of
mental development (Rae, 2005; Gibb, 2005; Taatila, 2010),
to the extent that attitude can be modelled with knowledge,
reflection, judgment and action.
 Fretschner and Weber (2013) asserted that entrepreneurship
education has two purposes: to determine whether the
students should learn to develop entrepreneurial knowledge
for the purpose of changing mindsets, attitudes, and
entrepreneurial desirability; and learning to be an
entrepreneur by acquiring with various managerial and
entrepreneurial skills.
 A learning-outcome driven approach to developing and
assessing programs to cultivate the entrepreneurial mindset in
undergraduate students and the entrepreneurial mindset is
characterized by seven learning outcomes (Robert E. Kleine &
David Yoder 2011)
 TEACHING APPROACHES
 Norasmah et al. (2012) report that the effective method of
delivering entrepreneurial education or cultivating a culture or
entrepreneurial intention among students is learning through
experience.
 Apart from theoretical learning, having experience is also very
important in entrepreneurial learning (Wardati & Nor
Aishah.2018)
 According to Zaidatol (1993), teaching methods such as
fieldwork, simulation, role play, project and case studies are a
method of teaching that can stimulate entrepreneurial
characteristics among students or most effective in building
student behavior.
 EFFICACY OF ENTREPRENEURSHIP
 According Asnul, Ruhizan, Kamalularifin & Khair (2013), the
application of particular aspects of entrepreneurship in the
curriculum subjects PTV and teaching and learning strategies
necessary to improve students' attitudes to entrepreneurship
and self-efficacy.
 STUDENTS ENGAGEMENT
 According to Armanurah, there is a positive correlation
between students who are active in entrepreneurial activity
with the desire to choose entrepreneurship career rather than
those who have no experience with any entrepreneurial
activity (Noorkartina et al 2015).
 The study was conducted Shahrin (2014), through
entrepreneurship programs students have the opportunity to
enhance their potential in the field of entrepreneurship.
 Conducting entrepreneurial activities in real situations can
help students develop their knowledge, improve their skills
and increase the self-esteem they need (Mazirah &
Norasmah.2018).
 RESEARCH FRAMEWORK
TEACHING
APPROACHES

ENTREPRENEURIAL
EFFICACY OF
ENTREPRENEURSHIP LEARNING
OUTCOMES

STUDENTS
ENGAGEMENT
CHAPTER 3
Research • a descriptive study
design • in the form of survey

• Zon Pahang
Location • 8 vocational colleges

• 2143 final year students at the

Population Vocational College in Pahang.
 • Krejcie and Morgan table scale
(1970)
Sampling • (n=327)
• Simple random sampling

Instrument
 Data • Get permissions; EPRD, BPTV, KPM, JPN &
VOCATIONAL COLLEGES
• distributing questionnaires to final semester
collection students at Vocational College in Pahang
involved in the study by hand.

Data • Descriptive analysis

analysis