The Influence Of Blended Learning On Entrepreneurial Self-Efficacy Of University Students.

Abstract

The proliferation of Entrepreneurship Education (EE) in Africa universities calls for an investigation on the suitability of the pedagogies being used. The study investigated how blended learning which entails different training approaches, integration of technology, flexibility of student and lecturer interaction, depth of reflection on the content and live events contributed to acquisition of essential skills, knowledge, traits, attitude and competence of universities students. The target population was 147 fourth year entrepreneurship students comprising those from private and public universities in Nairobi and Kiambu Counties out of which 109 respondents were sampled. A Likert-type self-administered and data was collected using a structured questionnaire. The researcher employed a survey design. Multinomial logistic regression analyzed respondents’ perception of learning context on their Entrepreneurial Self-Efficacy (ESE). The findings revealed that blended learning contributed positively towards ESE. High levels of ESE accelerate entrepreneurship activities, creativity and innovation resulting in productive engagement of graduates in economic growth and expanding employment opportunities. It is recommended that universities offering EE should adopt different training approaches rather than the traditional, provide adequate resources and identify the right mentors for students. Further research should be carried out to determine the applicability of bended learning, suitability of role models and industry players in mentorship.