The Influence Of Blended learning On Entrepreneurial Self-Efficacy Of university Students

Abstract

The proliferation of universities in Africa calls for an investigation on the suitability of the curriculum andpedagogies being used.The study investigated the influence of blended learning on entrepreneurial self-efficacy of university students. The target population was 147 fourth year students specializing in entrepreneurship comprising those from private and public universities in Nairobi and Kiambu Counties out of which 109 respondents were sampled. Data was collected using a structured Likert-type questionnaire which was self-administered. Theresearcher employed a survey design. Multinomial logistic regression analyzed the moderating role of learning context onblended learning and entrepreneurial self-efficacy of the students. 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 should adopt not only different but innovative training approaches rather than the traditional ones. Universities should also provide adequate resources and facilities 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.