BEYOND-CLASSROOM LEARNING AND ENTREPRENEURIAL READINESS AMONG BUSINESS EDUCATION POSTGRADUATE STUDENTS IN RIVERS STATE PUBLIC UNIVERSITIES
Abstract
This study examines the relationships between beyond-classroom learning and entrepreneurial
readiness among Business Education postgraduate students in Rivers State public universities. Three
dimensions were examined: experiential enterprise activities, entrepreneurial networking, and selfdirected digital entrepreneurial learning. Two theories, Experiential Learning Theory and the Theory
of Planned Behaviour, guided the study; three research questions were answered and three null
hypotheses tested. A cross-sectional correlational survey covered a population of 144 postgraduate
students at Ignatius Ajuru University of Education (87) and Rivers State University (57). Yamane’s
formula yielded a proportionately allocated sample of 106, selected through stratified random
sampling. A validated four-point Beyond-Classroom Learning and Entrepreneurial Readiness
Questionnaire collected data. Pearson’s product-moment correlation analyzed the data at 0.05.
Hypothetical results showed significant positive relationships between readiness and experiential
enterprise activities, with a correlation coefficient of .452; mentoring and networking, with a coefficient
of .365; and self-directed digital learning, with a coefficient of .576. Probability values were below
.001, and digital learning recorded the strongest relationship. The study concluded that practical
experience, social guidance, and technology use provide complementary pathways to entrepreneurial
readiness. It recommended supervised enterprise projects, structured mentoring partnerships,
accessible digital resources, and verification through ethically conducted field research.
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Published in Wellspring University Journal of Social and Management Sciences
ISSN: 2616-1296
This article appears in our peer-reviewed academic journal
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