Effects of Innovative Pedagogical Strategies in Science, Technology, Engineering, and Mathematics (STEM) Education on Promotion of Entrepreneurial Innovation Among University Students

Abstract

Background: The ongoing push to promote economic innovation has made it even more pressing for universities to adopt innovative pedagogical approaches, particularly in STEM education.

Objective: This study examines the effects of the innovative pedagogical approach in STEM education on entrepreneurial innovation.

Method: The study adopted a one-group pretest-posttest quasi-experimental research design. The study population consisted of 1,412 third-year students enrolled in Science, Technology and Engineering at Joseph Sarwuan Tarka University. The sample size was 123 intact year three STEM students from Joseph Sarwuan Tarka University, Makurdi. The instrument for data collection was a performance test using the Innovative Pedagogical Strategies Performance Test (IPSPT) and the Entrepreneurial Innovation Performance Test (EIPT). The instrument was validated by three experts, with coefficient indices of 0.72 for IPSPT and 0.70 for EIPT, respectively. The data collected were analysed using a paired t-test to test hypotheses.

Key Results: The study revealed a significant difference between students’ pre-test and post-test scores, indicating that experiential learning in STEM education promotes entrepreneurial innovation. It was found that there is a significant difference between students’ pre-test and post-test scores in promoting entrepreneurial innovation after exposure to Project-based learning (STEM) education, and that collaborative learning in STEM education significantly promotes entrepreneurial innovation among university students, as evidenced by pre-test and post-test assessments.

Conclusion: This research concluded that when innovative pedagogical strategies are used in STEM education, such as experiential, project-based, and collaborative learning, they develop students' practical thinking and abilities.