Page 1 of 16
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
ISSN: 2395-0463
Volume 04 Issue 04
March 2018
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 128
Motivation as a Strategy for Improving the Entrepreneurial
competencies Of Business Education Students in Universities in
Sout South and South East States of Nigeria
BY
Dr. F.O. NWOKIKE
ogonnianwokike@yahoo.com
Department of Technology and Vocational Education
(Business EducationUnit)
Enugu State University of Science and Technology.
Abstract
Motivation is a major key factor to students learning. Motivating business education
student is of paramount importance because of its influence in the entrepreneurial
development. This study was carried out in South East and South South States of Nigeria
using descriptive survey research design. The Study covered the 15 Universities in the South
East and South South States of Nigeria offering business Education programme which
includes five Universities from the South East and ten Universities from the South South
States. The population consisted of 109 business educators teaching the study area. No
sample was drawn because of the small size of the population. A structured questionnaire
developed by the researcher and carefully validated by three experts from the researcher’s
institution was used for data collection. Data collected were analyzed using mean and
standard deviation while t-test hypothesis was used to test the hypothesis at 0.05 level of
significance. The result of the study revealed that motivational strategies such as conducive
classroom and use of positive reinforcement such as praises and awards could improve the
entrepreneurial competencies of business education students. Based on the findings of the
study, the researcher recommended that business educators, institutions and the Government
Page 2 of 16
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
ISSN: 2395-0463
Volume 04 Issue 04
March 2018
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 129
should uses positive reinforcement such as provision of conducive classroom, use of praise
and award in improving the entrepreneurial competencies of business education students.
Introduction
Motivation has been an issue of concern and debate in educational sector. Motivation is an
internal process that makes a person move toward a goal. Motivation is the level of effort an
individual is willing to expand towards the achievement of a certain goal. Motivation is the
psychological feature that arouses an organism to action towards desired goal and elicits
controls and sustains certain goal- directed behaviours. Motivation can be considered as a
driving force, psychological derive that compels or reinforces action towards a desired goal.
For instance, hunger is a motivation that elicits a desire to eat. Obi (1997) defined motivation
as the perceptions, methods, activities used by the management for the purpose of providing a
climate that is conducive to the satisfaction of the various needs of the employees so that they
may become satisfied, dedicated and effective task performers. Aguba (2009) stated that
motivation is a fuel which produces energy for human action. In the other hand, Ozochi
(2008) stated that motivation is the internal process that activates, guides and maintains
behaviour especially goal oriented behaviour. Aguba (2009) identified three basic
characteristics of motivated behaviour. They are;
1. Motivation result from self- need. The behavior of individuals emerges as a result of
need.
2. Motivation is goal directed, that is, it is directed towards achieving a stated objective
and
3. Motivation is sustained. That is, it is maintained and lasts for a long time until it is
satisfied.
Page 3 of 16
Journal for Studies in Management and Planning
Available at
http://edupediapublications.org/journals/index.php/JSMaP/
ISSN: 2395-0463
Volume 04 Issue 04
March 2018
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 130
Motivation process starts with the emergence of need or desire. It is this need that
creates tension to satisfy the need. Motivation process includes:
Need
(Aguba, 2009).
Business educators should recognize the motivation process to influence academic
performance in the classroom and in the field of work. Students who show strong interest in
hard work should be rewarded accordingly by the business educators, institutions,
government and other stakeholders in education. Spaulding (1992) points out that when
students are academically motivated; their teacher often becomes professionally motivated.
Business educators should be working hard to provide students with worth- while educational
experience that can help them to perform better in their field of work. Spaulding stressed that
the whole educational enterprise is strengthened when teachers find ways to help their
students experience the joys of learning. When the business education students experience the
joys of learning, it will help to enhance their entrepreneurial competencies in any skill.
Business educators must ensure that they master how best to motivate the learners in
order to enhance their academic performance and productivity. Ozochi (2008) highlighted the
following importance of motivation in the classroom:
1. It provides a conceptual framework upon which practical applications are anchored.
2. It helps teachers learn how to decrease their reliance on material and social rewards
and punishments in their attempts to motivate students.
3. It puts same balance by giving teachers a better understanding of both intrinsic and
extrinsic motivation.
Goal Oriented
behaviour
Tension
motivating
behaviour
Tension
reduced need
satisfied
Goal Oriented
behaviour
Tension
motivating
behaviour
Tension
motivating
behaviour
Goal Oriented
behaviour
Tension reduced
need satisfied
