51 4.17: Correlation between teaching method and entrepreneurial intention Correlation between university role and entrepreneurial intention Correlation between entrepreneurial environment and entrepreneurial. Entrepreneurship in Kelantan has also grown following the entrepreneurial intention that wants to participate in business.
INTRODUCTION
- Background of the Study
- Problem Statement
- Research Objective
- Research Question
- The Scope of The Study
- Significance of Study
- Definition of Term
- Entrepreneurship education
- Entrepreneurial Intention
- Entrepreneurial opportunities
- Organization of the proposal
- Summary
One of the most effective indicators of entrepreneurial behavior, entrepreneurial intention is a constant and essential concept in the world of entrepreneurship (Ukil & Jenkins, 2022). First, the introduction of Chapter 1 presents the statement of the problem, research questions, and the aim and scope of the study.
LITERATURE REVIEW
- Introduction
- Entrepreneurship Curriculum
- Teaching Method
- Entrepreneurial Environment
- University role
- Entrepreneurial Intention
- Underpinning Theory
- Previous studies
- Entrepreneurial curriculum
- Teaching method
- University role
- Entrepreneurial environment
- Entrepreneurial intention
- Hypothesis Statement
- Conceptual Framework
- Summary
According to Lee et al. 2011) previous studies on entrepreneurial intentions using the theory of planned behavior have examined these three determinants. In addition, taking entrepreneurship courses can improve your learning effectiveness and enjoyment of the program (Anjum et al., 2022).
RESEARCH METHODS
- Introduction
- Research Design
- Data Collection Methods
- Study Population
- Sample Size
- Sampling Technique
- Research Instrument Development
- Measurement of the Variables
- Nominal Scale
- Interval Scale
- Procedure for Data Analysis
- Reliability Analysis
- Descriptive Analysis
- Pearson Correlation
- Summary
Respondents were asked about their opinions and views regarding this study in the questionnaire. In this study, the researcher uses a set of closed questionnaire forms adapted to the needs of the study from the questionnaire developed by (Rengiah, 2013). The questionnaire consisted of three sections: Part A (Respondent Profiles), Part B (Entrepreneurial Curriculum, Teaching Methods, Role of the University, Entrepreneurial Environment) and Part C (Entrepreneurial Intent).
To ensure that the results are appropriate, the reliability of the data analysis must be explicitly assessed. Pearson's product moment in statistics, the correlation coefficient is a measure of the linear correlation between two variables X and Y, with a value ranging from +1 to -1, where +1 is the total of positive correlations, 0 is no relationship, and −1 is the total of negative correlations. It is often used in studies as a measure of the toxicity of the linear dependence of two variables.
It is essential to emphasize that correlations represent the non-linear model and direction of a linear relationship, not the relationship's non-slope or many features of the non-linear relationship. The primary purpose of the study was to determine whether students believe that entrepreneurship education is necessary or not.
DATA ANALYSIS AND FINDINGS
Introduction
Preliminary analysis
Demographic profile of respondents
- Gender
- Age
- Race
- University
- Year of study
- Course of study
Next, the Chinese respondents are the second highest, with respondents followed by Indian respondents who are respondents. According to Table 4.5 and Figure 4.4, the highest number of university students involved in this study is Universiti Malaysia Kelantan (UMK) which has total respondents. Based on table 4.7 and figure 4.6, it appears that there are 25 types of study courses that the respondents have taken.
Apart from that, a total of 2 (0.5%) respondents who took courses in Statistics and BA242 for each course of study.
Descriptive analysis
- Entrepreneurship Curriculum
- Teaching Methods
- University Role
- Entrepreneurship Environment
- Entrepreneurial Intention
There are six questions in the questionnaire with the highest mean value of 4.58 for the assertion item. After this course, my knowledge about business has increased”, which means that the respondent agrees with this item. The mean value for the other four items was 4.54 (I gained new experience with this entrepreneurship course), 4.50 (I can improve my entrepreneurship skills with this course), 4.43 (I am interested in studying this entrepreneurship course because it is related with real-world situations) and 4.42 (This entrepreneurship course is organized in accordance with the curriculum criteria), which indicate that the respondent agrees with the item.
There are six questions in the questionnaire with the highest mean of 4.56 for the item on the statement. While the lowest mean is 4.41, it was for the item “Speakers have successfully applied this entrepreneurship course to real-world situations,” indicating that the respondent is very. The mean value for other four items was 4.50 (Practical training helps a lot to understand the subject of entrepreneurship), 4.45 (Lecturers are good at engaging students in entrepreneurship courses through teaching method), 4.43 (The way entrepreneurship courses are delivered by lecturers is interesting ), and 4.43 (I am interested in the subject of entrepreneurship because of the interactive way of learning), which indicates that the respondent agrees with the subject.
The mean value for other three items was 4.41 (Malaysia is an excellent country to start a business), 4.34 (It would be very difficult to raise the necessary money to start a new business in Malaysia) and 4.34 (I is familiar with programs the country provides to help people start businesses), indicating that the respondent agrees with the topic. While the lowest mean is 3.63 was for the item “Entrepreneurs are born and cannot be made”, indicating that the respondent is very close to agreeing with the item.
Validity and Reliability Test
There are six questions in the questionnaire, with the highest mean value of 4.63 for the statement item "I am surprised by the success of those who have their own business", which means that the respondents agree with the item. The mean value for the other four items was 4.23 (I thought entrepreneurship was a career choice), 4.18 (Being an entrepreneur is the best way to get rich), 3.87 (The chance of failure will be high if I work alone), and 3.76 (I can't risk being an entrepreneur), which means that the respondent agrees with the item. Based on the table above, Cronbach's alpha for entrepreneurial intention is 0.810 (dependent variable), teaching method is 0.904, university role is 0.904, while entrepreneurial environment is 0.858 and lastly entrepreneurial curriculum is 0.886 (independent variable).
Two independent variables were above 0.70 and reached acceptable values, namely Entrepreneurship Curriculum is 0.886 and Entrepreneurial Environment is 0.858, and there is also a dependent variable Entrepreneurial Intention is 0.810, which means that not every student is able to measure the factors that affect entrepreneurial intention. As a conclusion, this study approached acceptable and positively correlated based on Cronbach's alpha.
Normality Test
Table 4.14 above shows the normality results of the Kolmogorov-Smirnov and Shapiro-Wilk test for the variable.
Hypothesis Testing
Based on the above table, the correlation between entrepreneurship curriculum and entrepreneurial intention is shown. Hypothesis 1 is accepted because the result shows that there is a relationship between entrepreneurial curriculum and entrepreneurial intention. This means that the entrepreneurship curriculum helps many students at Kelantan understand more about entrepreneurship and from there the intention to become.
Based on the table, it shows the correlation between teaching method and entrepreneurial intention among IPTA students in Kelantan. In addition, the p-value is less than 0.01 and indicates that there is a relationship between teaching method and entrepreneurial intention. The teaching method refers to how the lecturer can make the student understand the subject not only to pass the exam, but also can make the student use the knowledge outside the university.
Based on the table above, it shows the correlation between college and entrepreneurial intention among IPTA students in Kelantan. Based on the above table, the correlation between entrepreneurial environment and entrepreneurial intention among IPTA students in Kelantan is shown.
Conclusion
DISCUSSION AND CONCLUSION
Introduction
Key Findings
There is a positive relationship between teaching method and entrepreneurial intention among IPTA students in Kelantan. There is a positive relationship between university role and entrepreneurial intention among IPTA students in Kelantan.
Discussion
- Hypothesis 1
- Hypothesis 2
- Hypothesis 3
- Hypothesis 4
The hypothesis can also be used to model observations of a student in Kelantan to represent a random variable. Based on Table 5.1, the result shows that there is a relationship between entrepreneurial curriculum and entrepreneurial intention for this study. Based on Table 5.1, the result showing that there is a relationship between teaching method and entrepreneurial intention.
For hypothesis 2, this study can conclude that there is a positive relationship between teaching method and entrepreneurial intention among IPTA students in Kelantan. Based on Table 5.1 can define that there is a relationship between university role and entrepreneurial intention. For hypothesis 3, this study can conclude that there is a positive relationship between university role and entrepreneurial intention among IPTA students in Kelantan.
Based on Table 5.1, the result shows that there is a relationship between entrepreneurial environment and entrepreneurial intention. For hypothesis 4, this study can conclude that there is a positive relationship between entrepreneurial environment and entrepreneurial intention among IPTA students in Kelantan.
Implication of the Study
Under the supervision of epidemic prevention and control, Chinese and foreigners have participated in online activities such as online shopping and online education, and people's thinking and lifestyle have also changed, and they are more accepting of new lifestyles brought about by the Internet economy . . Regardless, there is no strong evidence on how well the post-pandemic entrepreneurial environment predicts entrepreneurs' intentions. Educational institutions play an important role in helping students to provide them with a comfortable place, practical experience and informative studies on entrepreneurship education.
This is very important because it will give the student a good environment, indirectly it will expose them to become a successful entrepreneur in the future. They, as the future researcher who will study this topic, can use the variables used in this study as a guideline for their own future research. They can use the variable that is entrepreneurial curriculum, teaching method, university role and entrepreneurial environment in their research.
In addition, they can use variables that are more appropriate for this subject or based on their target respondent.
Limitation of the Study
Students studying entrepreneurship are really concerned about the role of the university in helping them by providing sufficient facilities. Someone who aspires to be an entrepreneur not only from students but from all levels of society. However, those societies cannot be responsible for the study because they do not target the respondent as the researcher intends to use as their research.
Finally, the limitation of this study is that the researcher selects the students from certain department or faculties that study entrepreneurship, such as for the respondent to answer the questionnaire. The population at the public university, Kelantan, may not consider all students in the university to study entrepreneurship education and become an entrepreneur.
Suggestion for Future Research
Overall Conclusion of the Study
The findings of this research is that the researcher found that four factors used in this research have a relationship with the dependent variable which is entrepreneurial intention among IPTA students. Due to the effect of entrepreneurship curriculum, teaching methods, university roles and entrepreneurial environment, public university students in Kelantan may develop entrepreneurial intentions. Entrepreneurial intentions among business students: the mediating role of attitude and the moderating role of university support.
Social support and risk-taking as predictors of entrepreneurial intention among students in Nigeria. Measuring the Impact of Business Management Students' Attitudes toward Entrepreneurship Education on Entrepreneurial Intention: A Case Study. How Entrepreneurship Education at Universities Influences Entrepreneurial Intention: Mediating Effect Based on Entrepreneurial Competence [Original Research].
The purpose of this study is to examine entrepreneurial intentions among IPTA students in Kelantan, Malaysia. 2 The subject of entrepreneurship should become compulsory in order to increase the entrepreneurial spirit of the university.
Determine Sample Size of a Known Population
Content of the Questionnaire
Five-Point Likert Scale
Reliability Test (Pilot Test)
Respondent’s Gender
Respondent’s Age
Respondent’s Race
Respondent’s University
Respondent’s Year of study
Respondent’s Course of Study
Descriptive Statistic for Entrepreneurship Curriculum
Descriptive Statistic for Teaching Methods
Descriptive Statistic for University Role
Descriptive Statistic for Entrepreneurship Environment
Descriptive Statistic for Entrepreneurial Intention
Results of Reliability Cronbach’s Alpha for the Variable
Normality Test Result
Rule of Thumb of Correlation Coefficient
Respondent’s Gender
Respondent’s Age
Respondent’s Race
Respondent’s University
Respondent’s Year of study
Respondent’s Course of Study
