IMPACT OF DIGITAL FABRICATION AND MATHEMATICAL MODELLING ON ENTREPRENEURIAL COMPETENCIES IN SCIENCE AND MATHEMATICS EDUCATION

Abstract

This study investigated the impact of digital fabrication and mathematical modelling on the development of entrepreneurial
competencies among senior secondary school students in science and mathematics education within the Zaria Education
Zone, Nigeria. Anchored in Experiential Learning Theory and Constructivist pedagogy, the quasi-experimental design
employed pre-test, post-test, control group methodology using 200 SSII students selected from four public secondary
schools. The experimental group was exposed to project-based instruction involving digital design tools and mathematical
modelling tasks, while the control group received conventional teaching. Data were collected using a validated
Entrepreneurial Competency Rating Scale (ECRS) and a Performance-Based Innovation Task (PBIT), and analysed with
ANCOVA and independent samples t-tests. The findings revealed statistically significant improvements in entrepreneurial
problem-solving (F(1,196)=48.13, p<.001, η²=.197) and creativity/innovation (F(1,196)=52.89, p<.001, η²=.213) among
students in the experimental group. No significant gender-based differences were observed, indicating inclusivity. The
study concludes that integrating digital fabrication and modelling into STEM instruction fosters critical entrepreneurial
skills necessary for innovation and job creation. It recommends curriculum reform, teacher training, and investment in
maker-based infrastructure to scale this approach across Nigerian schools.