DEVELOPING ENTREPRENEURIAL LITERACY THROUGH CONTEXT-BASED SCIENCE AND MATHEMATICS TEACHING IN RURAL NIGERIAN SCHOOLS

Abstract

This study examined the impact of context-based science and mathematics instruction on entrepreneurial literacy among
secondary school students in rural areas of Zaria Education Zone, Kaduna State, Nigeria. A quasi-experimental design
involving pre-test, post-test control groups was employed. A total of 200 SSII students from four public rural secondary
schools were sampled using multistage random sampling. Two schools received context-based instruction infused with
real-life entrepreneurial scenarios, while two others served as control groups taught using conventional methods. The
Entrepreneurial Literacy Assessment Scale (ELAS) was used to collect data on students’ entrepreneurial knowledge,
attitudes, and skills. ANCOVA results showed a statistically significant difference in favor of the experimental group, F(1,
197) = 45.14, p < .001, with a large effect size (η² = .189), indicating that the context-based approach substantially
improved entrepreneurial literacy. However, gender-based analysis revealed no significant difference between male and
female students’ scores, suggesting gender equity in learning outcomes. The study concludes that integrating context-based
instruction into science and mathematics education enhances students’ entrepreneurial thinking and real-world problemsolving capacity, especially in under-resourced rural settings. It recommends curriculum review, teacher training, and
further research on scalable, inclusive entrepreneurial pedagogies in STEM education.