Publication Details
Abstract
This study examines curriculum innovation in business education as a pathway to effective entrepreneurship development in universities in Rivers State, The study was guided by three research questions and three corresponding null hypotheses. A correlational survey research design was adopted within the quantitative research paradigm. The population comprised 1,766 undergraduate Business Education students in Rivers State University, Port Harcourt and Ignatius Ajuru University of Education, Port Harcourt for the 2024/2025 academic session. Using the Taro Yamane formula and a multi-stage sampling procedure, a sample of 326 students was selected. Data were collected through a researcher-developed instrument titled Curriculum Innovation and Entrepreneurship Development Questionnaire (CIEDQ), which was validated by experts and subjected to pilot testing for reliability using Cronbach Alpha. Data were analyzed using mean, standard deviation, and Pearson Product Moment Correlation Coefficient at the 0.05 level of significance. Findings revealed that innovative curriculum content has a significant positive relationship with effective entrepreneurship development (r = 0.641, p < 0.001), innovative instructional strategies have a significant positive relationship with effective entrepreneurship development (r = 0.658, p < 0.001), and innovative practical learning experiences have a significant positive relationship with effective entrepreneurship development (r = 0.684, p < 0.001). The study concludes that curriculum innovation significantly enhances entrepreneurship development among business education students when the curriculum is made relevant, interactive, and practice-oriented. It recommends regular curriculum review, the adoption of innovative learner-centered instructional approaches, and the strengthening of practical learning opportunities through internships, simulations, among others.