Practical-Based Chemistry for Entrepreneurial Mindsets Among Secondary Schools in Ilemela Municipality, Tanzania

Abstract

This study investigated the impact of practical chemistry on students' entrepreneurial mindset and knowledge. It employed a quantitative approach with a randomized posttest-only control group design, which randomly assigned 205 respondents at the student level into control and experimental groups. Block randomization based on prior exposure to ceramic and laundry soap-making activities and academic ability was used to ensure group similarity. It involved random sampling to get schools (N=4) and purposive sampling for respondents from science classes. Likert scale questionnaires and observational checklists were used to measure students’ entrepreneurship mindsets, while an achievement test was used to measure entrepreneurship knowledge. Independent sample t-test revealed a significant mean difference in entrepreneurial mindset between experimental (M₁= 4.3) and control (M₂=2.4) groups with t (205) = -29.84, p < 0. 001. While the eta squared value of 0.81 implied a large effect size. Additionally, chi-square findings with a p< 0.001 revealed significant impacts of practical activities on entrepreneurial knowledge. This suggests that the practical applications of chemistry significantly impact students' entrepreneurial mindsets and knowledge; therefore, it is recommended to incorporate entrepreneurship activities into the chemistry curriculum.

Keywords: Entrepreneurship, Entrepreneurship mindsets, Chemistry Practical

DOI: 10.7176/JEP/16-1-05

Publication date: January 30th 2025