Discussion Paper No. 265 of 2021 on The Influence of Pedagogy on Self Efficacy of University Students in Kenya Across Gender

Abstract

The early stages of developing entrepreneurs are important in shaping their attitudes, beliefs, perceptions, confidence and capacity. However, these stages are gender-sensitive due to the social-cultural, contextual and economic factors. The purpose of this study was therefore to conduct a comparative analysis of gender difference in the influence of Entrepreneurship Education Pedagogy (EEP) on self-efficacy of university students in Kenya. The study was anchored on social learning theory and role congruity theory. The research design applied in the study was cross-sectional. The target population was the fourth year entrepreneurship university students in Nairobi and Kiambu counties. Purposive sampling was used. Primary data was collected using a questionnaire. The type of data collected was quantitative and qualitative, which was analyzed through frequencies and linear regressions. The findings provided evidence that project-based learning does not have significant influence of Entrepreneurial Self-Efficacy (ESE) of university students in Kenya. It was also found that the Leaning Context had more moderating effect on the ESE of female students than males. It is recommended that there is need to refocus on project-based learning approach for improved ESE of graduates. The Leaning Context should also be improved by providing the required facilities such as incubation hubs. There is need for policy intervention in redesigning the entrepreneurship curriculum to competence-based.