CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Entrepreneurship education is a functional education which can be used as a panacea

for unemployment, cybercrime reduction and poverty eradication for national security,

because education has remained the major instrument for national development for many

countries of the world. That is the reason most nations of the world spend huge sums of

money to provide education for their citizens. Thus education becomes a veritable platform

for tackling socio-cultural, economic, political, scientific and technological challenges facing

many nations. According to Agi and Yellowe (2013) education is important to the

development of human resources, impartation of appropriate skills, knowledge and attitude. It

is the basis for transformation, industrialization and a high way to global knowledge

economy. Relating to security, Agi and Yellowe (2013) explained further that education is

regarded as a means of achieving culture of peace, gender equality and positive African

values. It is therefore the understanding of many that education leads to national

transformation and development, through reduction in cybercrime, unemployment and

poverty with ensured peace and security. This can also be achieved with help of

entrepreneurship education.

Entrepreneurship Education has so many definitions. For instance, Okereke and

Okorofor (2011) asserted that entrepreneurship education have been acknowledge worldwide

as a potent and viable tool for self-empowerment, job and wealth creation. To Ezeani (2012),

entrepreneurship education entails teaching students, learners and would be businessmen, the

essential skills required to build viable enterprises, equipping the trainees with the skills

needed for taking responsibility and developing initiatives of the prospective trainees.

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 Entrepreneurship education according to Abefe – Balogun and Nwankpa (2012),

involves a dynamic process of creating wealth through the process of creating something

new, in the process assumes both attendant risks and reward. Atakpa (2011), opined that

entrepreneurship education is an aspect of education which equips an individual and create in

the person the mindset to undertake the risk of venturing into something new by applying the

knowledge and skills acquired in school. According to Olawolu and Kaegon (2012),

confirmed that entrepreneurship education prepares youths to be responsible individuals who

become entrepreneurs or entrepreneurial thinkers by exposing them to real life experiences

where they will be required to think, take risk, manage circumstances and incidentally learn

from the outcome. Finally, Ogundele, Akingade and Akinlabi (2012) postulated that

entrepreneurship education entails philosophy of self-reliance such as creating a new cultural

and productive environment, promoting new sets of attitudes and culture for the attainment of

future challenges through entrepreneurship.

Entrepreneurship is not just skill acquisition for acquisition sake; it is an acquisition

of skills and ideas for the sake of creating employment for oneself and also for others. It also

includes the development based on creativity (Oseni, Momoh and Momodu, 2012).

Entrepreneurship leads to the development of small, medium and sometimes large scale

businesses based on creativity and innovation. The success of these businesses in turn helps

in developing the nation’s economy. It equally reduces poverty rate with visible increment in

employment rate among the youth. Entrepreneurship shifts young people from being “job

seekers” to “job creators” and also from social dependence to self sufficient people.

However, training is very essential in entrepreneurship. In a similar vein, Chiguta (2001)

notes that entrepreneurship has been receiving increasing recognition as a source of job

creation, empowerment for the unemployed and economic dynamism in a rapidly globalizing

world. Unemployment rate was discovered to be negatively related to entrepreneurial

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development (Oladele, Akeke and Oladunjoye, 2011). High rate of unemployment has been

associated with low level of entrepreneurial development in any country. This justifies the

need to increase entrepreneurial activities to reduce the high rate of cybercrime.

Hence, unemployment is a situation where individuals who are capable of working

and actively seeking work are unable to find employment. It is an important economic

indicator that measures the health of an economy, as a high unemployment rate can signify

economic distress, while a low rate can suggest economic growth and stability (Roger, 2023).

Unemployment, according to the OECD (Organisation for Economic Co-operation and

Development), is people above a specified age (usually 15) not being in

paid employment or self-employment but currently available for work during the reference

period. Unemployment is measured by the unemployment rate, which is the number of

people who are unemployed as a percentage of the labour force (the total number of people

employed added to those unemployed).

The term unemployment refers to a situation where a person actively searches for

employment but is unable to find work. Unemployment is considered to be a key measure of

the health of the economy (Adam, 2024). The most frequently used measure of

unemployment is the unemployment rate. It's calculated by dividing the number of

unemployed people by the number of people in the labor force. According to David, (2024),

unemployment occurs when workers who want to work are unable to find jobs. High rates of

unemployment signal economic distress while extremely low rates of unemployment may

signal an overheated economy. Unemployment can be classified as frictional, cyclical,

structural, or institutional. Unemployment data is collected and published by government

agencies in a variety of ways.

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 Entrepreneurship education empowers youths with the skills and knowledge needed to

create legitimate sources of income. When youths have viable opportunities to earn a living

through lawful means, they are less likely to resort to cybercrime out of desperation or lack of

alternatives (Fiore, 2019). Through entrepreneurship education, youths can learn about the

importance of ethical business practices. They understand the implications of engaging in

illegal activities such as cybercrime, not just in terms of legal consequences but also in terms

of reputational damage and long-term sustainability of their ventures.

Entrepreneurial skill acquisition refers to the process of developing the necessary

competencies, knowledge, and abilities required to effectively launch and manage a business

venture. This includes a diverse range of skills such as strategic thinking, financial literacy,

marketing, negotiation, and leadership. Individuals can acquire these skills through formal

education, mentorship, practical experience, and continuous self-directed learning. By honing

these capabilities, aspiring entrepreneurs can better navigate the complexities of the business

environment, identify opportunities, and implement innovative solutions. Moreover,

entrepreneurial skill acquisition emphasizes not only technical and managerial skills but also

soft skills such as resilience, adaptability, and effective communication. These traits are

crucial for overcoming challenges, building networks, and fostering a positive organizational

culture. In today's rapidly changing market, the ability to continuously learn and adapt is vital

for long-term success. By focusing on skill acquisition, individuals can enhance their

entrepreneurial mindset, increasing their chances of launching successful enterprises and

contributing to economic growth and innovation.

Entrepreneurial skill acquisition fosters critical thinking and problem-solving skills,

which are essential for identifying legitimate business opportunities and navigating

challenges in the business environment (Miron-Shatz, 2014). This enables youths to channel

their creativity and energy into productive endeavors rather than illegal activities like

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cybercrime. Overall, entrepreneurial skill acquisition can play a crucial role in addressing the

root causes of cybercrime among youths in Nigeria by offering viable alternatives, fostering

ethical business practices, and empowering young people to contribute positively to society

and the economy. It is based on the above background that this study focused on

entrepreneurial skill acquisition and unemployment reduction among students in Federal

College of Education (Technical), Omoku

1.2 Statement of the Problem

Entrepreneurship education is the process of providing individuals with the

knowledge, skills, and mindset necessary to recognize entrepreneurial opportunities, start

new ventures, and navigate the challenges of running a business. This form of education goes

beyond traditional academic instruction and often includes experiential learning, mentorship,

and practical training in areas such as business planning, marketing, finance, innovation,

opportunity recognition, market research and leadership. Entrepreneurship education can take

various forms, including academic programs at universities and colleges, vocational training

courses, workshops, seminars, incubators, accelerators, and online learning platforms. It aims

to empower individuals from diverse backgrounds and disciplines to pursue entrepreneurship

as a career path, create economic opportunities, drive innovation, and contribute to social and

economic development. Overall, entrepreneurship education plays a vital role in fostering an

entrepreneurial culture, promoting economic growth, and addressing global challenges by

empowering individuals to harness their creativity, initiative, and entrepreneurial spirit to

make meaningful contributions to society.

Despite the relevance of entrepreneurship education, many youths in Nigeria lack

access to quality entrepreneurship education due to factors such as inadequate infrastructure,

limited funding for education, and a shortage of skilled educators. Without access to quality

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entrepreneurial education, aspiring entrepreneurs may not acquire the necessary skills and

knowledge to start businesses or pursue legitimate business opportunities, making them more

vulnerable to engaging in cybercrime. Also, there may be a lack of awareness and

understanding among stakeholders about the importance of entrepreneurship education in

addressing cybercrime. Without adequate awareness and support from policymakers,

educators, and community leaders, entrepreneurship education initiatives may struggle to

secure the necessary resources and institutional support to reach their intended audience and

achieve their objectives.

Addressing these challenges requires a coordinated and multi-faceted approach

involving collaboration among government agencies, educational institutions, industry

partners, and civil society organizations. By addressing issues such as access to quality

education, digital inclusion, awareness building, curriculum development, cultural

sensitivities, and adaptability to evolving threats, entrepreneurship education initiatives can

enhance their effectiveness in reducing cybercrime and promoting ethical behavior among

Nigerian youths. Hence, this study focused on the entrepreneurial skill acquisition and

unemployment reduction among students in Federal College of Education (Technical),

Omoku

1.3 Purpose of the Study

The aim of the study is to investigate the entrepreneurial skill acquisition and

unemployment reduction among students in Federal College of Education (Technical),

Omoku in Federal College of Education (Technical), Omoku, River State. Specifically, the

study seeks to;

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i. Ascertain the extent opportunity recognition skills serves as a tool in reducing

unemployment among students in Federal College of Education (Technical), Omoku,

River State.

ii. Ascertain the extent capacity building skill serves as a tool in reducing unemployment

among students in Federal College of Education (Technical), Omoku, River State.

iii. Ascertain the extent business management skill serves as a tool in reducing

unemployment among students in Federal College of Education (Technical), Omoku,

River State.

iv. Ascertain the extent market research skill serves as a tool in reducing unemployment

among students in Federal College of Education (Technical), Omoku, River State.

1.4 Research Questions

The following research questions will be formulated to guide the study:

i. To what extent does opportunity recognition skill serve as a tool in reducing

unemployment among students in Federal College of Education (Technical),

Omoku, River State?

ii. To what extent does capacity building skills serves as a tool in reducing

unemployment among students in Federal College of Education (Technical),

Omoku, River State?

iii. To what extent does business management skill serves as a tool in reducing

unemployment among students in Federal College of Education (Technical),

Omoku, River State?

iv. To what extent does market research skills serves as a tool in reducing

unemployment among students in Federal College of Education (Technical),

Omoku, River State?

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1.5. Scope of the Study

The study focused on entrepreneurial skill acquisition and unemployment reduction

among students. The study also covers the following variables like; opportunity recognition

skill, capacity building skill, business management skill and market research skill. The study

will be restricted to all students in Federal College of Education (Technical), Omoku, River

State

1.6. Significance of the Study

The finding of this research work will be beneficial to:

The knowledge gained from this study will aid the Curriculum planners on

emphasizing relevance survival skills to be promoted through entrepreneurship education.

Furthermore, the results of this study will furnish business educators and the general public

on the potentiality of entrepreneurship education in employment generation for individuals

and students. This study could also serve as a guide to school curriculum planner and all

those responsible for policy making in educational institution, it will enable them to create

solution to acquisition of skill in entrepreneurship education as a means of reducing youth

cybercrime. The findings of this study would provide relevant information that would aid

various governments in planning for effective entrepreneurship education skill acquisition

programme in their various capacity aimed at reducing youth cybercrime, restiveness, and

poverty. The findings and recommendation of this study would also provide useful

information for international donors to understand the challenges that may hinder success of

beneficiaries of entrepreneurship education skills development programmes. The findings

would also be useful to non-governmental organizations aiming at empowering youths with

skills for self-reliance. The findings of this study would add to the existing knowledge on

entrepreneurship education as a tools for reducing cyber crime among students as well as

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youths. The findings and recommendations from this study can be used by the public to

enlighten themselves about skills acquisition and reduction of youth cybercrime in Nigeria.

Finally, findings from the study will be useful to students because it will reveal the needed

entrepreneurship education skills required to excel in the world of work, this skills will help

them to be self-employed and in turn reduce the level of cyber crime.

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 CHAPTER TWO

LITERATURE REVIEW

This chapter dealt on view of different authors, educators and scholars on

entrepreneurial skill acquisition and unemployment reduction among students and it is done

under the following subheadings:

2.1. Conceptual Framework

2.1.1. Concept of Entrepreneurial Skill Acquisition

2.1.2. Concept of Unemployment

2.1.3. Opportunity Recognition Skills Serves as a Tool for Reducing Unemployment among

Students

2.1.4. Capacity Building Skill Serves as a Tool for Reducing Unemployment among Students

2.1.5. Business Management Skill serves as a Tool for Reducing Unemployment among

Students

2.1.6. Market Research Skill Serves as a Tool for Reducing Unemployment among Students

2.2. Theoretical Framework

2.2.1. Experiential Learning Theory (Kolb) by David A. K. (1980).

2.2.2. Entrepreneurial Cognition Theory By Jeffrey and Dennis, (1980).

2.2.3. Routine Activity Theory by Lawrence and Marcus, (1979)

2.3. Empirical Studies

2.4. Summary of Literature Review

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2.1. Conceptual Framework

2.1.1. Concept of Entrepreneurship Education

Entrepreneurship is the act of starting a company, arranging business deals and taking

risks in order to make a profit through the educational skills acquired. Put alternatively

entrepreneurs-hip is the process of creating a new enterprise and bearing any of the several

risks associated with it with the view of making profit. The person who creates a new

enterprise and embrace every challenge for its development and operation is called an

"entrepreneur". Entrepreneurship is also "the process of bringing together creative and

innovative ideas and coupling with management and organizational skills in order to combine

people, money and resources to meet identified needs and create wealth That is why Emeka

(2011) opined that entrepreneurship is a process of bringing together the factors of

production, which include land, labour and capital so as to provide a product or service for

public consumption. However, the operational definition of entrepreneurship is the

willingness and ability of a person or persons to acquire educational skills to explore and

exploit investment opportunities, establish and manage a successful business enterprise.

Entrepreneurial skill acquisition involves the process of developing the abilities,

knowledge, and mindset necessary to effectively start and manage a business. These skills

encompass a wide range of capabilities, including creative problem-solving, critical thinking,

decision-making, financial management, marketing, networking, communication, leadership,

and resilience (Fayolle, & Gailly, 2020). By acquiring entrepreneurial skills, individuals can

enhance their capacity to identify opportunities, take calculated risks, and navigate the

challenges inherent in entrepreneurship. These skills are essential for aspiring entrepreneurs

to succeed in building and growing their ventures.

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 Entrepreneurial skill acquisition refers to the process of developing the knowledge,

abilities, and attitudes necessary to successfully start, manage, and grow a business (Frese,

2022). It involves a combination of formal education, practical experience, and personal

development. According to Frese, (2022), the key elements of entrepreneurial skill

acquisition

 Business Knowledge: Understanding business concepts, principles, and practices, such

as marketing, finance, operations, and human resources.

 Technical Skills: Proficiency in specific techniques and tools relevant to the industry or

business venture, such as product development, software programming, or customer

service.

 Problem-Solving and Decision-Making: Ability to identify and analyze problems,

generate creative solutions, and make informed decisions under uncertainty.

 Risk-Taking and Innovation: Willingness to take calculated risks and embrace new

ideas and approaches (Frese, 2022).

 Communication and Interpersonal Skills: Effective communication, negotiation, and

persuasion skills, as well as the ability to build relationships and networks.

 Self-Discipline and Perseverance: Strong work ethic, time management skills, and the

ability to overcome challenges and setbacks (Frese, 2022).

 Benefits of Entrepreneurial Skill Acquisition:

 Increased Employment Opportunities: Entrepreneurship creates self-employment

opportunities and contributes to job creation.

 Economic Growth: Entrepreneurial ventures drive innovation, create new products and

services, and stimulate economic activity.

 Personal Development: Entrepreneurship fosters self-reliance, problem-solving

abilities, and a growth mindset.

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 Financial Independence: Successful entrepreneurs can achieve financial stability and

independence through their business ventures.

 Social Impact: Entrepreneurship can address social and environmental challenges by

developing solutions that meet unmet needs or promote sustainable practices.

2.1.2. Concept of Unemployment

Unemployment, according to the OECD (Organisation for Economic Co-

operation and Development), is people above a specified age (usually 15) not being in

paid employment or self-employment but currently available for work during the reference

period (McGaughey, 2022). Unemployment is measured by the unemployment rate,

which is the number of people who are unemployed as a percentage of the labour

force (the total number of people employed added to those unemployed).

Unemployment is a term referring to individuals who are employable and

actively seeking a job but are unable to find a job. Included in this group are those people

in the workforce who are working but do not have an appropriate job (Romer, 2021).

Usually measured by the unemployment rate, which is dividing the number of unemployed

people by the total number of people in the workforce, unemployment serves as one of

the indicators of a country’s economic status.

The term “unemployment” is often misunderstood, it as it includes people who

are waiting to return to a job after being discharged, yet it does not include individuals

who have stopped looking for work in the past four weeks due to various reasons such as

leaving work to pursue higher education, retirement, disability, and personal issues (Mike,

2022). Also people who are not actively seeking a job but do want to work are not

classified as unemployed.

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 The term unemployment refers to a situation where a person actively searches for

employment but is unable to find work. Unemployment is considered to be a key measure

of the health of the economy. The most frequently used measure of unemployment is

the unemployment rate. It's calculated by dividing the number of unemployed people by

the number of people in the labor force.

2.1.3. Opportunity Recognition Skills Serves as a Tool in Reducing Unemployment

Opportunity recognition skills refer to the ability to identify and capitalize on

opportunities that arise in various contexts, whether in business, innovation, problem-solving,

or even in the realm of unemployment (Stokes, 2020). According to Kovacich, (2022).

Overall, opportunity recognition skills are valuable because they empower individuals and

organizations to seize opportunities, mitigate risks, and achieve sustainable growth and

success in their respective domains.

Opportunity recognition skill refers to the ability to identify and capitalize on

opportunities that arise in various contexts, such as business, entrepreneurship, or personal

development. It involves a combination of perceptive observation, critical thinking,

creativity, and a strategic mindset to spot potential opportunities before others do (Kovacich,

2022). This skill is crucial for individuals and organizations aiming to innovate, grow, or

achieve competitive advantage in their respective fields. Successful opportunity recognition

often leads to the creation of new ventures, products, services, or solutions that meet market

demands or fulfill unmet needs. Also, Bossler, (2019), noted that opportunity recognition is a

combination of insight, creativity, and proactive thinking that allows individuals or

organizations to identify and seize promising prospects for growth, innovation, or success.

According to Roberts, (2023), opportunity recognition skills indeed play a crucial role

in reducing unemployment through the following ways;

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Identifying Vulnerabilities: Individuals with strong opportunity recognition skills can

identify potential vulnerabilities in systems, networks, or processes that could be exploited by

cybercriminals (Roberts, 2023). This allows organizations to proactively patch or strengthen

these areas before they are targeted.

Awareness of Threats: Recognizing opportunities also means being aware of emerging

cyber threats and attack vectors. This awareness enables organizations and individuals to stay

updated on the latest cybersecurity trends and take necessary precautions.

Risk Assessment: Effective opportunity recognition involves assessing risks associated with

different activities or technologies. By understanding the risks, organizations can implement

appropriate cybersecurity measures to mitigate them, thereby reducing the likelihood of

successful cyber attacks.

Early Detection: Being able to spot potential signs of cyber threats early on can prevent

larger-scale attacks. This could involve recognizing suspicious activities, anomalies in

network traffic, or unusual behavior in systems that might indicate a cyber intrusion.

Promoting Vigilance: Individuals with strong opportunity recognition skills are often more

vigilant and proactive in safeguarding their digital assets. This mindset encourages a culture

of cybersecurity awareness within organizations, making it harder for cybercriminals to find

easy targets.

Training and Education: Developing opportunity recognition skills requires ongoing

training and education in cybersecurity best practices. By investing in education programs for

employees and individuals, organizations can enhance their overall cybersecurity posture and

reduce the likelihood of falling victim to cybercrime.

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 Opportunity recognition skills serve as a proactive tool in the fight against

unemployment by enabling individuals and organizations to anticipate, detect, and mitigate

potential threats before they lead to significant harm. Opportunity recognition skills can play

a significant role in reducing unemployment among students by enhancing awareness,

proactive behavior, and responsible decision-making in digital environments. According to

Finklea, (2023), students with strong opportunity recognition skills are more likely to identify

suspicious activities or potential cyber threats before they escalate. This includes recognizing

phishing attempts, suspicious links, or malware disguised as legitimate content. Opportunity

recognition skill often go hand-in-hand with digital literacy, helping students understand the

risks associated with different online behaviors. They learn to distinguish between secure and

insecure websites, safe and unsafe downloads, and appropriate sharing of personal

information.

According to Stokes, (2020), opportunity recognition empowers students to make

informed decisions about their online actions. This can range from choosing strong

passwords and enabling two-factor authentication to understanding the implications of

sharing sensitive information on social media platforms. When students develop these skills,

they contribute to a culture of cybersecurity within their educational institutions and

communities. They become advocates for safe practices among their peers and may even

influence family members to adopt better online habits. According to Reynolds, & Curtin,

(2022), enhancing opportunity recognition skills among students can significantly contribute

to reducing cybercrime by fostering awareness, promoting responsible behavior, and

empowering individuals to protect themselves and others in digital spaces.

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2.1.4. Capacity Building Skill Serves as a Tool in Reducing Unemployment

Capacity building refers to the process of strengthening the abilities, skills, resources,

and structures of individuals, organizations, and communities to effectively address

challenges, achieve goals, and sustain development (Adeleye & Yusuf, 2018). It involves

enhancing knowledge, competencies, and capabilities to improve performance, adapt to

changes, and maximize potential. Capacity building efforts can encompass various activities

such as training, skill development, mentoring, networking, institutional strengthening, and

resource mobilization. The ultimate aim of capacity building is to empower individuals and

organizations to become more self-reliant, resilient, and capable of driving positive change

and achieving sustainable outcomes.

According to Sánchez, (2020), capacity building plays a crucial role in youth

entrepreneurship training for sustainable development, with several significant impacts.

Furthermore Dhakal, & Shrestha, (2017) postulated that capacity building programs equip

young entrepreneurs with essential skills such as business planning, financial management,

marketing, and networking. These skills enable them to establish and manage their ventures

effectively, fostering sustainable growth and development. Capacity building encourages

youth to think innovatively and creatively, empowering them to develop new ideas, products,

and services that address societal needs and challenges. This fosters a culture of innovation

essential for sustainable development.

Capacity building skills are crucial in reducing unemployment among students

because they empower them with the knowledge and tools to protect themselves and others

online (Carreira, 2019). Capacity building initiatives increase awareness about cyber threats,

cyber hygiene, and safe online practices. Furthermore, Smith, & Johnson, (2020) postulated

that capacity building skills encourages critical thinking in assessing online information and

17
identifying suspicious activities. Students develop problem-solving skills to address

unemployment in the world of work.

According to Jones & Brown, (2018), as students acquire capacity building skills,

they become more confident and empowered to navigate the digital world safely. They are

less likely to fall victim to cybercrime and can help protect their peers and communities. By

integrating capacity building skills into educational curricula and extracurricular activities,

institutions can play a significant role in reducing cybercrime among students. Empowered

with knowledge and skills, students become proactive in safeguarding themselves and

promoting a safer digital environment for everyone.

According to Wang, & Liu, (2017), capacity building skills play a crucial role in

reducing cybercrime among students by equipping them with the necessary knowledge,

attitudes, and skills to protect themselves and others in the digital realm. According to

Ahmed, (2019). capacity building enhances students' awareness of cyber threats, such as

phishing, malware, and identity theft. It helps them understand the consequences of

cybercrime for individuals and society. Capacity building promotes ethical behavior online

by educating students about digital citizenship and responsible use of technology. They learn

about the ethical implications of cyber activities and develop a sense of accountability in their

online interactions.

Furthermore, Benson, & Bowman-Grieve, (2020) postulated that building capacity

enhances students' resilience in the face of cyber threats. They learn about incident response

procedures, including how to recover from cyber attacks and minimize the impact on

themselves and others. As students acquire capacity building skills, they become more

empowered and confident in navigating the digital world securely. They are less likely to fall

victim to cybercrime and can advocate for safer online practices within their communities.

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Overall, capacity building in cybersecurity among students not only reduces their

susceptibility to cybercrime but also cultivates a culture of cybersecurity awareness and

responsibility. By integrating these skills into educational programs and promoting a

proactive approach to online safety, institutions can significantly contribute to a safer digital

environment for students and society as a whole.

2.1.5. Business Management Skill serves as a Tool in Reducing Unemployment

Business management skills encompass a range of abilities and competencies that

enable individuals to effectively oversee and coordinate activities within an organization to

achieve specific goals (Neuman, 2023). Business management skills are necessary for

managers so that they have the ability to make choices about running the business. According

to Sasse, (2019), these skills, which may also be referred to as managerial skills, generally

consist of things such as communication, motivation, and delegation, among many other

areas. They are used for a variety of purposes in the workplace.

According to Sharma, A. (2020), business management skills typically include:

1. Leadership: The ability to inspire and guide a team towards accomplishing objectives

while fostering a positive work environment.

2. Strategic Planning: The capacity to set long-term goals, develop plans to achieve

them, and adapt strategies as circumstances change.

3. Financial Management: Understanding financial statements, budgeting, cost

management, and financial forecasting to ensure sustainable business operations.

4. Communication: Clear and effective communication with stakeholders, employees,

and customers to convey ideas, delegate tasks, and resolve conflicts.

5. Problem-solving: Identifying challenges, analyzing root causes, and implementing

solutions to improve processes and outcomes.

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 6. Decision-making: Making informed and timely decisions based on data, analysis, and

critical thinking.

7. Project Management: Planning, organizing, and managing resources to bring

projects to successful completion within scope, budget, and schedule.

8. Time Management: Prioritizing tasks, managing schedules, and optimizing

efficiency to meet deadlines and achieve goals.

9. Negotiation and Conflict Resolution: Resolving disputes, negotiating agreements,

and managing conflicts effectively to maintain productive working relationships.

10. Team Building and Motivation: Building cohesive teams, fostering collaboration,

and motivating employees to perform at their best.

According to Coleman, & Nordhaus, (2023), these skills are essential for business

managers across various industries and sectors, enabling them to navigate challenges, drive

growth, and ensure organizational success. Business management skills can play a crucial

role in reducing cybercrime by implementing effective strategies, fostering a security-focused

culture, and ensuring proactive measures are in place. Here’s how these skills can be utilized:

1. Risk Management: Business managers can assess cybersecurity risks within their

organization, identify vulnerabilities, and implement risk mitigation strategies. This

involves understanding potential threats, assessing their impact on operations, and

developing contingency plans (Howard & Nash, 2019).

2. Strategic Planning: Managers can develop long-term cybersecurity strategies aligned

with business goals and regulatory requirements. This includes allocating resources for

cybersecurity initiatives, investing in technology and training, and establishing

partnerships with cybersecurity experts.

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3. Resource Allocation: Effective business management involves prioritizing

cybersecurity investments based on risk assessments and cost-benefit analysis. This

ensures that adequate resources are allocated to critical cybersecurity measures such as

software updates, employee training, and infrastructure protection.

4. Training and Awareness: Business managers can promote cybersecurity awareness

among employees through training programs and workshops. By educating staff about

phishing scams, password security, and safe browsing practices, managers empower

employees to become proactive in preventing cyber threats.

5. Compliance and Legal Frameworks: Managers need to stay informed about

cybersecurity regulations and compliance requirements relevant to their industry. By

ensuring adherence to standards such as GDPR, HIPAA, or PCI DSS, managers mitigate

legal risks and build trust with customers.

6. Incident Response Planning: Business managers can develop and implement incident

response plans to quickly detect, respond to, and recover from cyber incidents. This

involves establishing communication protocols, defining roles and responsibilities, and

conducting regular drills to test the effectiveness of response procedures.

7. Monitoring and Continuous Improvement: Business managers should implement

cybersecurity monitoring tools to detect suspicious activities and potential breaches in

real-time. By regularly reviewing and updating cybersecurity policies and procedures,

managers ensure continuous improvement in their organization’s security posture.

8. Vendor Management: Managers can ensure that third-party vendors and suppliers

adhere to cybersecurity best practices through contractual agreements and regular audits.

This reduces the risk of cyber threats originating from external sources.

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 By leveraging these business management skills effectively, organizations can create

a robust cybersecurity framework that mitigates risks, protects sensitive data, and enhances

overall business resilience against cybercrime (Howard, & Nash, 2019).

2.1.6. Market Research Skill Serves as a Tool in Reducing Unemployment

Market research skills encompass a range of abilities and knowledge necessary to

gather, interpret, and apply information about a market (Marshall, & Beattie, 2020).

Developing strong market research skills involves a combination of knowledge, practical

experience, and analytical thinking. Furthermore, Omona & Katos, (2023), these skills are

essential for businesses to make informed decisions, understand their target markets, and stay

competitive in a dynamic business environment.

Market research skills are essential for gathering and interpreting information about

markets, customers, and competitors to make informed business decisions. According to

Frederick, (2020), market research skills can play a crucial role in reducing cybercrime in

Nigeria by providing valuable insights into the behaviors, motivations, and vulnerabilities of

both cybercriminals and potential victims. Here’s how:

1. Understanding the Threat Landscape: Market research can help in comprehensively

mapping out the types of cybercrimes prevalent in Nigeria, such as phishing, online

scams, identity theft, etc. This understanding allows stakeholders to prioritize resources

and efforts towards mitigating the most significant threats.

2. Identifying Vulnerabilities: By conducting market research, analysts can identify the

specific sectors or demographics most vulnerable to cybercrime in Nigeria. This

information is crucial for targeted awareness campaigns and educational initiatives aimed

at reducing susceptibility to cyber threats.

22
3. Consumer Behavior Analysis: Understanding how Nigerians interact with technology

and the internet can highlight patterns that cybercriminals exploit. Market research can

uncover trends in online behavior, such as common mistakes made by users that

compromise their cybersecurity, thereby informing strategies for promoting safer online

practices (Elliott, 2017).

4. Evaluating Cybersecurity Solutions: Market research can assess the effectiveness and

adoption rates of existing cybersecurity measures among businesses and individuals in

Nigeria. This evaluation helps in identifying gaps where new technologies or policies

could be implemented to enhance overall cybersecurity resilience.

5. Creating Effective Awareness Campaigns: Insights gained from market research can

guide the development of targeted awareness campaigns tailored to the specific needs and

behaviors of Nigerian consumers and businesses. These campaigns can promote

cybersecurity best practices and raise awareness about emerging threats.

6. Informing Policy and Regulation: Market research data can provide evidence-based

insights to policymakers and regulators, aiding in the formulation of laws and regulations

that address cybercrime effectively. It helps in understanding the economic impact of

cybercrime and justifies investments in cybersecurity infrastructure.

7. Supporting Business Strategies: For businesses operating in Nigeria, market research on

cybersecurity trends and consumer concerns can inform strategic decisions regarding

investment in cybersecurity measures. This proactive approach can reduce the risk of

financial losses and reputational damage associated with cyber incidents.

In conclusion, market research skills are instrumental in combating cybercrime in

Nigeria by providing deep insights into the threat landscape, vulnerabilities, and effective

strategies for prevention and mitigation (Elliott, 2017). By leveraging these insights,

23
stakeholders can develop targeted interventions that enhance cybersecurity awareness,

resilience, and regulatory frameworks in the country.

2.2. Theoretical Framework

2.2.1. Experiential Learning Theory (Kolb) by David A. K. (1980).

Experiential Learning Theory, developed by David Kolb, is a comprehensive

framework that describes how learning occurs through experiences. Kolb's model is based on

the idea that learning is a cyclic process that involves four stages, each of which is associated

with a different mode of grasping and transforming experience. Kolb's theory emphasizes

learning through experience. It posits that individuals learn best when they actively engage in

real or simulated experiences, reflect on those experiences, and conceptualize abstract

concepts from them. In entrepreneurship education, this translates to activities such as

business simulations, case studies, and real-world projects where students can learn by doing.

Kolb's model is widely used in education, training, and organizational development to

enhance learning experiences and improve learning outcomes. However, some critiques of

the model include its simplification of the learning process, as real-life learning experiences

are often more complex and may not neatly fit into a four-stage cycle for all learners.

Experiential Learning Theory, developed by David Kolb, can be highly relevant in the

context of entrepreneurship education aimed at reducing cybercrime among students.

Experiential learning emphasizes active engagement and practical experiences. In the

context of cybersecurity and reducing cybercrime, students can benefit from hands-on

activities such as simulated cyber-attack scenarios, ethical hacking exercises, and

cybersecurity challenges. By actively participating in these activities, students not only

understand theoretical concepts but also develop practical skills in identifying vulnerabilities,

24
implementing security measures, and responding to cyber threats. Kolb's theory highlights the

importance of reflecting on experiences and integrating new knowledge with existing

understanding. In cybersecurity education, students can reflect on their experiences during

simulated attacks or security breaches. They can analyze what went wrong, why certain

measures failed, and how they can improve their cybersecurity practices. This reflective

process helps students develop a deeper understanding of cybersecurity principles and

strategies.

Experiential learning encourages the application of knowledge to real-world

scenarios. In cybersecurity education, this means exposing students to authentic cyber threats

and challenges that organizations face. By experiencing these scenarios firsthand, students

develop practical skills in threat detection, incident response, and cybersecurity management.

This prepares them to apply their knowledge proactively to prevent cybercrime in future

professional roles.

2.2.2. Entrepreneurial Cognition Theory By Jeffrey and Dennis, (1980).

Entrepreneurial Cognition Theory (ECT) is a branch of research within

entrepreneurship that focuses on understanding how entrepreneurs think, reason, and make

decisions. It explores the cognitive processes underlying entrepreneurial behavior and how

these processes differ from those in other contexts. This theory focuses on how entrepreneurs

perceive, interpret, and use information to make decisions. It explores cognitive processes

such as opportunity recognition, decision-making under uncertainty, and entrepreneurial

problem-solving. In education, understanding these cognitive processes can inform

curriculum design and teaching methods that enhance students' entrepreneurial thinking and

decision-making skills.

25
 Entrepreneurial Cognition Theory (ECT) can be highly relevant in the context of

entrepreneurship education aimed at reducing cyber crime among students. ECT emphasizes

how entrepreneurs evaluate risks and make decisions under uncertainty. In the context of

cyber crime, entrepreneurship education can teach students to assess the risks associated with

online behaviors, such as sharing personal information, downloading suspicious files, or

engaging in unsafe browsing habits. By understanding these risks and applying decision-

making frameworks taught in ECT, students can make more informed choices to protect

themselves from cyber threats.

ECT suggests that entrepreneurs have a knack for recognizing opportunities that

others may overlook. Similarly, in cybersecurity, students can be taught to recognize

opportunities to improve their digital hygiene, such as using stronger passwords, enabling

two-factor authentication, or updating software regularly. Entrepreneurship education can

encourage students to adopt a proactive mindset towards cybersecurity, identifying and

seizing opportunities to enhance their online security.

Overall, integrating principles from Entrepreneurial Cognition Theory into

entrepreneurship education can equip students with the cognitive skills, mindset, and

decision-making abilities needed to mitigate cyber crime risks effectively. By fostering a

culture of awareness, responsibility, and proactive behavior, entrepreneurship education can

play a crucial role in reducing cyber crime among students and promoting safer online

practices.

2.2.3. Routine Activity Theory by Lawrence and Marcus, (1979)

Routine Activity Theory (RAT) is a criminological theory that was developed by

Lawrence E. Cohen and Marcus Felson in 1979 to explain the occurrence of crime based on

the convergence of three elements: a motivated offender, a suitable target, and the absence of

26
a capable guardian. This theory focuses on the routine activities and everyday behaviors of

individuals and how these routines create opportunities for criminal acts. Adapted from

criminology, this theory suggests that cyber crimes occur when there is a convergence of

three elements: a motivated offender (cyber criminal), a suitable target (vulnerable system or

user), and the absence of a capable guardian (effective security measures). It emphasizes the

importance of situational factors in facilitating cyber crime.

This theory is relevant to this study because by integrating Routine Activity Theory

into entrepreneurship education, educators can empower students to recognize and mitigate

cyber crime risks effectively. This approach not only equips future entrepreneurs with

essential cybersecurity knowledge and skills but also fosters a proactive and resilient mindset

towards protecting their ventures in an increasingly digital world.

2.3. Empirical Studies

A study conducted by Emmanuel, (2023) on entrepreneurship education: A tool for

enhancing youth unemployment reduction in Nigeria. This paper examined entrepreneurship

education as a tool for enhancing youth unemployment reduction in Nigeria. The paper

reviewed what entrepreneurship education entails. It took a critical look at entrepreneurship

education and youth unemployment reduction. The challenges confronting entrepreneurship

education and youth unemployment reduction was also identified by the paper, to include:

inaccessibility to start-up capital. The paper argued that, entrepreneurship education will

produce Nigerian youths with job creation ability. To this end, the researcher recommended

that the present one year compulsory National Youth Service should be replaced with a one

year compulsory entrepreneurial education programme.

Abiodun, (2022) also conducted a study on entrepreneurial Education as a Tool for

Reducing Unemployment in Nigeria. The paper examined Entrepreneurship Education as a

tool for reducing unemployment among the graduates. The study emphasized skills and

27
knowledge required to become employable and self-employed. Entrepreneurial opportunities

and ability to establish small scale business for self reliance. The issue of unemployment and

under-employment as a resultant effect of non utilization of required skills from various

institutions, which made graduates to relay on white collar jobs. The paper observed that

unemployment was inherited from time of our colonial masters who basically operated a

policy that does not give opportunity for self employment rather a policy that trained people

to become clerk interpreters and inspector among others. It was on this note that, the federal

government of Nigeria FRN (2004) on the educational policy introduced an entrepreneurial

skills in our various institution of higher learning that can provide skill acquisition for youth

in the country and to be gainfully employed and self reliance. The consequences of youth

unemployment were discussed and the possible solutions were also examined. It was

recommended that skill acquisition should be included in the school curriculum. Also

technical and vocational training should be implemented in the school programme. The

general public should be enlightened on the importance of entrepreneurship skills to better

the lot of people in the country.

Christian, (2023) conducted a study on education as a solution to combat rising

cybercrime rates against children and teenagers. Ninety seven percent (97%) of people

between the ages of 3 and 18 are found to be users of technology and internet services daily.

This number also correlates with rising cybercrime rates against people in this age bracket. It

is found that people between 3 and 18 years old are found to be technologically savvy but

often lack the knowledge of how to protect themselves in online environments. Researchers

have suggested that cybersecurity awareness training is an effective method at combating

common forms of cyberattack such as social engineering. Social engineering attacks are

found to make up 98% of successful cyberattacks and it is crucial that users of these internet

and technology services are knowledgeable in protecting themselves. Cybersecurity

28
education materials are commonly found in enterprise and higher education environments,

but there is a gap of available research that evaluates the effectiveness of this education in the

K-12 environment. Therefore, this project evaluates the following research questions to help

address the gap: (Q1) What affective methods to educate children and teenagers on

cybersecurity concepts? (Q2) What are best practices for topic selection when it comes to

cybersecurity education in the 3–18-year age range? (Q3) What are unique challenges that

may be encountered when implementing this type of education nationwide? The research will

discover the answers for the proposed research questions by analyzing existing literature and

reviewing case studies of successful cybersecurity education in K-12 schools. The selected

case studies went through an inclusion and exclusion criteria which required the following

items to be present: publishing by a reputable journal or conference, contain empirical data in

form of pre and post assessment, why the method of teaching was selected, and explain

limitations. The findings and conclusions from the case studies are: (Q1) Students are

receptive to learning cybersecurity principles via multiple teaching styles. The case studies

displayed self-guided, collaborative, and traditional instruction methods and students were

shown to improve greatly in post assessment results. (Q2) Best practices for selecting topics

in the case studies was to utilize age-appropriate cybersecurity educational materials

published by government agencies. A finding from this is that these materials are not readily

available for educators and must be sought out as they are considered optional items. (Q3)

Scaling of these type of cybersecurity workshops is difficult due to resource constraints faced

by many schools found in lower income and rural districts. The availability of cybersecurity

professionals and university campus’s willingness to host these camps is scarce and leaves

this type of experience out of reach for many students. Areas of further study are researching

methods on how to effectively scale this sort of education by utilizing a remote learning

model and the creation of a standardized age-appropriate curriculum.

29
2.4. Summary of Literature Review

Entrepreneurial skill acquisition can serve as a powerful tool in reducing

unemployment among students by fostering a mindset of innovation, ethical behavior, and

critical thinking. It emphasizes ethical behavior and responsible decision-making. Students

learn about the consequences of unethical actions, including cybercrime, and are encouraged

to develop solutions that are socially responsible. Entrepreneurs are trained to identify

problems and develop innovative solutions. This approach can help students understand cyber

crime issues and find proactive ways to prevent cybercrime rather than engage in it. In

conclusion, entrepreneurship education goes beyond business creation; it cultivates a holistic

approach to problem-solving, ethical behavior, and innovation, all of which are essential in

reducing cybercrime among students. By fostering these skills and mindsets, educational

institutions can empower students to become responsible digital citizens who contribute

positively to a safer online environment.

30
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter describes the method and procedures used in conducting the study under

owing subheadings:

3.1. Design of the study

3.2. Area of the study

3.3. Population of the study

3.4. Sample size and sampling techniques

3.5. Instrument for data collection

3.6. Validity of the instrument

3.7 Reliability of the instrument

3.7. Method of data collection

3.8. Method of Data Analysis

3.1 Design of the Study

Research design is the plan and structure that will be used to conduct the study in

order achieve the objectives and answer the research questions and of the study. This study

used descriptive survey research design. The descriptive survey design optimizes on the

strengths of both qualitative and quantitative research methodologies (Mugenda and

Mugenda, 2013). Descriptive survey design was also considered to be ideal since it sought to

31
describe the characteristics of certain groups, estimate the proportion with certain

characteristics and make predictions. This specific design was chosen because of its ability to

ensure minimization of bias and maximization of the reliability of evidence so collected. The

approach of this study involved collection of quantitative data for objective hypothesis testing

and modeling while qualitative data was useful to explaining themes of behavior discerned

about business growth.

3.2Area of Study

The study will be carried out in Federal College of Education (Technical) Omoku.

The Federal College of Education (Technical), Omoku, Rivers State of Nigeria is one of the

Federal Colleges of Education (Technical) established by Act No. 4 of 1986 of the Federal

Government of Nigeria. Act No.6 of 1993 amended the Act. The area is located at Omoku-

Obikrom-Ebocha-Mgbede-Okwuzi Road, Omoku. Geographically, FCE(T) Omoku stretches

from about 4 50 N to 5 30'N and extends from about 6 25 E to about 6 40' E. The study

covers Business education students in FCE(T) Omoku, Rivers State.

3.3 Population of the Study

The population of this study comprised of all the students who had undergone training in

CERD 341 and CED 342 during or before 2022/2023 and 2023/2024 academic session in

Federal College of Education (Technical), Omoku Rivers State in affiliation with University

of Nigeria, Nsukka. Thus, total population is 277 students. The population was selected from

the following schools:

S/n School 2022/2023 2023/2024 Total

Session Session
1 School of Secondary Education (Business) 46 72 118
2 School of Secondary Education (Vocational) 22 25 47
3 School of Secondary Education (Science) 24 21 45

32
 4 School of Secondary Education (Technical) 15 52 67
Total 107 170 277
Source: CERD Office, (2024)

3.4 Sample Size and Sampling Techniques

A sample is usually drawn from the population of the study when the population is

too large to be studied as a whole. Therefore, simple random sampling techniques was used

to select a sample size of 100 respondents from the four schools. The researcher selected 25

respondents (students) from each school.

Table 3.1. Sample Size of Respondents

S/N Tertiary Institution No of Respondents

1 School of Secondary Education (Business) 25
2 School of Secondary Education (Vocational) 25
3 School of Secondary Education (Science) 25
4 School of Secondary Education (Technical) 25
Total 100
Source: CERD Office, (2024)

3.5Instrument for Data Collection

The major instrument used for data collection was a questionnaire titled

"Entrepreneurial Skill Acquisition and Reduction of Unemployment Among Students

Questionnaire" (EKARUASQ) to gather required responses from the respondents. It will

have sixteen items designed in four (4) point modified liker scale ranging from SA (Strongly

agree), A (Agree), D (Disagree), SD (Strongly disagree) and simple percentage. .

3.6 Validity of the Instrument

The validity of the instrument was determined through face and content validity. The

instrument was subjected to scrutiny by three lecturers including the supervisor, who made

33
inputs and corrections to strengthen the quality of the instrument before final production for

administration.

3.7 Reliability of the Instrument

The researcher would apply Split-half Reliability in this study. This involved

randomly dividing all the items that measure the entrepreneurial skill acquisition and

reduction of unemployment among students into two sets. The researcher would administer

the entire instrument to a sample of the students and calculate the total score for each

randomly divided half. The correlation between scores would determine the reliability. Split-

half reliability is a form of internal consistency reliability. The researcher chose to use Split

half reliability as it is only required one testing session. Subject score from one part would be

correlated to the scores from the second part.

3.8 Method of Data Collection

The copies of the instrument were personally administered to the respondents by the

researcher. At the course of administering the instrument, the researcher took time to explain

to the entrepreneurs, the essence of the research study as well as directing them on how to

complete the questionnaires. The direct involvement of the researcher in questionnaire

administration helps to ensure a high return rate.

3.9Method of Data Analysis

The method adopted for data analysis was mean score and standard deviation. The

score assigned to the responses were computed in respect to each of the variables being

studies. For discussion to be taken, an item must have a minimum mean score of 2.5. This is

because 2.5 is the mean average of the scale used since the maximum is 4 and the slowest 1,

the scale value (4,3,2,1) was added up , the result divided by the total number being 4.

The formula used is

34
 fx
x=∑
N

When

F = frequency of the responses n each of the item

x = Mean (average)

∑ = summation

F = frequency

N = Number of respondent.

Determination of the cut-off point placed after finding the mean, the cut-off point obtained by

dividing the sum total of each value by the value of the number of scale items.

Mathematically represented as thus;

4 + 3 + 2 +1 10 = 2.5
4 4
Decision Rule:

Item with a mean response of 2.5 and above based on the weighted mean weighted was

accepted while any item below 2.5 was rejected.

35
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

This chapter presents the analysis of data collection and discussion of findings. The

collected data for the study was through the questionnaire and they were analyzed statistically

using the mean score method.

4.1. Data presentation and analysis

Research Question 1: To what extent does opportunity recognition skill serve as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State?

Table 4.1: Mean responses on the extent opportunity recognition skill serve as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State
S/N Statements SA A D SD x sd Decision
1. Individuals with strong opportunity 96 4 - - 3.96 0.99 SA
recognition skills can identify potential
vulnerabilities in systems, networks, or
processes that could be exploited for self
employment
2. Opportunity recognition empowers 60 36 4 - 3.56 0.89 SA
students to make informed decisions
about their online actions when self
employed
3. helping students understand the risks 92 4 - 4 3.84 0.96 SA
associated with different online behaviors
empowers them to be self employed
4. Developing opportunity recognition skills 50 30 5 4 3.04 0.75 A
involves educating students about threats,
tactics and competition in self
employment
Grand mean score 3.63 0.91 A
Source: Field Survey, 2024
The result presented in table 4.1. above indicates the extent opportunity recognition

skill serve as a tool in reducing unemployment among students in Federal College of

Education (Technical), Omoku, River State. The table contained item 1-4 respectively. Item

1, 2 and 3 respectively had a mean score of 3.96, 3.56, and 3.84 falls under strongly agreed,

this implies that the respondents strongly agreed that individuals with strong opportunity

recognition skills can identify potential vulnerabilities in systems, networks, or processes that

36
could be exploited for self employment, opportunity recognition empowers students to make

informed decisions about their online actions when self employed and helping students

understand the risks associated with different online behaviors empowers them to be self

employed. Also, the closest in the standard deviation of the respondents which ranges from

0.96-0.99 indicates that the respondents were not too far from the opinion of each other.

In the order hands, item 4 with mean score of 3.04 with standard deviation of 0.75 fall

under agreed region, this shows that the respondents agreed that developing opportunity

recognition skills involves educating students about threats, tactics and competition for self

employment.

The table had a grand mean of 3.63 with standard deviation of 0.91 which is above the

cutoff point of 2.5 and fall under strongly agreed region. Hence, it is strongly agreed by the

respondent that opportunity recognition skill serve as a tool in reducing unemployment

among students in Federal College of Education (Technical), Omoku, River State.

Research Question 2: To what extent does capacity building skills serves as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, Rivers State?

Table 4.2: Mean responses on the extent capacity building skills serves as a tool in reducing
unemployment among students in Federal College of Education (Technical), Omoku, Rivers
State.
S/N Statements SA A D SD x sd Decision

5 Capacity building skill equip students 70 30 - - 3.70 0.91 SA

with technical proficiency for self
employment

6. It enhance ethical awareness for self 76 20 - 4 3.68 0.92 SA

employment

7. It encourages critical thinking abilities 70 10 10 10 3.40 0.85 A

for self employment

8. It encourages mindset of lifelong 35 31 30 4 2.97 0.74 A

learning for self employment

Grand mean score 3.49 0.87 SA

Source: Field Survey, 2024

37
 The result presented in table 4.2. above indicates the extent capacity building skills

serves as a tool in reducing unemployment among students in Federal College of Education

(Technical), Omoku, Rivers State. The table contained item 5-8. Thus item 5 and 6 with

mean score of 3.70 and 3.68 fall under strongly agreed region, this implies that the

respondents strongly agreed that capacity building skill equip students with technical

proficiency for self employment and it enhance ethical awareness for self employment. Also

the closest in the standard deviation which ranges from 0.91 to 0.92 indicates that

respondents were not too far from the opinion of each other.

While item 7 and 8 with mean score of 3.40 and 2.97 respectively falls under the region of

agreed, this revealed that the respondents agreed that capacity building skill encourages

critical thinking abilities for self employment and it encourages mindset of lifelong learning

for self employment. Also the closest in the standard deviation which ranges from 0.74 to

0.85 indicates that respondents were not too far from the opinion of each other.

The table had a grand mean of 3.49 with standard deviation of 0.87 which is above the cutoff

point of 2.5 and falls under agreed region. Thus it is agreed by the respondent that capacity

building skills serves as a tool in reducing unemployment among students in Federal College

of Education (Technical), Omoku, Rivers State.

38
Research Question 3: To what extent does business management skill serves as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State?

Table 4.3. Mean responses on the extent business management skill serves as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State.
S/N Statements SA A D SD x sd Decision

9. business management skills provide 35 32 24 9 2.93 0.73 A

students with the tools and
knowledge necessary to implement
proactive security measures to
reduce loss
10. promote ethical behavior in 50 34 15 1 3.33 0.83 A
business when self employed
11. It promote secure business 47 36 15 2 3.28 0.82 A
environment for both self employed
and clients.
12. Students trained in business 62 30 8 - 3.54 0.89 SA
management can apply these
principles to assess the risks
associated with be self employment
Grand mean score 3.28 0.82 A
Source: Field Survey, 2024

The result presented in table 4.3. above indicates the extent business management

skill serves as a tool in reducing unemployment among students in Federal College of

Education (Technical), Omoku, River State. The table contained item 9-12. Hence item 12

had a mean score of 3.54 with standard deviation of 0.89 which fall under strongly agreed

region, this implies that the respondents strongly agreed that students trained in business

management can apply these principles to assess the risks associated with be self

employment.

While item 9-11 with mean scores of 2.93, 3.33 and 3.28 fall under the agreed region

this implies that the respondent agreed that business management skills provide students

with the tools and knowledge necessary to implement proactive security measures to reduce

loss, it promote ethical behavior in business when self employed and It promote secure

39
business environment for both self employed and clients. Also the closest in the standard

deviation which ranges from 0.73-0.83 shows that the respondents were not too far from the

option of each other.

The table had a grand mean of 3.28 with standard deviation of 0.82 which above the

cutoff point of 2.5 and fall under agreed region. Hence, it is agreed by the respondent that

business management skill serves as a tool in reducing unemployment among students in

Federal College of Education (Technical), Omoku, River State.

Research Question 4: To what extent does market research skills serves as a tool in reducing
unemployment among students in Federal College of Education (Technical), Omoku, River
State?

Table 4.4. Mean Responses on the extent market research skills serves as a tool in reducing
unemployment among students in Federal College of Education (Technical), Omoku, River
State.
S/ Statements SA A D SD x x Decisio
N n

13. Market research skills are essential 60 26 9 5 3.41 0.85 A

for gathering and interpreting
information about viable self
employment opportunities.
14. market research skills can play a 60 33 7 - 3.53 0.88 SA
crucial role in providing valuable
insights into consumer wants and
the behaviors
15. Market research can help in 54 35 10 1 3.42 0.86 A
comprehensively mapping out
the types of risks prevalent in
chosen line of business for self
employment
16. By conducting market research, 70 21 9 - 3.61 0.90 SA
analysts can identify the specific
demographics most viable for self
employed business opportunities.
Grand mean score 3.57 0.89 SA
Source: Field Survey, 2024
The result presented in table 4.4. above indicates extent market research skills serves

as a tool in reducing unemployment among students in Federal College of Education

(Technical), Omoku, River State. The table contained items 13-16. Hence item 14 and 16 had

40
a mean scores of 3.53 and 3.61 respectively which fall under the strongly agreed region. This

implies that the respondents strongly agreed that; market research skills can play a crucial

role in providing valuable insights into consumer wants and the behaviors and by conducting

market research, analysts can identify the specific demographics most viable for self

employed business opportunities. Also the closest in the standard deviation which ranges

from 0.88-0.90 indicates that the respondents were not too far from the opinion of each other.

In the other hand item 13 and 15 had a mean score of 3.41 and 3.42 respectively

which fall under agreed region this shows that the respondents agreed that ; market research

skills are essential for gathering and interpreting information about viable self employment

opportunities and market research can help in comprehensively mapping out the types of

risks prevalent in chosen line of business for self employment. Also the closest in the

standard deviation which ranges from 0.85-0.86 indicates that the respondents were not too

far from the opinion of each other.

The table had a grand mean of 3.57 with standard deviation of 0.89 which above the

cutoff point of 2.5 and fall under strongly agreed region. Hence, it is strongly agreed by the

respondent that market research skills serves as a tool in reducing unemployment among

students in Federal College of Education (Technical), Omoku, River State.

4.2. Findings of the Study

The findings indicates that;

1. The respondents strongly agreed that opportunity recognition skill serve as a tool in

reducing unemployment among students.

2. The respondents agreed that capacity building skills serves as a tool in reducing

unemployment among students.

3. The respondents agreed that business management skill serves as a tool in reducing

unemployment among students.

41
 4. The respondents strongly agreed that market research skills serves as a tool in

reducing unemployment among students in Federal College of Education (Technical),

Omoku, River State

4.3. Discussion of Findings

Opportunity Recognition Skill and reduction of Unemployment Among Students

Finding from research question one shows that the respondents strongly agreed that

opportunity recognition skill serve as a tool in reducing unemployment among students in

Federal College of Education (Technical), Omoku, River State. It was also revealed that

individuals with strong opportunity recognition skills can identify potential vulnerabilities in

systems, networks, or processes that could be exploited for self employment, opportunity

recognition empowers students to make informed decisions about their online actions when

self employed and helping students understand the risks associated with different online

behaviors empowers them to be self employed. Also developing opportunity recognition

skills involves educating students about threats, tactics and competition for self employment.

This findings is supported by (Stokes, 2020) who stated that opportunity recognition skills

refer to the ability to identify and capitalize on opportunities that arise in various contexts,

whether in business, innovation, problem-solving, or even in the realm of cybersecurity and

unemployment. The is finding is further supported by Kovacich, (2022) who stated that

opportunity recognition skills are valuable because they empower individuals and

organizations to seize opportunities, mitigate risks, and achieve sustainable growth and

success in their respective domains. Furthermore, (Kovacich, 2022) postulated that

opportunity recognition skill refers to the ability to identify and capitalize on opportunities

that arise in various contexts, such as business, entrepreneurship, or personal development. It

involves a combination of perceptive observation, critical thinking, creativity, and a strategic

mindset to spot potential opportunities before others do.

42
Capacity Building Skills and Reduction of Unemployment among Students.

Findings from research question two indicates that the respondent agreed that capacity

building skills serves as a tool in reducing unemployment among students in Federal College

of Education (Technical), Omoku, Rivers State. It was also revealed that; capacity building

skill equip students with technical proficiency for self employment and it enhance ethical

awareness for self employment. Furthermore, shows that capacity building skill encourages

critical thinking abilities for self employment and it encourages mindset of lifelong learning

for self employment. This findings are in agreement with the view of Adeleye & Yusuf,

(2018) who stated that capacity building refers to the process of strengthening the abilities,

skills, resources, and structures of individuals, organizations, and communities to effectively

address challenges, achieve goals, and sustain development.. Adeleye & Yusuf, (2018)

further noted that it involves enhancing knowledge, competencies, and capabilities to

improve performance, adapt to changes, and maximize potential. capacity building efforts can

encompass various activities such as training, skill development, mentoring, networking,

institutional strengthening, and resource mobilization. The ultimate aim of capacity building

is to empower individuals and organizations to become more self-reliant, resilient, and

capable of driving positive change and achieving sustainable outcomes. The findings is also

supported by Dhakal, & Shrestha, (2017) who postulated that capacity building programs

equip young entrepreneurs with essential skills such as business planning, financial

management, marketing, and networking. These skills enable them to establish and manage

their ventures effectively, fostering sustainable growth and development.

Business Management Skill and Reduction of Unemployment among Students.

43
 Findings from research question three shows that the respondents agreed business

management skill serves as a tool in reducing unemployment among students in Federal

College of Education (Technical), Omoku, River State. The findings also shows that students

trained in business management can apply these principles to assess the risks associated with

be self employment. The findings also indicates that business management skills provide

students with the tools and knowledge necessary to implement proactive security measures to

reduce loss, it promote ethical behavior in business when self employed and It promote

secure business environment for both self employed and clients. This findings is agreement

with the view of (Neuman, 2023) who stated that business management skills encompass a

range of abilities and competencies that enable individuals to effectively oversee and

coordinate activities within an organization to achieve specific goals. Business management

skills are necessary for managers so that they have the ability to make choices about running

the business. The finding is also supported by Sasse, (2019), who stated that these skills,

which may also be referred to as managerial skills, generally consist of things such as

communication, motivation, and delegation, among many other areas. They are used for a

variety of purposes in the workplace. Coleman, & Nordhaus, (2023), supported this findings

as the state that business management skills are essential for business managers across

various industries and sectors, enabling them to navigate challenges, drive growth, and ensure

organizational success. Business management skills can play a crucial role in reducing

unemployment and cybercrime by implementing effective strategies, fostering a security-

focused culture, and ensuring proactive measures are in place.

Market Research Skills and Reduction of Unemployment among Students.

Findings from research question four shows that the respondents strongly agreed that

market research skills serves as a tool in reducing unemployment among students in Federal

College of Education (Technical), Omoku, River State. The findings further shows that;

44
market research skills can play a crucial role in providing valuable insights into consumer

wants and the behaviors and by conducting market research, analysts can identify the specific

demographics most viable for self employed business opportunities. Also, it was revealed that

market research skills are essential for gathering and interpreting information about viable

self employment opportunities and market research can help in comprehensively mapping out

the types of risks prevalent in chosen line of business for self employment. This findings is

supported by (Marshall, & Beattie, 2020) who stated that market research skills encompass a

range of abilities and knowledge necessary to gather, interpret, and apply information about a

market. The findings is also in agreement with the view of Omona & Katos, (2023) who

opined that developing strong market research skills involves a combination of knowledge,

practical experience, and analytical thinking. Furthermore, Omona & Katos, (2023),

postulated that these skills are essential for businesses to make informed decisions,

understand their target markets, and stay competitive in a dynamic business environment.

Also, Frederick, (2020) noted that market research skills are essential for gathering and

interpreting information about markets, customers, and competitors to make informed

business decisions. According to Frederick, (2020), market research skills can play a crucial

role in reducing unemployment cybercrime in Nigeria by providing valuable insights into the

behaviors, motivations, and vulnerabilities of both cybercriminals and potential victims.

45
 CHAPTER FIVE

SUMMARY AND CONCLUSION

5.1 Problem and Objective of the Study

Entrepreneurship education is the process of providing individuals with the

knowledge, skills, and mindset necessary to recognize entrepreneurial opportunities, start

new ventures, and navigate the challenges of running a business. This form of education goes

beyond traditional academic instruction and often includes experiential learning, mentorship,

and practical training in areas such as business planning, marketing, finance, innovation,

opportunity recognition, market research and leadership. Entrepreneurship education can take

various forms, including academic programs at universities and colleges, vocational training

courses, workshops, seminars, incubators, accelerators, and online learning platforms. It aims

to empower individuals from diverse backgrounds and disciplines to pursue entrepreneurship

as a career path, create economic opportunities, drive innovation, and contribute to social and

economic development. Overall, entrepreneurship education plays a vital role in fostering an

entrepreneurial culture, promoting economic growth, and addressing global challenges by

empowering individuals to harness their creativity, initiative, and entrepreneurial spirit to

make meaningful contributions to society.

Despite the relevance of entrepreneurship education, many youths in Nigeria lack

access to quality entrepreneurship education due to factors such as inadequate infrastructure,

limited funding for education, and a shortage of skilled educators. Without access to quality

entrepreneurial education, aspiring entrepreneurs may not acquire the necessary skills and

knowledge to start businesses or pursue legitimate business opportunities, making them more

vulnerable to engaging in cybercrime. Also, there may be a lack of awareness and

understanding among stakeholders about the importance of entrepreneurship education in

addressing cybercrime. Without adequate awareness and support from policymakers,

46
educators, and community leaders, entrepreneurship education initiatives may struggle to

secure the necessary resources and institutional support to reach their intended audience and

achieve their objectives. Addressing these challenges requires a coordinated and multi-

faceted approach involving collaboration among government agencies, educational

institutions, industry partners, and civil society organizations. By addressing issues such as

access to quality education, digital inclusion, awareness building, curriculum development,

cultural sensitivities, and adaptability to evolving threats, entrepreneurship education

initiatives can enhance their effectiveness in reducing cybercrime and promoting ethical

behavior among Nigerian youths. Hence, this study focused on the entrepreneurial skill

acquisition and reduction of unemployment among students in Federal College of Education

(Technical), Omoku, River State

Hence the objective of this study was to

i. Ascertain the extent opportunity recognition skills serves as a tool in reducing

unemployment

ii. Ascertain the extent capacity building skill serves as a tool in reducing unemployment

iii. Ascertain the extent business management skill serves as a tool in reducing

unemployment

iv. Ascertain the extent market research skill serves as a tool in reducing unemployment

among students in Federal College of Education (Technical), Omoku, River State.

5.2 Procedure Used

The researcher adopted descriptive survey research design. The population of this

study comprise of all the students who had undergone training in CERD 341 and CED 342

During or before 2022/2023 and 2023/2024 academic session in Federal College of

Education (Technical), Omoku Rivers State in affiliation with University of Nigeria, Nsukka.

47
Thus, total population is 277 students. The population was selected from the School of

Secondary Education (Business, Vocational, Science and Technical). Simple random

sampling techniques was used to select a sample size of 100 respondents from the four

schools. The major instrument used for data collection was a questionnaire titled

"Entrepreneurial Skill Acquisition and Reduction of Unemployment among Students

Questionnaire" (ESARUSQ) to gather required responses from the respondents. The

instrument was designed in four (4) point modified liker scale ranging from SA (Strongly

agree), A (Agree), D (Disagree), SD (Strongly disagree) and simple percentage. The validity

of the instrument was determined through face and content validity. The researcher adopted

Split-half Reliability in this study. The copies of the instrument was personally administered

to the respondents by the researcher. The method adopted for data analysis was mean score

and standard deviation. The benchmark was 2.5. items with mean score of 2.5 and above

were accepted while items below mean score of 2.5 were rejected.

5.3 Major Findings

The findings of the study revealed that;

1. opportunity recognition skill serve as a tool in reducing unemployment because;

i. Individuals with strong opportunity recognition skills can identify potential

vulnerabilities in systems, networks, or processes that could be exploited for self

employment,

ii. opportunity recognition empowers students to make informed decisions about their

online actions when self employed and

iii. It help students understand the risks associated with different online behaviors

empowers them to be self employed.

iv. Developing opportunity recognition skills involves educating students about

threats, tactics and competition for self employment.

48
2. Capacity building skills serves as a tool in reducing unemployment among students, this

is because;

i. capacity building skill equip students with technical proficiency for self

employment

ii. It enhance ethical awareness for self employment.

iii. It encourages critical thinking abilities for self employment and

iv. it encourages mindset of lifelong learning for self employment.

3. Business management skill serves as a tool in reducing unemployment among students,

this is because

i. Students trained in business management can apply these principles to assess

the risks associated with be self employment.

ii. Bit provide students with the tools and knowledge necessary to implement

proactive security measures to reduce loss,

iii. it promote ethical behavior in business when self employed and

iv. It promote secure business environment for both self employed.

4. Market research skills serves as a tool in reducing unemployment among students, this is

because;

i. Market research skills can play a crucial role in providing valuable insights

into consumer wants and the behaviors

ii. By conducting market research, analysts can identify the specific

demographics most viable for self employed business opportunities.

iii. Market research skills are essential for gathering and interpreting information

about viable self employment opportunities and

iv. It help in comprehensively mapping out the types of risks prevalent in chosen

line of business for self employment.

49
5.4. Implications of the Findings

Findings from research question one shows that opportunity recognition skill serve as

a tool in reducing unemployment. This implies that acquisition of this skill would enhance

identification of potential vulnerabilities or self employment, it enable students to make

informed decisions self employment, it would help to understand the risks associated with

different business before venturing into them for self employment and it would educate

students about threats, tactics and competition in business for self employment which would

inturn reduces unemployment among students.

Findings from research question two shows that ccapacity building skills serves as a

tool in reducing unemployment among students. Hence, the implication would be acquisition

of capacity building skill equip students with technical proficiency for self employment,

enhances ethical awareness, encourages critical thinking abilities and encourages mindset of

lifelong learning for self employment which would inturn reduces unemployment among

students.

Findings from research question three shows that business management skill serves as

a tool in reducing unemployment among students. The implication would be that students

trained in business management can apply these principles to assess the risks associated with

different businesses for self employment, it provide students with the tools and knowledge

necessary to implement proactive security measures to reduce loss in business, promote

ethical behavior in business when self employed and it promote secure business environment.

This would also leads to reduction in unemployment among students.

Findings from search question four indicate that market research skills serves as a tool

in reducing unemployment among students. The implication would be that market research

skills can play a crucial role in providing valuable insights into consumer wants and the

behaviors, By conducting market research, analysts can identify the specific demographics

50
most viable for self employed business opportunities, market research skills are essential for

gathering and interpreting information about viable self employment opportunities and it help

in comprehensively mapping out the types of risks prevalent in chosen line of business for

self employment. Thus this would inturn lead to reduction in unemployment among students

and lead national development.

5.5. Conclusion

In conclusion, entrepreneurial skill acquisition serves as a pivotal tool in mitigating

unemployment among students at Federal College of Education (Technical) Omoku. By

integrating practical entrepreneurial training into the curriculum, students gain essential skills

and knowledge that enhance their employability and enable them to create their own job

opportunities. This proactive approach not only equips them with the ability to innovate and

start their own ventures but also fosters a resilient mindset capable of navigating the

challenges of the job market. Ultimately, embedding entrepreneurial skills into the

educational framework empowers students to become self-reliant, contributing to both their

personal economic stability and the broader goal of reducing unemployment within their

community.

5.6. Recommendations

In view of the findings of this study, the following recommendations were put forward:

1. Students should be encouraged to participate in CERD courses and also encourage to

acquire opportunity recognition skills because of it relevance in unemployment

reduction

2. Capacity building skills should be integrated in the curriculum of all schools

3. Business management skill should be made a general course this would enhance the

impartment of business knowledge to students.

51
 4. The CERD unit should organize market research skills acquisition to equip students

with the needed marketing skills and strategies they may need in world of work after

graduation.

5.7 Limitations of the Study

Certain factors limited the researcher in the course of the study. Such factors are:

1. Lack of funding: This is a major challenge of the study. This will not allow the

researcher to cover a wide area and population.

2. The length of time it was taken to issue out questionnaire to the respondents, to answer

the questionnaire and retrieve the questionnaire was a limiting factor.

3. The emotional stability of the respondents at the point of responding to the instrument

items or questionnaire is another influential factor.

4. Research work alongside with other academic activities was a factor limiting the study.

5.8 Suggestion for Further Studies

The researcher therefore suggest that further study should be carried out on the following:
1. Opportunity recognition skill serve as a tool in reducing unemployment among

students.

2. Capacity building skills serves as a tool in reducing unemployment among students.

3. Business management skill serves as a tool in reducing unemployment among

students.

4. Market research skills serves as a tool in reducing unemployment among students.

52
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55
 APPENDIX

Department of Business Education

School of Secondary Education (Business),
Federal College of Education (Tech)
Omoku, Rivers State.
In Affiliation with University of Nigeria,
Nsukka.

10th July, 2024

Dear Respondents,

REQUEST FOR RESPONSE TO QUESTIONNAIRE

I am a final year student in the Department of Business Education, School of Secondary

Education (Business), Federal College of Education (Technical), Omoku, Rivers State, in
affiliation with university of Nigeria Nsukka. I am currently carrying out research on the
“Entrepreneurial Skill Acquisition and Unemployment Reduction among Students in Federal
College of Education (Technical), Omoku”. I humbly request that you respond to the test
items in this questionnaire as objectively as possible.

I assure you that any information provided here would be used purely for this research
purpose and will be treated with the highest confidentiality.

Thanks for your anticipated cooperation.

Yours faithfully,

_____________
RESEARCHER

56
 QUESTIONNAIRE
Instruction: Please tick () the most appropriate response/choice that appeal to
you. Strongly Agree (4): Agreed (3): Disagreed (2) and Strongly
Disagreed (1) options.

Research Question 1: To what extent does opportunity recognition skill serve as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State?
S/N Items Statement SA A D SD
1 Individuals with strong opportunity recognition skills can identify
potential vulnerabilities in systems, networks, or processes that could
be exploited for self employment
2 Opportunity recognition empowers students to make informed
decisions about their online actions when self employed
3 helping students understand the risks associated with different online
behaviors empowers them to be self employed
4 Developing opportunity recognition skills involves educating students
about threats, tactics and competition in self employment

Research Question 2: To what extent does capacity building skills serves as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State?
S/ Items Statement SA A D SD
N
1 Capacity building skill equip students with technical proficiency for
self employment
2 It enhance ethical awareness for self employment
3 It encourages critical thinking abilities for self employment
4 It encourages mindset of lifelong learning for self employment

Research Question 3: To what extent does business management skill serves as a tool in
reducing unemployment among students in Federal College of Education (Technical),
Omoku, River State?
S/ Items Statement SA A D SD
N

57
 1 business management skills provide students with the tools and
knowledge necessary to implement proactive security measures to
reduce loss
2 promote ethical behavior in business when self employed
3 It promote secure business environment for both self employed and
clients.
4 Students trained in business management can apply these principles to
assess the risks associated with be self employment

Research Question 4: To what extent does market research skills serves as a tool in reducing
unemployment among students in Federal College of Education (Technical), Omoku, River
State?
S/N Items Statement SA A D SD
1 Market research skills are essential for gathering and interpreting
information about viable self employment opportunities.
2 market research skills can play a crucial role in providing valuable
insights into consumer wants and the behaviors
3 Market research can help in comprehensively mapping out the types
of risks prevalent in chosen line of business for self employment
4 By conducting market research, analysts can identify the specific
demographics most viable for self employed business opportunities.

58
ENTREPRENEURIAL SKILL ACQUISITION AND UNEMPLOYMENT
REDUCTION AMONG STUDENTS IN FEDERAL COLLEGE
OF EDUCATION (TECHNICAL), OMOKU

By

NWAOKOBIA FAVOUR AMARACHI

D/2021/07/2145

DEPARTMENT OF BUSINESS EDUCATION,

SCHOOL OF SECONDARY EDUCATION (BUSINESS)
FEDERAL COLLEGE OF EDUCATION (TECHNICAL) OMOKU
IN AFFILIATION WITH UNIVERSITY OF NIGERIA, NSUKKA.

_____________________
MRS. ALLEN MERCY
SUPERVISOR

JULY, 2024

59