Abstract

This study focused on determining the experiential learning activities required of business education students for the development of various 21st century competencies and differences across levels of academic instruction. The study was a descriptive survey, and 341 full-time business education students in a Public University in Anambra State, Nigeria participated in the study. Questionnaires were used for data collection. Mean and standard deviation were used to answer the research questions while the Kruskal–Wallis was used to test the hypotheses. Findings revealed that the respondents engaged in experiential learning (EL) activities involving simulations, role plays, practice in business laboratories, study of real life cases, peer assessments, creative competitions and self-directed projects; but not in reflections.

摘要

本研究的重点是确定商科教育学生发展各种 21 世纪能力所需的体验式学习活动以及不同学术教学水平的差异。该研究是一项描述性调查，尼日利亚阿南布拉州一所公立大学的 341 名全日制商业教育学生参与了该研究。问卷用于数据收集。均值和标准差用于回答研究问题，而 Kruskal-Wallis 用于检验假设。调查结果显示，受访者参与了体验式学习 (EL) 活动，包括模拟、角色扮演、商业实验室实践、现实生活案例研究、同行评估、创意竞赛和自主项目；但不是在反思中。