Lecturer-students’ perceptions on the Utilization of Storytelling Technique in teaching and learning of Entrepreneurship Education in Public Tertiary Institutions in Kwara State

Abstract

Abstract

This study investigates lecturer-student perceptions on the utilization of storytelling techniques in the teaching and learning of entrepreneurship education in public tertiary institutions across Kwara State, Nigeria. Prompted by the recognized gap between traditional pedagogical methods and the dynamic needs of entrepreneurship education, the study sought to explore the extent of storytelling adoption and its perceived impact on instructional effectiveness. Two research questions and two hypotheses guided the study. Employing a descriptive survey design, data were collected from 59 business educators and 286 final-year business education students drawn from seven public tertiary institutions. A researcher-designed questionnaire (LSPUSTTLEEQ) was used for data collection. Descriptive statistics were used to answer the research questions, while independent sample t-tests were employed to test the hypotheses at a 0.05 significance level. Findings revealed that lecturers’ utilization of storytelling techniques was high (weighted mean = 3.18), while students perceived storytelling as moderately utilized (weighted mean = 3.24). No significant difference was found between male and female lecturers in their use of storytelling techniques t(57) = 0.451, p = 0.202. However, a significant difference existed between male and female students’ perceptions, with female students demonstrating a more favorable outlook t(284) = 0.642, p = 0.027. The study concludes that storytelling enhances teaching efficacy in entrepreneurship education, though it remains underutilized. It recommends professional development programs for lecturers on storytelling pedagogy and formal integration of storytelling elements into entrepreneurship curricula to improve student engagement and real-world applicability.