Vol. 12, Issue 3, 2024

Exploring the Impact of Three-Tiered Cognitive Apprenticeship in Bridging Entrepreneurial Pedagogical Gap Among Pre-Service Integrated Science Teachers

Olayanju Mary O, Oludipe Olajumoke S, Lameed Soladoye N, & Akindoju Olugbenga G

Abstract

The global landscape is experiencing diverse emerging needs like: income inequality, quality education, gender equality, sustainable development and poverty eradication. In alignment with the giant strides by the world of academia to combat these problems, this study examined the impact of two models of three-tiered cognitive apprenticeship on bridging entrepreneurial pedagogical gap of Pre-service Integrated Science Teachers (PISTs). The study adopted a 3 x 2 quasi-experimental research design. The sample was 115 PISTs from three Colleges of Education located in South-West, Nigeria. Data were collected with a self-designed Integrated Science Entrepreneurial Practical Test (ISEPT) with a Richard Kuderson's value of 0.824, this implied a good reliability of the ISEPT. Two research questions were answered with mean and standard deviation and three null hypotheses were tested with Analysis of Covariance. The results showed that the two models (outside-school and inside-school) of cognitive apprenticeship had significant impact on the entrepreneurial skill development of the PISTs in the two experimental groups [F(2, 111) =75.08; p>.05]. This study therefore, recommends the two models of cognitive apprenticeship as three-tiered instructional strategies that can help bridge pedagogical gap by assisting PISTs learn entrepreneurial skill in an iterative, interpretative and incremental way.

Keywords

Poverty eradication, Cognitive apprenticeship, Entrepreneurial skill development, Entrepreneurial pedagogical gap, Three-tiered learning

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