This study investigated curriculum content of entrepreneurship education programme and its impact on Upper Basic students’ skill acquisition in entrepreneurship education in Education Zone A of Benue State, Nigeria. The study was guided by eight research questions and six hypotheses. The study adopted both survey and quasi-experimental design of non-randomized pretest-posttest control type to address the objectives. The population for the study comprised 24,110 Upper Basic III students during the 2018/2019 academic session. The sample consisted of 243 students drawn from six schools out of 369 secondary school using purposive sampling technique. Curriculum Content for Entrepreneurship Centres, (CCEC), Prevocational Studies Curriculum Content Analysis (PSCCA) and Entrepreneurship Practical Skill Acquisition Test (EPSAT) were used for data collection. The instruments were validated for face and content validity by three experts in the fields of measurement and evaluation, curriculum and instruction and entrepreneurship education. Kudar Richardson (K-20) formula was used to calculate the reliability coefficient of EPSAT and the result showed 0.66 while Cronbach Alpha was used to calculate the reliability coefficient of EIQ and the result showed 0.84. Mean and standard deviation were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that entrepreneurship centres in the study area do not have written curriculum and students were not sent to these centres for internship training. Another finding was that many topics in prevocational studies curriculum do not recommend practical teaching strategy and even those that recommended were not taught practically by the entrepreneurship education teachers. In addition, students that were taught entrepreneurship education (EE) through internship training acquired more skills (F=442.446; P=0.000<0.05) than students who were taught without internship training. Furthermore, there was no significant difference in acquisition of skills between male and female students taught entrepreneurship education with internship training, (F=0.764; P=0.384>0.05. The findings also showed no significant interaction effect of strategy and gender on students’ skill acquisition in entrepreneurship education. Based on the findings, it was recommended among others that government should ensure that entrepreneurship centres have a documented curriculum and students should be sent to those centres for internship training. Also, prevocational studies curriculum should be reviewed to ensure a more practical-oriented content and that entrepreneurship education teachers should be trained and encouraged to take students to internship training.
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