Curriculum Content, Gender, Family Background, and Entrepreneurial Intentions of Social Studies Undergraduates in Ahmadu Bello University, Zaria-Nigeria

Abstract

This study investigated the relationships among curriculum content, gender, family 
entrepreneurial background, and entrepreneurial intentions of Social Studies 
undergraduates in Ahmadu Bello University (ABU), Zaria, Nigeria. Anchored in the Theory 
of Planned Behaviour (TPB) and Human Capital Theory, the study adopted a descriptive 
survey research design. A stratified random sampling technique was used to select 271 
undergraduate Social Studies students from a population of 412 students. Data were collected 
using a validated, researcher-designed questionnaire structured on a 5-point Likert scale. 
The instrument's reliability coefficient was 0.84 as computed by Cronbach's Alpha. 
Descriptive statistics (mean and standard deviation) and inferential statistics (one-sample t
test, independent samples t-test, Pearson product-moment correlation, and multiple 
regression analysis) were used to analyse the data. Results revealed that the Social Studies 
curriculum at ABU, Zaria moderately promotes entrepreneurial skills (mean = 3.09, SD = 
0.74), though not significantly above the benchmark criterion mean at p < .05. Findings also 
indicated that gender did not exert a statistically significant influence on entrepreneurial 
intentions (t(259) = 1.43, p = .154). However, a significant positive relationship was 
established between family entrepreneurial background and entrepreneurial intentions (r = 
.48, p < .001). Furthermore, attitude, subjective norms, and perceived behavioural control 
jointly accounted for 58.3% of the variance in entrepreneurial intentions (F(3, 257) = 119.49, 
p < .001). The study concluded that while the Social Studies curriculum provides a 
foundational entrepreneurial orientation, structural realignment is essential to fully exploit 
its potential. Recommendations include curriculum revision, family entrepreneurship 
mentoring programmes, and attitudinal training interventions for Social Studies 
undergraduates.