WEC EC Factors (ECs): Pre-post-analysis | Rwanda 4
KRU
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Abstract
This study investigated the influence of the number of quests completed (domain plurality) and the type of quests (domain specificity) on the development of entrepreneurial competency (EC) factors among 7,257 learners who were exposed to the Wavumbuzi Entrepreneurship Challenge (WEC) and completed both the baseline and endline surveys. Analysis revealed that learners completing fewer than one quest showed no significant changes in most EC factors. However, those completing one or more quests demonstrated significant changes in 15 out of 18 factors, with further enhancements observed in learners completing four or more quests. Additionally, the Tourism quest notably improved competencies in need to achieve, opportunity recognition, and taking action, while other quests showed limited changes, likely due to smaller sample sizes for learners exclusively completing these quests.
Overview
Study Background
This is a continuation of the first analysis that was conducted and presented by Prof. Melodi Botha from Department of Business Management, University of Pretoria. The main objective of the experiment was to assess the change in learners’ level of Entrepreneurial Competency (EC) factors prior to and after they were exposed to the Wavumbuzi Entrepreneurship Challenge (WEC). In summary, herewith is a brief overview of the experiment.
- The study was a Pretest–Posttest experimental design, where measurements were taken prior to administering some treatment, followed by a posttest on the same measure after treatment occurs.
- The baseline (pre-test) sample was tested before exposure to the WEC and consisted of 18,983 usable surveys filled by high school learners from over 200 schools.
- The endline (post-test) sample was tested after the respondents were exposed to the WEC, and this sample size consists of 7,258 usable responses.
- Therefore, for this study, a sample of 7,257 respondents completed both surveys and are included in the inferential analysis.
- This experimental design enabled us to determine whether the respondents’ level of ECs improved after they were exposed to the WEC.
- Data were collected over a seven-week period from 21st January 2024 to 10th March 2024 (excluding weeks where the learners wrote exams) using an online, self-administered survey questionnaire which was hosted using Wavumbuzi AWS platform.
Experiment Results
Out of the 18 validated EC factors that were assessed, significant improvements were observed in 12 entrepreneurial factors. These changes were determined by calculating the average difference between the post-test (endline) and pre-test (baseline) scores for each factor. The entrepreneurial competency factors with statistically significant positive average differences between the baseline and endline scores are presented in Figure 1.
Figure 1: Statistically significant positive average differences between the baseline and endline scores.
The results indicate that there were statistically significant differences for all of the factors except for the Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) and Need for autonomy. Pre- and post-test analysis were conducted to compare the baseline and endline findings. From the mean score comparisons, it is evident that most of the mean scores of the factors are higher for the endline than the baseline samples, which indicates that the WEC did improve the baseline respondents’ level of ECs. However, the mean scores for values driven, entrepreneurial intention (EI1 and 2) and entrepreneurial mindset (EM1 and EM2) were lower for the endline sample than the baseline sample. To address this, the WEC training initiatives should be enhanced to better target these entrepreneurial competency factors that did not show significant improvement.
Scope and Objective
As this is a continuation of the initial analysis, the objective of this secondary analysis is centered around questions and suggestions discussed during the presentation. The three main recommendations are outlined below:
- Descriptively analyse the respondents who completed both the baseline and endline surveys.
- Domain plurality: Assess the level of engagement and intensity of gameplay within study participants.
- Domain specificity: Examine the correlation between the type of quests and statistically significant entrepreneurial factors.
- Compare the number of statistically significant ECs between engaged and disengaged respondents.
Summary
Summary statistics of ECs and other covariates
Table 1: Summary statistics of Quests and other covariates | ||||
| Engagement Level |
| ||
Variable | Overall, N = 7,2571 | Engaged, N = 7,1681 | Not Engaged, N = 891 | p-value2 |
Age | 17.0 (2.3) | 17.0 (2.3) | 17.6 (2.0) | 0.006 |
N/A | 693 | 686 | 7 | |
Gender | 0.019 | |||
Female | 2,648.0 (36.5%) | 2,626.0 (36.6%) | 22.0 (24.7%) | |
Male | 4,097.0 (56.5%) | 4,034.0 (56.3%) | 63.0 (70.8%) | |
Prefer not to say | 183.0 (2.5%) | 180.0 (2.5%) | 3.0 (3.4%) | |
Prefer to self-describe | 329.0 (4.5%) | 328.0 (4.6%) | 1.0 (1.1%) | |
Education | 0.8 | |||
Lower Secondary/High school (Form 1 and 2; 0 Level; Grade 8 and 9) | 2,458.0 (33.9%) | 2,429.0 (33.9%) | 29.0 (32.6%) | |
Other | 397.0 (5.5%) | 391.0 (5.5%) | 6.0 (6.7%) | |
Upper Secondary/High school (Form 3 and 4; A Level; Grade 10 - 12) | 4,402.0 (60.7%) | 4,348.0 (60.7%) | 54.0 (60.7%) | |
Introductory Quest | 7,228.0 (99.7%) | 7,151.0 (99.8%) | 77.0 (95.1%) | <0.001 |
N/A | 8 | 0 | 8 | |
Artificial Intelligence | 6,955.0 (95.9%) | 6,955.0 (97.0%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
Finance | 7,007.0 (96.7%) | 7,007.0 (97.8%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
Tourism | 6,966.0 (96.1%) | 6,966.0 (97.2%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
Mechatronics | 6,844.0 (94.4%) | 6,844.0 (95.5%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
African Trade | 6,796.0 (93.8%) | 6,796.0 (94.8%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
Construction | 6,967.0 (96.1%) | 6,967.0 (97.2%) | 0.0 (0.0%) | <0.001 |
N/A | 8 | 0 | 8 | |
Num Quests | <0.001 | |||
0 | 89.0 (1.2%) | 0.0 (0.0%) | 89.0 (100.0%) | |
1 | 98.0 (1.4%) | 98.0 (1.4%) | 0.0 (0.0%) | |
2 | 79.0 (1.1%) | 79.0 (1.1%) | 0.0 (0.0%) | |
3 | 95.0 (1.3%) | 95.0 (1.3%) | 0.0 (0.0%) | |
4 | 105.0 (1.4%) | 105.0 (1.5%) | 0.0 (0.0%) | |
5 | 172.0 (2.4%) | 172.0 (2.4%) | 0.0 (0.0%) | |
6 | 6,619.0 (91.2%) | 6,619.0 (92.3%) | 0.0 (0.0%) | |
1Mean (SD); n (%) | ||||
2Wilcoxon rank sum test; Fisher's exact test; Pearson's Chi-squared test | ||||
Table 1 presents the summary statistics for participants’ engagement levels and various covariates. The study included 7,257 participants, with 7,168 classified as engaged and 89 as not engaged. The results are detailed as follows:
Age: The average age of the participants was 17.0 years (SD = 2.3) for the overall sample and the engaged group. However, the not engaged group had a slightly higher average age of 17.6 years (SD = 2.0), a difference that was statistically significant (p = .006).
Gender: Significant differences were observed in gender distribution between the engaged and not engaged groups (p = .019). Among engaged learners, 36.6% were female, 56.3% were male, 2.5% preferred not to say, and 4.6% preferred to self-describe. In contrast, the not engaged group comprised 24.7% females, 70.8% males, 3.4% who preferred not to say, and 1.1% who preferred to self-describe.
Education: There were no significant differences in educational levels between the engaged and not engaged groups (p = .8). Approximately 33.9% of the overall sample were in lower secondary/high school, 5.5% in other education categories, and 60.7% in upper secondary/high school.
Quest Participation: Participation in specific quests differed significantly between the engaged and not engaged groups (p < .001 for all quests). Engaged learners showed high participation rates in various quests, including the Introductory Quest (99.8%) and quests related to Artificial Intelligence (97.0%), Finance (97.8%), Tourism (97.2%), Mechatronics (95.5%), African Trade (94.8%), and Construction (97.2%). In contrast, the not engaged group participated only in the Introductory Quest (95.1%) with no participation in other quests.
Number of Quests Completed: The number of quests completed by learners also varied significantly between the engaged and not engaged groups (p < .001). Among engaged learners, the majority (92.3%) completed all 6 quests, with minimal participation in fewer quests. Conversely, all not engaged learners (100.0%) completed none of the quests.
Results
Pre-post test analysis | All respondents (7,257) - We do NOT exclude any learner
Pre-post test analysis | All respondents (7,257) - Does NOT exclude any learner | |||
| Period |
| |
Variable | Post: Endline, N = 7,257 | Pre: Baseline, N = 7,257 | p-value1 |
Entrepreneurial experience | <0.001 | ||
Mean (SD) | 80.4 (19.9) | 76.0 (21.2) | |
Business preparation (Entrepreneurial intention – EI 1) | <0.001 | ||
Mean (SD) | 39.9 (20.6) | 38.9 (18.9) | |
Intend to start-up (Entrepreneurial intention – EI 2) | <0.001 | ||
Mean (SD) | 51.2 (26.9) | 49.5 (25.4) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.5 | ||
Mean (SD) | 50.1 (22.0) | 49.9 (20.2) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | <0.001 | ||
Mean (SD) | 35.7 (22.4) | 34.3 (20.2) | |
Need to achieve | 0.046 | ||
Mean (SD) | 80.5 (22.8) | 79.8 (23.6) | |
Need for autonomy | 0.2 | ||
Mean (SD) | 83.6 (19.6) | 83.2 (20.3) | |
Resilience | <0.001 | ||
Mean (SD) | 84.7 (19.4) | 82.7 (20.9) | |
Values Driven | <0.001 | ||
Mean (SD) | 74.0 (24.3) | 75.5 (23.0) | |
Taking action and initiative | <0.001 | ||
Mean (SD) | 77.7 (20.1) | 73.4 (21.3) | |
Self-efficacy | <0.001 | ||
Mean (SD) | 86.1 (15.9) | 85.1 (16.2) | |
Opportunity recognition | <0.001 | ||
Mean (SD) | 84.4 (15.6) | 82.0 (16.2) | |
Opportunity assessment | <0.001 | ||
Mean (SD) | 84.4 (16.3) | 82.7 (16.8) | |
Innovative problem-solving | <0.001 | ||
Mean (SD) | 86.9 (14.7) | 85.0 (15.4) | |
Resourcefulness | <0.001 | ||
Mean (SD) | 87.2 (14.5) | 85.8 (15.0) | |
Mobilising others | <0.001 | ||
Mean (SD) | 87.8 (14.4) | 86.9 (14.9) | |
Working with others | <0.001 | ||
Mean (SD) | 88.1 (13.9) | 86.8 (14.6) | |
Money sense | <0.001 | ||
Mean (SD) | 85.9 (16.7) | 84.9 (17.3) | |
1Paired t-test | |||
Table 2 presents the results of the pre-post test analysis for all respondents, without excluding any learners from the sample.The results indicate that there were statistically significant differences for all of the factors except for the Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) and Need for autonomy. The findings across all factors are detailed below:
Entrepreneurial Experience: Participants demonstrated a significant increase in entrepreneurial experience from the pre-test (Mean = 76.0, SD = 21.2) to the post-test (Mean = 80.4, SD = 19.9), with a p-value < 0.001.
Business Preparation (Entrepreneurial Intention – EI 1): A significant improvement was observed in business preparation, with scores increasing from the pre-test (Mean = 38.9, SD = 18.9) to the post-test (Mean = 39.9, SD = 20.6), p < 0.001. However, it is important to note that this factor was reverse coded. Consequently, the mean score for EI1 did not actually improve from baseline to endline.
Intention to Start-up (Entrepreneurial Intention – EI 2): Participants exhibited a significant increase in the intention to start-up, with scores rising from the pre-test (Mean = 49.5, SD = 25.4) to the post-test (Mean = 51.2, SD = 26.9), p < 0.001. However, it is important to note that this factor was reverse coded. Consequently, the mean score for EI2 did not actually improve from baseline to endline.
Positive Entrepreneurial Mindset (Entrepreneurial Mindset – EM 1): No significant difference was observed in positive entrepreneurial mindset between the pre-test (Mean = 49.9, SD = 20.2) and post-test (Mean = 50.1, SD = 22.0), p = 0.5. It is important to note that this factor was reversed coded.
Structured Tasks and Following Others’ Rules (Entrepreneurial Mindset – EM 2): Participants showed a significant increase in structured tasks and following others’ rules from the pre-test (Mean = 34.3, SD = 20.2) to the post-test (Mean = 35.7, SD = 22.4), p < 0.001. However, it is important to note that this factor was reverse coded. Consequently, the mean score for EM2 did not actually improve from baseline to endline.
Need to Achieve: There was a slight but statistically significant increase in the need to achieve from the pre-test (Mean = 79.8, SD = 23.6) to the post-test (Mean = 80.5, SD = 22.8), p = 0.046.
Need for Autonomy: No significant difference was found in the need for autonomy between the pre-test (Mean = 83.2, SD = 20.3) and post-test (Mean = 83.6, SD = 19.6), p = 0.2.
Resilience: Participants exhibited a significant improvement in resilience from the pre-test (Mean = 82.7, SD = 20.9) to the post-test (Mean = 84.7, SD = 19.4), p < 0.001.
Values Driven: There was a significant decrease in values-driven behavior from the pre-test (Mean = 74.0, SD = 24.3) to the post-test (Mean = 75.5, SD = 23.0), p < 0.001.
Taking Action and Initiative: Participants demonstrated a significant increase in taking action and initiative from the pre-test (Mean = 73.4, SD = 21.3) to the post-test (Mean = 77.7, SD = 20.1), p < 0.001.
Self-efficacy: There was a significant improvement in self-efficacy from the pre-test (Mean = 85.1, SD = 16.2) to the post-test (Mean = 86.1, SD = 15.9), p < 0.001.
Opportunity Recognition: Participants exhibited a significant increase in opportunity recognition from the pre-test (Mean = 82.0, SD = 16.2) to the post-test (Mean = 84.4, SD = 15.6), p < 0.001.
Opportunity Assessment: A significant improvement was observed in opportunity assessment, with scores rising from the pre-test (Mean = 82.7, SD = 16.8) to the post-test (Mean = 84.4, SD = 16.3), p < 0.001.
Innovative Problem-Solving: Participants showed a significant increase in innovative problem-solving from the pre-test (Mean = 85.0, SD = 15.4) to the post-test (Mean = 86.9, SD = 14.7), p < 0.001.
Resourcefulness: There was a significant improvement in resourcefulness from the pre-test (Mean = 85.8, SD = 15.0) to the post-test (Mean = 87.2, SD = 14.5), p < 0.001.
Mobilizing Others: Participants exhibited a significant increase in mobilizing others from the pre-test (Mean = 86.9, SD = 14.9) to the post-test (Mean = 87.8, SD = 14.4), p < 0.001.
Working with Others: There was a significant improvement in working with others from the pre-test (Mean = 86.8, SD = 14.6) to the post-test (Mean = 88.1, SD = 13.9), p < 0.001.
Money Sense: Participants demonstrated a significant increase in money sense from the pre-test (Mean = 84.9, SD = 17.3) to the post-test (Mean = 85.9, SD = 16.7), p < 0.001.
These results collectively highlight the positive impact of participation in the Wavumbuzi Entrepreneurship Challenge on various dimensions of EC factors among all respondents.
Domain Plurality
<1 Quest
Domain plurality: Pre-post test analysis of learners who did NOT complete a Quest
Pre-post test analysis of learners who only completed < 1 Quest | |||
| Period |
| |
Variable | Post: Endline, N = 89 | Pre: Baseline, N = 89 | p-value1 |
Entrepreneurial experience | 0.3 | ||
Mean (SD) | 77.0 (21.0) | 74.0 (19.4) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.6 | ||
Mean (SD) | 35.0 (16.0) | 33.9 (15.3) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.5 | ||
Mean (SD) | 50.2 (27.3) | 48.3 (26.1) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.3 | ||
Mean (SD) | 45.1 (21.0) | 47.2 (18.9) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.3 | ||
Mean (SD) | 30.0 (16.1) | 27.9 (12.9) | |
Need to achieve | 0.2 | ||
Mean (SD) | 85.1 (18.6) | 80.8 (23.2) | |
Need for autonomy | 0.11 | ||
Mean (SD) | 88.0 (14.9) | 84.5 (19.1) | |
Resilience | 0.2 | ||
Mean (SD) | 86.4 (17.1) | 83.2 (20.1) | |
Values Driven | 0.6 | ||
Mean (SD) | 74.2 (22.8) | 75.5 (23.9) | |
Taking action and initiative | 0.032 | ||
Mean (SD) | 77.8 (19.0) | 72.6 (21.7) | |
Self-efficacy | >0.9 | ||
Mean (SD) | 86.6 (15.7) | 86.6 (16.6) | |
Opportunity recognition | 0.8 | ||
Mean (SD) | 82.2 (16.8) | 81.7 (16.0) | |
Opportunity assessment | 0.009 | ||
Mean (SD) | 85.7 (14.4) | 80.6 (17.8) | |
Innovative problem-solving | 0.067 | ||
Mean (SD) | 88.2 (12.8) | 84.8 (16.9) | |
Resourcefulness | 0.006 | ||
Mean (SD) | 88.9 (12.7) | 84.0 (16.8) | |
Mobilising others | 0.022 | ||
Mean (SD) | 90.9 (12.1) | 86.9 (15.8) | |
Working with others | 0.073 | ||
Mean (SD) | 89.4 (13.4) | 86.3 (16.1) | |
Money sense | 0.011 | ||
Mean (SD) | 88.3 (17.0) | 82.9 (20.7) | |
1Paired t-test | |||
In examining the pre-post test analysis of learners who completed fewer than one quest, a nuanced picture emerges regarding the changes of their EC factors.
Overall, no significant differences were observed in 13/18 factors between the pre-test and post-test assessments, including entrepreneurial experience, business preparation, intention to start-up, positive entrepreneurial mindset, and structured tasks adherence (p > 0.05).Similarly, aspects such as need for achievement, need for autonomy, resilience, and values-driven behavior showed no statistically significant changes over the assessment period (p > 0.05).
However, statistically significant improvements were evident in 5 factors. Learners demonstrated significant enhancements in taking action and initiative, opportunity assessment, resourcefulness, mobilizing others, working with others, and money sense (p < 0.05).
≥ 1 Quests
Domain plurality: Pre-post test analysis of learners who completed ≥ 1 Quest
Pre-post test analysis of learners who completed ≥ 1 Quest | |||
| Period |
| |
Variable | Post: Endline, N = 7,168 | Pre: Baseline, N = 7,168 | p-value1 |
Entrepreneurial experience | <0.001 | ||
Mean (SD) | 80.5 (19.9) | 76.1 (21.2) | |
Business preparation (Entrepreneurial intention – EI 1) | <0.001 | ||
Mean (SD) | 40.0 (20.7) | 39.0 (19.0) | |
Intend to start-up (Entrepreneurial intention – EI 2) | <0.001 | ||
Mean (SD) | 51.2 (26.9) | 49.5 (25.4) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.4 | ||
Mean (SD) | 50.1 (22.0) | 49.9 (20.2) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | <0.001 | ||
Mean (SD) | 35.8 (22.5) | 34.4 (20.3) | |
Need to achieve | 0.062 | ||
Mean (SD) | 80.5 (22.8) | 79.8 (23.6) | |
Need for autonomy | 0.3 | ||
Mean (SD) | 83.5 (19.6) | 83.2 (20.3) | |
Resilience | <0.001 | ||
Mean (SD) | 84.6 (19.5) | 82.7 (20.9) | |
Values Driven | <0.001 | ||
Mean (SD) | 74.0 (24.3) | 75.5 (23.0) | |
Taking action and initiative | <0.001 | ||
Mean (SD) | 77.7 (20.1) | 73.4 (21.3) | |
Self-efficacy | <0.001 | ||
Mean (SD) | 86.1 (15.9) | 85.1 (16.2) | |
Opportunity recognition | <0.001 | ||
Mean (SD) | 84.4 (15.5) | 82.0 (16.2) | |
Opportunity assessment | <0.001 | ||
Mean (SD) | 84.4 (16.3) | 82.7 (16.8) | |
Innovative problem-solving | <0.001 | ||
Mean (SD) | 86.8 (14.8) | 85.0 (15.4) | |
Resourcefulness | <0.001 | ||
Mean (SD) | 87.2 (14.5) | 85.8 (15.0) | |
Mobilising others | <0.001 | ||
Mean (SD) | 87.8 (14.4) | 86.9 (14.9) | |
Working with others | <0.001 | ||
Mean (SD) | 88.0 (13.9) | 86.8 (14.6) | |
Money sense | <0.001 | ||
Mean (SD) | 85.9 (16.7) | 85.0 (17.3) | |
1Paired t-test | |||
In examining the pre-post test analysis of learners who completed one or more quests, notable shifts in their EC factors are evident.
Statistically significant improvements were observed across various factors between the pre-test and post-test assessments, with 15 out of 18 factors showing statistically significant changes (p < 0.001). These include entrepreneurial experience, business preparation, intention to start-up, structured tasks adherence, resilience, values-driven behavior, taking action and initiative, self-efficacy, opportunity recognition, opportunity assessment, innovative problem-solving, resourcefulness, mobilizing others, working with others, and money sense.
However, there were no significant differences observed in positive entrepreneurial mindset (p = 0.4), need for achievement (p = 0.062), and need for autonomy (p = 0.3). This suggests that while certain aspects of EC factors experienced growth, learners’ intrinsic motivations mindset and desire for autonomy remained relatively stable throughout the program.
≥ 4 Quests
Domain plurality: Pre-post test analysis of learners who only completed ≥ 4 Quests
Pre-post test analysis of learners who only completed ≥ 4 Quests | |||
| Period |
| |
Variable | Post: Endline, N = 6,896 | Pre: Baseline, N = 6,896 | p-value1 |
Entrepreneurial experience | <0.001 | ||
Mean (SD) | 80.6 (19.9) | 76.2 (21.2) | |
Business preparation (Entrepreneurial intention – EI 1) | <0.001 | ||
Mean (SD) | 40.1 (20.8) | 39.1 (19.1) | |
Intend to start-up (Entrepreneurial intention – EI 2) | <0.001 | ||
Mean (SD) | 51.2 (26.9) | 49.6 (25.4) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.5 | ||
Mean (SD) | 50.2 (22.1) | 50.0 (20.2) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | <0.001 | ||
Mean (SD) | 35.9 (22.7) | 34.5 (20.4) | |
Need to achieve | 0.024 | ||
Mean (SD) | 80.7 (22.7) | 79.8 (23.6) | |
Need for autonomy | 0.3 | ||
Mean (SD) | 83.6 (19.6) | 83.3 (20.2) | |
Resilience | <0.001 | ||
Mean (SD) | 84.8 (19.4) | 82.8 (20.8) | |
Values Driven | <0.001 | ||
Mean (SD) | 74.1 (24.3) | 75.6 (22.9) | |
Taking action and initiative | <0.001 | ||
Mean (SD) | 77.9 (20.1) | 73.5 (21.2) | |
Self-efficacy | <0.001 | ||
Mean (SD) | 86.1 (16.0) | 85.2 (16.1) | |
Opportunity recognition | <0.001 | ||
Mean (SD) | 84.4 (15.5) | 82.1 (16.2) | |
Opportunity assessment | <0.001 | ||
Mean (SD) | 84.5 (16.2) | 82.8 (16.8) | |
Innovative problem-solving | <0.001 | ||
Mean (SD) | 86.9 (14.8) | 85.1 (15.3) | |
Resourcefulness | <0.001 | ||
Mean (SD) | 87.3 (14.4) | 85.9 (14.9) | |
Mobilising others | <0.001 | ||
Mean (SD) | 87.8 (14.5) | 87.0 (14.8) | |
Working with others | <0.001 | ||
Mean (SD) | 88.1 (13.9) | 86.8 (14.5) | |
Money sense | <0.001 | ||
Mean (SD) | 85.9 (16.7) | 85.0 (17.2) | |
1Paired t-test | |||
In the pre-post test analysis of learners who completed four or more quests, significant improvements were observed across numerous factors, with 16 out of 18 factors showing statistically significant changes (p < 0.001). These include entrepreneurial experience, business preparation, need to achieve demonstrated, intention to start-up, structured tasks adherence, resilience, values-driven behavior, taking action and initiative, self-efficacy, opportunity recognition, opportunity assessment, innovative problem-solving, resourcefulness, mobilizing others, working with others, and money sense.
However, positive entrepreneurial mindset (p = 0.5) and need for autonomy (p = 0.3) showed no significant change, indicating stability in these aspects.The overall results underscore the efficacy of engagement in multiple quests for fostering a well-rounded enhancement of entrepreneurial skills and mindset attributes among learners.
Domain Specificity
Correlation between the type of quests and statistically significant entrepreneurial factors
Tourism
Pre-post test analysis of learners who only completed Tourism | |||
| Period |
| |
Variable | Post: Endline, N = 72 | Pre: Baseline, N = 72 | p-value1 |
Entrepreneurial experience | 0.050 | ||
Mean (SD) | 77.4 (20.3) | 72.6 (20.6) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.3 | ||
Mean (SD) | 32.7 (12.7) | 34.8 (14.0) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.14 | ||
Mean (SD) | 52.5 (31.1) | 48.1 (27.9) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | >0.9 | ||
Mean (SD) | 46.5 (21.1) | 46.3 (19.4) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | >0.9 | ||
Mean (SD) | 29.3 (13.2) | 29.4 (13.5) | |
Need to achieve | 0.049 | ||
Mean (SD) | 74.3 (27.2) | 80.9 (22.4) | |
Need for autonomy | 0.2 | ||
Mean (SD) | 80.1 (23.5) | 83.9 (20.6) | |
Resilience | 0.5 | ||
Mean (SD) | 82.0 (22.7) | 80.0 (24.7) | |
Values Driven | 0.2 | ||
Mean (SD) | 74.9 (25.3) | 70.5 (28.6) | |
Taking action and initiative | 0.010 | ||
Mean (SD) | 74.4 (22.3) | 67.8 (22.6) | |
Self-efficacy | 0.2 | ||
Mean (SD) | 86.5 (13.4) | 84.4 (16.5) | |
Opportunity recognition | 0.023 | ||
Mean (SD) | 84.5 (16.7) | 79.3 (17.2) | |
Opportunity assessment | 0.3 | ||
Mean (SD) | 83.6 (15.6) | 81.4 (17.1) | |
Innovative problem-solving | 0.2 | ||
Mean (SD) | 85.6 (13.8) | 83.3 (15.0) | |
Resourcefulness | 0.5 | ||
Mean (SD) | 86.0 (14.7) | 84.6 (15.7) | |
Mobilising others | 0.3 | ||
Mean (SD) | 87.7 (13.0) | 85.8 (16.3) | |
Working with others | >0.9 | ||
Mean (SD) | 87.7 (12.9) | 87.7 (14.2) | |
Money sense | 0.8 | ||
Mean (SD) | 85.0 (17.1) | 84.5 (18.6) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the Tourism quest, several dimensions of their entrepreneurial competencies showed significant changes, while others remained relatively stable. Significant improvements were observed in need to achieve (p = 0.049), opportunity recognition (p = 0.023), and taking action and initiative (p = 0.010). These findings suggest that participation in the Tourism quest led to tangible enhancements in these aspects of these factors.
Artificial Intelligence
Pre-post test analysis of learners who only completed Artificial Intelligence | |||
| Period |
| |
Variable | Post: Endline, N = 37 | Pre: Baseline, N = 37 | p-value1 |
Entrepreneurial experience | 0.8 | ||
Mean (SD) | 73.0 (22.6) | 74.0 (21.6) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.6 | ||
Mean (SD) | 37.3 (14.4) | 36.1 (13.8) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.7 | ||
Mean (SD) | 47.9 (22.8) | 46.0 (21.4) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.2 | ||
Mean (SD) | 53.9 (21.3) | 48.3 (19.6) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.4 | ||
Mean (SD) | 36.6 (19.3) | 33.9 (16.3) | |
Need to achieve | 0.4 | ||
Mean (SD) | 73.2 (27.4) | 79.0 (22.8) | |
Need for autonomy | 0.3 | ||
Mean (SD) | 77.5 (23.3) | 83.1 (20.2) | |
Resilience | 0.3 | ||
Mean (SD) | 82.2 (19.7) | 76.6 (25.8) | |
Values Driven | 0.3 | ||
Mean (SD) | 65.4 (24.4) | 70.8 (26.8) | |
Taking action and initiative | 0.4 | ||
Mean (SD) | 75.0 (22.6) | 70.0 (22.5) | |
Self-efficacy | 0.6 | ||
Mean (SD) | 81.9 (16.9) | 80.0 (18.8) | |
Opportunity recognition | 0.7 | ||
Mean (SD) | 79.9 (17.3) | 81.6 (17.8) | |
Opportunity assessment | 0.4 | ||
Mean (SD) | 76.2 (17.3) | 79.4 (18.9) | |
Innovative problem-solving | 0.5 | ||
Mean (SD) | 83.3 (12.2) | 80.6 (19.7) | |
Resourcefulness | 0.7 | ||
Mean (SD) | 83.6 (15.6) | 82.2 (19.5) | |
Mobilising others | 0.11 | ||
Mean (SD) | 87.8 (9.8) | 81.9 (20.5) | |
Working with others | 0.8 | ||
Mean (SD) | 86.2 (10.1) | 85.4 (17.8) | |
Money sense | 0.7 | ||
Mean (SD) | 83.0 (17.9) | 84.2 (18.6) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the Artificial Intelligence quest, the changes in their EC factors were largely non-significant, however the small sample size could explain the non-significance.
Finance
Pre-post test analysis of learners who only completed Finance | |||
| Period |
| |
Variable | Post: Endline, N = 58 | Pre: Baseline, N = 58 | p-value1 |
Entrepreneurial experience | 0.042 | ||
Mean (SD) | 79.0 (20.5) | 72.6 (20.7) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.2 | ||
Mean (SD) | 38.9 (17.1) | 36.0 (14.8) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.6 | ||
Mean (SD) | 48.6 (27.3) | 47.1 (26.0) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.8 | ||
Mean (SD) | 50.4 (18.1) | 51.0 (19.1) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.4 | ||
Mean (SD) | 36.9 (21.5) | 34.7 (18.4) | |
Need to achieve | 0.3 | ||
Mean (SD) | 76.2 (25.5) | 81.0 (21.8) | |
Need for autonomy | 0.5 | ||
Mean (SD) | 79.8 (23.5) | 82.8 (19.1) | |
Resilience | 0.4 | ||
Mean (SD) | 77.7 (23.9) | 81.2 (20.8) | |
Values Driven | 0.2 | ||
Mean (SD) | 69.1 (23.5) | 74.1 (24.2) | |
Taking action and initiative | 0.064 | ||
Mean (SD) | 76.2 (18.6) | 70.3 (19.2) | |
Self-efficacy | 0.10 | ||
Mean (SD) | 84.3 (16.4) | 79.9 (18.5) | |
Opportunity recognition | 0.2 | ||
Mean (SD) | 81.9 (16.2) | 78.9 (16.0) | |
Opportunity assessment | 0.5 | ||
Mean (SD) | 81.1 (17.2) | 79.1 (17.2) | |
Innovative problem-solving | 0.2 | ||
Mean (SD) | 84.0 (15.7) | 80.7 (17.7) | |
Resourcefulness | 0.2 | ||
Mean (SD) | 84.8 (14.7) | 81.8 (17.3) | |
Mobilising others | 0.070 | ||
Mean (SD) | 87.1 (13.0) | 82.7 (17.8) | |
Working with others | 0.6 | ||
Mean (SD) | 85.7 (13.7) | 84.0 (18.5) | |
Money sense | 0.070 | ||
Mean (SD) | 86.2 (15.5) | 80.5 (19.4) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the Finance quest, the changes in their EC factors were largely non-significant (except for Entrepreneurial experience), however the small sample size could explain the non-significance.
Mechatronics
Pre-post test analysis of learners who only completed Mechatronics | |||
| Period |
| |
Variable | Post: Endline, N = 11 | Pre: Baseline, N = 11 | p-value1 |
Entrepreneurial experience | 0.11 | ||
Mean (SD) | 74.5 (23.8) | 64.9 (21.3) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.4 | ||
Mean (SD) | 29.7 (9.6) | 34.2 (12.6) | |
Intend to start-up (Entrepreneurial intention – EI 2) | >0.9 | ||
Mean (SD) | 46.1 (30.9) | 46.0 (25.0) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.3 | ||
Mean (SD) | 57.7 (16.8) | 51.7 (13.1) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.7 | ||
Mean (SD) | 29.9 (13.5) | 28.7 (11.9) | |
Need to achieve | 0.5 | ||
Mean (SD) | 70.6 (31.4) | 77.1 (31.8) | |
Need for autonomy | 0.9 | ||
Mean (SD) | 77.5 (30.3) | 76.2 (24.3) | |
Resilience | >0.9 | ||
Mean (SD) | 73.4 (31.1) | 72.7 (32.4) | |
Values Driven | 0.5 | ||
Mean (SD) | 72.1 (26.2) | 66.2 (27.7) | |
Taking action and initiative | 0.5 | ||
Mean (SD) | 79.2 (20.9) | 74.5 (16.5) | |
Self-efficacy | 0.3 | ||
Mean (SD) | 83.4 (20.6) | 89.9 (9.6) | |
Opportunity recognition | >0.9 | ||
Mean (SD) | 87.3 (19.3) | 87.3 (10.9) | |
Opportunity assessment | 0.6 | ||
Mean (SD) | 83.5 (19.1) | 87.0 (12.4) | |
Innovative problem-solving | 0.4 | ||
Mean (SD) | 85.2 (13.1) | 88.8 (14.9) | |
Resourcefulness | 0.4 | ||
Mean (SD) | 86.0 (14.5) | 88.6 (11.5) | |
Mobilising others | 0.5 | ||
Mean (SD) | 88.3 (12.0) | 89.3 (11.4) | |
Working with others | 0.5 | ||
Mean (SD) | 89.1 (11.3) | 90.9 (8.5) | |
Money sense | 0.2 | ||
Mean (SD) | 80.5 (16.3) | 89.0 (12.1) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the Mechatronics quest, the changes in their EC factors were largely non-significant, however the small sample size could explain the non-significance.
African Trade
Pre-post test analysis of learners who only completed African Trade | |||
| Period |
| |
Variable | Post: Endline, N = 12 | Pre: Baseline, N = 12 | p-value1 |
Entrepreneurial experience | 0.5 | ||
Mean (SD) | 76.1 (21.3) | 79.2 (20.8) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.007 | ||
Mean (SD) | 40.0 (11.4) | 27.5 (9.0) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.5 | ||
Mean (SD) | 58.9 (30.6) | 52.8 (33.0) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.6 | ||
Mean (SD) | 46.7 (13.7) | 49.5 (15.1) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.3 | ||
Mean (SD) | 28.6 (11.1) | 30.9 (9.8) | |
Need to achieve | 0.5 | ||
Mean (SD) | 72.6 (28.5) | 79.4 (22.1) | |
Need for autonomy | 0.2 | ||
Mean (SD) | 71.8 (28.2) | 81.8 (11.1) | |
Resilience | 0.7 | ||
Mean (SD) | 78.6 (23.6) | 82.1 (20.1) | |
Values Driven | 0.5 | ||
Mean (SD) | 59.5 (28.5) | 67.3 (30.8) | |
Taking action and initiative | 0.058 | ||
Mean (SD) | 81.4 (16.0) | 75.4 (13.8) | |
Self-efficacy | 0.4 | ||
Mean (SD) | 86.6 (13.0) | 83.3 (8.8) | |
Opportunity recognition | 0.3 | ||
Mean (SD) | 83.0 (21.3) | 76.2 (10.0) | |
Opportunity assessment | 0.7 | ||
Mean (SD) | 86.1 (15.9) | 84.5 (8.1) | |
Innovative problem-solving | 0.7 | ||
Mean (SD) | 86.0 (15.5) | 84.3 (11.1) | |
Resourcefulness | >0.9 | ||
Mean (SD) | 83.6 (21.2) | 84.0 (6.4) | |
Mobilising others | 0.6 | ||
Mean (SD) | 87.2 (15.1) | 85.1 (10.4) | |
Working with others | 0.7 | ||
Mean (SD) | 82.1 (17.7) | 83.3 (14.9) | |
Money sense | 0.4 | ||
Mean (SD) | 85.1 (15.4) | 80.4 (23.8) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the African Trade quest, the changes in their EC factors were largely non-significant (except for Entrepreneurial intention – EI 1), however the small sample size could explain the non-significance.
Construction
Pre-post test analysis of learners who only completed Construction | |||
| Period |
| |
Variable | Post: Endline, N = 66 | Pre: Baseline, N = 66 | p-value1 |
Entrepreneurial experience | 0.076 | ||
Mean (SD) | 76.9 (21.2) | 71.5 (23.3) | |
Business preparation (Entrepreneurial intention – EI 1) | 0.091 | ||
Mean (SD) | 40.7 (19.0) | 36.7 (17.3) | |
Intend to start-up (Entrepreneurial intention – EI 2) | 0.3 | ||
Mean (SD) | 47.7 (24.7) | 50.4 (24.5) | |
Positive entrepreneurial mindset (Entrepreneurial mindset – EM 1) | 0.15 | ||
Mean (SD) | 49.2 (18.2) | 45.9 (21.0) | |
Structured tasks and following others’ rules (Entrepreneurial mindset – EM 2) | 0.4 | ||
Mean (SD) | 37.0 (21.5) | 35.1 (21.0) | |
Need to achieve | 0.6 | ||
Mean (SD) | 76.9 (25.1) | 78.9 (22.3) | |
Need for autonomy | 0.6 | ||
Mean (SD) | 82.5 (19.7) | 80.7 (22.1) | |
Resilience | 0.8 | ||
Mean (SD) | 77.7 (23.4) | 76.9 (25.4) | |
Values Driven | 0.7 | ||
Mean (SD) | 76.1 (20.6) | 74.6 (24.9) | |
Taking action and initiative | 0.070 | ||
Mean (SD) | 75.3 (20.1) | 69.3 (21.4) | |
Self-efficacy | 0.2 | ||
Mean (SD) | 84.4 (14.8) | 81.1 (17.6) | |
Opportunity recognition | 0.8 | ||
Mean (SD) | 81.0 (16.3) | 80.4 (17.0) | |
Opportunity assessment | 0.7 | ||
Mean (SD) | 78.3 (17.5) | 79.4 (18.2) | |
Innovative problem-solving | 0.8 | ||
Mean (SD) | 82.2 (14.4) | 81.6 (17.8) | |
Resourcefulness | 0.5 | ||
Mean (SD) | 83.6 (15.8) | 81.9 (17.4) | |
Mobilising others | 0.6 | ||
Mean (SD) | 84.3 (14.0) | 83.2 (17.5) | |
Working with others | 0.2 | ||
Mean (SD) | 84.7 (13.7) | 81.6 (18.0) | |
Money sense | 0.2 | ||
Mean (SD) | 84.2 (14.8) | 81.3 (17.9) | |
1Paired t-test | |||
In the pre-post test analysis of learners who only completed the Mechatronics quest, the changes in their EC factors were largely non-significant, however the small sample size could explain the non-significance.
Synthesis
In examining the impact of the number of quests completed (domain plurality) on EC factors, interesting trends surfaced. It was found that learners engaging in less than one quest showed no significant changes in 13 out of 18 factors. In contrast, those completing one or more quests demonstrated significant changes across 15 out of 18 factors, indicating a more robust effect of sustained engagement on entrepreneurial skills and mindset attributes. Similarly, those who completed four or more quests demonstrated significant changes across 16 out of 18 factors, further highlighting the benefits of prolonged program involvement for comprehensive skill development.
Entrepreneurial factors that changed significantly
Furthermore, the analysis explored the influence of specific quest types (domain specificity) on EC factors. Notably, participants who completed the Tourism quest experienced significant improvements in need to achieve, opportunity recognition, and taking action and initiative, indicating the quest’s effectiveness in fostering tangible ECs enhancements. Conversely, learners who completed only the Artificial Intelligence quest exhibited largely non-significant changes in EC factors, potentially influenced by the small sample size. Similarly, analyses of other quests, such as Finance, Mechatronics, and African Trade, revealed predominantly non-significant changes in competencies, highlighting the need for further investigation and potentially larger sample sizes to draw conclusive insights.
Conclusion
This study investigates the influence of the number of quests completed (domain plurality) and the type of quests (domain specificity) on the development of EC factors among learners. A sample of learners who completed fewer than one quest (N = 89), one or more quests (N = 7,168), and four or more quests (N = 6,896) was analyzed. Findings reveal that learners engaging in fewer than one quest showed no significant improvements in 13 out of 18 entrepreneurial factors. In contrast, learners completing one or more quests exhibited enhancements across 15 out of 18 factors, indicating a substantial impact of sustained engagement on entrepreneurial skills and mindset attributes. Furthermore, those who completed four or more quests demonstrated significant enhancements in 16 out of 18 factors, highlighting the benefits of prolonged involvement for comprehensive skill development.
The study also examines the impact of specific quest types on EC factors. Analyses include participants who completed the Tourism quest (N = 72) and the Artificial Intelligence quest (N = 37). Participants who completed the Tourism quest showed significant improvements in need to achieve, opportunity recognition, and taking action and initiative, reflecting the quest’s effectiveness in fostering tangible entrepreneurial competency enhancements. Conversely, learners who completed the Artificial Intelligence quest displayed largely non-significant changes, potentially due to the small sample size. Similar patterns of non-significant changes were observed in analyses of other quests, such as Finance, Mechatronics, and African Trade, suggesting a need for further investigation with larger sample sizes to draw definitive conclusions.
The study underscores the importance of both the quantity and type of quests in enhancing EC factors. Sustained engagement, as evidenced by the significant improvements among learners completing multiple quests, is crucial for comprehensive skill development. Additionally, the effectiveness of specific quests, such as Tourism, highlights the potential for targeted quest designs to foster particular entrepreneurial attributes. Conversely, the largely non-significant changes observed in other quests underscore the need for further investigation and potentially larger sample sizes to draw more definitive conclusions.