GASPRO International Journal of Eminent Scholars

The study was an investigation into the adequacy of social studies curriculum content for developing entrepreneurial skills in University undergraduates in South-South Nigeria. Expostfacto survey design was adopted. From a population of 620 students comprising all third and final year Social Studies undergraduates in all the 13 public Universities in South-South Education Zone in Nigeria in the 2013/2014 Academic Session, four Universities were randomly selected using simple random sampling technique and all the students numbering 339 were purposively used in the sampled Universities. Researcher-made instrument called “Social Studies Curriculum Content and Entrepreneurial Skills Development Questionnaire (SSIVESDQ)” was used for data collection. The instrument had three sections: A, B and C respectively. Section A consisted of items to elicit responses on demographic data while Section B was made up of five items to elicit responses on social studies curriculum content. Section C comprised three items each for the ten entrepreneurial skills. The total number of items in the instrument was 35. Face validity of the instrument was determined by experts in Test and Measurements as well as experts in Curriculum and Instruction. Cronbach’s Alpha reliability test result indicated a reliability coefficient of 0.91 for curriculum contents and 0.70 for entrepreneurial skills development. The research question was answered using means and standard deviation and the hypothesis was analyzed using Pearson Product Moment Correlation. Findings revealed that social studies curriculum content is adequate for developing entrepreneurial skills in University students in South-South Nigeria. It was also found that negative significant relationship exists between Social Studies curriculum content and undergraduate students’ entrepreneurial skills development in Universities in South-South Nigeria. Recommendation was made among others that University lecturers should acquire training and retraining in entrepreneurial skills to enable them use instructional strategies which could promote entrepreneurship skills development among undergraduates.