Analyzing Entrepreneurship Skill Levels of the 3rd Grade Primary School Students in Life Sciences Course Based on Different Variables

Abstract

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of the province of Adiyaman, Turkey, in the academic year of 2017-2018. In order to collect the data, “entrepreneurship skill condition” survey form, which evaluates the entrepreneurial gains from the 1st and 2nd grade Life Sciences course, was used. According to the findings, the entrepreneurship skill level of the students was found 98.81 out of 130, which is “good”. The entrepreneurship skill level of the students showed a significant difference depending on the parent variable, where mothers evaluated their children more favorably compared to fathers. The entrepreneurship skill level of the students did not show a significant difference depending on their gender. Depending on their success in the school and the Life Sciences course, however, there was a significant difference (p<0.05) in their entrepreneurship skill level. A positive correlation was detected between the entrepreneurship skill level and the success in the school and the Life Sciences course. The entrepreneurship skill level of the students also varied significantly (p<0.05) depending on their self-confidence level. High self-confidence and the entrepreneurship skill level were found to be positively correlated.

A Descriptive Study of Critical Thinking Abilities of Elementary School Students

“…Teachers While the focus of this study was to analyze whether there is a difference in ES students' critical thinking skills by gender, the findings suggest that there is a significant difference between male and female critical thinking abilities. This is in line with several findings from previous studies (Kohan-Mass, 2016;Harish, 2013;Mehta et al, 2018;Subhina & Kulakli, 2019;Perdana, 2019) but somehow disputes some others (Ramdiah & Corebima, 2014;Polat, 2018;Bagheri & Ghanizadah, 2016).…”

“…They suggest that student achievement, metacognitive, and critical thinking skills are almost the same by gender (Ramdiah & Corebima, 2014). In addition, the level of entrepreneurial skills of students also does not indicate any significant differences by gender (Polat, 2018). Males and females do not differ in terms of making conclusions and deductions as two components of critical thinking.…”

Student’s higher-order thinking skills and collaboration skills in online learning during pandemic

“…The existence of gender differences that cause differences in achievement or achievement in education is the gender gap [30]. One of them is in terms of knowledge, namely HOTS, differences in biological growth, especially in terms of gender, are factors that can influence [31], [32]. Gender is related to the thinking, acting, and reasoning of a man and a woman [33].…”

Entrepreneurial Mindset and Business Creation among Undergraduate Students in Malaysia Public University

“…Individuals who are supported by family and friends possess self-efficacy levels that are higher than those who do not receive social support (Ayodele, 2013). With increasingly challenging job competition, continuous efforts must be made to increase efficiency and graduate confidence to remain competitive (Polat, 2018). Self-efficacy has a substantial impact on career planning and entrepreneurial behaviour (Halim & Sahid, 2020).…”