How to Cite

Saleh, S. S., Abdu, R., & Suleiman, M. M. (2026). Effect of Entrepreneurship Education and Attitude on Entrepreneurial Intention Among Graduating Students of Polytechnics in Kano State, Nigeria. International Journal of Research, 13(1), 133–146. https://doi.org/10.26643/eduindex/ijr/2026/8

¹Safiyanu Sulaiman Saleh, ²Rabiu Abdu, & ³Muhammad Muhammad Suleiman

¹Department of Business Administration and Management,

¹School Social & Management Sciences

²Bursary Department

³Department of Computer Science, School of Science & Technology

^1,2,3Federal Polytechnic Kabo, Kano, Nigeria

ABSTRACT

This study explores the effects of Entrepreneurship Education (EE) and Entrepreneurial Attitude (EA) on Entrepreneurial Intention (EI) among Polytechnic’s in Kano State. Against the backdrop of Nigeria’s persistent youth unemployment and underemployment, the study seeks to determine whether exposure to entrepreneurship education and the development of a positive entrepreneurial mindset could influence students’ willingness to pursue self-employment. A thorough literature review and empirical evaluation established that entrepreneurship plays a vital role in economic transformation, especially in developing nations. Numerous studies reported a positive and significant link between EE, EA, and EI, some argue that the impact of EE is context-dependent and may be weakened by poor delivery or lack of practical engagement. The empirical literatures confirmed that EE tends to stimulate EI when it promotes self-efficacy, risk-taking, and innovation, and when coupled with a supportive entrepreneurial attitude. However, gaps remain in understanding these relationships in local contexts like Nigerian polytechnics. The study will adopt a quantitative research design and rely on data of the students obtained from the MIS Unit of Kano State Polytechnic, which recorded an HND graduating student population of 1,045 across 32 departments/programmes in various units/schools of the polytechnic Asample size of 285 will be selected using theKrejcie and Morgan (1970). Astratified random sampling technique will ensure that all departments are proportionately represented. Data analysis will be conducted using SPSS version 26, applying descriptive statistics, Pearson’s correlation, and multiple regression analysis. The results is expected to reveal a statistically significant and positive relationship between EE and EI, as well as between EA and EI.

Keywords: Entrepreneurship, Attitude, Intention, Education, Polytechnics

1.  INTRODUCTION

Entrepreneurship plays a vital role in fostering economic transformation, inclusive growth, and national development across the globe (Johnson, Adeoye, & Chen, 2023; Ferreira, Silva, & Martins, 2022; Okafor, Ezenwa, & Oyetunji, 2021). This is especially true for developing countries like Nigeria, where challenges such as poverty and high unemployment remain critical (Emeka, Agho, & Udeh, 2023; Asuquo, 2024; Idowu, 2023; Aina & Oladipo, 2021). Despite its abundance of human and material resources, Nigeria has struggled to achieve widespread economic prosperity. Most citizens still live below the poverty line, surviving on less than a dollar per day even after over sixty years of independence (Yakubu, Hassan & Omeje, 2022), while unemployment figures continue to rise (Bello, Danjuma, & Suleiman, 2023). A country with a vibrant entrepreneurial base has the potential to become economically stable and prosperous (Nasir, Lukman, Adisa, & Olaniyan, 2023). For young people, unemployment remains a particularly severe issue often double or triple the national average (Popescu & Dinu, 2023).

Entrepreneurship is not accidental – it is an intentional decision shaped by personal, educational, and environmental factors. Numerous studies have shown that entrepreneurial intention (EI) is influenced by aspects such as education, social and family background, and exposure to entrepreneurial education (EE) (Okon & Bello, 2022). This disconnect has fueled academic interest in entrepreneurship as a practical and desirable career path for students. As a result, many studies have examined EI and its antecedents to understand entrepreneurial behavior more deeply (Silva, Pereira, & Oliveira, 2022). Research has shown that African youth are particularly entrepreneurial, demonstrating a readiness to innovate and take risks (Adeniyi, Rashid, & Gamede, 2024). Entrepreneurial intention remains a key indicator for understanding how and why individuals initiate and develop new business ventures (Patel, Sharma, & Bhatnagar, 2021).In line with this, Petrova, Kuznetsova, & Romanova (2023) emphasized the importance of exploring more psychological and environmental variables that influence EI.

Similarly, Nor, Idris, Fatah & Salim (2022) recommended larger sample sizes and broader institutional representation in EI research. Okeke, Nwankwo & Ubah (2023), who examined EI in Muslim-majority regions, advised future research to expand its geographic and cultural scope while also including new influencing variables. Likewise, Khan, Yusuf, Ali, Sharma & Adeel (2021) noted that limited empirical work has been done in developing countries to fully understand the link between EE and EI. Despite the growing significance of EI in policy and practice, few empirical studies have focused on this topic within the Nigerian context. It is against this backdrop, the present study aims to address several of these issues. Specifically, it will investigate the effects of entrepreneurial education and students’ attitudes on entrepreneurial intention among graduating students in Kano State polytechnic.

1.1 PROBLEMS STATEMENT

Despite Nigeria’s abundant human and material resources, the country continues to experience high levels of youth unemployment and poverty. Polytechnic graduates, in particular, face significant challenges in securing employment within their field of study. This disconnect between formal education and economic opportunities has sparked growing concern about the effectiveness of Nigeria’s higher education system in fostering entrepreneurship. While entrepreneurship education (EE) is increasingly recognized as a catalyst for equipping students with the mindset and skills necessary for self-employment, many Nigerian polytechnic still predominantly train students to become employees rather than entrepreneurs. Furthermore, although entrepreneurial intention (EI) is widely acknowledged as a precursor to actual entrepreneurial behavior, empirical studies examining the specific influence of EE and student attitudes on EI remain limited within the Nigerian context. The absence of localized evidence restricts policymakers, educators, and curriculum developers from making informed decisions to bridge the education-employment gap.

This study is crucial because it seeks to address the urgent challenge of youth unemployment in Nigeria by examining the role of entrepreneurial education and student attitudes in shaping entrepreneurial intentions. Previous research conducted in developed countries has demonstrated a positive relationship between EE and EI; however, such findings cannot be directly applied to Nigeria without context-specific investigation. Additionally, scholars have called for expanded research into the psychological and educational factors influencing EI, especially in developing countries. This study not only responds to that call but also contributes to filling a significant empirical gap by focusing on Kano State Polytechnic students at a critical transition point graduation. By identifying the variables that significantly impact EI, the findings of this study will inform educational policies, polytechnic curricula, and entrepreneurial development programs aimed at transforming graduates from job seekers to job creators. Ultimately, the study supports the national goal of promoting economic self-reliance and sustainable development through youth entrepreneurship.

1.2 Objectives of the Study

The primary objective of this study is to examine the effect of entrepreneurship education and students’ attitudes on entrepreneurial intention among HND graduating students of Kano State polytechnic. To achieve this main goal, the study seeks to:

1. Assess the impact of entrepreneurship education (EE) on the entrepreneurial intention (EI) of HND graduating students of Kano State Polytechnic.
2. Examine the influence of students’ attitudes towards entrepreneurship on their intention to become entrepreneurs.
3. Determine the combined effect of entrepreneurship education and attitude on entrepreneurial intention among Kano State Polytechnic HND graduates.

1.3 Hypotheses Development

Based on the above objectives, the study postulated the hypotheses: –

HO₁:    There is no significant positive relationship between entrepreneurship education and entrepreneurial intention of HND graduating students of Kano State Polytechnic

HO₂:    There is no significant positive relationship between students’ attitude and entrepreneurial intention of HND graduating students of Kano State Polytechnic

HO₃:    There is no significant positive relationship between combination of EE & EA and EI of HND graduating students of Kano State Polytechnic  

• LITERATURE REVIEW/CONCEPTUAL DEFINITIONS

2.1 Entrepreneurial Intention

Entrepreneurial intention (EI) has emerged as a central concept in entrepreneurship research and is widely recognized as a strong predictor of planned, purposeful entrepreneurial behavior (Salim, Farouk & Nor, 2021; Adegbite, Yusuf & Lawani, 2023; Chukwuma, Bello & Hassan, 2022). EI reflects an individual’s conscious decision and commitment to start a new business or engage in entrepreneurial activities in the future. It signifies a deliberate mindset that precedes action, driven by the identification of opportunities and the perceived feasibility of launching a venture (Rahman, Tan & Othman, 2022). Furthermore, EI is often influenced by one’s ability to analyze the environment, assess market gaps, and creatively propose solutions through business ideas. This self-awareness and contextual understanding are what enable individuals, particularly students, to discover and refine entrepreneurial opportunities (Oyelola, Bakare & Adebayo, 2021). Supporting this, Martins, Lima, & Correia (2022) argue that EI represents a goal-oriented mindset, allowing individuals to align their personal and professional aspirations with the dynamic demands of entrepreneurship.

In summary, entrepreneurial intention is a multidimensional concept encompassing the desire, determination, and strategic planning to engage in entrepreneurial activities. It represents a foundational construct for understanding entrepreneurial behavior and is a critical area of interest for scholars, educators, and policymakers seeking to enhance entrepreneurship development, particularly among youth and polytechnic students.

2.2 Entrepreneurship Education and Entrepreneurial Intention

In recent years, there has been a noticeable increase in the institutionalization of entrepreneurship education (EE) within higher education curricula across disciplines. It is now common for students in fields such as the arts, engineering, and sciences to be exposed to formal entrepreneurship training at the Polytechnics level (Chinelo, Abbas & Wang, 2022). This shift reflects a growing consensus on the value of EE in broadening students’ skillsets, encouraging self-reliance, and equipping them with practical knowledge to navigate the uncertainties of post-graduation life (Ibrahim, Musa & Zhang, 2023). Numerous studies have confirmed that EE has a significant and positive impact on entrepreneurial intention (EI), which refers to an individual’s conscious decision to pursue entrepreneurship as a career path (Ayoade, Kwame, & Zhou, 2021). As such, many governments and educational institutions have integrated entrepreneurship into academic policy, not only to combat youth unemployment but also to stimulate innovation, productivity, and inclusive economic growth (Olowolaju, Shah, & Ridwan, 2023). EE serves as a strategic tool to ignite students’ interest in start-ups, wealth creation, and self-employment (Chen, Adebayo & Tan, 2021).

The integration of EE into polytechnic programs is intended to instill fundamental entrepreneurial competencies that guide students toward business ownership and sustainability. As noted by Abdulaziz, Fatai, Munirat, Ifeoma, & Raymond (2023), EE empowers students to acquire essential entrepreneurial knowledge—planning, decision-making, opportunity recognition, risk-taking which supports business creation and strategic management. Beyond technical knowledge, EE fosters creativity, responsibility, and an entrepreneurial mindset, transforming passive learners into active problem-solvers and future business leaders (Nwachukwu, Gomez & Xu, 2022). Empirical research continues to demonstrate a strong theoretical and practical link between EE and EI. Multiple studies have shown that students exposed to structured EE programs exhibit higher entrepreneurial intentions compared to their counterparts without such exposure (Okonjo, Felix, & Wang, 2024; Rahim, Ishola, & Le, 2023). Similarly, researchers such as Fatima, Bello, and Wahab (2022), and Noor, Idris, & Hassan (2021), have found that EE plays a crucial role in shaping students’ attitudes, confidence, and motivation toward entrepreneurship.

 

2.3 Entrepreneurial Attitude and Entrepreneurial Intention

Entrepreneurial education (EE) plays a significant role in shaping students’ entrepreneurial attitudes (EA), especially among those enrolled in business-related and economics programs (Okeke, Yusuf & Bello, 2021). Entrepreneurial attitude refers to an individual’s evaluative disposition – either positive or negative towards entrepreneurship, and it includes cognitive, emotional, and behavioral tendencies (Abdullahi, Musa & Li, 2022). When students develop favorable entrepreneurial attitudes, they are more likely to express interest in entrepreneurial ventures. In this context, attitude serves as a psychological framework that shapes how individuals perceive entrepreneurship and whether they are inclined to engage in it (Ogunyemi, Raji & Zhang, 2022). Attitude influences behavior, as it is linked to how one processes and reacts to information, events, or opportunities. This notion is echoed by Bello, Chukwudi, & Wang (2021), who suggest that entrepreneurial behavior is rooted in how an individual cognitively and emotionally responds to business opportunities and risks.

Scholars have emphasized that entrepreneurial action is an outcome of both attitude and intention. In essence, before entrepreneurship becomes an action, it begins as a mindset shaped by positive perceptions and internal motivation (Saidu, Ibrahim, & Chen, 2023). Therefore, cultivating positive attitudes is crucial in promoting entrepreneurial aspirations among students. Entrepreneurial attitude reflects how welcoming, enthusiastic, or critical students are toward the idea of starting a business. Pulido, Azubuike, & Zhou, (2024) define EA as a predisposition toward entrepreneurship based on self-perceptions of achievement, creativity, personal autonomy, and self-esteem. However, some scholars argue that the relationship is not always linear. For example, Ogundele, Taiwo, & Chen (2021) found that while EE improves EA, other factors such as perceived behavioral control and external support systems are also crucial in translating attitudes into intention. In a broader study, Liang, Adesina, & Wang (2024) noted that even when students have positive attitudes toward entrepreneurship, structural barriers such as lack of funding, mentorship, or market access can reduce their likelihood of acting on those intentions.

2.4 Review of Related Empirical Literature

The relationship between entrepreneurial attitude (EA) andentrepreneurial intention (EI) has attracted significant scholarly attention over the years, particularly due to its centrality in understanding entrepreneurial behavior. Empirical studies across different contexts and time periods consistently show that EA is a strong predictor of EI, though the strength and direction of this relationship may vary depending on cultural, educational, and institutional variables. A seminal work by Krueger, Reilly, & Carsrud (2000) using the Theory of Planned Behavior (TPB) laid the groundwork for understanding intention as a function of attitude, perceived behavioral control, and subjective norms. Their study confirmed that individuals with a positive disposition toward entrepreneurship are more likely to form intentions to start a business. Building on this, Liñán & Chen (2009) conducted a cross-cultural study and found that students with favorable attitudes toward entrepreneurship had higher EI scores across multiple countries, confirming the universality of the attitude-intention relationship. Similarly, Fayolle & Gailly (2015) examined European students and discovered that positive attitudes toward innovation, self-efficacy, and achievement were strongly correlated with entrepreneurial career aspirations.

Recent empirical studies between 2021 and 2024 continue to affirm these earlier findings while offering updated insights. For example, Adeoye, Ladan, & Jiang (2023) investigated Nigerian undergraduates and revealed that entrepreneurial attitude defined by indicators such as personal control, risk tolerance, and creativity significantly predicted students’ entrepreneurial intentions. The study emphasized that EA was not only influenced by personality traits but also shaped by exposure to entrepreneurship education. Okon, Bello, & Wang (2022) examined students in both Nigerian and Chinese polytechnics, and their comparative study revealed that entrepreneurial attitude mediated the impact of entrepreneurial education on EI. Their findings suggest that positive cognitive and emotional evaluations of entrepreneurship, developed through polytechnic curricula and role models, enhance students’ willingness to engage in start-up ventures. In Malaysia, Nasir, Okechukwu, & Fu (2021) conducted a structural equation modeling analysis among business students and found a direct, significant relationship between EA and EI. The study also found that entrepreneurial attitude was strengthened by factors such as internship experiences, student enterprise programs, and perceived entrepreneurial climate on campus. Additionally, Pulido, Azubuike, & Zhou (2024) carried out a longitudinal study in Nigeria that tracked students from their second year through graduation. The study showed that those who participated in project-based entrepreneurship modules developed stronger entrepreneurial attitudes and were three times more likely to express the intention to start their own businesses.

Other studies, such as those by Adamu, Olatunji, & Ye (2023), observed that EA plays a moderating role between entrepreneurship education and EI. While most students showed high levels of enthusiasm for entrepreneurship, the absence of practical application and institutional support led to a gap between intention and action. Similarly, Ogundele, Taiwo, & Chen (2021) reported that although positive entrepreneurial attitudes were prevalent among Nigerian polytechnic students, other factors such as fear of failure, lack of capital, and insufficient mentoring significantly weakened the effect on actual intention. A broader international perspective was presented by Liang, Adesina, & Wang (2024), who explored gender differences in EA and EI across three countries. Their findings indicated that while male students generally displayed higher entrepreneurial attitudes, female students’ EI was significantly influenced by social encouragement and community-based entrepreneurial programs.

Earlier works have also echoed these findings. For instance, Kusmintarti, Thoyib, Ashar, & Maskie (2014) identified that students with strong EA measured by achievement motivation and innovativeness were more inclined to start businesses. Pulka, Aminu, & Rikwentishe (2015) found similar results in a Nigerian context, where EA mediated the relationship between entrepreneurial education and EI. Studies such as Ismail (2015) andRuswanti (2015) emphasized the psychological dimensions of EA, arguing that how individuals emotionally and cognitively relate to entrepreneurship plays a major role in intention formation. Abun, Foronda, & Agoot (2018) found in the Philippines that EA significantly predicted the entrepreneurial intentions of polytechnic students, especially when paired with practical business experiences. Moreover, studies like those by Hassan, Norashikin, & Omar (2016) and Trang & Mintardjo (2018) also confirmed that EA not only predicts EI but can also be enhanced through entrepreneurship education, mentorship, and experiential learning opportunities.

The empirical literature spanning more than two decades strongly supports the assertion that entrepreneurial attitude is a key antecedent of entrepreneurial intention. While the strength of this relationship is generally positive and significant, the impact of attitude on intention can be enhanced or diminished depending on a range of contextual and moderating factors, including exposure to entrepreneurship education, access to resources, institutional support, and socio-cultural influences.

2.5 Research Model

Entrepreneurship Education (EE)

Entrepreneurial Intention (EI)

Entrepreneurial Attitude (EA)

Fig 1: Author’s Model, 2025

The research model investigates the influence of Entrepreneurship Education (EE) and Entrepreneurial Attitude (EA) on Entrepreneurial Intention (EI) among HND graduating polytechnic students in Kano State Polytechnic. It proposes that EE directly enhances students’ intentions to become entrepreneurs by equipping them with relevant knowledge, skills, and experiences. At the same time, EE is believed to shape students’ attitudes toward entrepreneurship, such as their confidence, motivation, and risk tolerance, which in turn influence their intention to start a business. Overall, the model is used to explore how exposure to entrepreneurship education and the development of a positive entrepreneurial mindset together drive students’ willingness to engage in entrepreneurial activities after graduation.

• METHODOLOGY

This study will adopt a quantitative research design, aimed at assessing the effects of entrepreneurship educationandentrepreneurial attitudeonentrepreneurial intention among HND graduating students of Kano State Polytechnic. The design is non-experimental and analytical, utilizing structured data to evaluate relationships among variables. The target population will comprise all HND graduating students of 2025 from32 departments/programmes, with a total of 1,045 students as documented by the institution’s Management Information System (MIS) Unit. To determine the appropriate sample size, the Krejcie and Morgan (1970) table will be used, yielding a representative sample of 285 respondents. A stratified random sampling technique will be employed, with each department to be treated as a stratum.

4.0 RESULTS

4.1 Reliability

Education

Reliability Statistics
Cronbach’s Alpha	No. of Items
.835	8

Attitude

Reliability Statistics
Cronbach’s Alpha	No. of Items
.807	8

Intention

Reliability Statistics
Cronbach’s Alpha	No. of Items
.790	8

The interpretation of reliability using Cronbach’s Alpha was based on the rule of thumb provided by (Sekaran & Bougie, 2010), who suggest that the Cronbach Alpha should be at least .70 or more. From the above analysis, the composite reliability coefficients of the latent constructs ranged from .790 to .835, with each exceeding the minimum acceptable level of .70, suggesting adequate internal consistency reliability of the measures used in this study (Hair, Ringle, & Sarstedt, 2011).

4.2 Regression

Model Summaryb
Model	R			R Square			Adjusted R Square			Std. Error of the Estimate			Change Statistics
													R Square Change			F Change		df1			df2		Sig. F Change
1	.580a			.336			.331			4.01613			.336			68.775		2			272		.000
a. Predictors: (Constant), ATTITUDE, EDUCATION
b. Dependent Variable: INTENTION
ANOVAa
Model					Sum of Squares				df		Mean Square			F			Sig.
1		Regression			2218.584				2		1109.292			68.775			.000b
		Residual			4387.176				272		16.129
		Total			6605.760				274
a. Dependent Variable: INTENTION
b. Predictors: (Constant), ATTITUDE, EDUCATION
Coefficientsa
Model						Unstandardized Coefficients						Standardized Coefficients			T				Sig.			Collinearity Statistics
						B		Std. Error				Beta										Tolerance		VIF
1			(Constant)			12.761		1.540							8.286				.000
			Education			.139		.060				.153			2.306				.022			.555		1.803
			Attitude			.448		.064				.466			7.025				.000			.555		1.803
a. Dependent Variable: INTENTION

The results suggest that both Entrepreneurial Education and Entrepreneurial Attitude significantly predict Entrepreneurial Intention among graduating students of Kano State Polytechnic. The regression model confirms that both variables (EE & EA) individually and jointly contribute significantly to predicting EI. These findings support prior studies and reinforced the importance of integrating entrepreneurship education across all departments to foster self-employment mindsets in students.

4.3 Correlations
		EDUCATION	ATTITUDE	INTENTION
EDUCATION	Pearson Correlation	1
	Sig. (2-tailed)
	N	275
ATTITUDE	Pearson Correlation	.667**	1
	Sig. (2-tailed)	.000
	N	275	275
INTENTION	Pearson Correlation	.464**	.568**	1
	Sig. (2-tailed)	.000	.000
	N	275	275	275
**Correlation is significant at the 0.01 level (2-tailed).

The results suggest that both Entrepreneurial Education and Entrepreneurial Attitude significantly predict Entrepreneurial Intention among graduating students of Kano State Polytechnic. The positive correlations indicate that higher exposure to entrepreneurship education and a favorable attitude toward entrepreneurship are associated with stronger intentions to engage in entrepreneurial ventures.

• CONCLUSION

In conclusion, entrepreneurship education plays a pivotal role in shaping students’ entrepreneurial mindset, skills, and intentions. While there is strong evidence supporting its positive influence on EI, the effectiveness of EE is highly dependent on content quality, pedagogical approach, and contextual relevance. Thus, there is a continuing need to strengthen EE curricula in polytechnics, tailor them to local entrepreneurial ecosystems, and embed experiential learning elements to foster genuine entrepreneurial intentions among students. This growing body of evidence has prompted scholars and educators to view EE as a foundation for building entrepreneurial ecosystems within academic institutions. Entrepreneurial attitude is a critical psychological construct that significantly influences entrepreneurial intention. Fostering positive entrepreneurial attitudes through education, experiential learning, and supportive ecosystems is essential to nurturing a generation of proactive, innovation-driven graduates.

• RECOMMENDATIONS

Based on the findings above, the following recommendations were developed –

1. Curriculum redesign – this is to ensure transition from more of theoretical lectures to practical based learning such as business simulations, business incubation, and venture creations after practical, where students earn credit for launching actual startups
2. Attitude shaping – since attitude is a major predictor, teachers should focus on social persuasion to shape the students’ psychological attitude
3. Dream building – invite young successful alumni entrepreneurs to speak to students. This will boost their ambition and reduce fear of failure and makes them feel that it is a feasible career
4. Encourage arts, science and engineering students to take entrepreneurship modules together. Innovation often happens at the intersection of diverse skill sets
5. Policy makers to encourage startup development by giving grants instead of loans.
6. Government to intensify “ease of doing business” to facilitate development of business ideas to reality
7. Future researches to focus more in ways of translating academic research into practice.                 

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