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Implementing the Use of English Curriculum with

Entrepreneurship Mindset in Nigerian Polytechnics

Engr. Edward.Oyelekan. Ojo.,

Dr. J. L. Olajide.,

Adedeji Thompson

Directorate of Entrepreneurship and Vocational Centre, Osun State College of Technology, Esa – Oke Osun

State, Nigeria

2,3

Department of General Studies, Osun State College of Technology, Esa Oke Osun State, Nigeria

DOI : https://doi.org/10.51583/IJLTEMAS.2025.140300010

Received: 12 March 2025; Accepted: 19 March 2025; Published: 02 April 2025

Abstract: This study examined the implementation of the English curriculum with an entrepreneurial mindset in Nigerian

polytechnics, focusing on course values, students’ attitudes, motivation, interest, and language skill acquisition. Using a stratified

sampling technique, data were collected from 72 ND2 and HND1 students across six departments through a 30-item structured

questionnaire. Descriptive statistics (mean, standard deviation, skewness, and kurtosis) and inferential analyses, including

multiple least squares regression and ANCOVA, were conducted using SPSS. Results indicated a positive perception of the

curriculum, with most respondents scoring above the acceptable cut-off (3.0–4.0). Statistically significant differences were found

in key factors contributing to curriculum improvement. The model explained 97.7% of the variance (adjusted R² = 0.977), with a

Durbin-Watson statistic of 1.000 indicating positive autocorrelation. ANCOVA confirmed significant differences between pre-

and post-treatment variations (p < 0.05), leading to the rejection of all null hypotheses. Findings underscored the need for

curriculum reforms to integrate entrepreneurial skills into language education, preparing students for the evolving labour market.

The study recommended that the government and TVET institutions ensure the comprehensive implementation of this curriculum

in polytechnics. Further research was suggested to assess its long-term impact on students’ employability and entrepreneurial

success. This study provided empirical evidence supporting the integration of entrepreneurial skills into English education,

enhancing its practical application and relevance.

Keywords: Implementation; Use of English; Curriculum, Entrepreneurship; Nigerian, Polytechnics

I. Introduction

Polytechnics are institutions designed to equip students with practical skills for self-sustenance and entrepreneurship, both during

and after their studies. Unlike secondary school English, which focuses on knowledge and comprehension, the Use of English

(UoE) in polytechnics emphasizes language skills for vocational benefits. Reading, Writing, Listening, and Speaking are

profitable skills, with skilled individuals excelling in media, writing, and public speaking.

However, a major challenge in teaching UoE is students’ low interest and minimal attention compared to their core courses. Many

attend lectures only to avoid missing assessments, with full attendance often recorded only during exams. This attitude hinders

skill acquisition, which is crucial for entrepreneurship and economic growth. Skills empower individuals to enhance their lives

while contributing to national development.

Education is incomplete without skill acquisition, especially in an era of scarce white-collar jobs. Nneji (1999) emphasized that

education should prepare individuals for career life. Idoko (2014) defined skill acquisition as training that fosters self-sustenance,

while Okorie and Ezeji (1988) highlighted its role in boosting national productivity. Ezeji and Okorie (1999) stressed that

vocational training can significantly reduce Nigeria’s social and economic challenges, making skill acquisition vital for national

progress.

Skills acquisition is a core component of vocational and technical education, as emphasized in the 2013 National Policy on

Education (FRN, 2013). Technical and Vocational Education and Training (TVET) focuses on imparting practical skills,

knowledge, and attitudes necessary for economic and social development. UNESCO (2017) highlights TVET as a pathway for

acquiring skills relevant to the workforce in both formal and informal settings. The policy recognizes polytechnic education as a

key driver of technology-based skills, stipulating that at least 70% of admissions should focus on technical courses (p.31).

The National Policy outlines polytechnic education’s goals, which include producing skilled manpower, fostering self-reliance,

and training individuals to apply scientific knowledge in solving practical problems. To support these goals, the National Board

for Technical Education (1999; 2022) emphasizes that the Use of English (UoE) course should enhance students’ language

proficiency. However, in polytechnic education, UoE is often taught with an undue focus on grammar, neglecting the acquisition

of language skills that could provide economic opportunities for students in areas such as broadcasting, writing, and public

speaking.

Studies on effective instruction emphasize the importance of sustaining student motivation to enhance academic performance.

Banjo (1989) established that students with little motivation devote minimal effort to learning. Rotter’s (1954) theory postulates

that success depends on motivation, the belief in success, and the perceived value of success. Unfortunately, the traditional lecture

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method, lack of teaching aids, and lecturers' inadequate training in specialized language skills hinder effective teaching, leading to

student disinterest.

A collaborative approach to teaching UoE can address these challenges. The Foundation for Exceptional Innovation’s social skills

training model (Rutherford, 1992) provides a framework for integrating collaborative instruction in polytechnics. This model

emphasizes three rationales: the necessity of skills training, its role in professional success, and its impact on self-reliance. The

instructional phase of this model incorporates direct teaching, modeling, practice, feedback, and self-control.

Applying this model to UoE, lecturers should collaborate with industry professionals to expose students to practical aspects of

language skills. The specialist models the skill, supervises student practice, provides feedback, and reinforces learning through

assessments. Students’ performances are then evaluated using audio or video recordings. This study examines the effectiveness of

this collaborative approach in enhancing students’ competence in language skills and fostering self-reliance.

The primary objective of the UoE curriculum is to equip students with skills for self-realization. However, reliance on lecture-

based instruction, lack of lecturer expertise, and students’ ignorance of the vocational benefits of UoE limit its impact. A

practical, collaborative approach can bridge this gap by ensuring that students acquire relevant communication skills necessary

for entrepreneurship and employment. With an entrepreneurial mindset, this study explores how collaboration in language skills

training can enhance polytechnic students’ proficiency, improve their employability, and foster self-reliance after graduation.

The adoption of this approach aims to enhance the teaching of language arts skills with vocational significance by collaborating

with practitioners of selected language skills in the Use of English (UoE) course. The study seeks to answer critical research

questions, including whether the treatment will elicit students’ high value rating of UoE, evoke positive attitudes, increase

motivation and interest, and ultimately aid high language skill acquisition. It also investigates whether there will be a significant

difference in students’ language skills acquisition as a result of this approach.

The adoption of this approach is expected to achieve several objectives. It aims to promote the value of UoE as a subject, foster

students' positive attitudes, motivation, and interest in its study, and assist them in acquiring relevant language skills.

Additionally, it seeks to establish the need for language arts practitioners to collaborate with lecturers in teaching UoE, thereby

institutionalizing the practice of language skills acquisition within polytechnics.

Furthermore, this approach holds significant benefits for students, lecturers, and institutions. For students, it will improve their

perception of UoE, transform them from job seekers to self-reliant individuals, and encourage them to explore language arts skills

for self-actualization. For lecturers, it will reorient them to the importance of practice in language skills training and highlight the

vocational relevance of UoE. For institutions, it will draw the attention of stakeholders in polytechnic education to the necessity

of engaging language arts practitioners and emphasize the need for adequate training equipment in UoE instruction. Ultimately,

this approach will justify the creation of Language Skills Acquisition Centres in polytechnics, ensuring a structured and practical

framework for skill acquisition.

Concept of Skill Acquisition

There is no gainsaying the importance of skill acquisition to individual and national development. Skill acquisition, according to

Uzochukwu (2017), is the ability to be trained on a particular task or function and become expert in it. To him, skill is like a key

used in opening door of fortune. As water is very essential to human life so is skill needed in the life of every serious-minded

human being. Skills can do a lot of great work in the life of every living soul. Lack of skills is a major cause of corruption. The

importance of skill acquisition includes self-employment, diverse job opportunities, employment generation, effective function,

and crime reduction. He believes that the reason why many technicians earn more than some university graduates is because the

technicians acquire more of skills than the theories the graduates were fed with when they were in universities. (Eze & Abubakar,

2021)

Polytechnic

The etymology of the word ‘polytechnic’ shows it is loaned from French and its origin is from the Greek word polutekhnos which

means ‘multi-skilled’ (Microsoft Encarta). A graduate of the polytechnic is therefore expected to possess more skills than one.

Among the objectives listed by Ale (2004) is ‘to give training and imparting necessary skills for the production of technicians and

other skilled personnel who shall be enterprising and self-reliant’. It becomes imperative therefore for every graduate of

polytechnic to learn other skill(s) apart from his course of study if he is to be self-reliant after graduation. (Adebayo &Yusuf,

2023)

The reason for the inclusion of Use of English in the General Studies Department

The inclusion of Use of English (UoE) in the General Studies Department of polytechnics is essential for equipping students with

vocational language skills. UoE is taught at all levels, covering the four fundamental language skills—reading, writing, speaking,

and listening—alongside grammar. Different skills are introduced at various stages of polytechnic education, with prose writing

and drama taught at the National Diploma level, while poetry and oral composition are emphasized at the Higher National

Diploma level. Other areas covered include registers (varieties of language use), public speaking, leadership communication, and

interview skills. By the end of their diploma training, students are expected to have gained proficiency in storytelling,

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playwriting, acting, poetic composition, and public speaking. However, to maximize these benefits, the practical aspect of

teaching UoE must be adequately emphasized, as the current lecture method does not fully support hands-on skill acquisition.

Farooq (2012) highlights that learning is an active process that requires student participation, especially when the subject matter is

practical. Teaching UoE should go beyond theoretical knowledge, allowing students to develop real-world communication skills.

For instance, in learning registers, students should be able to create advertisements, jingles, live commentaries, or dramatic

compositions. This requires specialized training under experienced professionals. Fitts and Posner (1967) identify three stages of

skill acquisition: cognitive (understanding), associative (practice), and autonomous (automatic performance). The associative

stage, where students refine skills through practice, is critical for mastery. However, some students may struggle to progress due

to the complexity of tasks, inadequate training, or lack of motivation. To address this, students’ motivation, interest, and attitude

must be nurtured. Omrod (2014) defines motivation as the force that energizes, directs, and sustains behaviour. He explains that

motivated students engage more deeply in learning, direct their efforts toward specific goals, and persist through challenges.

Motivation enhances cognitive processes by helping learners focus on and meaningfully process information. It also influences

students’ emotional responses to academic achievements and setbacks, making them more likely to take pride in success and

strive to improve. Ultimately, motivation drives better performance by fostering enthusiasm, persistence, and goal-oriented

learning. Given these factors, integrating practical training into UoE instruction is crucial to ensuring that students acquire

valuable language skills that enhance their employability and self-reliance.

The motivation of students to learn is influenced by several factors, including hands-on engagement, interest, and perceived

value. Schwartz (2014) emphasizes the importance of making learning hands-on by involving students in collaborative activities

that are interest-based and relevant to real life. This approach ensures students understand the significance of what they are

learning, making them more engaged. Matthews (2001) links motivation to values, arguing that students who value a subject are

more likely to develop a deep interest in it, leading to greater effort and a problem-solving approach to learning. His study found

that students with high value orientations engage in deep learning, which leads to conceptual change rather than mere information

acquisition. Biggs (1999) views teachers as facilitators who guide students toward desired learning outcomes. This study aims to

apply a phenomenographic approach to polytechnic students' learning of the Use of English, demonstrating its vocational value

beyond their core courses. Matthews (2001) further emphasizes the need to awaken students’ interest, defining interest as a

psychological engagement that enhances clarity, understanding, and memory. Paul (2013) supports this by stating that interest

boosts cognitive function, deepens understanding, and increases persistence. He cites Harackiewicz (2010), who found that

helping students discover the relevance of academic subjects to their lives sustains their motivation. When students perceive value

in learning, their attitudes shift positively, influencing their success. Weimer (2009) notes that students’ beliefs about learning

significantly affect their performance, and teachers should help them see the impact of their efforts.

Marzano (1992) argues that students are most motivated when they believe classroom tasks align with their personal goals. He

advises educators to clearly communicate the value and requirements of tasks, providing models to help students understand

expectations. Skilled practitioners should collaborate with lecturers to provide real-world applications of language skills. Fawkes

(2015) highlights the importance of integrating theory and practice, quoting Benjamin Franklin: “Tell me and I forget. Teach me

and I remember. Involve me and I learn.” This supports the concept of “demonstration of learning,” where students showcase

their understanding through various creative and academic outputs. The Hidden Curriculum (2014) outlines diverse assessment

methods such as presentations, multimedia projects, artistic performances, and scientific experiments. This study emphasizes

demonstration-based learning, expecting students to produce practical audio and video presentations of their acquired skills.

Practitioners will serve as models to illustrate the benefits of language proficiency. The collaborative approach used in this study

aligns with the social skills training model by the Foundation for Exceptional Innovation (Rutherford, 1992), which fosters

inclusion and independent living through skill development. The collaboration involves curriculum planning, instruction, and

student self-control. Okafor and Adamu (2017) outline five instructional strategies: direct teaching, modeling, practice,

reinforcement, and self-control. This structured approach ensures that students not only acquire language skills but also apply

them effectively. By integrating these strategies, the study aims to enhance student engagement, interest, and ultimately, academic

performance. The collaborative model, originally designed for teaching social skills, is also highly effective for language skills

instruction. After introducing students to essential language skills and their technical intricacies, a specialist will further expose

them to the core aspects of the skill through practical demonstration. Serving as a model, the specialist will guide students in

imitation, practice, and mastery while offering corrective feedback and reinforcement to improve performance. At the self-control

stage, students will demonstrate their acquired skills unaided for assessment, with their performances recorded for evaluation

(UNESCO, 2017). This study adopts the theory of demonstration of learning, which emphasizes students showcasing their

mastery of knowledge and skills through real-world applications. Authentic assessment methods such as projects, presentations,

and portfolios help students demonstrate understanding, guided by clear learning objectives and rubrics (Fawkes, 2015).

Benjamin Franklin’s quote, “Tell me and I forget. Teach me and I remember. Involve me and I learn,” underscores the

significance of integrating theoretical and practical learning. Advocates of this approach encourage diverse demonstration

methods, including oral presentations, multimedia projects, artistic works, publications, scientific experiments, and physical

models (Johnson & Williams, 2020; Hidden Curriculum, 2014). In this study, emphasis is placed on demonstration-based

learning, requiring students to make stage, audio, and video presentations based on the language arts skills they acquire. This will

be achieved through collaboration with experienced practitioners who will serve as role models, demonstrating expertise while

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inspiring students with their success. Through this process, students will gain not just theoretical knowledge but also hands-on

experience, ultimately ensuring a deeper understanding and retention of language skills.

II. Methodology

The study employed a pre-test-post-test control group quasi-experimental design using a 2x4x5 factorial matrix. Polytechnic

students in Nigeria formed the population, with six departments selected through stratified sampling. ND2 and HND1 students

were randomly assigned to Experimental or Control Groups. The independent variable was teaching method: (i) Lecture only and

(ii) Lecture with Collaborative Practical. Five dependent variables—Course Values, Attitude, Motivation, Interest, and Language

Skill Acquisition—were measured using the VAMILS Questionnaire. Data were analyzed using ANCOVA for pre- and post-

treatment differences and t-tests for group comparisons, with responses categorized on a 4-point Likert scale.

III. Results and Discussion

This section presents the analysis and interpretation of data collected from 72 ND2 and HND1 students across six departments

using a 30-item structured questionnaire. The study employed nominal measurement and quantitative analysis. Data were

collated, coded, and analysed using SPSS, with results displayed in table format. Descriptive statistics, including mean, standard

deviation, skewness, and kurtosis, summarized central tendencies and dispersion. Multiple least squares regression and ANCOVA

were used to determine statistical inferences.

Table 1: Course Values – (Descriptive Statistics)

Item

Mean

Std.

Deviation

Skewness

Std. Error

(Skewness)

Kurtosis

Std. Error

(Kurtosis)

Use of English should be an optional

course, not a compulsory core elective.

3.40

0.899

-1.377

0.283

0.877

0.559

Any time I spend in Use of English

lecture or assignment is a waste.

3.32

0.885

-1.183

0.283

0.576

0.559

Use of English is an unnecessary

addition to my workload.

3.25

0.946

-0.938

0.283

-0.321

0.559

Having obtained credit in English before

admission, I don’t need to study Use of

English again.

3.21

1.006

-0.947

0.283

-0.385

0.559

I don’t see any vocational benefit in Use

of English.

3.21

0.887

-0.925

0.283

0.073

0.559

Valid N (listwise)

Source: Field Survey, 2025.

Table 1 reveals a significant difference in the mean ratings of the impact of selected course values in the study. The analysis

indicates that all five items have mean scores above the acceptable cut-off mark of 2.51–3.0, suggesting strong agreement among

respondents. The results further show that respondents' opinions are normally distributed, as the average values exceed the

standard deviation. This confirms that course values contribute to improving the Use of English curriculum with an

entrepreneurship mindset in Nigerian polytechnics. Skewness analysis indicates a negative distribution, meaning responses are

skewed to the left. Kurtosis, which measures the peak of distribution, shows values above 1, signifying a high peak, further

emphasizing the impact of selected course values.

Table 2: Students’ Attitude – Descriptive Statistics

Item

Mean

Std.

Deviation

Skewness

Std.

Error

Kurtosis

Std.

Error

I already know enough English to function in my

profession, so I don’t need Use of English.

3.40

0.899

1.377

0.283

0.877

0.559

There’s actually nothing I stand to gain from

attending Use of English class.

3.36

0.893

1.276

0.283

0.704

0.559

Use of English course may be beneficial to some

people, but not to me.

3.32

0.885

1.183

0.283

0.576

0.559

I feel unnecessarily bothered attending Use of

3.29

0.911

1.080

0.283

0.170

0.559

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English lectures.

I’m really not clear about the objectives of studying

Use of English in the polytechnic.

3.18

0.939

-0.793

0.283

-0.505

0.559

Valid N (listwise)

Source: Field Survey, 2025.

Table 2 reveals a significant difference in the mean ratings of students’ attitudes toward the Use of English (UoE) course. All five

items have mean scores above the acceptable threshold (2.51–3.0), indicating a strong contribution to improving the UoE

curriculum with an entrepreneurial mindset in Nigerian polytechnics. The results show that respondents’ opinions are normally

distributed, as the mean values exceed the standard deviation. Skewness analysis indicates a positive distribution, meaning

responses are skewed to the right. Kurtosis values suggest varying peaks, with coefficients above 1 indicating high peaks and

those below 1 indicating lower peaks in the impact assessment of students’ attitudes.

Table 3: Students’ Motivation

Mean

Std.

Deviation

Skewness

Std.

Error

Kurtosis

Std.

Error

I really don’t see why Use of English lecturer should

organize extra lectures

3.31

0.882

1.154

0.283

0.543

If I will not be punished, I won’t mind to be absent

from Use of English lecture

3.31

0.882

1.154

0.283

0.543

Use of English lecture is too theoretical for my liking

3.22

0.892

0.949

0.283

0.079

I don’t like missing Use of English lectures for any

reason

3.22

0.967

1.042

0.283

0.019

I don’t believe I miss anything if I arrive late to Use of

English lecture

3.19

0.973

-0.970

0.283

-0.149

Source: Field survey, 2025.

Table 3 highlights a significant difference in mean ratings on the impact of students’ motivation. All items have mean scores

above the acceptable cut-off mark (2.51-3.0), indicating strong relevance. The normal distribution of responses is evident as mean

values exceed standard deviations. Skewness shows a positive distribution, indicating a rightward tail, while kurtosis suggests

varying peak levels. Overall, students’ motivation significantly contributes to enhancing the Use of English curriculum with an

entrepreneurial mindset in Nigerian polytechnics.

Table 4: Students’ Interest

Items

Mean

Std.

Deviation

Skewness

Std.

Error

Kurtosis

Std.

Error

I have deep interest in the study of Use of English

3.38

0.895

-1.309

0.283

0.756

0.559

The study of Use of English should be for students

of English

3.36

0.893

-1.276

0.283

0.704

0.559

My major concern in studying Use of English is to

score a mark that will boost my GPA

3.36

0.909

-1.253

0.283

0.527

0.559

Use of English is a very useful course to polytechnic

students

3.35

0.920

-1.250

0.295

0.520

0.582

Apart from passing Use of English examination, I

like the benefits of the course

3.33

0.888

-1.213

0.283

0.614

0.559

Source: Field survey, 2025.

Table 4 indicates a significant difference in the mean ratings of Students’ Interest. All five items have mean scores above the

acceptable cut-off mark (2.51-3.0), showing strong agreement among respondents. The results confirm that responses are

normally distributed since the mean values exceed the standard deviation. Students’ Interest significantly contributes to

improving the Use of English curriculum with an entrepreneurial mindset in Nigerian polytechnics. The skewness values indicate

a right-tailed distribution, while kurtosis shows varying peak levels, suggesting differences in response concentration

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Table 5: Students’ Language Skill Acquisition (Descriptive Statistics)

Item

Mean

Std.

Deviation

Skewness

Std.

Error

Kurtosis

Std.

Error

There is more to Use of English than theory and

grammar

3.40

0.899

-1.377

0.283

0.877

0.559

If a student is serious with Use of English, he or she

will not suffer in the labour market

3.40

0.899

-1.377

0.283

0.877

0.559

Use of English is a good course of study for

vocational training

3.40

0.899

-1.377

0.283

0.877

0.559

There is no useful vocational skill in Use of English

as a course

3.40

0.899

-1.377

0.283

0.877

0.559

Study of Use of English is a bonus skill acquisition

for students of other professional courses

3.39

0.897

-1.343

0.283

0.814

0.559

I have gained a lot in skill acquisition in the Use of

English course

3.36

0.893

-1.276

0.283

0.704

0.559

If I utilize my gains in the study of Use of English, I

will not lack financial provision

3.32

0.885

-1.183

0.283

0.576

0.559

The practical instructor was helpful in imparting the

language skill

2.40

0.929

-0.249

0.283

-0.960

0.559

The practical classes in the Use of English course are

always interesting

2.40

0.929

-0.249

0.283

-0.960

0.559

The lecturer did not do much in providing skill

training

2.35

0.858

-0.470

0.283

-1.026

0.559

Source: Field survey, 2025.

Table 5 indicates a significant difference in the mean ratings regarding the impact of Students’ Language Skill Acquisition. The

analysis shows that all items have mean scores above the acceptable cut-off mark of 2.51–3.0, confirming their relevance. The

findings suggest that respondents' opinions are normally distributed, as mean values exceed standard deviations. This highlights

the strong contribution of Language Skill Acquisition to enhancing the Use of English curriculum with an entrepreneurial mindset

in Nigerian polytechnics. Skewness, which measures probability distribution, indicates a positive skew with a rightward tail.

Kurtosis, measuring the peak of variables, shows that a coefficient above 1 signifies a high peak, while values below 1 indicate a

lower peak for the impact of Language Skill Acquisition.

Table 6: Multiple Linear Regression Model Summary

Model

R Square

Adjusted R Square

Std. Error of the Estimate

Durbin-Watson

.989

.979

.977

.135

1.000

Source: Field Survey, 2025

The regression analysis in Table 6 confirms a significant association between students’ language skill acquisition and the study of

Use of English (UoE) at a 5% significance level. The R-value of 0.989a indicates a strong positive correlation, while R² of 97.9%

suggests that the model explains nearly all variations in the dependent variable (Lecture Method). The high Adjusted R² of 97.7%

further supports this, leaving only 2.3% unexplained variation. Additionally, the Durbin-Watson statistic of 1.000 indicates a

positive autocorrelation, confirming a statistically significant relationship between the independent variables (Course Values,

Students’ Attitude, Motivation, Interest, and Language Skill Acquisition) and the dependent variable (Lecture Method).

Table 7: ANOVA

Model

Sum of Squares

Mean Square

Sig.

Regression

55.682

9.280

505.829

.000

Residual

1.193

.018

Total

56.875

Source: Field Survey, 2025

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The analysis confirms a statistically significant difference in students’ language skill acquisition in the study of Use of English

(UoE) and its impact on the curriculum with an entrepreneurial mindset in Nigerian Polytechnics. Since the p-value (Sig. < 0.05)

is significant, the null hypothesis (H₀) is rejected. The ANOVA test further supports this, with an F-statistic of 505.829 (p =

0.000), indicating a significant difference between the observed means. This confirms the strong relationship between the

predictors and the dependent variable (Lecture Method)

Table 8: Regression Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Collinearity

Statistics

Std. Error

Beta

(Constant)

0.034

0.068

0.497

To me, any time I spend in Use of English

lecture or assignment is a waste

0.399

0.074

0.395

5.377

0.000

Use of English course may be beneficial to

some people but not to me

0.141

0.062

0.140

2.291

0.005

I don’t believe I miss anything if I arrive late

to Use of English lecture

0.070

0.043

0.076

1.634

0.007

My major concern in studying Use of English

is to score a mark that will boost my GPA

0.110

0.096

0.111

1.139

0.009

If a student is serious with Use of English, he

or she will not suffer in the labour market

0.303

0.128

0.304

-2.376

0.020

The practical instructor was helpful in

imparting the language skill

0.987

0.023

1.025

42.025

0.000

Source: Field survey, 2025.

The results of the multiple least squares regression analysis indicate a significant positive relationship between students' language

skill acquisition and the effectiveness of the Use of English (UoE) curriculum with an entrepreneurial mindset in Nigerian

Polytechnics. The estimated regression model shows that all independent variables, including course values, students’ attitude,

students’ motivation, students’ interest, and students’ language skill acquisition, contribute positively to the lecture method. The

t-test results confirm that most of these variables are statistically significant at a P-value < 0.05, suggesting their strong influence

on the dependent variable. Furthermore, the Variance Inflation Factor (VIF) analysis highlights the presence of collinearity

among some independent variables, as values exceeding 1 indicate correlation among predictors. Despite this, the model

maintains a high explanatory power, demonstrating that students’ language skill acquisition plays a crucial role in shaping the

effectiveness of the Use of English curriculum in Nigerian Polytechnics. Based on the decision rule, since the P-value is less than

0.05, we reject the null hypothesis (H₀) and conclude that there is a significant difference in students' language skill acquisition

and the impact of the Use of English curriculum with an entrepreneurial mindset. This finding underscores the importance of

enhancing language skill acquisition strategies to improve students' learning experiences and career readiness.

Table 9: Coefficient of Covariances (ANCOVA)

Model

The practical

instructor was

helpful in

imparting the

language skill

I don’t believe

I miss

anything if I

arrive late to

Use of English

lecture

Use of English

course may be

beneficial to

some people

but not to me

To me, any time

I spend in Use of

English lecture

or assignment is

a waste

My major

concern in

studying Use of

English is to

score a mark

that will boost

my GPA

If a student is

serious with

Use of English,

he or she will

not suffer in the

labour market

(Covariances)

The practical

instructor was

helpful in

imparting the

language skill

.001

.000

.001

-4.201E-005

I don’t believe I

miss anything if I

arrive late to Use

of English lecture

.000

.002

8.860E-005

-.001

-.003

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue III, March 2025

www.ijltemas.in Page 79

Use of English

course may be

beneficial to some

people but not to

.000

8.860E-005

.004

-.001

.000

To me, any time I

spend in Use of

English lecture or

assignment is a

waste

.001

-.001

.006

.002

My major concern

in studying Use of

English is to score

a mark that will

boost my GPA

-4.201E-005

-.003

.000

.002

.009

If a student is

serious with Use

of English, he or

she will not suffer

in the labour

market

-.001

.002

-.003

-.006

-.009

Source: Field Survey, 2025.

The ANCOVA results from Table 9 indicate statistically significant differences between pre-treatment and post-treatment mean

scores in the dependent variables. The analysis shows that the coefficients of covariance for Course Values, Students’ Attitude,

Students’ Motivation, Students’ Interest, and Students’ Language Skill Acquisition significantly impact the independent variable,

Lecture Method. Since the ANCOVA yielded statistical significance, the null hypothesis is rejected, confirming that different

levels of independent variables have differential effects on the dependent variable. This validates the need for ANCOVA in

controlling suspected covariates, reinforcing the observed variations in lecture methods.

IV. Conclusion and Recommendations

This investigation strongly observed a significant difference in students’ language skills acquisition in the study of UoE.

Additionally, the adoption of the stated research approach effectively met the study’s purpose. The findings provided evidence

that students recognize the value of UoE as a subject. The overall results indicated that respondents agreed on the importance of

promoting students’ attitudes, motivation, and interest in UoE, which was found to be positively significant. The findings also

showed that lecturers assist students in acquiring language skills and highlight the need for collaboration between language arts

practitioners and lecturers in teaching UoE. Institutionalizing the practice of language skills acquisition in the curriculum was

identified as an effective measure. The results were supported by a high Adjusted R Square value of 0.977 (97.7%), with only

2.3% of variations unexplained in the model estimation. The Durbin-Watson statistic of 1.000 indicated a positive

autocorrelation, confirming statistically significant differences in students' valuation of UoE. This improvement could help

transition polytechnic graduates from job seekers to self-reliant individuals. Encouraging students to explore language arts skills

for self-actualization and reorienting UoE lecturers on the significance of language skills training were key recommendations.

The findings emphasized the need to engage stakeholders in polytechnic education on the vocational significance of UoE.

Additionally, the results justified the necessity of establishing Language Skills Acquisition Centers in Nigerian polytechnics.

Implementing the Use of English Curriculum with an Entrepreneurial Mindset was deemed highly beneficial to society. Based on

the findings and conclusions of this study, the study recommends the following:

i. The government and other educational bodies should prioritize the implementation of the Use of English Curriculum

with an Entrepreneurial Mindset in Nigerian polytechnics.

ii. Education instructors should encourage students to explore language arts skills for self-actualization.

iii. Deans of faculties and Heads of Departments should reorient UoE lecturers on the importance of practical language

skills training in polytechnic education.

iv. Stakeholders in polytechnic education should recognize the vocational significance of UoE and give it more attention.

v. Language arts practitioners should be actively engaged in the teaching of UoE.

vi. More research funding and grants should be allocated to studies investigating the Use of English Curriculum with an

Entrepreneurial Mindset in Nigerian polytechnics, given the significance of the findings

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,   
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS) 
      ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue III, March 2025 
www.ijltemas.in                                                                                                                                                                     Page 80 
Acknowledgements 
The author sincerely appreciates the respondents from ND2 and HND1 across all departments who participated in this study by 
providing valuable responses to the research instrument. Their contributions were instrumental in shaping the findings of this 
study. Special appreciation also goes to Tertiary Education Trust Fund (TETFUND) for its sponsorship and unwavering support 
in facilitating this research. Additionally, the author acknowledges the insightful feedback from various anonymous reviewers, 
whose contributions significantly enhanced the quality of this investigation. 
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