Experiential and vicarious learning approaches in developing higher-order thinking skills among business education undergraduates in federal universities

Abstract

This study examined the relationships between experiential learning, vicarious learning and higher-order thinking skills (HOTS) among business education undergraduate students. A correlational survey research design was used. A sample of 151 business education lecturers (43 Males and 108 Females) was randomly selected across three Federal Universities in South-South, Nigeria. Four-point scale self-constructed questionnaires were used for data collection. The reliability coefficient using Cronbach alpha method was 0.93 for experiential learning, 0.92 for vicarious learning, and 0.96 for HOTS. The bivariate correlation matrix and Fisher-Z transformation were used for data analyses. The results revealed a significant difference in the relationship between experiential learning and development of HOTS based on gender. Conversely, the results revealed no significant difference in the relationship between vicarious learning and development of HOTS based on gender. Based on these findings, managers of business education programmes should endeavour to create an enabling environment and atmosphere that would assist students to experientially and vicariously learn during instructional processes, thereby, equipping them with the requisite skills and competencies required to confidently engage in entrepreneurial careers and lifelong learning tasks upon graduation.

Keywords: Business education lecturers, business education students, experiential learning, higher-order thinking skills, vicarious learning