Developing a Unit from the National and Civic Education Textbook (https://doi.org/10.63386/620197)

Second author First author

Khaled F . Alazzi Lamiaa Ibrahim

Ph.D. Student

Yarmouk University – Irbid Yarmouk University – Irbid

College of Education College of Education

Post Office Code: 21163 Post Office Code: 21163

Email: lamiaamhd81@gmail.com Email: khalidf@yu.edu.jo

Abstract

The study aimed to investigate the impact of developing a unit in the National and Civic Education textbook for the ninth grade based on entrepreneurship, and to measure its impact on enhancing entrepreneurial skills and attitudes toward small businesses. The study used a quasi-experimental approach, employing two groups (experimental and control). A test was prepared as a study tool, which was administered to a sample of (60) male and female ninth-grade students from schools in the Northern Mazar Directorate. They were randomly selected into two experimental groups, each comprising 30 students, and a control group, comprising 30 students. The results of the study showed a statistically significant difference at the significance level (α = 0.05) between the arithmetic means of the post-measurement of students’ performance. The effect size (eta square) resulting from the use of the developed educational unit reached (0.778%), which is considered very high, indicating the effectiveness of the developed educational unit. The researchers recommend focusing on teaching the developed unit of the National and Civic Education textbook for the ninth grade on entrepreneurship and measuring its impact on enhancing entrepreneurship skills and attitudes toward small businesses. They also recommend focusing on training teachers on the importance of entrepreneurship and measuring its impact on enhancing entrepreneurship skills and attitudes toward small businesses. They also recommend conducting further studies on the importance of entrepreneurship and measuring its impact on enhancing students’ entrepreneurship skills. Keywords: Unit development, entrepreneurship, entrepreneurship skills, small businesses.

Introduction

Developing 21st-century skills is crucial for students, through an educational system that provides opportunities to enhance these skills outside the classroom, such as through extracurricular activities, volunteering, and participation in educational projects relevant to the community. These skills complement self-interest in learning and research, contributing to skill building. This requires developing the educational system to meet these needs. This includes developing curricula, improving school infrastructure, providing educational technology, and encouraging research and innovation in education to find more effective teaching methods and tools to foster 21st-century skills (Al-Mufti, 2021). This includes diversifying the content and scope of leadership education, focusing on curricula and the role of public and private sector partners to achieve this (Al-Mutairi, 2019).

Entrepreneurial skills have emerged in this field and have become essential for students to become useful to themselves and their communities. This theme addresses the growing skills gaps, particularly entrepreneurial skills, which need to be developed to meet the demands of the 21st century by educational institutions at all levels. (Jawhar, 2017). This aspect highlights the importance of supporting entrepreneurship skills in education, through the tools, programs, and guidance provided to students to encourage them to establish their own businesses and provide them with the necessary skills, knowledge, information, and experience to help them learn. Curriculum development represents the most influential source of entrepreneurship education through the use of appropriate teaching and assessment methods. Nearly all skills that enhance creativity and entrepreneurial skills and behaviors can be targeted and developed using appropriate teaching methods, including creativity, self-learning, problem-solving, critical thinking, self-assessment, and the use of modern technologies. (Al-Masry et al., 2010)

With the development of vocational education and the adoption of comprehensive development plans, the importance of this type of education related to entrepreneurship skills has increased. This is particularly evident with the growing interest in vocational education, which aims to provide trained and qualified personnel capable of keeping pace with scientific and technological developments and progress. This focus is on expanding the scope of the learning process through experience and broadening the horizons of the educational process through the study of various technical and professional methods that are compatible with the requirements of the era and the labor market. This is in addition to achieving social and economic development, building qualified and distinguished cadres who are leaders in all fields, and providing job opportunities for graduates at a time when unemployment rates are high among youth (Al-Zubaie and Al-Janabi, 2003). Among the most prominent skills that can be acquired through entrepreneurship are:

1. Taking responsibility: This is a self-motivating skill that fosters self-reliance. Students must acquire this skill to build and cultivate positive attitudes toward it.

2. Planning: This is a fundamental skill that must be acquired, as it defines the desired goals and means to achieve the student’s goals.

3. Decision-making: This is a complex skill that requires continuous training to acquire.

4. Innovation: Thinking about the correct and natural path for progress and development, which helps develop existing ideas and transform imagination into reality.

5. Team management: This is an activity through which individuals are influenced. The student managing the team must have the ability to achieve a small goal, including organization, time management, and leading and directing others to achieve desired goals. (Al-Otaibi, 2023)

Small entrepreneurial projects stand out in this field, which students can establish by acquiring entrepreneurial skills and the knowledge and capabilities they entail. Among the most prominent small projects that can be established, relying on entrepreneurial skills, are the following:

Food industries: These include many small entrepreneurial projects, such as manufacturing household products such as milk, dairy products, and dried fruits, or providing food preparation services such as restaurants that serve popular dishes.
Handicrafts: These include projects that produce handmade products such as scented candles, pottery, soap, or artwork.
Health and beauty services: These include beauty salons or fitness centers.

4- E-commerce: Services can be provided in the field of software development or technical support, such as photography, online cooking lessons, and service delivery. (Al-Raeda, 2023) (Heikal, 2003). Accordingly, it has become imperative for the Ministry of Education, as an education provider, to embrace entrepreneurship and make it a development priority. This is achieved by adopting a developmental education policy that aims to provide equal educational opportunities that foster entrepreneurship and empower learners to think scientifically, creatively, and constructively within an appropriate training environment. Jordan is witnessing a significant focus on supporting entrepreneurship and its skills. This field highlights the development of entrepreneurial competencies and practices in education, at both the individual and societal levels, by instilling the concept of entrepreneurship in the educational system. (Al-Tarawneh and Al-Hilali, 2021)

The Jordanian Ministry of Education has also collaborated with the private sector to spread the culture of entrepreneurship among children, adolescents, and school students, launching the first Jordanian-Arab electronic platform dedicated to teaching and encouraging entrepreneurship among school students. (Linbeckter, 2020). Given the importance of entrepreneurship and its role in enhancing students’ entrepreneurial skills and influencing their attitudes toward establishing small businesses, this study aims to develop a unit in the ninth-grade National and Civic Education textbook on entrepreneurship and measure its impact on enhancing entrepreneurial skills and attitudes toward it.

Study Problem and Questions:

The problem of this study stems from the growing need to pay greater attention to entrepreneurship, the extent to which students understand it, and the possibility of employing it to support work skills and the ability to establish small productive projects. This comes amidst the advancement of education and the adoption of comprehensive development plans in Jordan, which has increased interest in this field. The goal is to provide trained and qualified personnel capable of keeping pace with scientific and technological progress. Therefore, entrepreneurship has become part of development plans that focus on providing trained and qualified personnel (Abu Asbah, 2005).

Researchers believe that ninth-grade students, with the implementation of the BTEC system in Jordan, face numerous choices after a few years of study. This requires making critical decisions regarding the type of educational path they choose. This highlights the need to integrate the concept of entrepreneurship into Jordanian curricula and measure its impact on enhancing entrepreneurial skills and attitudes toward small businesses, so that students can adopt this approach after completing secondary school. Hence, the research problem arose: to develop a knowledge unit in the field of entrepreneurship for ninth-grade students and study its impact on enhancing entrepreneurial skills and attitudes toward small businesses. The following hypothesis emerged from it: There are no statistically significant differences at the significance level (α = 0.05) between the arithmetic means of the experimental group and the control group in the entrepreneurship skills enhancement test attributable to the educational unit (developed, traditional).

Significance of the Study:

The importance of the study stems from its consideration of entrepreneurship as a valid model in the economy. It is described as change, innovation, and initiatives, and is often linked to economic development. Visionary entrepreneurs dream of new technologies and products and work to transform them into reality by seeking market opportunities that enable them to generate profits. This has led to entrepreneurship becoming a tangible reality in education, as schools have become spaces for entrepreneurial initiatives and innovations. Many education experts even call our era the era of educational entrepreneurship.

The importance of the study also emerges from its inclusion of entrepreneurship in school curricula, emphasizing the role of the educational system and its associated policies—including educational activities, programs, curricula, and applications at all levels—in supporting this by providing students with the means, programs, and guidance to establish their own businesses. These programs provide them with the skills, knowledge, information, and expertise necessary to help them learn, and provide them with guidance and direction on market economic principles and other topics.

Term Definitions:

Instructional Unit Development: The process of modifying, improving, and adding new elements to a unit from the ninth-grade National Education textbook by restructuring its outcomes, activities, strategies, and evaluation in light of entrepreneurial endeavors based on enhancing business skills and attitudes toward small businesses. (Al-Quran and Karasneh, 2020).

The researchers define this procedurally as, Preparing educational tasks and activities by restructuring the outcomes, activities, strategies, and evaluation of the unit that the researcher will develop from the ninth-grade National and Civic Education textbook for the second semester. The Economic Concepts unit covers the following topics: work, investment, and rationalization of consumption.

Entrepreneurial Work: aims to provide students with a diverse set of knowledge and information that work to spread the culture of entrepreneurship, develop entrepreneurial awareness, and hone their entrepreneurial minds. It also equips them with a variety of skills, including creativity and innovation, opportunity discovery, future vision, motivation and perseverance, self-confidence, initiative and risk-taking, self-employment, teamwork, critical thinking and problem-solving, and the ability to compete locally and globally (Mahmoud, 2020).

Researchers operationally define it as: individual or collective actions that produce goods and services through the creation of various projects. Entrepreneurial skills: defined as the ability to perform something with an acceptable degree of competence. Acceptable competence means that the skill is performed according to the learner’s educational level (Abu Hashem, 2004).

Researchers operationally define it as: the ability possessed by a person that enables them to accomplish a task, and can be measured by testing. Small enterprises: Al-Asraj (2011) defined a small enterprise as a personal establishment, independently owned and managed, operating in a competitive environment, mostly in a local environment, with production elements of limited use compared to their industrial counterparts.

Researchers define it practically as: establishments that produce and distribute goods and services under perfect competition in a local environment. This can be measured using a questionnaire.

Study Limits

The generalization of the study results relies on the following tools: Subject Limits: The study is limited to the subject of the study, which is the development of a unit in the ninth-grade National and Civic Education textbook on entrepreneurship, and measuring its impact on enhancing entrepreneurial skills and attitudes toward small businesses.

Human Limits: The study is limited to a sample of ninth-grade students at Al-Mazar Comprehensive Secondary School for Mixed Studies and Samad Secondary School for Boys in Irbid Governorate.

Spatial Limits: This study is limited to schools in the Northern Mazar District Directorate in Irbid Governorate.

Temporary Limits: This study will be implemented during the second semester of the 2024/2025 academic year.

In recent years, researchers have conducted a number of studies on extracurricular activities, given their importance—directly or indirectly—in improving educational outcomes. The researcher presents some of these studies, arranged chronologically from most recent to oldest, as follows:

Andriadi and Idros (2024) conducted a study on entrepreneurship in schools. They noted the importance of teaching entrepreneurship in schools, as it teaches how to identify market opportunities and develop business ideas. Through this, entrepreneurs can also gain knowledge about marketing and financial management strategies that will help them increase the profitability of their projects.

Al-Sharman (2024) conducted a study aimed at identifying the reality of entrepreneurship culture among elementary science teachers in Irbid Governorate and the obstacles to its spread, from their perspectives. The study sample consisted of (100) male and female teachers. A questionnaire was developed, divided into two main axes: the first: the reality of entrepreneurship culture, and the second: the obstacles to the spread of entrepreneurship culture. The results showed a discrepancy in teachers’ opinions regarding the obstacles to the spread of entrepreneurship culture, as their responses ranged between high and low scores on several items.

Al-Jafiliya and Shahat (2023) conducted a study on teachers’ perceptions of the reality of scientific projects in developing entrepreneurship skills among second-cycle students in the Sultanate of Oman. The study followed the descriptive approach to achieve its objectives, through the application of a questionnaire consisting of two main axes: the nature of projects and entrepreneurship skills, and the method of their implementation. The study sample consisted of (124) male and female teachers from various governorates of the Sultanate of Oman. Data were collected and statistically processed using the Statistical Package for the Social Sciences (SPSS) program. The results indicated a low level of teachers’ perceptions of the reality of scientific projects in second-cycle classes in developing students’ entrepreneurship skills, and the absence of statistically significant differences in the level of teachers’ perceptions of the reality of scientific projects in developing students’ entrepreneurship skills attributed to the gender variable.

Al-Busaidi et al. (2022) conducted a study on the obstacles facing school administration in implementing entrepreneurship in post-basic education schools and ways to address them in the Sultanate of Oman. To achieve the study objectives, a questionnaire was developed, divided into six axes: financial, material, human, organizational, and technical obstacles. The study included 555 individuals, including 124 administrators and 431 teachers from educational schools, who were randomly selected. The study concluded that school administration faces obstacles in implementing entrepreneurship in post-basic education schools in the Sultanate of Oman, ranked as follows: financial, cultural, material, technical, legislative/organizational, and human, to a high degree. Shahada’s study (2022) addressed the degree of institutional leadership practice among government school principals from the perspective of teachers in the Qasaba Oman District. A descriptive model was used, and a baseline was determined from a sample of (384) male and female teachers from government schools in the Qasaba Oman District. A questionnaire was developed to conduct the study. The results showed that the practice of local leadership in public schools, from the perspective of the Amman Qasaba District Directorate, was high.

Rajab’s (2022) study considered entrepreneurship one of the main drivers of sustainable development and economic growth, and thus plays a vital role in the economies of many countries around the world. Entrepreneurship education is also the primary mechanism for transitioning to entrepreneurship, as it provides young people with the skills and creative abilities necessary to build their personalities, attitudes, and vision.

Al-Omari and Maqdadi’s (2021) study aimed to determine the impact of entrepreneurship strategies on achieving the sustainability of small projects in the city of Irbid. To achieve the study’s objectives, a descriptive-analytical approach was used, and a questionnaire was developed and distributed to a 100% sample, with a total of (300) projects. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) program. The study results showed a statistically significant effect of the dimensions of creativity, innovation, and entrepreneurial individualism on achieving sustainability (survival), while there was no statistically significant effect of the dimensions of entrepreneurship on achieving sustainability (growth and survival).

Al-Amri (2020) conducted a study on entrepreneurship in higher education institutions: the problematic concept, opportunities, and challenges. The study discusses the hypothesis that if an entrepreneurial mindset is considered a fundamental aspect of entrepreneurship education, then faculty members at these institutions need a solid understanding of what this concept means and how it can be taught. The researcher used a descriptive-analytical approach, and the current study concluded that there are competencies that must be developed in learners in order to promote entrepreneurship in higher education institutions.

Ahmed and Al-Ani (2020) conducted a study aimed at identifying the practices of post-basic school principals in implementing entrepreneurship education as a gateway to the transition to a knowledge society in the Sultanate of Oman. The descriptive approach was used to develop a questionnaire that covered entrepreneurship education practices in four key areas related to the knowledge society: knowledge production, dissemination, storage, preservation, and application. The study sample consisted of 306 teachers, school principals, and their assistants from post-basic government schools across all governorates of the Sultanate. The results of the study demonstrated a complementary relationship between entrepreneurship education and the knowledge society.

Study Methodology:

The researchers used a quasi-experimental approach, employing two groups (experimental and control), due to its suitability for the nature and objectives of the study.

Study Sample: The study sample was randomly selected from (60) male and female students from two government schools in the Northern Mazar District. The students were intentionally selected from boys’ and girls’ schools to provide suitable learning environments. These two schools are Mazar Comprehensive Secondary School for Boys and Samad Secondary School for Boys. The classes were randomly assigned to two groups: experimental and control, as shown in Table( 1):

Table (1): Distribution of male and female students in the study sample according to the group to which they belong:

Group	Frequency	Percentage
Control group (taught using the traditional method)	30	50%
Experimental group (taught using the developed educational module)	30	50%
Total	60	100%

To achieve this, the researchers, relying on previous studies and theoretical literature related to the topic of developing a unit in the National and Civic Education textbook for the ninth grade, including the study by Al-Sharman (2024) and the study by Andreadi and Idros (2024), developed a test. The final version of the test consisted of 25 multiple-choice items with four alternatives. The researchers followed the following steps and practical procedures in preparing it:

– The test items were designed in their initial form.

– The validity of the Entrepreneurship Skills Enhancement Test was verified. The test was presented in its initial form to a group of specialized arbitrators from Jordanian university faculty members, specializing in (social studies curricula, measurement and evaluation, teaching methods, educational technology, and educational psychology). They evaluated it, determining its suitability for the objectives and the skills it represents, the appropriateness of the linguistic formulation of the items, and the subsequent deletion, addition, and modification of its questions.

The reliability of the Entrepreneurship Skills Enhancement Test was confirmed. The study aims to calculate the reliability coefficients of the entrepreneurship skills test using the test-retest method, with a two-week interval between the first and second applications. After administering the test to the students in the survey sample, the Pearson coefficient is calculated between their scores from the two tests.

Study Materials:

Unit Development Steps:

The steps for developing and preparing the advanced educational unit, based on entrepreneurship, from the National and Civic Education textbook, go through the following stages:

– Planning Stage: In this stage, the “Economic Concepts” unit is selected to align with entrepreneurship. A conceptual plan will be developed to outline the appropriate educational unit requirements for building its content, components, and how they are linked together. A detailed description of the methods and procedures for implementing the advanced educational unit will be developed in its final form. A teaching strategy based on objectives will be defined, along with the selection of assessment methods appropriate for the educational content. Design requirements will be prepared and compiled during this stage, including the precise formulation of objectives, the preparation of educational materials, activities, and exercises, as well as all necessary texts, still images, video clips, computer links, and other materials consistent with the dimensions and themes upon which the advanced educational unit is built. Development methods appropriate to the educational material content will be used, such as addition and substitution, in addition to the development of teaching methods and educational tools. It will be presented to specialists in social studies curricula and teaching methods, as well as social studies teachers and supervisors, who will translate these outlines into the formulation of the objectives and components of the educational unit. (Al-Hassan, 2020), (Al-Azzam, 2023).

– Implementation phase: The developed educational unit was applied to students in the experimental group of the study sample after the teacher was assigned to teach it. (Al-Hassan, 2020).

– Evaluation phase: Alternative assessment tools were developed at the end of each lesson, aligned with the pre-development content and the developed educational content. (Al-Azzam, 2023).

Validity of the Developed Educational Unit:

To ensure the validity of the developed unit, its initial version was presented to a group of reviewers comprising faculty members from Jordanian universities, specialists in general education curricula, social studies curricula and teaching methods, educational technologies, and measurement and evaluation. This was done to ensure its suitability for the objectives it was designed to achieve and for the target age group. This was followed by additions and modifications to the unit’s content, including its content, activities, learning resources, teaching methods, and assessment strategies. All reviewers’ comments and opinions will be taken into consideration, and the developed unit will be modified accordingly.

Study Procedures:

The study was implemented through the following procedures:

– Reviewing the theoretical literature and previous studies related to entrepreneurship, entrepreneurial skills, and small businesses, highlighting what can be utilized in this study.

– Developing a study unit on economic concepts from the National and Social Education textbook for the ninth grade. The validity of the developed unit was verified and piloted.

– Preparing the study tools (test and scale), and verifying their validity and reliability.

– Obtaining official approvals from Yarmouk University and the Northern Mazar Education Directorate.

– Identifying the study population members to whom the study was applied, and selecting one group as a sample.

– Applying the study tools after pretesting them on the study sample. – Teaching the developed unit to the experimental group.

– Applying the study tools after posttesting them on the study sample.

– Recording the responses and scores of sample members, using appropriate statistical methods.

– Obtaining and interpreting the results.

– Providing recommendations and suggestions

Study Variables:

First: Independent Variables : Developing a unit from the National and Civic Education textbook for the ninth grade on entrepreneurship. Second: Dependent Variables :

– Entrepreneurial Skills

– Attitudes Toward Small Businesses

Statistical Processing

– To answer the first question, the means and standard deviations of the sample members’ responses to the Business Skills Enhancement Scale were extracted, followed by a t-test.

– To answer the second question, the means and standard deviations of the sample members’ responses to the Attitudes Toward Small Businesses Scale were extracted, followed by a t-test.

Study Results and Discussion :The study aimed to develop an educational unit in the National and Civic Education textbook for the ninth grade, based on entrepreneurship, and to measure its impact on enhancing entrepreneurship skills and attitudes toward small businesses. The following are the results of the study’s hypotheses:

Study Hypotheses:

No statistically significant differences were found at the significance level (α ≤ 0.05) attributable to the developed educational unit based on entrepreneurship, and its impact on enhancing entrepreneurship skills and attitudes toward small businesses was measured. To test the study’s hypotheses, the arithmetic means and standard deviations were calculated for the pre- and post-test scores of ninth-grade students in the Northern Mazar Education Directorate on the developed achievement test based on the developed educational unit based on entrepreneurship. The study measured its impact on enhancing entrepreneurship skills and attitudes toward small businesses, as shown in Table (2).

Table (3): Arithmetic means and standard deviations of the pre- and post-measurements of the performance of ninth grade students in the Directorate of Education, Northern Mazar District, in the achievement test attributed to the entrepreneurial business unit.

Test	Group	Number	arithmetic mean	standard deviation
Pre-test	control group	30	14.1	3.21
Pre-test	experimental group	30	13.9	3.0
Post-test	control group	30	14.1	3.36
Post-test	experimental group	30	21.14	1.01

It is noted from Table (2) that there is a slight difference between the arithmetic mean of the post-measurement of the performance of ninth grade students in the Mazar North Education Directorate on the achievement test, resulting from the difference in levels of the two study groups. To verify the significance of the apparent difference, an analysis of common variance (ANCOVA) was conducted for the post-measurement of the performance of ninth grade students in the Mazar North Education Directorate on the achievement test according to the two study groups after neutralizing the effect of the pre-measurement of their performance on the achievement test, as shown in Table (3).

Table (3): Analysis of variance related to the post-measurement of the performance of ninth-grade students in the Education Directorate of the Northern Mazar District on the achievement test according to the entrepreneurship unit after neutralizing the effect of the pre-measurement of their performance on the achievement test:

Source of variance	Sum of squares	Degree of freedom	Average sum of squares	F value	Possibility of the plan	Effect size
Pre-test Achievement Test	1.501	1	1.404	0.210	0.612	0.005%
Educational unit	1178.127	1	622.451	100.56	0.000*	0.778
error	328.24	57	6.101
Total	459.39	59

Table (3) shows a statistically significant difference at the significance level (α = 0.05) between the arithmetic means of the post-measurement of the performance of ninth grade students in the Education Directorate of Northern Mazar District on the achievement test attributed to the two study groups, as the arithmetic mean of the scores of the experimental group members in the post-test reached (21.14) points with a standard deviation of (1.01) points, while the arithmetic mean of the scores of the control group members in the post-test reached (14.1) points with a standard deviation of (3.36) points, and the value of (F) at this level of difference reached (100.56), which is a statistically significant value at the significance level (α = 0.05), under the influence of using the developed educational unit. It is clear that the size of the effect (Eta square) resulting from using the developed educational unit reached (0.778%), which is very high, indicating the effectiveness of the developed educational unit.

Table (4): The two adjusted arithmetic means for the post-measurement of the performance of ninth-grade students in the Education Directorate of the Northern Mazar District in the achievement test and their standard errors according to the entrepreneurial business unit:

Entrepreneurial Business Unit	Adjusted post-mean	standard error
regular unit	15.41	0.458
Entrepreneurial Unit	23.74	0.471

Table (4) shows a statistically significant difference in favor of the experimental group students who studied the developed unit based on a unit from the National and Civic Education book for the ninth grade, to measure its impact on enhancing entrepreneurship skills and attitudes towards small projects, compared to the control group students who studied the traditional entrepreneurship unit. The impact size of the entrepreneurship unit was 23.74 %, which means that there is a (medium) impact of the entrepreneurship unit on the performance of ninth grade students in the post-test in the Mazar North Education Directorate.

The researchers explain this as follows: Teaching the developed educational content of a unit in the ninth-grade National and Civic Education textbook, based on entrepreneurship, and measuring its impact on enhancing entrepreneurship skills and attitudes toward small businesses, as a new teaching method, increased students’ engagement, understanding, and comprehension of the educational content, which contributed to raising their academic achievement.

Recommendations:

In light of the previous findings, the researcher recommends the following:

– Focus on teaching the developed unit in the National and Civic Education textbook for the ninth grade on entrepreneurship, and measure its impact on enhancing entrepreneurship skills and attitudes toward it.

– Focus on training teachers on the importance of entrepreneurship and measure its impact on enhancing entrepreneurship skills and attitudes toward it.

– Conduct further studies on the importance of entrepreneurship and measure its impact on enhancing students’ entrepreneurship skills.

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