EDUKASYONG PANTAHANAN AT PANGKABUHAYAN with ENTREPRENEURSHIP

(EPBUHAYENTP)

Lesson 2: Assessment

Instructions: Provide a written analysis, using the critical thinking to answer the following
question,

1. Compare and contrast the learning theories, emphasized the impact of each in teaching
EPP – Entrepreneurship.

Cognitivism theory centers on mental processes like memory, problem-solving, and thinking,
contributing to entrepreneurship education by emphasizing how students process and organize
information. This approach involves structuring course content to align with cognitive processes,
simplifying the understanding and retention of entrepreneurial concepts, such as breaking down
intricate business models into manageable components.
In contrast, Constructivism underscores the active construction of knowledge through
experiences in entrepreneurship education. It urges students to engage actively in problem-
solving, critical thinking, and reflection, emphasizing hands-on experiences, case studies, and
projects. This method cultivates a more profound and personal connection to entrepreneurial
concepts.
Experientialism shares a focus on learning through direct experiences and active engagement. In
entrepreneurship, experiential learning entails practical applications, real-world projects, and
internships, enabling students to gain hands-on experience, develop problem-solving skills, and
apply theoretical knowledge to real entrepreneurial situations. According to MSEd, K. C. (2022),
the ideal method of learning is a combination of introspective thought and action on the part of
the learners. This bridges the gap between theory and practice, preparing students for the
challenges of entrepreneurship.
Similarly, Social Learning theory concentrates on learning through observation and social
interaction. In entrepreneurship education, this involves collaborative activities, group projects,
and exposure to real-world entrepreneurs. The study results of Fellnhofer K. (2017), propose that
real-life experiences, whether positive or bad, would considerably assist entrepreneurial training.
Students learn not just from instructors but also from peers and industry professionals, fostering
a sense of community and facilitating the exchange of diverse perspectives—an essential aspect
in the dynamic field of entrepreneurship.
On the other hand, Behaviorism theory centers on external stimuli, observable behaviors, and
reinforcement in entrepreneurship education. Positive reinforcement for successful
entrepreneurial behaviors, such as rewarding effective business pitches or problem-solving, is a
practical application of behaviorism, motivating desired entrepreneurial actions.
Regarding internal and external motivation, behaviorism relies on external rewards, whereas
constructivism, social learning, and experientialism encourage internal motivation, where
students derive value and purpose from their entrepreneurial pursuits. Personally, I believe that
relying solely on external rewards may risk neglecting the inherent value of entrepreneurship and
creativity. Additionally, I observed that constructivism and social learning underscore the
significance of social interaction in learning, either through collaborative efforts or observation,
while behaviorism and cognitivism may lean more toward individual cognitive processes.
Notably, constructivism, social learning, and experientialism prioritize active learning, involving
students in the learning process, whereas behaviorism and cognitivism may involve more passive
learning approaches.
In summary, an effective teaching strategy for entrepreneurship can be realized by blending
elements from behaviorism, constructivism, social learning, cognitivism, and experientialism in a
balanced approach. Recognizing and leveraging the strengths of each theory is crucial, tailoring
the educational experience to accommodate the dynamic and diverse aspects of entrepreneurship.

References:
Ezzeddine, E. B. F. M. (2020, January 20). Behavioral Entrepreneurship Theory: A survey and
future directions. https://www.abacademies.org/articles/behavioral-entrepreneurship-theory-a-
survey-and-future-directions-8879.html
Fellnhofer K. (2017). Entrepreneurship education revisited: perceived entrepreneurial role
models increase perceived behavioural control. International journal of learning and change,
9(3), 260–283. https://doi.org/10.1504/IJLC.2017.086856
Löbler, H. (2006). Learning entrepreneurship from a constructivist perspective. Technology
Analysis & Strategic Management, 18(1), 19–38. https://doi.org/10.1080/09537320500520460
MSEd, K. C. (2022). The Experiential Learning Theory of David Kolb. Verywell Mind.
https://www.verywellmind.com/experiential-learning-2795154
Ojastu, D., Chiu, R., & Olsen, P. I. (2011). COGNITIVE MODEL OF ENTREPRENEURSHIP
AND ITS REFLECTION IN EDUCATION. Journal of Enterprising Culture, 19(04), 397–434.
https://doi.org/10.1142/s0218495811000817