Results of hypothesis
| Hypothesis | Description | Key result | p-value | Decision |
|---|---|---|---|---|
| H1 | Field-focused PBL improves students' knowledge related to social enterprise conceptualisation | Z = −4.938 | <0.001 | Accepted |
| H2 | Field-focused PBL improves students' skills required for analysing and conceptualising social enterprise ideas | Z = −4.923 | <0.001 | Accepted |
| H3 | Field-focused PBL enhances students' attitudes towards social problem identification and social entrepreneurship | Z = −4.958 | <0.001 | Accepted |
| Hypothesis | Description | Key result | Decision | |
|---|---|---|---|---|
| Field-focused PBL improves students' knowledge related to social enterprise conceptualisation | Z = −4.938 | <0.001 | Accepted | |
| Field-focused PBL improves students' skills required for analysing and conceptualising social enterprise ideas | Z = −4.923 | <0.001 | Accepted | |
| Field-focused PBL enhances students' attitudes towards social problem identification and social entrepreneurship | Z = −4.958 | <0.001 | Accepted |
Note(s): All tests were conducted using two-tailed Wilcoxon signed-rank tests at the 0.05 significance level
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