Survey data on teaching strategies and product innovation: A focus on selected university students in Nigeria

The main objective of this study was to examine the effectiveness of the teaching methods adopted in motivating university students’ in Nigeria to engage in product innovation. Emphasis was laid on Covenant University in Nigeria which is the pioneer institution to offer entrepreneurship education in Nigeria. The study adopted quantitative method with a descriptive research design to establish trends related to the objective of the study. Survey was be used as quantitative research method. The population of this study comprised all students in the selected university which was given as 6401 3. A sample size of 377 students was selected using yard's formula. Reliability and validity were confirmed. Data was analyzed with the use of Statistical Package for Social Sciences (SPSS).Regression analysis was used as statistical tool of analysis. The field data set is made publicly available to enable critical or a more extensive inquiry.


a b s t r a c t
The main objective of this study was to examine the effectiveness of the teaching methods adopted in motivating university students' in Nigeria to engage in product innovation. Emphasis was laid on Covenant University in Nigeria which is the pioneer institution to offer entrepreneurship education in Nigeria. The study adopted quantitative method with a descriptive research design to establish trends related to the objective of the study. Survey was be used as quantitative research method. The population of this study comprised all students in the selected university which was given as 6401 3. A sample size of 377 students was selected using yard's formula. Reliability and validity were confirmed. Data was analyzed with the use of Statistical Package for Social Sciences (SPSS).Regression analysis was used as statistical tool of analysis. The field data set is made publicly available to enable critical or a more extensive inquiry.
& Sample consisted of university students in Nigeria. The researchermade questionnaire which contained data on teaching methods and product innovation were completed..

Experimental features
Teaching methods are one of the factors endangering entrepreneurial development of university students.

Data source location
South west Nigeria Data Accessibility Data is included in this article

Value of data
These data present data on teaching methods in university entrepreneurship education as it relates to creating salient entrepreneurial experience for undergraduates. This is geared towards development of relevant entrepreneurial proficiencies by university students.
The results showed that the use of experiential teaching methods can be very helpful for universities and entrepreneurship educators in achieving desired results for university entrepreneurship education.
The results of this study can be used to improve pedagogical practices in university entrepreneurship education.

Data
As shown in Table 1 below, the research questionnaire was administered to three hundred and seventy-seven (377) respondents representing the sample size used in the university selected (Covenant University). Three hundred (300) copies were returned, and seventy-seven (77) copies were not returned.
Based on the copies of questionnaire retrieved, the following represents the personal (Bio) data section of questionnaire. It shows a comprehensive table indicating the gender, age, educational attainment, self-employment and level of the respondents.
The above Gender Distribution shows that 135(45.0%) persons are male respondents while 165 (55.0%) are female respondents. The female respondents have the highest percentage, which implies that majority of the research questionnaire were filled by females.
The above table shows that 57(19.0%) of the respondents were within the range of (16-19) years of age, 227 (75.7%) of the respondents were within the age of (20-23), and 16(5.3%) of the respondents were within the age of (24-27). This implies that the majority of the respondents were within the age of (20-23). From the above table, responses to the research statement "The teaching and learning strategies used in this course is of high standard" are interpreted thus; (0.3%) of respondents strongly disagree, (16.0%) disagree, (14.7%) undecided, (45.7%) agree and (23.3%) strongly agree.
From the above table, responses to the research statement "There are different teaching methods used in this course" are interpreted thus; (12.3%) of respondents disagree, (15.7%) undecided, (48.3%) agree and (23.7%) strongly agree.
From the above table, responses to the research statement "I have developed products that are of high value and can be easily differentiated from the existing ones" are interpreted thus; (2.7%) of respondents disagree, (10.3%) undecided, (63.0%) agree and (24.0%) strongly agree (Tables 2-10).
Based on the inferential statistical data, the test statistics used in this hypothesis is the regression analysis. The adoption of this test statistics is based on the fact that regression analysis is used in describing the dependence of variable on one or more variables. It is also used to determine the effect and the impact of the independent variable on the dependent variable.
The formula for multiple regression is Y' The F ratio is calculated to determine the level of significance and at an appropriate degree of freedom, R square is the coefficient of determination, the strength and direction of the relationship. Beta determines the relative importance of the independent variable. Standard errors display the     strength of standard deviation, the higher the standard error, the less significance and the lower the standard error, the greater the significance. The significance level below 0.05 implies a statistical confidence of above 95%. Therefore, we reject the null hypothesis once the P-value is o 0.05 and accept the alternative hypothesis H 0 : There is no significant effect of teaching methods on product innovation. Regression analysis was used in evaluating the Hypothesis. Table 11 represents the 'Model Summary' and it describes to what extent the dependent variable is explained by the model. Therefore, the outcome for the table shows that teaching methods has an effect of 42.3%. i.e. (R square ¼ (0.423*100)) on product innovation.
The Analysis of Variance table tests the null hypothesis to determine if it is statistically significant. From the results, the model in Table 12 is statistical significance (F (1.298) ¼ 218.572, p ¼ .000). The statistical significance in the above table is (.000), therefore the null hypothesis should be rejected because the Pvalue is less than 0.05 significant level. This implies that teaching methods has a significant effect on product innovation' Coefficient Table 13 shows the simple model that expresses the effect of teaching methods on product innovation. In this table, the beta co-efficient is 0.650, which relates to product innovation. From this table, we can conclude that teaching methods has significant effect on product innovation as (14.784) is greater than slope 0.882 and sig ¼ (0.000). The hypothesis generated a level of significance of 0.000 which is less than 0.05 (p o 0.05) which is the standard for rejecting the null hypothesis and accepting alternate hypothesis. This aligns with the study of [7] who opined that the development of entrepreneurial competencies by university students is hinged on instructional strategies. This also corresponds with the work of [1] which showed that the appropriate teaching methods for the development of entrepreneurial competencies by university students

Experimental design, materials and methods
Covenant University was selected from South west Nigeria. Three hundred and seventy seven students were selected to participate in this study. Data were gathered from students across the various colleges in the selected university with the aid of a researcher-made questionnaire based on the works of [2][3][4][5][6]8,9]. The collected data were coded and entered into SPSS version 22 Data analysis was performed; using SPSS-22 Data was analyzed applying inferential statistical tests which involved regression analysis. There was a meaningful relationship between teaching methods and engagement in product innovation in the selected university in south west Nigeria.

Conclusion and implications for the study
This study revealed that teaching methods have significant and positive impact on students' product innovation. The requisite for university students to develop entrepreneurial competences and proficiencies while in school obliges universities to appreciate the importance of engaging appropriate teaching methods particularly with regards to the propensity of students to engage in product innovation hence, this present study has extensive implications for both the universities, entrepreneurship educators and undergraduate students in this regard. To this end, the data presented in this article is imperative for more comprehensive analysis or investigation.

Transparency document. Supporting information
Supplementary data associated with this article can be found in the online version at http://dx.doi. org/10.1016/j.dib.2018.03.027.