An Entrepreneurship-Oriented Analysis of Elementary School Textbooks: A Combined Approach Using Content Analysis and Shannon Entropy

Document Type : Original Article

Authors

1 Expert of Elementary Education, Organization of Education in Darrehshar Cunty, DarrehShahr, Iran.

2 Department of Entrepreneurship and Rural Development, Faculty of Literature and Humanities, Ilam University, Ilam, Iran

Abstract

The current study investigates the degree to which fifth-grade elementary school textbooks promote entrepreneurial traits among students. Employing a mixed-methods, applied, and descriptive-survey design, the research adopts conventional content analysis for the qualitative assessment of entrepreneurial elements within the textbooks, while the quantitative dimension utilizes Shannon entropy to rank these components effectively. Data processing was conducted using Microsoft Excel 2013.  The findings indicate that the textbooks do address various entrepreneurial components, including creativity and innovation, achievement motivation, risk-taking, responsibility, tolerance for ambiguity, independence, and an internal locus of control. Notably, there were significant variances in the emphasis placed on these components across different textbooks. Mathematics and science textbooks exhibited a stronger focus on entrepreneurship, contrasting with Quran and writing textbooks, which allocated minimal attention to these themes.  Furthermore, components such as creativity and innovation, independence, and tolerance for ambiguity received greater emphasis, while achievement motivation, internal locus of control, and risk-taking were relatively underrepresented. In light of the critical need to prepare students for a dynamic job market and the imperative to foster entrepreneurial capabilities, this study advocates for a strategic redesign of the educational framework. This realignment necessitates a systematic revision of curricular and extracurricular content to prioritize the cultivation of entrepreneurial traits, thereby equipping students for a future characterized by creativity and independence. 

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References

 
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History

  • Receive Date: 10 December 2024
  • Revise Date: 09 April 2025
  • Accept Date: 09 April 2025

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