Evaluation of the FinTan innovative pedagogy model in fostering students’ independent learning: A case of three higher learning institutions in Tanzania

This study focused on the usefulness of the FinTan innovative pedagogy model in enhancing entrepreneurship skills among students in higher learning institutions in Tanzania. Guided by the Teaching Framework for Entrepreneurship Theory, the target population was three higher learning institutions, 120 lecturers, 700 students, and 9 team leaders who were beneficiaries of the FinTan innovative pedagogy model. Stratified random and purposive sampling techniques were used to draw the sample for the study, which consisted of 327 respondents. Questionnaires and interview guide instruments were used to collect data that were validated by researchers and evaluation experts, and Cronbach’s Alpha was used to ensure the reliability of the questionnaires. Trustworthiness and triangulation were used for the reliability of the interview guide instruments. Quantitative data were analyzed using descriptive statistics and presented using tables, while qualitative data were analyzed using thematic analysis. The findings of this study revealed that the FinTan innovative pedagogy model was effective in helping students to build networking with experienced individuals in society and relate the topic materials to the needs of society, which in turn develops entrepreneurship skills. The study concluded that the FinTan innovative pedagogy model is useful in enhancing entrepreneurial skills in students. The study recommended that the three institutions should share the knowledge with other higher learning institutions for students to develop entrepreneurship skills, which are identified as essential skills in minimizing the unemployment rate as well as caring for the environment in the process of self-employment.