\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={An Evaluation of Students' Attitude towards Entrepreneurship Education in some Selected Universities in North East Nigeria},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2014-01-15 (revised: 15 January 2014)}
\def\TheID{\makeatother }
\def\TheDate{2014-01-15}
\title{An Evaluation of Students' Attitude towards Entrepreneurship Education in some Selected Universities in North East Nigeria}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{B. M.  Pulka}

             \affil[1]{  University of Maiduguri}

\renewcommand\Authands{ and }

\date{\small \em Received: 15 December 2013 Accepted: 1 January 2014 Published: 15 January 2014}

\maketitle


\begin{abstract}
        


The aim of this study is to examine the cognitive, affective, and behavioural components of students? attitude and to examine the overall attitude of students towards Entrepreneurship education in Nigerian universities. The respondents were students from five selected universities in north eastern Nigeria. Purposive sampling was used in selection of the universities, while simple random sampling was employed in selection of the respondents. The instrument used was structured questionnaire based on Likert scales ranging from strongly agree to strongly disagree on four points. Four hundred questionnaires were distributed, but only three hundred and seventy five were successfully retrieved and analysed. SPSS version 16 was used in the analysis of the data. The study falls within the domain of descriptive study. The results indicated that the students cognitive component of attitude is rated at 84.31%, affective at 83.34%, while behavioural component at 78.72%. The overall attitude is at 82.12%.

\end{abstract}


\keywords{attitude, entrepreneurship, education, universities, cognitive, affective, behavior.}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
ntrepreneurship has been recognised as the determinant or pivotal element of economic growth and development \hyperref[b22]{(Kidane and Harvey, 2009}\hyperref[b30]{: Nafukko and Muyia, 2010}\hyperref[b23]{and Kavitha et al, 2013)}. This is because Entrepreneurship leads to the creation of small and medium scale businesses, providing employment opportunities, income generation, uplifting of standard of living, and utilisation of human, material and financial resources of a country in the right direction. Many countries have placed intensive and frantic efforts and programmes towards development of Entrepreneurship. Because of the importance and role of Entrepreneurship in the economy, the federal government of Nigeria through national universities commission introduced Entrepreneurship education course under general studies programmes which is mandatory for all undergraduate students in the country. It is believed that it will facilitate the development of favourable attitude towards Entrepreneurship and its education. Similarly, the federal government has established Entrepreneurship study centres in all the federal universities in the country in order to facilitate towards development of entrepreneurs.\par
According to federal government through the Ministry of Education in conjunction National Universities Commission (2011) has approved the establishment of Entrepreneurship Study Centres (ESCs) in all federal own Universities in the country. The establishment of the centres is to be funded by Educational Trust Fund (ETF). The ministry has also approved the establishment of project implementation committee to fast track the establishment and development of entrepreneurship education in the universities (NBF News, 2011). The primary role of the centre is stimulation of entrepreneurial competencies among students, staff and the community. The Entrepreneurship Study Centre is expected to: Develop and offer courses, seminars, workshops and conferences to advance and propagate entrepreneurship, Offer a 2-credit units course to semifinal/final-year students, Provide entrepreneurial clinical services in entrepreneurship to students, staff and members of the public, Serve as a National Centre for the training and development of experts in entrepreneurship, Promote research and experimenttation in entrepreneurship.\par
Similarly, another role assigned to the Entrepreneurship Development Centre according to \hyperref[b19]{Inegbenebor (2005)} the Centre is expected to: Identify all innovations and inventions in the Universities for the purpose of assisting the innovators/inventors to commercialize them and establish contacts with potentials business partners, Provide inventors/ innovators technical and professional expertise to patent and further develop their inventions/innovations (University of  {\ref Benin, 2002)}.\par
Therefore, Individuals/students may form and implement an Entrepreneurial action in anticipation of outcome. When the perceived outcome is poor or pessimistic, they tend to develop negative attitude. Reverse is the case when they perceived the outcome to be positive or optimistic, they tend to develop and retain A positive attitude towards the attitude object (Entrepreneurship Education). 
\section[{II.}]{II.} 
\section[{Objectives of the Study}]{Objectives of the Study}\par
The study has the following objectives: i. To examine the cognitive component of students attitude towards Entrepreneurship education: ii. To examine the affective component of students attitude towards Entrepreneurship education: iii. To examine the behavioural component of students attitude towards Entrepreneurship education: iv. To examine the overall attitude of students towards Entrepreneurship education.\par
III. 
\section[{Literature Review a) Entrepreneurship Education}]{Literature Review a) Entrepreneurship Education}\par
Entrepreneurship and the education of the entrepreneurs are the indispensable foundation of any country's economy. The reason for this fact is the entrepreneurs' position as the corner stone within the economic system. Entrepreneurship Education focuses on developing understanding of Entrepreneurs behaviour, skills and attributes in widely different context \hyperref[b1]{(Akponi, 2009)}. Entrepreneurship Education has been described as a scholarly field that seeks to understand how opportunities to bring into existence future goods and services are discovered, created and exploited, by whom, and with what consequences \hyperref[b47]{(Venkatraman, 1997)}. It is concerned with the creation and recognition of opportunities, as well as the pursuit of those opportunities by turning them into wealth creating businesses during a limited window of time \hyperref[b37]{(Sexton, 1997}\hyperref[b40]{: Smilor, 1997}). According to  {\ref Postigo \& Tomoborni (2002)} Entrepreneurship Education develops and stimulates Entrepreneurial process, providing all tools necessary for starting up new venture. \hyperref[b6]{Bink (2005)} is of the opined that Entrepreneurship Education refers to the pedagogical process involved in the encouragement of entrepreneurial activities, behaviours and mind-sets. Entrepreneurship Education has come to denote all forms of knowledge delivering that seek to empower the individuals/students to create real wealth in the economic sector, thereby, advancing the cause of development of the nation as a whole \hyperref[b14]{(Ekpoh \& Edet, 2011)}. Similarly, Entrepreneurship education is the process of imparting knowledge and teaching skills to potential entrepreneurs on how to venture into business that is relatively small in nature for future development or advancement \hyperref[b3]{(Aminu, 2009)}.\par
The Centre for Entrepreneurial Leadership Clearinghouse on Entrepreneurship Education (CELCEE, 1999) defined Entrepreneurship Education as the process of imparting individuals/students with the concepts and skills to recognized opportunities that others have overlooked, and to have the insight, self-esteem and knowledge to act where others have hesitated. Entrepreneurship Education has been view as a systematic training and instruction that transmit entrepreneurial knowledge and development of skills in students. Entrepreneurship education is meant to change students' behaviour pattern in the desired direction. Therefore, it is a continuing development of relevant Entrepreneurial skills and habits whose understanding and application enable the students to contribute meaningfully towards the growth and development of Nigerian economy. Though there is no consensus definition, but they all the definitions serve as complementary to one another. 
\section[{b) Entrepreneurial Attitude}]{b) Entrepreneurial Attitude}\par
Different authors have defined attitude, however, the elements that constitute these definitions are similar and complementary. Attitude is the degree or extent to which an individual like or dislike something. Attitude is defined as the predisposition to respond in a general favourable or unfavourable manner with respect to the object of the attitude  {\ref (Ajzen 1987}). According to Allport cited in Banu (1984) an attitude is a mental neural state of readiness, organized through experience exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related. According to \hyperref[b17]{Hawkins et al (1983)} Allport's definition raises three points: (a) Attitude is a state of readiness leading the individual to perceive things and individual around him in certain ways; that is to be more ready with certain categories and interpretations than with others. (b) Attitude is not innate, they are learned, they develop and they are organized through experience. These states of readiness are relatively enduring but they are modifiable and subject to change. (c) Aspect of Allport's definition follows from that attitude is dynamic. Attitude is not merely latent states of preparedness awaiting the presentation of an appropriate object for their activation. They have motivational qualities and can lead an individual to seek (or avoid) the objects about which they are organized.\par
An attitude is a tendency to act or react in a certain manner when confronted with certain stimuli. Here stimuli may be object, individual, idea or anything else that an individual can react negatively or positively to it. The reaction may take verbal, physical, mental or behavioural form  {\ref (Banu, 1984)}. Simpson and Oliver (1990) defined attitude as emotional trends in response to affairs, persons, locations, events or ideas. According to them the phrase such as "I like Entrepreneurship Education" or "I enjoy Entrepreneurship Education course" is enumerate as attitude. An attitude is an enduring organisation of motivational, emotional, perceptual and cognitive process with respect to some aspect of the environment \hyperref[b17]{(Hawkins et al 1983)}.\par
Therefore, attitude may be positive or negative, optimistic or pessimistic, rational or irrational, desirable or undesirable. Particular attitude may therefore be a problem or solution to a problem depending on the environmental factors that influence the attitude of an individual. According Sorenson as cited in Balama (1992) explains that individual/student acquire attitude from their environment, and learners (students) along with their school books. He further explained that if a student has a positive attitude towards a course he may amaze the teacher with an ability to learn it that out strip what might have been expected of him. Reverse is the case when a student holds negative attitude towards a course, he may strongly resist learning that the teacher's effort no matter how thorough and ingenious are futile.\par
The Therefore, there is strong ascertaining that attitude plays very important role in determining the learning behaviours of students in schools. This called for continued effort by the researchers/teachers to make sure that students develop positive attitude and behaviour towards Entrepreneurship Education. 
\section[{IV. Components of Entrepreneurial Attitude}]{IV. Components of Entrepreneurial Attitude}\par
The components of attitude comprise cognitive, affective and behavioural components. This consists of students' beliefs, thought and knowledge about an attitude object (Entrepreneurship Education). Belief may be correct or incorrect, true or not true, what is needed is only for the belief to exist. Similarly, beliefs are descriptive thoughts that an individual hold about something. According Amdam (2011) belief reflects an individual's knowledge and assessment of attitude object. He further explained that belief is the accumulated feelings and priorities that individuals have about something. \hyperref[b21]{Kotler (2000)} maintain that the belief and values in a society has high degree of persistence, they shape and colour attitudes and behaviours of individuals/students. Belief is formed by an individual as he/she grow up into the society or associate with reference group. As the relationship of interaction continues to exist cordially, an individual will learn and formulate beliefs. Beliefs are influence mostly by social environment of an individual (family, reference group, and so on). The belief student is having towards Entrepreneurship Education course will help him/her to develop favourable component of this attitude as time goes on. b) Affective Component (feeling, emotion) It is the student's emotional reaction and feelings to an attitude object (Entrepreneurship Education). This has concurred with the research finding of \hyperref[b7]{Bird (1988)} that perceived desirability of Entrepreneurship and its Education may be formed through intuitive thinking. That means perceived desirability of Entrepreneurship is formed through affective attitudinal judgement \hyperref[b28]{(Mitchell, et al 2002)}. The expression I like Entrepreneurship Education course or I hate Entrepreneurship Education course, is the expression of the emotional evaluation of the Entrepreneurship Education to the student. In the words of \hyperref[b17]{Hawkins et al (1983)} due to individuals' unique motivational, personality, past experience, reference group, and physical conditions may evaluate the same feelings and emotions differently. That means some individuals/students may have a positive feelings towards the entrepreneurship education, while others could respond with a negative reaction. 
\section[{c) Behavioural Component (behaviour, overt response and willingness)}]{c) Behavioural Component (behaviour, overt response and willingness)}\par
It is the way in which individuals/students responds or react to a specific set of attitudinal object. According to \hyperref[b25]{Mani (2008)} this component reflects the willingness of students' behavioural intentions in form of goals, objectives and aspiration and expected responses to the attitude object (Entrepreneurship Education). For example, a student who intend to become an Entrepreneur before or after graduation, may form and plan behaviour towards attending and having keen interest in Entrepreneurship and its Education.\par
V. 
\section[{Methodology}]{Methodology}\par
Descriptive survey research method was used for this study utilizing frequency and simple percentage. The sample for this study is undergraduate students drawn from five Universities in North East geopolitical zone. This is because all undergraduate students are offering Entrepreneurship Education course from the Division of General Studies of the respective universities. Purposive sampling was employed to select five Universities. The reasons for using this method is to compose a sample that has federal (UNIMAID and ATBU) and state (ADSU and GSU) Universities. Secondly, is to involve conventional (UNIMAID, ADSU and GSU) and special University (ATBU). Thirdly, to Year ( ) involve private University (AUN), and fourthly, is because the Universities are spread across the study area with exception of Yobe and Taraba states that are having infant Universities.\par
Simple Random Sampling was used to select four faculties and respondents. The sample size for this study is four hundred. The respondents were collected proportionally from the five selected Universities. The instrument for data collection was questionnaire adopted from the work of Mc Stay (2008) with modifications. The questionnaire was divided into four main sections. The first section is about demographic characteristics of the respondents. The second section measured cognitive component of attitude. Third section measured affective component of attitude, while the fourth section measured the behavioural component of attitude. Structured questionnaire and Likert scale was used. The responses ranges from strongly agree to strongly disagree (4 point scale). Four hundred questionnaires were administered and 375 were successfully retrieved and analysed. The Statistical Package for Social Sciences (SPSS version 16) was used in the analysis of the collected data. The results in table \hyperref[tab_0]{1} show that the students averagely are having favourable cognitive towards entrepreneurship education with mean of 84.31\%, while 15.69\% indicated unfavourable cognitive. 91.50\% of the students believe that they can identify new business opportunities. 84.00\% of the students believe that they can create products that fulfil customers' needs. 89.10\%gave affirmative response to successfully develop new business. The responses in relation to carrying out of feasibility study and analysis related to starting a new business, 84.30\% of the students responded. 82.10\% of the students responded positively in relation to their ability to identify new sources of financing businesses. Developing good relation with people to assist in finding business opportunity received 82.70\% affirmative response. The students' responses show with 76.50\% the strength to tolerate unexpected changes, setbacks and risks in their businesses. Affective component of attitude refers to the students feeling and emotional reaction towards entrepreneurship education. Therefore, the results in table \hyperref[tab_1]{2} shows that students a having strong feeling towards entrepreneurship education with average of 83.34\%. 82.40\% indicated that they want become entrepreneurs. Having pleasure of been entrepreneurs indicated is rated at 83.50\%. The students also showed high desirability for entrepreneurs with 86.10\%, while personal Satisfaction was rated at 81.30\%.  thereby, influencing their intention to be entrepreneurs. The results in 3 indicated that the students a having positive behavioural tendencies towards entrepreneurship education averagely with 78.72\%. The students showed that they enjoy entrepreneurship education lecture with 80.80\%, interest to be an entrepreneur was rated with 78.10\%. The respondents agreed that entrepreneurship education course is of the same importance with their major courses with 69.90\%.81.30\% agreed that entrepreneurship education have prepared them to make a good career choice as entrepreneurs, while they agreed that they are happy to learn entrepreneurial skills and knowledge with 83.50\%. The results in table \hyperref[tab_3]{4} show that generally the students are holding very strong attitude towards entrepreneurship education. The results indicated that the students are having very strong attitude that is rated at 82.12\%. This indicates that the student will like to become entrepreneurs. 
\section[{VI. Analysis and Results}]{VI. Analysis and Results} 
\section[{VII.}]{VII.} 
\section[{Discussion of Findings}]{Discussion of Findings}\par
The results indicated that the overall attitude of students is 82.12\%. That means they hold strong positive attitude towards entrepreneurship education. Students with strong positive attitude tend to interpret that going into entrepreneurial activities is feasible and hence desirable. This has agreed with the findings of \hyperref[b28]{Mitchell et al (2002)}, \hyperref[b7]{Bird (1988)},  {\ref Shapero and Sokol (1982)}. Furthermore, the findings of \hyperref[b0]{Ajzen (1991)} agreed with this result, where if students perceive that entrepreneurship and its education will help them in achieving their goals, they tend to develop positive attitude towards it. These results also agreed with the findings of  {\ref Ifedili and Ofogbu (2011)}, where students indicated 81\% positive attitude toward entrepreneurship education. It also agreed with the finding of  {\ref Veciana (2000)}, which shows the level of students' attitude at 92.2\%. Same with the findings of \hyperref[b11]{Cheung and Chan (2011)}   
\section[{Conclusion}]{Conclusion}\par
The study evaluated students' attitude towards entrepreneurship education in Nigeria universities. The results showed that the students are holding strong favourable attitude towards entrepreneurship education. Therefore, Nigerian universities should strive to inculcate sound and qualitative entrepreneurship education to their students. This would lead to development of favourable attitude, and when students are having favourable attitude towards entrepreneurship education, they tend to develop and sustain intention to start businesses. Finally, the intention may lead to actual venturing into business activities. 
\section[{Global Journal of Management and Business Research}]{Global Journal of Management and Business Research}\par
Volume XIV Issue VIII Version I Year ( )\begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
    \begin{figure}[htbp]
\noindent\textbf{1} \par 
\begin{longtable}{P{0.34\textwidth}P{0.51\textwidth}}
Agreed\tabcellsep Disagreed\end{longtable} \par
 
\caption{\label{tab_0}Table 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.34\textwidth}P{0.51\textwidth}}
Agreed\tabcellsep Disagreed\end{longtable} \par
 
\caption{\label{tab_1}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.34\textwidth}P{0.51\textwidth}}
Agreed\tabcellsep Disagreed\end{longtable} \par
 
\caption{\label{tab_2}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{4} \par 
\begin{longtable}{P{0.511042944785276\textwidth}P{0.16165644171779142\textwidth}P{0.1773006134969325\textwidth}}
Statement\tabcellsep Agreed (\%)\tabcellsep Disagreed (\%)\\
Cognitive Component\tabcellsep 84.31\tabcellsep 15.69\\
Affective Component\tabcellsep 83.34\tabcellsep 16.66\\
Behavioural Component\tabcellsep 78.72\tabcellsep 21.28\\
Mean\tabcellsep 82.12\tabcellsep 17.88\\
Source: Field Survey, 2013\tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 4 :}\end{figure}
 			\footnote{© 2014 Global Journals Inc. (US)} 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[ Kauffman Center for Entrepreneurial Leadership Clearinghouse on Entrepreneurial Education. Kansas City: EDRS]{b10}\label{b10} 	 		\textit{},  	 	 		\textit{Kauffman Center for Entrepreneurial Leadership Clearinghouse on Entrepreneurial Education. Kansas City: EDRS}  		 	 
\bibitem[ Entrepreneurship Theory and Practice]{b36}\label{b36} 	 		\textit{},  	 	 		\textit{Entrepreneurship Theory and Practice}  		13  (3)  p. .  	 
\bibitem[Celcee ()]{b9}\label{b9} 	 		\textit{},  		 			Celcee 		.  		1999.  	 
\bibitem[Postigo and Tamborini ()]{b31}\label{b31} 	 		\textit{},  		 			S Postigo 		,  		 			F Tamborini 		.  		2002.  	 
\bibitem[Atlanta (August)]{b42}\label{b42} 	 		\textit{},  		 			Geogia Atlanta 		.  		August. p. .  	 
\bibitem[Venkatraman ()]{b47}\label{b47} 	 		‘) the distinctive domain of entrepreneurship research’.  		 			S Venkatraman 		.  	 	 		\textit{Advances in entrepreneurship, firm emergence, and growth},  				 			J A Katz 		 (ed.)  		 (Greenwich, Connecticut)  		1997. JAI Press. p. .  	 
\bibitem[Mcstay ()]{b27}\label{b27} 	 		\textit{An investigation of undergraduate student self-employment intention and the impact of entrepreneurship education and previous entrepreneurial experience},  		 			D Mcstay 		.  		2008.  		 			School of Business, Bond University the Australia 		 	 
\bibitem[Argentina: The case of San Andres University. International Entrepreneurship Education and Training Conference]{b32}\label{b32} 	 		\textit{Argentina: The case of San Andres University. International Entrepreneurship Education and Training Conference},  				 (IntEnt02, Kuala Lumpur, Malaysia)  		 	 
\bibitem[Hawkins et al. ()]{b17}\label{b17} 	 		\textit{Consumer behaviour-implications for marketing strategy},  		 			D I Hawkins 		,  		 			R J Best 		,  		 			K A Corney 		.  		1983. Plano, Texas.  	 	 (Revised edition) 
\bibitem[Vesper, K.H. (ed.) ()]{b39}\label{b39} 	 		\textit{Encyclopedia of entrepreneurship},  		Vesper, K.H. (ed.)  		1982. Englewood Cliffs (NJ: Prentice Hall.  	 
\bibitem[Peterman and Kennedy ()]{b33}\label{b33} 	 		‘Enterprise Education: Influencing Students' Perceptions of Entrepreneurship’.  		 			N E Peterman 		,  		 			J Kennedy 		.  	 	 		\textit{Entrepreneurship: Theory and Practice},  				2003. 28 p. .  	 
\bibitem[Autio et al. ()]{b5}\label{b5} 	 		\textit{Entrepreneurial Intent among Students: Testing an intent model in Asia, Scandinavia and USA. Frontier of Entrepreneurship Research},  		 			E R Autio 		,  		 			M Keely 		,  		 			T Klofsten 		,  		 			Uifstedt 		.  		1997. Wellesley, MA: Babson College.  	 
\bibitem[Nafukko and Muyia ()]{b30}\label{b30} 	 		‘Entrepreneurship and socioeconomic development in Africa: a reality or myth’.  		 			F M Nafukko 		,  		 			Helen Muyia 		,  		 			MA 		.  		 \xref{http://dx.doi.org/10.1108/03090591011102961}{10.1108/03090591011102961}.  		 \url{http://www.dx.doi.or/10.1108/03090591011102961}  	 	 		\textit{Journal of European Industrial training}  		2010. 3  (2)  p. 109.  	 
\bibitem[Akponi ()]{b1}\label{b1} 	 		‘entrepreneurship education (EE) for all students in higher education institutions (thesis) in Nigeria: a means to sustainable development’.  		 			E M Akponi 		.  	 	 		\textit{Journal of sustainable development in Africa}  		2009. 2009. 11  (1) .  	 
\bibitem[Ekpoh and Edet ()]{b14}\label{b14} 	 		‘Entrepreneurship Education and Career Intentions of Tertiary Education Students in Akwa Ibom and Cross River States’.  		 			U I Ekpoh 		,  		 			A O Edet 		.  	 	 		\textit{Nigeria.www.ccsenet.org/ies International Education Studies}  		2011. 4  (16) .  	 
\bibitem[Bink (2005)]{b6}\label{b6} 	 		\textit{Entrepreneurship education and integrative learning},  		 			Bink 		.  		 \url{fromhttp://www.ncge.org.uk/downloads/policy/Entrepreneurship\textunderscore Education\textunderscore and\textunderscore IntegrativeLearning.doc}  		2005. February 23, 2006.  	 
\bibitem[Veciana ()]{b46}\label{b46} 	 		\textit{Entrepreneurship education at the university level: A challenge and a response. Paper presented at the Rencontres de St},  		 			J Veciana 		.  		1998. 1998. St. Gallen and Elm.  	 
\bibitem[Sexton (ed.) ()]{b37}\label{b37} 	 		\textit{Entrepreneurship research needs and issues},  		 			D L Sexton 		.  		D. Sexton \& R. Smilor (ed.)  		1997. 2000. Chicago, IL: Upstart Publishing Company.  	 
\bibitem[Aminu ()]{b3}\label{b3} 	 		\textit{Entrepreneurship theory and practice, Compaq publishers},  		 			A A Aminu 		.  		2009. Maiduguri, Nigeria.  	 
\bibitem[Smilor ()]{b40}\label{b40} 	 		‘Entrepreneurship: reflections on a subversive activity’.  		 			R W Smilor 		.  	 	 		\textit{Journal of Business Venturing}  		1997. 12  (5)  p. .  	 
\bibitem[Kavitha and Anantharaman ()]{b23}\label{b23} 	 		‘Environmental, personality and motivational factors; comparism study between entrepreneurs and women non entrepreneurs in Malaysia’.  		 			R Kavitha 		,  		 			R N Anantharaman 		,  		 			Ramana 		,  		 			S 		.  	 	 		\textit{International journal of Business and management}  		2013. 8  (13) .  	 
\bibitem[Audet ()]{b4}\label{b4} 	 		‘Evaluation of two Approaches to Entrepreneurial Education Using an intentions based Model of venture Creation’.  		 			J Audet 		.  	 	 		\textit{Academy of Entrepreneurship Journal}  		2000. 6  (1)  p. .  	 
\bibitem[Matthews and Moser ()]{b26}\label{b26} 	 		‘Family background and gender: Implications for interest in small firm ownership’.  		 			C H Matthews 		,  		 			S B Moser 		.  	 	 		\textit{Entrepreneurship and Regional Development}  		1995. 7 p. .  	 
\bibitem[Kundu and Rani ()]{b24}\label{b24} 	 		‘Human resources' entrepreneurial attitude orientation by gender and background: a study of Indian Air Force trainees’.  		 			S C Kundu 		,  		 			S Rani 		.  	 	 		\textit{International Journal of Management and Enterprise Development}  		2008. 5  (1)  p. .  	 
\bibitem[Bird ()]{b7}\label{b7} 	 		‘Implementing entrepreneurial ideas: the case of intentions’.  		 			Bird 		.  	 	 		\textit{Academy of Management Review}  		1988. 13  (3)  p. .  	 
\bibitem[Inegbenebor ()]{b19}\label{b19} 	 		 			Inegbenebor 		.  		\textit{education for entrepreneurship: experience at the university Benin a paper presented at the Inaugural Conference of the Academy of Management Nigeria. Held at Abuja on November 22 nd and 23 rd},  				2005. 2005.  	 
\bibitem[Inegbenebor (2005): education for entrepreneurship: experience at the university Benin a paper presented at the Inaugural Conference of the Academy of Management Nigeria. Held at Abuja on November 22 nd and 23 rd ()]{b45}\label{b45} 	 		\textit{Inegbenebor (2005): education for entrepreneurship: experience at the university Benin a paper presented at the Inaugural Conference of the Academy of Management Nigeria. Held at Abuja on November 22 nd and 23 rd},  				2002. 2005.  		 			University of Benin 		 	 
\bibitem[Amdam ()]{b2}\label{b2} 	 		\textit{Influence of Socio cultural factors on consumer buying behaviour in Borno state. Unpublished dissertation, university of Maiduguri},  		 			L A Amdam 		.  		2011.  	 
\bibitem[Ifedili and Ofoegbu ()]{b18}\label{b18} 	 		‘Managing entrepreneurship education in Nigerian universities’.  		 			C J Ifedili 		,  		 			F Ofoegbu 		.  	 	 		\textit{European Journal of Educational Studies}  		 1946-6331.  		2011. 2011. Ozean Publication. 3  (1) .  	 
\bibitem[Kotler ()]{b21}\label{b21} 	 		\textit{Marketing Management India ND},  		 			Kotler 		.  		2000. Prentice Hall. 10.  	 	 (th edition) 
\bibitem[Mitchell et al. ()]{b28}\label{b28} 	 		 			R Mitchell 		,  		 			L Busenitz 		,  		 			T Lant 		,  		 			P Mcdougall 		,  		 			E Morse 		,  		 			J Smith 		.  		\textit{Entrepreneurship Theory and Practice},  				2002. 26 p. .  	 
\bibitem[Nigeria Best Forum News: ETF to fund entrepreneurship study centres in universities (2011)]{b29}\label{b29} 	 		\textit{Nigeria Best Forum News: ETF to fund entrepreneurship study centres in universities},  		 \url{www.nigeriabestforum.co}  		February, 2011. 8.  		 			NBF 		 	 
\bibitem[Kolvereid ()]{b20}\label{b20} 	 		‘Organizational employment versus self-employment: Reasons for career choice intentions’.  		 			L Kolvereid 		.  	 	 		\textit{Entrepreneurship Theory and Practice}  		1996. 20  (3)  p. .  	 
\bibitem[Kidane and Harvey ()]{b22}\label{b22} 	 		‘Profile of Entrepreneurs: employing stepwise regression analysis to determine the factors that impact the success of entrepreneurs’.  		 			A Kidane 		,  		 			B H Harvey 		.  	 	 		\textit{Review Business Research}  		2009. 9  (3)  p. .  	 
\bibitem[Brush ()]{b8}\label{b8} 	 		‘Research on women business owners: Past trends, a new perspective and future directions’.  		 			C G Brush 		.  	 	 		\textit{Entrepreneurship Theory and Practice}  		1992. 16  (4)  p. .  	 
\bibitem[Scherer et al. ()]{b35}\label{b35} 	 		\textit{Role model performance effects on development of entrepreneurial career preference},  		 			P D Scherer 		,  		 			J Adams 		,  		 			S Carley 		,  		 			F Wiebe 		.  		1989.  	 
\bibitem[Trenan et al. (2003)]{b43}\label{b43} 	 		\textit{Situational Factors and Entrepreneurial Intentions. A Paper Presented at the 16 th Annual Conference of Small Enterprise Association of Australia},  		 			J Trenan 		,  		 			P Renfrow 		,  		 			B Watson 		.  		2003. 28 th September -1 st October.  	 
\bibitem[Shapero and Sokol (ed.)]{b38}\label{b38} 	 		\textit{Social dimensions of entrepreneurship},  		 			A Shapero 		,  		 			L Sokol 		.  		Kent, C.A., Sexton, D.L. y (ed.)  		 	 
\bibitem[Gorman et al. ()]{b15}\label{b15} 	 		‘Some Research Perspective on Entrepreneurship Education and Education for Small Business Management: a Ten year Literature review’.  		 			G Gorman 		,  		 			D Hanlon 		,  		 			W King 		.  	 	 		\textit{International Small Business Journal}  		1997. p. 15.  	 
\bibitem[Tounes ()]{b41}\label{b41} 	 		\textit{Students Entrepreneuial Intnetions in France},  		 			A Tounes 		.  		2006.  	 	 (Paper presented at the Annual Academy of Management Conference) 
\bibitem[Gurrero et al. ()]{b16}\label{b16} 	 		‘The Impact of Desirability and Feasibility on Entrepreneurial Intnetions: A Structural Equation Model’.  		 			M Gurrero 		,  		 			J Rialp 		,  		 			D Urbano 		.  	 	 		\textit{International Entrepreneurship Management Journal}  		2008. 4  (1) .  	 
\bibitem[Cheung and Chan ()]{b11}\label{b11} 	 		‘The Introduction of Entrepreneurship Education to School Leavers in a Vocational Institute’.  		 			C Cheung 		,  		 			Y R Chan 		.  	 	 		\textit{International Journal of Scientific Research in Education}  		2011. MARCH 2011. 4  (1)  p. .  	 
\bibitem[Ajzen ()]{b0}\label{b0} 	 		\textit{The theory of planned behaviour. Organisation Behaviour and Human Decision Processes},  		 			I Ajzen 		.  		1991. 50 p. .  	 
\bibitem[Lens et al. ()]{b34}\label{b34} 	 		‘University Students attitude and Intention towards Entrepreneurial education’.  		 			Lens 		,  		 			M Wong ; Dimitrova 		,  		 			I Yovena 		,  		 			Kamenova 		.  		 \url{http://ssrn.com/abstract=2178039}  	 	 		\textit{IUC annual Book}  		2003. 2012.  	 
\bibitem[Teixeria et al. ()]{b44}\label{b44} 	 		‘University Students attitude and Intention towards Entrepreneurial education’.  		 			Davey ; Teixeria 		,  		 			M Dimitrova 		,  		 			I Yovena 		,  		 			Kamenova 		.  		 \url{http://ssrn.com/abstract=2178039}  	 	 		\textit{IUC annual Book}  		2008. 2012.  	 
\bibitem[Dimitrova and Yovena ()]{b13}\label{b13} 	 		‘University Students attitude and Intention towards Entrepreneurial education’.  		 			M Dimitrova 		,  		 			I Yovena 		,  		 			Kamenova 		.  		 \url{http://ssrn.com/abstract=2178039}  	 	 		\textit{IUC annual Book}  		2012. 5.  	 
\bibitem[Mani ()]{b25}\label{b25} 	 		\textit{Unpublished Dissertation, customer attitude toward interest free banking in Maiduguri},  		 			U A U Mani 		.  		2008.  	 
\bibitem[Delmar and Davidsson ()]{b12}\label{b12} 	 		‘Where do they come from? Prevalence and characteristics of nascent entrepreneurs’.  		 			F Delmar 		,  		 			P Davidsson 		.  	 	 		\textit{Entrepreneurship and Regional Development}  		2000. 12 p. .  	 
\end{bibitemlist}
 			 		 	 
\end{document}
