THE EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A

BUSINESS AMONG GRADE 12 STUDENTS OF TUBAO NATIONAL HIGH

SCHOOL

ABENES, LESLEY DYANE L.

BANDOC, ZXABRIHYA MAYCAH FLHORE C.

JARANG, SHERATA S.

SUGUITAN, FRANCHEZCA ISABEL C.

TUBAO, LA UNION

TUBAO NATIONAL HIGHSCHOOL

ACCOUNTANCY, BUSINESS AND MANAGEMENT

MAY, 2024
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APPROVAL SHEET

This research entitled, “THE EFFECTS OF ENTREPRENEURIAL

SUBJECT IN STARTING UP A BUSINESS AMONG GRADE 12 STUDENTS OF
TUBAO NATIONAL HIGH SCHOOL” prepared and submitted by ABENES,
LESLEY DYANE L., BANDOC, ZXABRIHYA MAYCAH FLHORE C., JARANG,
SHERATA S., SUGUITAN, FRANCHEZCA ISABEL C. in partial fulfillment of the
Requirements Project for the Academic Track (Accountancy, Business and
Management) was examined and passed by on May, 2024 by the Oral
Examination Committee (OREC) composed of:

RAQUEL C. LAROYA VERONICA F. VARGAS

Member Member

DR. RODERICK E. LLOREN DR. MARY GRACE PANEDA

Expert Evaluator Adviser

FRANKLIN L. PADILLA
Chairman

Accepted and approved in partial fulfillment of the requirements of Academic

Track (Accountancy, Business and Management)

FRANKLIN L. PADILLA, MASE

Master Teacher II / SHS Track Head SHS Focal Person

___________________________ ___________________________

Date Signed Date Signed

ROBERT G. ESTOESTA Ed.D

SS Principal II
___________________________
Date Signed
 iii

ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude and appreciation

to the following people who, in one way or another, contributed to the completion

of this research work:

Mrs. Raquel C. Laroya, their research project teacher, for her endless

patience and help in improving this research.

The members of the oral exam committee: <teachers> for their suggestions

that helped to improve this study;

Their school principal, Mr. Robert G. Estoesta, for his unconditional and

steadfast support;

Their editor, for her grammatical editing of our manuscript;

Their class advisers, who have approved research conducted in their field;

Those who patiently participated in this study:

Friends and family of researchers, brothers, and sisters who supported us in

conducting this research;

And last but not least, thank you. Almighty God, through Jesus Christ, for

continually giving us wisdom and understanding, courage, determination, and

good health despite difficulties and challenges.

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DEDICATION

To the Almighty God who bestowed upon us the courage, insight, protection,

strength, knowledge, wisdom, and blessings we have received during difficult

times, as well as the will, energy, and intelligence that allowed us to complete our

research with optimism.

To our peers, who collaboratively assisted with our research.

The drafting of this research would not have been possible without the instructors

unasked-for help and advice, to whom it is also dedicated.

To our devoted and ever-supportive parents, who have provided us with

unwavering support throughout our studies and taught us the importance of

education and who have been wonderful sources of inspiration, strength, and

hope.

This dedication is a tribute to the collective efforts and unwavering support of

all those who have contributed to our research endeavors.

The Researchers
 v

ABSTRACT

ABENES, LESLEY DYANE L., BANDOC, ZXABRIHYA MAYCAH FLHORE

C., JARANG, SHERATA S., SUGUITAN, FRANCHEZCA ISABEL C., “THE

EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A BUSINESS

AMONG GRADE 12 STUDENTS OF TUBAO NATIONAL HIGH SCHOOL” Tubao

National High School, Tubao La Union, May 2024.

Adviser: Raquel C. Laroya

This research study examines the effects of entrepreneurial education on

business startup intentions among Grade 12 students at Tubao National High
School. Employing a descriptive research method and a quantitative approach, the
study surveyed a total sample of students who completed a questionnaire.
Responses were analyzed using frequency counts, percentages, and average
weighted mean. The results revealed that most respondents were aged 17-18,
predominantly female, and mainly from the HUMSS B strand. The findings
demonstrated significant effects of entrepreneurial education on students’
intentions and behaviors toward starting a business, indicating its effectiveness in
fostering entrepreneurial endeavors. Recommendations include integrating
practical applications and providing teacher support to enhance students’
entrepreneurial skills and confidence.

Keywords: entrepreneurial education, business startup intentions,

practical applications
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TABLE OF CONTENTS

Page

Title Page ................................................................................................................... i

Approval Sheet ......................................................................................................... ii

Acknowledgement ................................................................................................... iii

Dedication ................................................................................................................ iv

Abstract ..................................................................................................................... v

Table of Contents..................................................................................................... vi

List of Figures ........................................................................................................ viii

List of Tables ............................................................................................................ ix

List of Appendices .................................................................................................... x

CHAPTER

1 INTRODUCTION............................................................................................1

Situational Analysis ...........................................................................................1

Framework of the Study ....................................................................................5

Research Paradigm ..........................................................................................8

Statement of the Problem .................................................................................9

Definition of Terms ..........................................................................................10

Significance of the Study ................................................................................ 11

2 METHODOLOGY.........................................................................................12

Research Design.............................................................................................12

Sources of Data ..............................................................................................13

Instrumentation and Data Collection ..............................................................14

Data Analysis...................................................................................................15

Categorization of Data ....................................................................................16

3 RESULTS AND DISCUSSIONS..................................................................17

 vii

Respondents' Personal Profile .......................................................................17

Effects of Entrepreneurial Subject Among the Respondents.........................19

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......................25

Summary .........................................................................................................25

Salient Findings...............................................................................................25

Conclusions .....................................................................................................26

Recommendations ..........................................................................................26

Action Plan ......................................................................................................27

LITERATURE CITED .............................................................................................30

APPENDICES ........................................................................................................34

CURRICULUM VITAE ............................................................................................43

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LIST OF FIGURES

Figure 1 Paradigm of the Study .............................................................................8

 ix

LIST OF TABLES

Table 1 Distribution of Respondents ....................................................................13

Table 2 Personal Profile of the Respondents .......................................................17

Table 3 Effects Of Entrepreneurial Subject In Starting Up a Business ..............19

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LIST OF APPENDICES

Appendix A Letter to the Adviser to Conduct the Study in Grade 12 .................35

Appendix B Letter to the Respondents in Floating the Survey Questionnaire...36

Appendix C Survey Questionnaire ......................................................................37

Appendix D Questionnaire Form Validation ........................................................40

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Chapter 1

INTRODUCTION

Situational Analysis

Entrepreneurial education is a type of education that teaches students the

skills and knowledge they need to start and run their own businesses. It is an

important part of education because it can help students develop the skills they

need to succeed in the rapidly changing economy. Entrepreneurial education has

become increasingly popular in recent years, with many educational institutions

recognizing the importance of developing entrepreneurial skills in students.

Furthermore, the study conducted by Lee, Kim, & Sung (2019) illuminates the

symbiotic relationship between entrepreneurship and open innovation, particularly

evident among university students. By examining the innovative behavior of these

students in the context of startup ventures, the research underscores the pivotal

role entrepreneurship plays in driving forward open innovation initiatives. This

insight offers valuable implications for the entrepreneurial education landscape,

suggesting that instilling an entrepreneurial mindset among Grade 12 students can

not only foster business startup endeavors but also cultivate a culture of innovation

that fuels collaborative growth and societal progress. Integrating findings from this

study enriches the narrative surrounding the transformative potential of

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entrepreneurial education, providing a holistic perspective on its broader

implications for both individual success and collective advancement.

According to a research study conducted by Liu & Li (2019), entrepreneurial

education has been shown to have several benefits for students, including

increased entrepreneurial intention, improved entrepreneurial skills, and enhanced

self-confidence.

Despite the many benefits of entrepreneurial education, it is not widely

implemented in schools. Given that resources are frequently in short supply in

developing nations, this is especially true. In the Philippines, entrepreneurial

education is not yet a compulsory part of the curriculum. However, some schools

have begun to offer entrepreneurial education as electives. Tubao National High

School is one such school. The school offers an entrepreneurial education to its

senior high school students. The program is designed to teach students the skills

and knowledge they need to start and run their own businesses. The role of

entrepreneurship is crucial in fostering economic growth and helping the

establishment of employment opportunities.

According to a systematic review of entrepreneurship education programs by

Sousa et al. (2022), the main objectives of these programs are to develop

entrepreneurial skills and management knowledge in participants, as well as to

increase their entrepreneurial intention. The review also found that most studies

focused on university students and entrepreneurs, indicating that entrepreneurship

education is primarily targeted at these groups. According to a study by Kariv et al.

 3

(2019), entrepreneurial education can enhance the quality of entrepreneurship,

ambition, drive, and pioneering and adventurous spirit. Moreover, a research

conducted by Li et al. (2021) found that entrepreneurship education has a positive

effect on students’ innovation, and this effect is mediated by political skills and

entrepreneurial opportunity recognition. One study by Zhang and Li (2023) found

that entrepreneurial education had a significant and positive effect on college

students’ entrepreneurial intention, attitude, and self-efficacy. Another study by

Boldureanu et al. (2020) found that entrepreneurial education had a positive impact

on students’ innovation by helping them develop the skills and knowledge they

need to generate innovative ideas and turn them into successful businesses.

Local studies have investigated the effectiveness of entrepreneurial education

programs in developing entrepreneurial skills, attitudes, intentions, and promoting

self-employment among senior high school students. According to a study

conducted by Reyes (2019), entrepreneurial education are effective in developing

the entrepreneurial skills and attitudes of senior high school students. The study

found that students who participated in the entrepreneurial education showed

significant improvement in their entrepreneurial skills and attitudes, as compared

to students who did not participate in the program. Another study by Cruz (2018)

found that entrepreneurial education programs have a significant impact on the

entrepreneurial intentions of senior high school students. The study found that

students who participated in the entrepreneurial education program were more

likely to have entrepreneurial intentions, as compared to students who did not

 4

participate in the program. Furthermore, a study by Garcia (2017) found that

entrepreneurial education plays a significant role in promoting self-employment

among senior high school students. The study found that students who participated

in the entrepreneurial education program were more likely to be self-employed, as

compared to students who did not participate in the program.

These findings suggest that entrepreneurial education can be an effective way

to develop entrepreneurial skills and attitudes, increase entrepreneurial intentions,

and promote self-employment among senior high school students. The studies

highlight the importance of integrating entrepreneurial education programs into the

curriculum of senior high school students to prepare them for the challenges of the

future workforce.

This research was carried out to observe and comprehend the effects of

entrepreneurial education on business startup among Grade 12 students at Tubao.

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Framework of the Study

Theoretical Framework

THE EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A

BUSINESS AMONG GRADE 12 STUDENTS OF TUBAO NATIONAL HIGH

SCHOOL is examined through the lens of three foundational theories: 1.) Human

Capital Theory; 2.) Social Learning Theory; 3.) Theory of Planned Behavior.

Human Capital Theory

Becker’s Human Capital Theory posits that education serves as an investment

in individuals, enhancing their skills and knowledge (Becker, 1964). In the context

of this study, the entrepreneurial subject represents an investment in human

capital, equipping Grade 12 students with essential skills for business startup. This

theory is significant as it elucidates the educational aspect of entrepreneurship,

highlighting how the knowledge acquired contributes to students’ overall human

capital and, consequently, their entrepreneurial capabilities and success.

Social Learning Theory

Bandura’s Social Learning Theory emphasizes the role of observation and

modeling in the learning process (Bandura, 1977). Applied to entrepreneurial

education, this theory is instrumental in understanding how exposure to

entrepreneurial concepts and role models within the educational environment can

significantly shape students’ perceptions and behaviors related to business

startup. The significance lies in unraveling the social learning mechanisms that
 6

influence the entrepreneurial mindset and actions of Grade 12 students,

contributing to a more comprehensive understanding of the impact of the

entrepreneurial subject.

Theory of Planned Behavior

Ajzen’s Theory of Planned Behavior centers on attitudes, subjective norms,

and perceived behavioral control in shaping intentions and behaviors (Ajzen,

1991). In the context of entrepreneurial education, this theory holds significance

by exploring how Grade 12 students’ intentions to start a business are influenced

by their attitudes towards entrepreneurship, perceived social norms, and perceived

control over the startup process. Understanding these psychological and social

determinants enriches the study by providing insights into the decision-making

process regarding business initiation.

By integrating these theories, the study aimed to provide a holistic

understanding of the effects of entrepreneurial subject on business startup among

Grade 12 students. Human Capital Theory underscores the educational

investment, Social Learning Theory explores the impact of the social environment,

and the Theory of Planned Behavior delves into the psychological factors shaping

students’ intentions. Together, these theories offer a comprehensive framework to

analyze how entrepreneurial education contributes to the development of skills,

attitudes, and intentions crucial for starting and managing a business.

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The INPUT consisted of the following: the respondent’s profile and the effects

of starting up a business among the respondents. The PROCESS includes the

analysis of the variables given. The OUTPUT included the input for recommend

action plan.
 8

Research Paradigm

INPUT PROCESS OUTPUT

Analysis of the

I. Respondents following variables:

profile I. Respondents

A. Age profile

B. Sex A. Age

C. Strand B. Sex Input for

recommended
II. Effects of C. Strand
proposed action
entrepreneurial II. Effects of plan
subject in entrepreneurial
starting up a subject in
business. starting up a
business.

Figure 1. Paradigm of the Study

 9

Statement of the Problem

This study aimed to examine the effects of starting up a business among the

among the grade 12 students of Tubao National High School. The research

questions include:

1. What is the respondent’s profile regarding:

A. Age

B. Sex

C. Strand

2. What are the effects of entrepreneurial subject in starting up a business?

3. Based on the result of the study, what plan of action can be proposed?
 10

Definition of Terms

Introduction

Business is an organization engaged in professional, commercial, or

industrial activities, involving entrepreneurial ventures by senior high school

students.

Entrepreneurial subject refers to specific subjects at Tubao National High

School, equipping senior high school students with essential skills for initiating and

managing businesses through strategies and methods used and facilitated by

teachers.

Human Capital Theory explains how entrepreneurial education enhances

the human capital of senior high school students, emphasizing its role in their

productivity and success in entrepreneurship.

Social Learning Theory illustrates how senior high school students acquire

crucial entrepreneurial skills through observational learning and active

participation in educational programs.

The Theory of Planned Behavior is applied to examine how entrepreneurial

subject influences the intentions and behaviors of senior high school students

related to entrepreneurship.
 11

Significance of the Study

The findings of this study will be beneficial and insightful in the following:

School administrators can use the study’s findings to assess the

effectiveness of the entrepreneurial subject in enhancing students’ business-

related skills. This information is crucial for making informed decisions about

curriculum improvements and resource allocation.

Teachers can gain insights into the impact of their teaching methods and

materials related to entrepreneurship. This study can guide them in refining their

approach to better engage and educate students in entrepreneurial concepts.

Students will gain insights into the practical implications of entrepreneurial

education on their future endeavors. Understanding how such education

influences the ability to start and manage a business equips students with valuable

knowledge as they navigate their academic and professional paths.

Parents can appreciate the study’s findings as it offers transparency

regarding the practical benefits of their children participating in entrepreneurial

education. It helps parents understand the relevance of such subjects in shaping

their child’s future career choices.

Future Researchers will have a foundational study to build upon, enabling

them to delve deeper into the dynamics of entrepreneurial education. This

research provides a baseline for exploring additional aspects, methodologies, or

long-term effects of integrating entrepreneurship into secondary education.

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Chapter 2

METHODOLOGY

Research Design

This study employed a Descriptive Research Design to investigate how an

entrepreneurial subject influences business initiation among Grade 12 students at

Tubao National High School. Descriptive research, as highlighted by McCombes

(2019), allows for a detailed portrayal of characteristics within a specific group,

making it well-suited for comprehensively understanding the impact of the

entrepreneurial subject on students’ ability to start businesses. Inspired by Saini

(2020), the study aimed to uncover valuable insights into the factors contributing

to students’ success in initiating businesses. This approach ensured a focused and

thorough exploration of the research objectives.

In addition to the Descriptive Research Design, a quantitative approach was

utilized to analyze statistical data gathered from surveys distributed among Grade

12 students. By employing quantitative methods, the study aimed to quantify the

relationship between exposure to entrepreneurial subjects and the likelihood of

students starting up businesses. This method allowed for the examination of

numerical data, providing concrete evidence to support the findings of the

research.
 13

Sources of Data

The researchers specifically selected Grade 12 students from Tubao National

High School. Utilizing a systematic approach, a total of 262 respondents were

drawn from the various strands within the Grade 12 strand. To achieve the desired

sample size of 158 respondents, the researchers employed a simple random

sampling technique.

Table 1. Distribution of Respondents

GRADE 12 STRAND POPULATION DESIRED SAMPLE

ABM 27 16
H.E. 27 16
HUMSS A 34 21
HUMSS B 45 27
HUMSS C 42 26
ICT A 27 16
ICT B 27 16
STEM 33 20
TOTAL 262 158
Source: Learner’s Information System
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Instrumentation and Data Collection

The researchers used a survey questionnaire as their main instrument in

gathering the needed data. The questionnaire consisted of two (2) parts – Part I of

the questionnaire showed the respondents’ profile as to: age, sex, and strand. Part

II elicited the effects of entrepreneurial subject in starting up a business.

The survey questionnaire used in this study was crafted by the researchers

which will be validated by the panel members.

A request letter will be given to the advisers of the respondents and school

head of the school for his/her approval in administering the questionnaires of this

study. Also a written consent will be asked from the respondents for their approval

in answering the questionnaire

The overall findings of this study were used as a basis in coming out with the

recommendations for a recommend proposed action plan for all students of Tubao

National High School.

 15

Data Analysis

The study used descriptive statistics tool such as frequency count and

percentage, and average weighted mean to analyze the data gathered.

Frequency count and percentage determined the personal profile of the

respondents.

Average weighted mean analyzed the effects of entrepreneurial subject in

starting up a business among the respondents.

The data analysis involves two main aspects. First, demographic profiles will

be categorized, including age ranges, gender, and strands. Second, the effects of

entrepreneurial subject will be quantitatively assessed using numerical values and

categories such as ‘Extremely Effective’ and ‘Not Effective.’ The findings were

synthesized, forming the basis for categorized recommendations in the proposed

action plan, prioritized by potential impact. This approach seeks to provide grade

12 students at Tubao National High School with an in-depth understanding of the

effects of entrepreneurial subject in starting up a business.

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Categorization of Data

Code numbers were assigned to the variables according to analysis in order

to categorize the data. The coding helped the researchers categorize and explain

the study’s variables.

Depending on which variable was being measured, the following variables

were categorized.

THE EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A

BUSINESS

SCALE RANGE DESCRIPTIVE RATING

5 4.21 – 5.00 Extremely Effective
4 3.41 – 4.20 Very Effective
3 2.61 – 3.40 Moderately Effective
2 1.81 – 2.60 Slightly Effective
1 1.0 – 1.80 Not Effective
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Chapter 3

RESULTS AND DISCUSSION

This chapter presents the personal profile and the effects of entrepreneurial
subject in starting up a business among the respondents.

Table 2. Personal Profile Of The Respondents

PROFILE FREQUENCY PERCENTAGE

Age
15-16 years old 1 0.63
17-18 years old 144 91.14
19 and above 13 8.23
Total 158 100

Sex
Male 69 43.67
Female 89 56.33
Total 158 100

Strand
ABM 16 10.12
HE 16 10.12
HUMSS A 21 13.30
HUMSS B 27 17.10
HUMSS C 26 16.46
ICT A 16 10.12
ICT B 16 10.12
 18

STEM 20 12.66
Total 158 100

Age. As reflected on the table, 91.14% of the respondents were aged 17-18

years old, with 8.23% aged 19 years and above, indicating a majority in the 17-18

age bracket.

Previous research by Urruticoechea et al. (2021) suggests age impacts

learning. For instance, younger students may learn differently. Additionally,

Riesheuvel’s (1937) study explored age’s role in learning, essential for designing

inclusive educational subjects.

In our study on the effects of an entrepreneurial subject in starting up a

business, understanding age’s influence is important. Different age groups may

respond differently, necessitating age consideration in educational design to

ensure effectiveness for all.

Sex. As reflected on the table, 43.67% of the total population were males,

while 56.33% were females. This indicates that there are more females than males

in the study population.

When examining the context of gender in entrepreneurial subjects, studies

such as Zhang (2019) highlight the importance of understanding gender dynamics

in learning environments. Gender plays a significant role in shaping attitudes,

behaviors, and perceptions towards entrepreneurship. Understanding how gender

influences entrepreneurial intentions and actions among grade 12 students can

 19

provide valuable insights into designing more inclusive and effective

entrepreneurship programs tailored to the needs of both male and female students.

Strand. The data shows that the majority of the respondents were from the

HUMSS B strand, comprising 17.10% of the total. Additionally, 10.12% of the

respondents belonged to the ABM, HE, ICT A, and ICT B strands combined. This

distribution indicates a higher participation rate from students in the HUMSS B

strand compared to other strands.

The higher proportion of respondents from the HUMSS B strand compared to

other strands suggests a potential relationship between the strand’s curriculum

and students’ interest in entrepreneurship. This observation could prompt further

investigation into how educational programs influence students’ entrepreneurial

aspirations.

Table 3. Effects Of Entrepreneurial Subject In Starting Up a Business

Effects of Entrepreneurial Subject Among the WM Description

Respondents
1. The subject helped me identify business opportunities. 4.08 VE
2. The subject honed my skills in putting up a business. 3.97 VE
3. I learned the proper management of finances thru 3.97 VE
entrepreneurial subject.
4. I gained an understanding of marketing and sales 3.90 VE
strategies for a business.
5. I learned to build and lead effective teams within a 3.62 VE
business setting.
6. I am confident in applying knowledge and skills to real- 3.61 VE
world scenarios.
7. I learned entrepreneurial opportunities. 4.02 VE
 20

8. My ability to explore business opportunities is greatly 3.87 VE

enhanced.
9. My potential for achieving business success is 3.75 VE
positively impacted.
10. I am encouraged to recommend such learning to fellow 3.84 VE
students interested in starting their businesses.
11. My teacher is knowledgeable and engaging. 4.23 EE
12. I appreciate the teaching methods effectively support 4.15 VE
my learning.
13. My teacher provided materials and resources that are 3.92 VE
helpful and relevant to my learning.
14. My creativity and innovation in business was 3.72 VE
developed.
15. I experienced a supportive and collaborative learning 3.87 VE
environment.
16. The subject is hard. 3.26 ME
17. My teacher makes learning activities in class enjoyable. 3.90 VE
18. My teacher often use real-life examples to help me 4.15 VE
understand how businesses work.
19. My teacher’s teaching strategy always help me learn 3.92 VE
practical skills for starting a business.
20. My teacher always make me feel ready to use what I 3.94 VE
learned in real business situations.
AWM 3.87 VE
Legend:

4.21 - 5.00 Extremely Effective (EE) 1.81 - 2.60 Slightly Effective (SE)
3.41 - 4.20 Very Effective (VE) 1.0 - 1.80 Not Effective
(NE)
2.61 - 3.40 Moderately Effective (ME)

As reflected on the table, the highest weighted mean in this study was 4.23,

indicating that the statement “My teacher is knowledgeable and engaging”

received the highest rating from respondents. This suggests that students perceive

the effectiveness of the entrepreneurial subject in starting up a business to be

Extremely Effective (EE).

 21

The importance of teacher quality and the teacher-student relationship cannot

be overstated in educational settings. Research by Metzler and Woessmann

(2012) highlights the significant impact of teacher subject knowledge on student

achievement. In this study, the high rating given by respondents to the statement

regarding their teacher’s knowledge and engagement aligns with findings that

suggest knowledgeable and engaging teachers positively influence student

outcomes.

Furthermore, Wan Osman and Mohd. Ishak (2011) emphasize the role of

teacher-student relationships in motivating students and enhancing academic

achievement. The high rating of this aspect in our study suggests that a positive

teacher-student relationship within the entrepreneurial subject may contribute to

students’ motivation and, consequently, their success in understanding and

applying entrepreneurial concepts.

Overall, the extremely effective rating attributed to the teacher’s knowledge

and engagement highlights the important role of teachers in delivering effective

entrepreneurship education, thereby influencing students’ readiness and

enthusiasm for starting up a business.

As reflected on the table, respondents gave a weighted mean of 4.15 to the

indicators “I appreciate the teaching methods effectively support my learning” and

“My teacher often uses real-life examples to help me understand how businesses
 22

work.” These ratings suggest that the entrepreneurial subject is perceived as Very

Effective (VE) in facilitating understanding and application among students.

The effectiveness of teaching methods and the integration of real-life

examples played an important role in enhancing students’ learning experiences

and comprehension of complex concepts. Jeschke et al. (2021) discuss the

importance of teachers’ ability to apply subject-specific knowledge in instructional

settings. This study’s findings align with their insights, as the high rating given to

teaching methods and real-life examples indicates that teachers are effectively

leveraging their subject expertise to support students’ learning in entrepreneurship.

Furthermore, Lestari, Maridi, and Ashadi emphasize the significance of

appropriate instructional methods in developing students’ thinking skills. By

employing teaching methods that effectively support learning and incorporating

real-life examples, teachers can enhance students’ understanding of business

concepts and prepare them for real-world entrepreneurial endeavors.

Overall, the very effective rating assigned to teaching methods and the use of

real-life examples highlights the importance of educational approaches that

actively engage students and promote meaningful learning experiences in

entrepreneurship education. These findings highlight the potential of well-designed

instructional methods to nurture students’ entrepreneurial competencies and

readiness for starting up a business.

 23

As reflected on the table, this study revealed that respondents assigned a

weighted mean of 4.08 to the indicator “The subject helped me identify business

opportunities.” This rating suggests that the entrepreneurial subject is perceived

as Very Effective (VE) in assisting students in identifying business opportunities.

Identifying business opportunities is a fundamental aspect of

entrepreneurship education, and the study findings align with research indicating

the importance of this skill in fostering entrepreneurial intentions. Pauceanu et al.

(2019) conducted a study on determinants influencing students to start their own

businesses and highlighted the significance of factors such as entrepreneurial

education in preparing students for entrepreneurship.

The high rating given to the Indicator related to identifying business

opportunities underscores the practical relevance of the entrepreneurial subject in

equipping students with the knowledge and skills necessary for recognizing

potential business ventures. By facilitating students’ ability to identify opportunities,

entrepreneurship education contributes to their readiness and confidence in

pursuing entrepreneurial endeavors.

Overall, the very effective rating attributed to the subject’s role in helping

students identify business opportunities highlights its potential to inspire and

empower future entrepreneurs. This aspect of entrepreneurship education is

crucial in nurturing students’ entrepreneurial mindset and preparing them for the

challenges and opportunities of the business world.

 24

The average weighted mean of 3.87 across the Indicators examined in this

study further highlights the overall effectiveness of the entrepreneurial subject

among the respondents. With a rating indicating that the effect is Very Effective

(VE), it is evident that the entrepreneurial subject plays a significant role in

preparing grade 12 students for starting up a business. By obtaining high ratings

across various aspects such as teacher effectiveness, teaching methods, real-life

examples, and the identification of business opportunities, the entrepreneurial

subject demonstrates its capacity to inspire, educate, and empower students in

their entrepreneurial endeavors. This collective evidence highlights the importance

of encouraging entrepreneurial education to cultivate the next generation of

innovative and successful entrepreneurs.

 25

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study identified the effects of entrepreneurial subject among Grade 12

students of Tubao National High School. Specifically, the study looked at 1)

personal profile of the respondents in terms of age and gender; and 2) the effects

of the entrepreneurial subject in starting up a business.

The research team used a descriptive research design and employed a

simple random sampling technique to achieve the desired sample size of 158

respondents. The statistical tools used were frequency counts and percentages to

determine profiles of the respondent. The average weighted mean was used to

analyze the effects of entrepreneurial subject in starting up a business among the

respondents.

Salient Findings

Based on the analysis of the data collected, the following findings are

presented:

1. Respondent profile shows that 91.24% of the respondents are between 17-18

years old. There were 69 males and 89 females, 43.67% and 56.33% respectively.
 26

In terms of strand, it showed 17.10% of the respondents belongs to the HUMSS

B.

2. The effects of entrepreneurial subject shows that it has an average weighted

mean of 3.87 with a very effective level of descriptive impact.

Conclusions

Based on the research results, the following conclusions were drawn:

1. The majority of respondents are aged 17-18, there were more females than

males. The majority of respondents were HUMSS B students.

2. Respondents agreed that the entrepreneurial subject is very effective to

influence them in starting up a business.

Recommendations

1. Learners must apply their knowledge to help their parents start a business.

Incorporate case studies, real-world examples, and interactive skills to enhance

student engagement and learning outcomes.

2. Teachers may help their students to boost their confidence. Provide professional

development workshops and training sessions for learners to enhance their skills

and knowledge in entrepreneurship.

 27

Rationale

The motivation behind this study stems from the recognition of the important

role that entrepreneurial education plays in shaping the future endeavors of Grade

12 students. Understanding how entrepreneurial subjects influence students’

intentions and behaviors towards starting a business is important for tailoring

educational programs effectively. Through rigorous statistical analysis and

thematic exploration, this research seeks to delve into the intricacies of

entrepreneurial attitudes, particularly exploring potential variations based on

gender and age demographics. By uncovering these insights, the aim is to equip

Tubao National High School with evidence-based recommendations that can

enhance their entrepreneurial education curriculum. Ultimately, this endeavor

strives to create an educational environment that nurtures and empowers student

entrepreneurship, thereby contributing to the broader goal of fostering innovation

and economic growth within the community.

 Strategy / Persons Expected
Objectives Time Frame Budget / Funds
Activities Involved Output

Incorporate case
Increased
studies and real-life
1. Enhance engagement and
examples into the
students’ Teachers, school application of
curriculum. 1st Quarter P3,000
application of administrations knowledge among
Organize interactive
knowledge students in starting
workshops and
businesses.
seminars.

Provide Improved teaching

professional methods and
development increased
2. Boost students’ workshops for Throughout the Teachers, school confidence among
confidence in teachers focused P4,000
semester administrations teachers in
entrepreneurship on enhancing delivering
teaching methods entrepreneurship
for education.
entrepreneurship
education.
Organize student- Increased
led initiatives or involvement of
3. Encourage projects where students in real-
students to help students can apply world
2nd Quarter Students, Teachers P2,000
their parents start their knowledge to entrepreneurship
their businesses assist their parents ventures, promoting
in starting practical skills and
businesses. experiences.
28
 Develop a library of Enhanced
4. Incorporate case studies and curriculum materials
Teachers,
case studies and real-world examples for effective
Ongoing curriculum P1,500
real world relevant to local teaching of
developers
examples entrepreneurship entrepreneurship
contexts. subjects.
Establish mentor Improved guidance
5. Implement ship programs and support for
connecting students Teachers, local
mentor ship 2nd Quarter P3,500 students in their
with local entrepreneurs
programs entrepreneurial
entrepreneurs for ventures.
guidance and
support.
Conduct regular Continuous
evaluations of the Teachers, improvement of the
6. Evaluate and entrepreneurship entrepreneurship
Annually curriculum P1,000
adjust curriculum curriculum to curriculum to better
developers
identify areas for meet students’
improvement and needs and industry
adjustments. demands.
29
 30

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yollanda-zhang
 34

APPENDICES
 35

APPENDIX A

Letter to the Adviser to Conduct the Study in Grade 12

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

Ma’am/Sir:

The undersigned are students of Tubao National High School and is currently
conducting research entitled “The Effects of Entrepreneurial Subject in
Starting Up a Business Among Grade 12 Students of Tubao National High
School,” wherein the Grade 12 students of Tubao National High School will be
our respondents. At this stage, we were further asked if we would be allowed to
distribute the questionnaire to the students.

Your kind approval of this application will be highly appreciated.

Very truly yours,

(SGD) Abenes, Lesley Dyane L.
(SGD) Bandoc, Zxabrihya Maycah Flhore C.
(SGD) Jarang, Sherata S.
(SGD) Suguitan, Franchezca Isabel C.
Researchers

Noted by:
Mrs. Raquel C. Laroya
Research Project Adviser
 36

APPENDIX B

Letter Respondents in Floating the Survey Questionnaire

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

January 3, 2024

Dear Respondents,

The undersigned is conducting a study titled “The Effects of Entrepreneurial

Subjects in Starting Up a Business Among Grade 12 Students of Tubao
National High School.” As part of this, we may ask for your cooperation by
completing a survey questionnaire. Please be assured that all data collected will
be treated with the utmost confidentiality and anonymity and will only be used for
this research.

Thank you very much for your cooperation.

Respectfully yours,
(SGD) Abenes, Lesley Dyane L.
(SGD) Bandoc, Zxabrihya Maycah Flhore C.
(SGD) Jarang, Sherata S.
(SGD) Suguitan, Franchezca Isabel C.
Researchers
 37

APPENDIX C

Survey Questionnaire

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

THE EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A

BUSINESS AMONG GRADE 12 STUDENTS OF TUBAO NATIONAL HIGH

SCHOOL

Directions: Please respond truthfully and sincerely to the best of your knowledge
to each question in this questionnaire, and mark the provided box accordingly.

Name(optional):___________________________________________________

I. PERSONAL PROFILE

A. AGE
____ 15-16 years old ____ 17-18 years old ____ 19 and above

B. SEX
____ Male ____ Female

C. STRAND
____ ABM ____ ICT A
____ H.E. ____ ICT B
____ HUMSS A ____ STEM
____ HUMSS B
____ HUMSS C
 38

II. EFFECTS OF ENTREPRENEURIAL SUBJECT IN STARTING UP A

BUSINESS

Directions: Please respond to each statement as honestly as you can. Put a

check mark on the number that corresponds to your answer.

Legend:
5 - Extremely Effective
4 - Very Effective
3 - Moderately Effective
2 - Slightly Effective
1 - Not Effective

ITEMS 5 4 3 2 1

1. The subject helped me identify business opportunities.

2. The subject honed my skills in putting up a business.

3. I learned the proper management of finances thru

entrepreneurial subject.
4. I gained an understanding of marketing and sales strategies
for a business.
5. I learned to build and lead effective teams within a business
setting.
6. I am confident in applying knowledge and skills to real-world
scenarios.
7. I learned entrepreneurial opportunities.

8. My ability to explore business opportunities is greatly

enhanced.
9. My potential for achieving business success is positively
impacted.
10. I am encouraged to recommend such learning to fellow
students interested in starting their businesses.
 39

11. My teacher is knowledgeable and engaging.

12. I appreciate the teaching methods effectively support my

learning.
13. My teacher provided materials and resources that are
helpful and relevant to my learning.
14. My creativity and innovation in business was developed.

15. I experienced a supportive and collaborative learning

environment.
16. The subject is hard.

17. My teacher makes learning activities in class enjoyable.

18. My teacher often use real-life examples to help me

understand how businesses work.
19. My teacher’s teaching strategy always help me learn
practical skills for starting a business.
20. My teacher always make me feel ready to use what I
learned in real business situations.
 40

APPENDIX D

Questionnaire Form Validation

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

 41

APPENDIX D

Questionnaire Form Validation

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

 42

APPENDIX D

Questionnaire Form Validation

Republic of the Philippines

Department of Education
Region 1
Division of La Union
Tubao 2509

TUBAO NATIONAL HIGH SCHOOL

 43

CURRICULUM
VITAE
 44

Lesley Dyane L. Abenes

Address: Sta. Cecilia, Aringay, La Union

Contact Number: 09318403693
Email Address: [email protected]
Place of Birth: Aringay, La Union

Educational Background

I. Secondary Level
Senior High School
Tubao National High School
Tubao, La Union
2022-2024

Junior High School

Aringay National High School
Aringay, La Union
2015-2019

II. Primary Level

Sta. Cecilia Elementary School
Sta. Cecilia, Aringay, La Union
2009-2015

Motto: “Conserve water, Drink beer.”

_______________________
SIGNATURE
 45

Zxabrihya Flhore C. Bandoc

Address: Francia Sur, Tubao, La Union

Contact Number: 09948937694
Email Address:
[email protected]
Place of Birth: Baguio City

Educational Background
I. Secondary Level
Senior High School
Tubao National High School
Tubao, La Union
2023-2024
Sta. Lucia High School
Pasig City Manila
2022-2023

Junior High School

Saint Louis High School
Philiex Mines Padcal, Tuba, Benguet
2017-2022
II. Primary Level
Philex Mines Elementary School
Philex Mines Padcal, Tuba, Benguet
2012-2017

Motto: “When life shattered you like storm, be happy. Because just like the
rainbow, tomorrow will give you hope and new beginning.”

_______________________
SIGNATURE
 46

Sherata S. Jarang

Address: Garcia, Tubao, La Union

Contact Number: 09468270376
Email Address: [email protected]
Place of Birth: Bus-bus, Jolo, Sulu

Educational Background

I. Secondary Level
Senior High School
Tubao National High School
Tubao, La Union
2022-2024

Junior High School

Tubao National High School
Tubao, La Union
2017-2022

II. Primary Level

Tubao Central School
Tubao, La Union
2012-2017

Motto: “Enjoy every moment you live.”

_______________________
SIGNATURE
 47

Franchezca Isabel C. Suguitan

Address: Magsaysay, Tubao, La Union

Contact Number: 09166458517
Email Address: [email protected]
Place of Birth: Agoo, La Union

Educational Background

I. Secondary Level
Senior High School
Tubao National High School
Tubao, La Union
2022-2024

Junior High School

Tubao National High School
Tubao, La Union
2017-2022

II. Primary Level

Gonzales Elementary School
Gonazales, Tubao, La Union
2012-2017

Motto: “Embrace your own pace.”

_______________________
SIGNATURE