Measuring Entrepreneurial Mindset among Junior High School

Students at University of Nueva Caceres

A Thesis Presented to

The Faculty of the College of Business and Accountancy

University of Nueva Caceres

City of Naga

In Partial Fulfillment

of the Requirements for the Degree

BACHELOR OF SCIENCE IN FINANCIAL MANAGEMENT

Proponents

Ara Franchezka Panambo

Narenz Marco

Macy Alzaga

Elijah Perol

Mark Frances Belen

Geno Cortezano

AUGUST 2019
Table of Contents

CHAPTER I Introduction Page

Rationale/Significance of the Study 8

Statement of the Problem 10

Scope and Delimitation 11

Theoretical Framework 13

Conceptual Framework 19

Assumption and Hypothesis 20

Definition of Terms 22

CHAPTER II Review of Related Literature

Related Literature 25

Related Studies 33

State-of-the-Art 36

CHAPTER III Research Methodology

Research Design 39

Population 40

Instrument 40

Statistical Treatment 41
3

CHAPTER I

INTRODUCTION

Entrepreneurs are frequently thought of as national

assets to be cultivated, motivated, and remunerated to the

greatest possible extent. Great entrepreneurs have the

ability to change the way we live and work. If successful,

their innovations may improve standards of living, and in

addition to creating wealth with entrepreneurial ventures,

they also create jobs and contribute to a growing economy.

Entrepreneurship competence is the ability to identify

and seize opportunities and to plan and manage creative

processes that are of cultural, social or financial value.

It requires knowledge of contexts and opportunities,

approaches to planning and management, ethical principles

and self-awareness. It includes the skills of creativity

(imagination, critical reflection, problem-solving),

communication, mobilizing resources (people and things),

and coping with uncertainty, ambiguity and risk.

Putting entrepreneurship as a part in education

benefit the students and learners from different social and

economic backgrounds because it teaches people to cultivate

4

unique skills and think outside the box. Moreover, it

creates opportunity, instils confidence, ensures social

justice and stimulates the economy. Entrepreneurship

education also provides budding entrepreneurs with the

skills and knowledge to come up with business ideas and

develop their own ventures. And this includes helping them

to learn about core business areas such as finance, sales,

marketing, management and accounting, not to mention,

broader ranging skills such as adaptability, effective

communication, and confidence.

Furthermore, recent evidence in the literature

indicates that entrepreneurship education has a positive

impact on perceptual factors such as self-efficacy (Cox et

al., 2002/2003). Perception is a process by which people

regard, analyze, retrieve, and react to any kind of

information from the environment. According to Joseph

Reitz; “Perception includes all those processes by which an

individual receives information about his/her environment—

seeing, hearing, feeling, tasting and smelling.” Perception

can be defined as “the process by which individuals

organize and interpret their sensory impressions in order

to give meaning to their environments.” (S. P. Robbins)

5

It is generally acknowledged that entrepreneurial

self-efficacy, which refers to an individual's belief in

his/her capability to perform tasks and roles aimed at

entrepreneurial outcomes (Chen, Greene, & Crick, 1998).

While some researchers have looked at general self-

efficacy (a global belief about one's capabilities to solve

future tasks of any kind) to understand its effects (Judge

& Bono,2001;Scholz, Gutiérrez-Doña, Sud, & Schwarzer,

2002), most experts agree that self-efficacy is domain-

specific (e.g., targeted to-wards a certain behavior or

outcome such as one's career or creative tasks) Hence,

applying of entrepreneurial programs in junior high school

is proven to be significant in developing their confidence

and to believe in their ability to solve and engage in

environmental and societal problems.

The past decade has seen a striking amount of interest

in all things entrepreneurial— entrepreneurs themselves,

the entrepreneurial mindset and entrepreneurial ventures

large and small. Business writers have hailed

entrepreneurship as a crucial engine for economic growth,

describing it, for example, as a “game-changing concept”

that can help existing businesses succeed in the face of

6

overseas competition (Lewis, 2012). Others see it as even

more important, as illustrated by this bold claim: “If

we're going to emerge from the worldwide economic slump,

entrepreneurs will lead the way.” (Badal & Streur, 2012)

And the entrepreneurial mindset is no longer the exclusive

property of business owners. Increasingly, corporations are

seeking, nurturing, and rewarding entrepreneurially-minded

employees, sometimes known as “intrapraneurs,” and

critically examining the degree to which their corporate

cultures allow entrepreneurial thought and action to

flourish (Morris, Kuratko, & Covin, 2008).

McGrath and MacMillan (2000) define an entrepreneurial

mindset as “the ability to rapidly sense, act and mobilize,

even under uncertain conditions”. This assertion is in line

with Duening’s (2010) entrepreneurial habits of mind.

Furthermore, Ireland et al. (2003) “define an

entrepreneurial mindset as a growth oriented perspective

through which individuals promote flexibility, creativity,

continuous innovation and renewal”.

Generally, entrepreneurship in education aims to

increase the awareness of entrepreneurship as a career

option, and enhance the understanding of the process

7

involved in initiating and managing a new business

enterprise (Hills, 1988; Donckels, 1991).

We all want to believe that what we do will make a

difference. Bold, if plausible, claims are increasingly

made that entrepreneurship education has an impact, not

just on an informed intent to be an entrepreneurs but also

as a life skill. It is further claimed that the key to

those deep impacts is experiential learning (Nabi, et al.

2014). We the researchers would like to think this is true.

This study is conducted to measure and focus on developing

entrepreneurial mindset among junior high school at

University of Nueva Caceres, Naga City with the total

population of eight hundred thirty three (833).

8

Rationale/Significance of the Study

This study will be undertaken to measure the

entrepreneurial skills of junior high school at University

of Nueva Caceres.

Benefitting the study are the various sectors as

follows:

The Students

The direct recipient of the output of this research

are those students who will pursue entrepreneurship as a

career option. Enhancing entrepreneurial skills can pave

the way of producing globally competitive entrepreneurs and

non-entrepreneurs who will possess these mindsets as a life

skill in all aspects regardless of their career options.

The study will help them realized whether the

knowledge, skills, and mindsets developed in the program

would be useful in their future careers. It will also

encourage them to appreciate and pursue business related

courses.
9

The Parents

The research benefits the parents of the students who

possess entrepreneurial mindset. As parents enrolled their

children in University of Nueva Caceres, comes with

assurance that their children are given more educational

experience that would make them functional individual in

the society.

The Teachers

This study will be very beneficial to the teachers and

general education teachers, especially to the teachers who

are still newbie in the teaching profession. Through this

research, teachers will purposefully discover and help

students to reach their full potential, from a more novice

mindset toward a more expert mindset.

The School

This research will aid them to determine the strengths

and weaknesses of programs intended for the students and

discover what specific areas they should focus more and

further enhance in order to make the program more

responsive towards preparing the students for their future

professions.
10

Statement of the Problem:

This study focused on entrepreneurial mindset of junior

high school In University of Nueva Caceres.

Specifically, the main problem was answered through the

following inquiries:

1. What is the profile of the junior high school

students in terms of:

a. Age

b. Gender

c. Year Level

2. What program is implemented for junior high school

students to develop entrepreneurial mindset?

3. What are the influences that help gain

entrepreneurial mindset in terms of the following

aspects:

a. Hereditary

b. Environmental

c. Self-discovery

4. What are the skills developed based on

entrepreneurial mindset index?

11

Scope and Delimitation

This study geared towards measuring Entrepreneurial

mindset of junior high school students from University of

Nueva Caceres for the benefit of the students, teachers,

parents, school and future researchers. The respondents

are junior high school from all levels with the total

population of eight hundred thirty three (833).

12

Experiential Entity Theory of

Intelligence
Thoery (Fixed Mindset)

Constructivism Incremental Theory

of Intelligence
Theory (Growth Mindset)

Measuring
Entrepreneurial
Mindset of
Junior High
School in the
University of
Nueva Caceres

Figure 1: Theoretical Paradigm

13

Theoretical Framework

Experiential learning is the process

of learning through experience, and is more specifically

defined as "learning through reflection on doing". Hands-

on learning is a form of experiential learning, according

to Kolb, this type of learning can be defined as "the

process whereby knowledge is created through the

transformation of experience. Knowledge results from the

combinations of grasping and transforming the experience."

The experiential theory proposed by Kolb takes a more

holistic approach and emphasizes how experiences, including

cognition, environmental factors, and emotions, influence

the learning process. Experiential learning is a method of

educating through first-hand experience. Skills, knowledge,

and experience are acquired outside of the traditional

academic classroom setting, and may include field trips,

field research, and service-learning projects.

This theory emphasizes the act of applying the

knowledge of the students and cultivating it for better

outcomes. Integrating experiential learning into content

courses
14

build skills, confidence, and expectations for students to

participate in successful internships and work experience.

Experiential learning gives students the opportunity to

practice and develop mindset and attitudes such as

resiliency, tenacity, self-efficacy, curiosity and self-

direction. Hence, we the researchers agree to the fact that

applying acquired knowledge and learning is essential for

student’s productivity.

In the constructivist theory it based on observation

and scientific study -- about how people learn. It says

that people construct their own understanding and knowledge

of the world, through experiencing things and reflecting on

those experiences. When we encounter something new, we have

to reconcile it with our previous ideas and experience,

maybe changing what we believe, or maybe discarding the new

information as irrelevant. In any case, we are active

creators of our own knowledge. To do this, we must ask

questions, explore, and assess what we know.

In the classroom, the constructivist view of learning

can point towards a number of different teaching practices.

In the most general sense, it usually means encouraging

students to use active techniques (experiments, real-world

15

problem solving) to create more knowledge and then to

reflect on and talk about what they are doing and how their

understanding is changing. The teacher makes sure she

understands the students' preexisting conceptions, and

guides the activity to address them and then build on them.

If we look at the ‘skills’ and competencies of

entrepreneurs from a constructivist's perspective we find

most of them by observing students: they are motivated to

learn, they are interested in a variety of different

topics, they ask questions, they try many things to get

insights, they are creative. In short, they create and

govern their own learning process, which is open for any

content, style, goal, experience, and allows them to take

every opportunity to answer the question in concern. In

this sense it is similar to the entrepreneurial process

where the entrepreneur tries everything and is ready to

learn what is needed to be successful.

Thus, constructivism as a paradigm that learning is an

active, constructive process, the learner is an information

constructor. Students actively construct and create their

own subjective representations of objective reality. New

16

information is linked to prior knowledge, thus mental

representations are subjective.

Dweck (1999; 2000) mentioned the two self-theories of

intelligence in order to lend credence to the concept of

entrepreneurial mindset. These have been categorised as

entity theory of intelligence (fixed mindset) and

incremental theory of intelligence (growth mindset). In the

case of a fixed mindset, individuals belief that one’s

abilities, talents, and attributes are unalterable and

perpetual. In furtherance of their argument, they opined

that one’s ability emanates from talents instead of their

relaxed development of skills through learning with the

tendency to decline due to drawbacks but Johnson (2009)

asserts that individuals with a fixed mindset, based on

their small confidence level, prefer low performance goals,

which eventually make them put up low esteemed peculiar

pattern of behaviours, thoughts, and feelings, in trying

periods. As for growth mindset, the individual perceives

that a person’s ability and achievements are learning

related, thus, level of intelligence can be nurtured and

changed as a result of taking advantage of other options or

getting others involved when with challenges. Therefore,

17

the import of this position is that successful leaders and

managers of businesses have been able to build and sustain

their level of achievements despite constant changes in

their environments. Hence, the significance of the mindset

characteristics are inclusive of – first, individuals that

are curiously seeking new ventures are open minded with

possibilities to enhancing their gains despite changes and

interruptions in the way business is made to function.

Second, pursuance of opportunities with massive self-

restraint based on their attractiveness and viabilities.

Third, tracking simply the very best prospects with modesty

based on their passive objectives. Fourth, ability to

effectively execute the projects based on the laid down

procedures while exploring the opportunities and lastly,

attracting the strength of everybody in terms of sustenance

of their collaborative and distinct inter-relatedness in

and out of the business environments (Yaw, 2004)

18

Input
Profile of junior high school
Program implemented at junior high school
Entrepreneurial Mindset

Process
Survey / Test Questionnaire

Output
Entrepreneurial Program
19

Conceptual Framework

Input

The study focuses on measuring entrepreneurial mindset

among junior highs school from all levels at University of

Nueva Caceres to determine and develop mindset necessary

for those who will pursue entrepreneurship and those who

don’t. These mindset are life skill that is essential and

significant in future work and career. This shall be the

basis of the study’s analysis for the significance.

Process

The study used qualitative method utilizing test

questionnaires/survey provided to the respondents. The data

will be analyze, transcribe, and recorded.

Output

The study should propose an entrepreneurial program

that will measure the level of pro-activeness and for the

respondents to acquire and develop the positive traits of

an entrepreneur; curiosity, opportunity seeking,

resourcefulness, adaptability, growth mindset, redefining

failures, optimism, persistence and grit.

20

Assumption and Hypothesis

1. Junior High School students’ females and males from

grade nine (9) and ten (10) are aged fifteen (15) to

seventeen (17).

2. There’s no specific program conducted to junior high

school department however, entrepreneurial mindset

aroused unconsciously among students as they apply it

in subjects like TLE wherein they are required to

create their own crafts and produce products, the

produced are made to be sold.

3. Hereditary

Blood line is one the factors that contribute in

the increasing interest of students, such as family

business and career path that is passed on to the next

generation

Environmental

a. Trend – the trend in economy has impact on

individual’s creativeness and enthusiasm to engage

or do business

b. Known People – other people’s success influenced the

goals and mindset of an individual

21

Self-discovery

Curiosity can be awakened through perceptual

factors;

Objects are present in the world, a person observes,

the person uses perception to select objects, the

person organizes the perception of objects, the person

interprets the perceptions, the person responds.

4. Skills that are developed among the junior high school

students are creativity, communication skills,

persistency, resiliency, and self-reliance.

22

Definition of Terms

Entrepreneurship - the capacity and willingness to develop

organize and manage a business venture along with any of

its risks in order to make a profit.

Entrepreneurs - The people who create businesses

Business - the practice of making one's living by engaging

in commerce

Education - the process of receiving or giving systematic

instruction, especially at a school or university.

Mindset - a way of thinking, a mental inclination or

disposition, or a frame of mind

Measurement - the size, length, or amount of something, as

established by measuring

Self-efficacy – a belief about one's capabilities to solve

future tasks of any kind

Intrapraneurs – a person within a large corporation who

takes direct responsibility for turning an idea into a

profitable finished product through assertive risk-taking

and innovation
23

Notes

Chen, C., Greene, P., & Crick, A. (1998). Does

entrepreneurial self-efficacy distinguish entrepreneurs

from managers? Journal of Business Venturing, 13, 295–316

Judge, T., & Bono, J. (2001). Relationship of core self-

evaluations traits—Self-esteem, generalized self-efficacy,

locus of control, and emotional stability—With job

satisfaction and job performance: A meta-analysis.

Journal of Applied Psychology, 86, 80 –92.

Lewis, K.R. (2012, August 13). The myth of the

‘entrepreneurial employee’. Fortune. Retrieved from

[Link]

the-entrepreneurialemployee/.

Badal, S., & Streur, J. (2012, September 6). 10 habits of

successful entrepreneurs. Business Insider. Retrieved

from [Link]

successfulentrepreneurs-2012-9.

Morris, M.H., Kuratko, D.F., & Covin, J.G. (2008).

Corporate Entrepreneurship and Innovation. Mason, OH:

South-Western Cenage Learning.

24

Nor do we see much use of sophisticated research designs

and methodology (Nabi, et al. 2014), let alone taking

advantage of developmental psychology and cognitive

neuroscience (e.g., Krueger 2007, Krueger & Welpe, 2014).

Dweck, C. S. (1999). Self-theories: Their role in

motivation, personality, and development. New York, NY:

Psychology Press.

Dweck, C. S. (2010). Mind-sets and equitable education.

Principal Leadership, 10(5), 26– 29.

Dweck, C.S. (2000). Self-Theories: Their role in

motivation, personality, and development. Philadelphia,

PA: Psychology Press.

Dweck, C.S. (2006). Mindset: The new psychology of

success. New York: Random House.

25

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the readings on the variables of

the study. It starts with literature on importance of

entrepreneurship education, characteristics of

entrepreneurship; its role and significance in growth and

economy, concept of entrepreneurial mindset, and

entrepreneurship education in the Philippine context. The

second sector centers on the root of entrepreneurship

education and studies conducted about impacts of

entrepreneurial mindset and its characteristics.

Related Literature

In the past couple of decades, entrepreneurship

education has increased in importance and interest amongst

academics and business people. The extant studies have

highlighted the different aspects and impact of

entrepreneurship education for sustainable development,

individual growth, for propensity and intention for

entrepreneurship and increased societal resilience.

Entrepreneurship has become a powerful tool for

creating jobs and improving economic power in the labor

26

market and economy as a whole. Kim (2017) states that most

institutions currently provide entrepreneurial training

programs with the belief that the importance of

entrepreneurship and the knowledge and skills needed to

become an entrepreneur can be taught, and the proportion of

policy support toward entrepreneurship education has been

increasing in many countries around the world.

Entrepreneurship is a combination of two important

factors: the opportunities present in the environment and

the individual who has the innovative spirit to make good

use of these opportunities (Shane & Ventakaraman, 2000).

Entrepreneurs see possibilities and solutions where

the average person only sees annoyances and problems, the

students that benefit from this study will have positive

impact on their perceptual factors such as self-efficacy.

Entrepreneurial mindset is “being an entrepreneur is a

state of mind. It is about analyzing the world and what is

happening in terms of opportunities and possibilities,

trying to understand how an individual intervention can

enter the economic and social system in terms of

construction and progress and then it’s about putting into

27

practice objectives and translating ideas into action.”

(Ferrero and Fioro, 2014)

The idea behind entrepreneurship can be framed as

“entrepreneurial spirit” or “entrepreneurial initiative”

with the latter being referred to as the ability of a

person or social group to see risks investing in an entity

as an undertaking. This undertaking is the acceptance of a

prospect that relates to new, creative, and value-adding

items, applying and linking various resources

(International Entrepreneurship, 2008).

Chinnoye and Akinlabi (2014) affirm that

entrepreneurship education can be enhanced if: the students

are involved in the teaching and designing of the

curriculum for entrepreneurship education, there is a

regular evaluation of the programme to validate student’s

learning, behaviour and attitude, entrepreneurship

education can be made a multi-disciplinary course and

entrepreneurial week and awards are organised to arouse the

interest of the students in entrepreneurial programmes.

Jack and Anderson (1998) assert that entrepreneurship

education can take the form of either arts or science with

28

the latter focusing on the acquisition of basic skills

required for starting up a venture which are teachable.

According to Mwasalwiba (2010) teaching methods can be

categorised into two in terms of traditional and

innovative. The traditional or passive has to do with

formal lectures in the classroom while the innovative or

active (action-based) is that which involves the

participation of both the student and instructor or

teacher. Traditional Under this method, Gibb (1993)

reiterates that the characteristics are teacher centered

being the only expert, key role player for feedback,

students have passive roles, written texts are used for

learning, no immediate goals assessment, mistakes are not

encouraged, note taking is allowed for, a well organised

learning environment accompanied with timetable.

To further buttress this view, Fiet (2000) asserts

that this method is adopted because it requires less cash

outlay and also very easy for discharging responsibilities

by the teacher. It is nevertheless, agreed that this method

is less responsive to activating the required attributes

for entrepreneurial activities, such that students are only

29

prepared to go and look for jobs rather than creating employment

(Arasti et al., 2012).

Therefore, if entrepreneurship is to be career

oriented, it will require the adoption of more active or

action based or innovative methods that can encourage

questioning, examination and discussions on practical terms

with real life entrepreneurs.

Bennett (2006) explains the innovative methods as

those that demands the teacher to stimulate learning and

encourage students to rediscover themselves in terms of

their abilities, knowledge and attitude. Thus, the features

as identified by Gibb (1993) are that students: learn from

one another, are practical conscious, debate and exchange

ideas, are guided to make self-discovery, exposed to

informal and flexible learning atmosphere, learn from their

mistakes and by solving problems.

Therefore, these methods are students-centered.

However, these methods are costly and may not be in

conformity with the university curricula (Mwasalwiba,

2010). The various innovative learning methods are computer

simulation of business games, role play, business plan

development, personal and group projects. Others are

30

visitation to entrepreneurs, new business creation,

workshops, group discussions, case study, (Mwasalwiba,

2010; Arasti et al., 2012).

In furtherance of the above views, Jones and Iredale

(2010) suggest that entrepreneurship education demands

experiential learning styles, creative problem solving and

learning by doing to arouse the interest of the students.

Wheadon and Duval-Couetil (2014) in their review of

literature assert that the tools for experiential learning

in entrepreneurship education program are business plan,

creation of new ventures by students, getting advice and

working with fruitful entrepreneurs, use of computer

simulations, participation in behavioural simulations,

scanning of entrepreneurial environments, participation in

“real life” events and engagements in field trips or

viewing the video clips of existing new ventures.

Establishing an entrepreneurial mindset is paramount

to nourishing the competitiveness of economic entities and

the socioeconomic lifestyle of the populace through value

and job formation. This importance is revealed in the sense

that it affords supporters of new ventures to establish

31

entities with innovative and valuable ideas, which are

premised in an inspiring and empowering culture.

In the Philippine context, Entrepreneurship education

in the Philippines is heavily focused on the development of

entrepreneurs in terms of encouraging start-ups. However,

there is lack of focus in developing creativity and

innovation as a mindset of the student in the formal

education system. There is also minimal support from the

academe and industry to aid nascent entrepreneurial

undertaking to grow and sustain the business. (Velasco,

2013) This study is a call for innovation in education, in

this digital age; everyone needs to have an entrepreneurial

mindset because opportunities are aplenty. Schools should

do what entrepreneurs do: work out a system which is

aligned with the future needs of the world, Abraham Lincoln

once said, “The philosophy of the school room in one

generation will be the philosophy of the government in the

next.” And it is thus, success of nations largely depends

on the way they nurture the generation. And such an

objective, if achieved, can do wonders.

32

Sources:

 Fayolle, A.; Gailly, B.; Lassas-Clerc, N.

Assessing the impact of entrepreneurship

education programmes: A new methodology. J. Eur.

Ind. Train. 2006, 30, 701–720. [CrossRef]

 International journal of multidisciplinary

advanced scientific research and innovation,

Vol.1, Issue 1, [Link]-2017

 Cumberland, D., Meek, W., & Germain, R. (2015).

Entrepreneurial self-efficacy and firm

performance in challenging environments: Evidence

from the franchise context. Journal of

Developmental Entrepreneurship, 20(1), 1550004.

 (Thompson, International journal of

multidisciplinary advanced scientific research and

innovation, Vol.1, Issue 1, [Link]-2017 30

33

Related Studies

The idea for the teaching of entrepreneurship

education was first mooted in Japan at the Kobe University

by Shigeru Fijii way back in 1938 and it has since then

gained recognition in American universities and colleges

and other parts of the world with courses being mounted for

it (Alberti et al.,2004; Honig, 2004; Karsoon, 2003).

Entrepreneurship education may be expressed as the

enhancement of behaviour, attitudes and capacities of

persons/entities and according to Fayolle (2009) all of the

several efforts at boosting entrepreneurial attitudes,

skills and mind-sets for the purpose of addressing issues

like creativity, innovation, business start-up and

generation of ideas culminate in entrepreneurship

education.

In other words, entrepreneurship education is the

genuine intervention by administrators and educators in the

life of the participants to overcome challenges in the

corporate global business environment (Isaac,

Visser,Friedrick & Brijlal, 2007)

34

Since 2006, the Princeton Review and Entrepreneur

magazine have partnered to name the top entrepreneurship

programs in the country; in 2012, they named 50 at the

undergraduate level and 50 at the graduate level. Even

President Obama has called for "entrepreneurship" to be

included with "problem-solving" and "critical thinking" as

21st century skills to be incorporated into education

standards and assessments (Obama, 2009).

There is a positive significant relationship between

entrepreneurial mindset and self-entrepreneurial

competencies. This is due to self-competencies are

determined by goal oriented, achievement and focused on

proactive and creativity. Since the entrepreneurial mindset

focus on innovativeness and risk-taking, however, it would

not neglect the self-competencies skills.

Significantly, “Entrepreneurship Education has a

greater impact on the entrepreneurial mindset of young

people, their intentions towards entrepreneurship, their

employability and finally on their role in society and the

economy” (European Union, 2012, p. 7).

35

An enterprising mindset is about having a way of

thinking, which sees opportunities, rather than barrier,

that sees possibilities rather than failure and wants to do

something to make a difference rather than sit and complain

about the problems (Souitaris, et al., 2007; Osterbeek, et

al., 2010). While self-entrepreneurial competencies are

defined as “cluster of associated knowledge, attitudes, and

skills which an entrepreneur must obtain through managerial

training and development that will enable students to

produce outstanding performance and maximize profit”

(Inyang & Enuoh, 2009).

Developing a mindset that embraces, processes, and

acts upon ideas of entrepreneurship requires instruction

and support. The ability to handle novel situations, work

with others, persevere in situations of failure and connect

people and ideas to create new understanding is critical

for being competitive and successful in the global economy.

Developing the mindset requires effort and support. While

the mindset might be acquired through experience, the

literature supports the idea that it is more efficient for

people to develop elements of the entrepreneurial mindset

36

through instruction (e.g. Mansfield, Busse, & Krepelka,

1978).

We maintain that students will develop an

entrepreneurial mindset most effectively if they are

engaged in opportunities to think about and apply the

mindset concepts under a wide range of conditions and

toward a variety of outcomes. Thus, there is justification

for teaching students to be entrepreneurs if there is a

desire for them to be entrepreneurial (Rodov & Truong,

2015). When taught entrepreneurial skills, the potential

for success is greatly increased, even when faced with

extremely challenging situations (Johnson, Wubbenhorst, &

Schroeder, 2013).

State-of-the-art

Generally, entrepreneurship in education aims to

increase the awareness of entrepreneurship as a career

option, and enhance the understanding of the process

involved in initiating and managing a new business

enterprise (Hills, 1988; Donckels, 1991). In the Philippine

context, entrepreneurship education is heavily focused on

the development of entrepreneurs in terms of encouraging

37

start-ups. However, there is lack of focus in developing

creativity and innovation as a mindset of the student in

the formal education system. There is also minimal support

from the academe and industry to aid nascent

entrepreneurial undertaking to grow and sustain the

business. (Velasco, 2013). Chinnoye and Akinlabi (2014)

affirm that entrepreneurship education can be enhanced if:

the students are involved in the teaching and designing of

the curriculum for entrepreneurship education, there is a

regular evaluation of the programme to validate student’s

learning, behaviour and attitude, entrepreneurship

education can be made a multi-disciplinary course and

entrepreneurial week and awards are organised to arouse the

interest of the students in entrepreneurial programmes. In

this research the study sought to determine the

entrepreneurial mindset and to be able to propose

entrepreneurship related programs that will give students a

great opportunity to develop entrepreneurial skills and to

prepare them to their future work force. Moreover, the

researchers propose Entrep Week in the Junior High School

Department.
38

Notes

Morris, M.H., Kuratko, D.F., & Covin, J.G. (2008).

Corporate Entrepreneurship and Innovation. Mason, OH:

South-Western Cenage Learning.

Obama, B. (2009). Remarks by the President to the

Hispanic Chamber of Commerce on a complete and

competitive American education. Retrieved from

[Link]

president-united-states-hispanicchamber-commerce

Mwasalwiba, E.S. (2010). Entrepreneurship education: A

review of its objectives, teaching methods and impact

indicators. Education + Training, 52(1), 20-47.

Alberti, A., Sciascia, B., & Poli, A. (2004).

Entrepreneurship education: Notes on the ongoing Debate

in 14th Annual International Entrepreneurship Conference,

University of Napoli Federico II, Italy.

Mansfield, R. S., Busse, T. V., & Krepelka, E. J. (1978).

The effectiveness of creativity training. Review of

Educational Research, 48(4), 517-536.

[Link]
39

CHAPTER III

METHODOLOGY

Research Design

As said by Kothari (2004) research defines as a

condition for collection of analysis of the data that aims

to mix relevance to the research purpose with economy in

procedure. The design of the study is Mix Method in an

effort to obtain accurate outcomes and precise information

from the respondents on specified issues related to the

study.

Mixed methods research involves the use of qualitative

and quantitative data in a single research project. It

represents an alternative methodological approach,

combining qualitative and quantitative research approaches,

which enable researchers to explore complex phenomena in

detail as stated by Hickman (2015). The researchers

conducted a study through interviewing and distributing

questionnaires.
40

Population

The participants of this study were both teachers and

students, all from University of Nueva Caceres. Six (6)

teachers were interviewed, (5) female teachers and (1) male

teacher, and at total of eight-hundred thirty three (833)

Junior High School students; two-hundred thirty six (236)

male and two-hundred eighteen (218) female from grade nine

(9) whereas grade ten (10) has one-hundred eighty male

(180) and one-hundred ninety nine (199) females from the

Junior High School Department.

Instrument

Data was collected through interview and survey. The

researchers made a survey to present respondents with

series of questions to which students are required to

respond.

Furthermore, interview for teachers consist only of

questions related to entrepreneurial programs and

information about application of entrepreneurial skills

under TLE subject. The questionnaires includes the

confidentiality statement done by the researchers and

statements related to entrepreneurial mindset.

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Out of six (6) TLE teachers one (1) is interviewed

from Junior High School Department by the researchers to

elicit information about the students’ background, the

application of entrepreneurial mindset and programs

implemented.

Statistical Treatment

In this research we use Slovin’s Formula, percentage,

ranking, weighted mean and frequency distribution to

calculate exactly the appropriate size from the population

of the respondents and to compute the responses. Slovin’s

Formula calculates the number of samples required when

population is too large to directly sample every member. In

this case, a single survey might not provide the data

required whereas sampling each group would provide

more accurate results.

It is computed as n = N / (1+Ne2). From the

computation of two hundred seventy (270) is the expected

students from the total population of eight-hundred thirty

three (833) Junior High School Students.

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N / (1+Ne2)

=0.0025 x 833 =833/3.08

=2.08 +1 =270.45

=3.08 =270

One of the most frequent ways to represent statistics

is by percentage. Percent simply means "per hundred" and

the symbol used to express percentage is %. One percent (or

1%) is one hundredth of the total or whole and is therefore

calculated by dividing the total or whole number by 100.

The formula is: P% * X = Y

In this research we used ranking. Ranking method is one of

the simplest performance evaluation methods.

The percentile rank formula is: R = P / 100 (N + 1).

The researchers used the weighted mean. The technical

formula for the weighted mean is represented as

Weighted Mean = ΣwxΣw.

Where

 ∑ denotes the sum

 w is the weights and

 x is the value
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To display the number of outcome and to represent data

during the classroom observation frequency distribution is

utilized. In Statistics, a frequency distribution is a table

that displays the number of outcomes of a sample. Each entry

occurring in the table contains the count or frequency of

occurrence of the values within a group.

Here the researchers divide the number of code

switched words (x) into intervals, and then count the

number of results in each interval (frequency). Thus

creating the frequency Distribution Table.

Dweck’s research shows that people have different

beliefs about how much they can change their intelligence.

People with a growth mindset believe that they can get

smarter with effort. People with a fixed mindset believe

that they are born with a certain amount of intelligence

and there is little they can do to change it.

To get the correct and exact responses the researches

utilize Dwecks scale, using a 6-point scale (1 = strongly

agree; 6 = strongly disagree), respondents show how much

they agree with statements about their mindset whether

their efforts can change their intelligence such as,

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“You can learn new things, but you can’t really change

your basic intelligence.”

RESPONSE FORMAT

1 = strongly agree; 2 = agree; 3 = mostly agree; 4 = mostly

disagree; 5 = disagree; 6 = strongly disagree.