CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) i

Assessing the Levels and Relationship of

Entrepreneurial Attitude and
Entrepreneurial Intentions of ABM
students

Presented to:

The Faculty of the Senior High School Department of Consuelo National High School

In Partial Fulfillment of the Requirements in Inquiries, Investigation and Immersion

Submitted by:

AÑASCO, CHERRWIN
GUEVARRA, MICHAEL
OMAC, JONALYN
PANDAN, FRETCZIEL HEART
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) ii

Acknowledgment

This research study has been made possible by the guidance, supervision

and support of equally significant people. The researchers are grateful for the

encouragement and understanding of many individuals and for transformation

sources and roots of this knowledge as they expressed their outmost and sincere

appreciation to the following people whom they most owed a favor.

First and foremost, we would like to thank our ALMIGHTY FATHER, who is

the source of knowledge, guidance, wisdom, strength and who graciously poor out

his blessings for the accomplishment of this academic paper.

To our 3I’s teacher and class adviser, Ms. Christine Faith G. Tablando, we

would like to convey our heartfelt gratitude for all of the advice, suggestions, support,

and direction you’ve given us that enabled the team to stay motivated despite the

difficulties we encountered along the way. Her wisdom and guidance helped us to

make the study a well-done achievement.

We are grateful to the Consuelo National High School faculty and staff for

providing us with comfortable accommodations and granting us permission to

perform this research study in the school.

To our respondents, thank you for giving us your precious time in responding

truthfully to our survey questionnaires that enable us to gather the needed data for

this research study.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) iii

To our family, thanks for the love, understanding, patience and undying belief

in us. Also, for the financial support and encouragement that can lead the team to

success.

To our friends and classmates, who are also busy doing their own tasks but

never forget to cheer us up and provide a helping hand whenever there are

problems.

FROM THE ABUNDANCE OF OUR HEARTS, THANK YOU SO MUCH AND MAY

GOD BLESS US ALL!

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) iv

TABLE OF CONTENTS

Page

Cover Page i

Acknowledgment ii-iii

Table of Contents iv-v

Chapter 1: The Problem and Its Background

A. The Problem and Its Background 1-3

B. Conceptual Framework 4

C. Variable Description 5-9

D. Statement of the Problem 10

E. Research Hypothesis 11

F. Significance of the Study 12-13

G. Scope and Limitations 13

H. Definition of Terms 14

Chapter 2: Methodologies

A. Research Design 15

B. Target Respondents 16

C. Sample Size 16

D. Sampling Procedure 17

E. Data Gathering Procedure 17-18

F. Research Instrument 18

G. Research Instrument Reliability Test 18-19

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) iv

H. Research Questionnaire 20-23

I. Statistical Tool 24-27

Chapter 3: Presentation, Interpretation, and Analysis of Data 28-47

Chapter 4: Conclusion and Recommendation 48-52

References 53-57

Appendices
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 1

Chapter 1

The Problem and Its Background

Entrepreneurship is one of the main driving aspects of socio-economic

development (Coulibaly, Erbao, & Mekongcho, 2018). Entrepreneurs play an

essential role in this field because of their tremendous contributions to economic

growth. Without them, the economy cannot progress, and poverty persists. They are

the individuals that have the knowledge and initiative to predict current and future

requirements and bring good new ideas to the market. As a result, it is not surprising

that the sector of education is investing in developing mature and competitive

entrepreneurial human resources.

Based on the 2021 List of Establishments (LE) of the Philippine Statistics

Authority (PSA) recorded a total of 1,080,810 business enterprises operating in the

country. Micro, small and medium enterprises (MSMEs) account for 1,076,279

(99.58%) and 4,531 (0.42%) are large enterprises. Micro enterprises constitute

90.54% (978,612) of total establishments, followed by small enterprises at 8.63%

(93,230) and medium enterprises at 0.41% (4,437). Consequently, based on such

statistics, it highlights the notion that MSMEs assist the economy in which

entrepreneurs are responsible for founding or establishing MSMEs.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 2

The Department of Education decided to offer an ABM strand in the K-12

program since it equips senior high school students with the necessary skills and

knowledge from the converging subject matter of Accounting, Business, and

Management to maximize their business-mindedness and set them up for success.

The fundamentals of the main functional areas of business, including marketing,

finance and accounting, information and technology, and entrepreneurship, are

covered in the ABM strand. Though entrepreneurial attitude and intentions may not

necessarily be learned in the classroom but it is still recognized that education

is important to enhance this attitude and intentions in a better use.

The availability of business courses in senior high school and college is done

so that students are better prepared to launch their own businesses rather than to

prepare for a job. They are expected to open business in the future and create jobs

for others. It is along such purpose, the current study would like to find out if ABM

(Accountancy, Business, and Management) students of Consuelo National High

School have the entrepreneurial attitude and intentions to create business and also

deserve to be called great entrepreneurs in the future.

The world tomorrow is transferred to the youth of today who are still studying.

They are entrusted not only to guard what we have now but to build and
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 3

develop new ones. Therefore, education must be able to educate the young

generation with the skills and theories in business to be skilful entrepreneurs

in the future because it is the entrepreneurs’ job to shape the world by

developing versatile skill sets and profitable businesses that are crucial to the

progress of our economies (FULL FABRIC, 2017). Therefore, the purpose of this

current study is to find out if indeed the ABM students who are taking this strand

have really purely intention of coming up with their own business in the future by

developing the necessary attitudes as an entrepreneur.

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Conceptual Framework

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Demographic Profile:

 Sex
 Grade Level

Entrepreneurial Attitude: Entrepreneurial

Intentions
 Need for achievement
 Independence
 Innovation
 Calculated risk taking
 Drive and
Determination

Fig 1: Conceptual framework reflects the correlation between Entrepreneurial

Attitude and Entrepreneurial Intention

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 5

Variable description

i.) Need for achievement – The need for achievement was considered the

most common effect on entrepreneurial intentions because it boosts the

entrepreneurs to indulge in business activities efficiently and successfully

(Zeffane, 2013). According to David McClelland’s Achievement Motivation

Theory, an individual’s need for achievement (n-Ach) refers to the need for

personal accomplishment. It is the drive to excel, to strive for success and to

achieve in relations to a set of standards. People with high need for

achievements behave in an entrepreneurial way and stimulates the behavior

of a person to be an entrepreneur. In a research paper published in 2016,

Tarundeep Kaur says, “Need for achievement is important because it is not

only correlated to higher achievement scores but also with more rapid

promotions, attainment of greater success, running their own business and a

nation’s economy.” As a result, individuals with a Need for High Achievement

are more inclined to pursue entrepreneurial endeavors.

ii.) Independence – It cannot be denied that need for independence is part of

human natural tendency. Independence depicts a person’s craving for

autonomy, management, and plasticity. To Peng and Kang (2012), it is a

desire to chase the entrepreneurial professional lane. The idea of

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

independence to an entrepreneur may be a leeway to his or her inbuilt

character and may express his or her fundamental thought process. It is an

everyday resolve to lead his or her life and establishment. It is noted that

individuals who are self-employed are more satisfied because of the freedom

they enjoy managing their business affairs (Lange, 2012). Pursing

independence entails individuals wanting to separate themselves from

apparent restrictions within the environment they find themselves in

(Eijdenberg & Masurel, 2013). It has mainly been characterized as

entrepreneurial motivation in the literature (Shava & Chinyamurindi, 2019).

iii.) Innovation – The game of business today in order to survive the competition

is innovation. As cited by (Poddar 2021), according to Joseph A.

Schumpeter, the effective function of an entrepreneur is to start innovation in

venture. This theory is also called innovation theory or dynamic theory.

According to this theory, the entrepreneurs emerges because of individuals

having certain psychological elements i.e., will power, self-intuitions, tolerance

capacity. Entrepreneurs ‘mind resolve around new ideas and opportunities for

innovation and for change. They continue to examine existing practices and

devising ways in order to carry them out in a more efficient and effective

way, in terms of both time and cost. In simple words, entrepreneurship

works toward the optimization of business (Belyh, 2019). When an

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 7

entrepreneur is able to generate a new idea that is feasible as well as

efficient, it gives him an edge over the competition.

iv.) Calculated Risk-taking – Innovation cannot be separated from risk taking

behavior because often time, innovation has no 100% guarantee of

success. Some may fail and some may succeed. There is always fear of

failure and because of such fear, one can be discouraged to proceed

with certain plan or program. Fear of failure is not the nature of entrepreneurs

but he/she must be comfortable with uncertainties. “Entrepreneurs are not

inherent risk takers, but rather calculated risk takers,” says Chin Beckmann,

CEO & Co-Founder of DSP Concepts in Santa Clara, California. They must

be able to calculated risk in order to accomplish entrepreneurial goal.

Understanding the potential of risk can be characterized based on degree of

decision making that will be made. More risks are involved when the

uncertainty of the potential outcome, high degree of variability in possible

outcome and the potential of extreme outcome (Desislava et al, 2011). Before

pursuing the plan, one has to analyze the pros and cons if there is greater

chance of winning or losing.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 8

v.) Drive and Determination – Drive and determination are essential ingredients

of business success. Gould (2014) contends that drive is an inner quality that

makes a person not just accepting status quo but challenging it. Also, drive

and determination are fundamental psychological traits that significantly

influence the success and sustainability of entrepreneurs. Studies have

consistently highlighted the positive relationship between drive and

entrepreneurial success (Johnson & Smith, 2016). Entrepreneurs with high

levels of drive exhibit higher motivation, passion, and determination to

achieve their goals, leading to increased entrepreneurial success.

Additionally, perseverance and resilience play a crucial role in entrepreneurial

performance (Anderson et al., 2018). Entrepreneurs who demonstrate higher

levels of perseverance and resilience are better equipped to overcome

setbacks, adapt to challenges, and persist in pursuing their entrepreneurial

goals. These traits contribute to improved overall entrepreneurial

performance. Motivation is another key aspect of drive and determination in

entrepreneurship (Thompson et al., 2019). Individuals with strong intrinsic

motivation and a strong desire for achievement display higher levels of

entrepreneurial intentions over time. Their drive propels them to establish and

sustain entrepreneurial ventures. Moreover, passion has been found to

positively influence entrepreneurial drive and success (Garcia & Martinez,

2020). Passionate entrepreneurs exhibit intense emotions, commitment, and

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 9

enthusiasm for their ventures, fueling their determination to succeed. This

passion also drives proactive behaviors, creativity, and persistence, leading to

higher levels of entrepreneurial success. Understanding the role of drive and

determination in entrepreneurship can inform educational programs, training

initiatives, and policy interventions aimed at fostering entrepreneurial attitudes

and intentions among individuals. By nurturing these traits, aspiring

entrepreneurs can enhance their chances of achieving their goals and

contributing to economic growth and innovation.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 10

Statement of the Problem

This study focuses in assessing the levels and relationship of Entrepreneurial

Attitude and Entrepreneurial Intention of ABM Students. Specifically, it seeks to

answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. Sex

1.2. Grade Level

2. How many students wanted to become entrepreneurs someday?

3. What is the Entrepreneurial Attitude of ABM Students in terms of:

a. Need for achievement

b. Independence

c. Innovation

d. Calculated risk taking

e. Drive and Determination

4. What is the level of Entrepreneurial Intention of ABM students?

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 11

Research Hypothesis

The specific research hypotheses being investigated are:

Null Hypothesis Ho: There is no significant relationship between the

entrepreneurial attitude and entrepreneurial intentions of

Grade 11 ABM students.

Null Hypothesis Ho: There is no significant relationship between the

entrepreneurial attitude and entrepreneurial intentions of

Grade 12 ABM students.

Null Hypothesis Ho: There is no significant difference between Grade 11 and

Grade 12 ABM students in terms of:

a. Entrepreneurial Attitude

b. Entrepreneurial Intention
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 12

Significance of the Study

The purpose of conducting this research is to allow the readers to obtain new

ideas and other aspects that are related to this study. The data and information

gathered will be useful and beneficial to the following individuals.

 ABM Students - They will be greatly benefited in this study for this will help

them to think more clearly, constantly adjust their thoughts and behaviours,

and will increase their direction, coherence, and significance towards owning

a business in the future. It will also help them in preparation for their future

profession as entrepreneurs.

 Teachers - The result of this study primarily benefits the teachers as would

provide them awareness as well as self-direction to consider the appropriate

teaching approach, which allow students to improve their entrepreneurial

mind-set. They will be able to determine their capabilities in this research

based on the students' personal impressions, and also strengthen their

teaching abilities in helping students through their educational journey.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 13

 Curriculum Developers – The study will be useful for curriculum developers

to redesign the content of the curriculum in order to match with the objective

of such course to prepare students to be entrepreneurs. Also to reorient the

students about the basic purpose of their intention to take up ABM

(Accountancy, Business, and Management) programs.

 Future Researcher- this study will provide the future researchers with

numerous results and new discoveries towards the levels and relationship of

entrepreneurial attitude and entrepreneurial intention of ABM students.

Through the data and information, new scope of research ideas may surface

and additional studies will be conducted considering other variables that were

not taken into considerations by the present researchers.

Scope and Limitations

This study mainly focuses on how to assess the levels and relationship of

entrepreneurial attitude and entrepreneurial intentions of the Grade 11 and 12 ABM

students learning at Consuelo National High School in the year 2022-2023.

This study will not cover other problems that are not considered as one of the

entrepreneurial attitude and intentions of ABM students. The other students which

do not fall as part of ABM strand are not within the scope of this research. The

aspects that are taken into account in this study are the need for achievement,
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 14

independence, innovation, calculated risk taking, drive and determination. Other

factors that are not stated in the study will not be covered.

Definition of Terms

 Calculated risk taking - a personal trait of an ABM student to pursue actions

or decisions regardless of the positive or negative result.

 Drive and Determination – a personal trait of an ABM student to fully persist

their plans.

 Entrepreneurial Attitude – is a set of behaviors that ABM students exhibit

which influences the Entrepreneurial Intention.

 Entrepreneurial Intention – a mental orientation of the ABM students such

as their desire, wishes, and hope towards owning a business in the future.

 Independence – A personal trait of an ABM student to stand alone and have

the tendency to work independently and confidently.

 Innovation – a personal trait of an ABM student to think and plan rare ideas

of business intentions. a personal trait of an ABM student to think and plan

rare ideas of business intentions.

 Need for Achievement – a personal trait of an ABM student to excel or

accomplish beyond the expected standards set to be an entrepreneur.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 15

Chapter 2

Methodologies

This chapter discusses the various research methodologies that will be used

by the researchers in the field of the study. Therefore, this part will discuss the

research design, data gathering instrument, sample size, sampling procedure, data

gathering procedures and statistical treatment to analyze data.

Research Design

Since this study is a quantitative research, thus, the researchers will use

quantitative-correlational research design to determine the levels and relationship of

entrepreneurial attitude and entrepreneurial intentions of the students. According to

Bhandari (2022), a correlational research design investigates relationships between

variables without the researcher controlling or manipulating any of them. The study

assesses the entrepreneurial attitude and how it affects their entrepreneurial

intentions. This is to identify what the dominant entrepreneurial attitudes among

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 16

students are and what particular entrepreneurial attitude does affect the

entrepreneurial intentions which we can determine whether they have a significant

relationship or not.

Target Respondents

The respondents of the study are all ABM students in both Grade 11 and 12

who are officially enrolled at Consuelo National High School in the second semester,

School Year 2022-2023. The ABM strand is a strong stepping stone if you want to

pursue business, accountancy, and other relevant courses in college. It provides

students with the skills and knowledge they need to work in the corporate world.

Therefore, the researchers choose these respondents since our study is related to

the ABM strand and believe that these students have the ability to become business

leaders and entrepreneurs in the near future.

Sample Size

The selected sample size of this study is the forty-four (44) Grade 11 and 12

ABM students in Consuelo National High School. The small sample size of the

respondents is regarded as a limitation of the study because these individuals are

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 17

the only ones in the school that may be deemed potential entrepreneurs, since they

are approaching a career decision point at which they might either enter into

employment or seek self-employment.

Sampling Procedure

The respondents of this study are mainly selected based on the purposive

sampling procedure. It is a non-probability sampling procedure in which the

researchers carefully selected the respondents with the assumption that they will be

able to provide specific and rich data that are important to achieve the purpose of

the study. Each respondent is considered a single discrete entity or statistic in this

study.

Data Gathering Procedure

In the process of data gathering, the researchers first started in making and

preparing the survey questionnaires. A letter of permission to conduct research will

be provided to the school principal's office as well as the practical research adviser.

The researchers sought advice and assistance from the research adviser regarding

the development of the research and the direction of this study.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 18

Upon approval, the researchers will then communicate personally and ask

consent to the ABM students in Consuelo National High School to take part in the

survey as the respondents. In administering the questionnaires, the researchers will

use the time allotted for vacant to avoid distraction of class discussions. The

respondents will be given enough time to fill in their answers and the researchers will

instruct or assist them in regards to the questionnaires for better understanding.

After that, the researchers may now collect or gather the answered questionnaires

and then summarize and analyze the data corresponding to the research questions.

Research Instrument

In able to answer the specific problems in our study, the researchers utilized

survey questionnaires as the research instrument. The questionnaires are adapted

from the study of Fitzsimmons, Douglas (2005) Ramos (2014) and Asmara, Djatmika

and Indrawati (2016). The instrument uses likert scale ranging from 1 (Not at all true)

up to 5 (Very true) as responses from the respondents. It is divided into 4 parts. Part

one consists of the demographic profile of the respondents, part two included

twenty-five (25) items regarding the entrepreneurial attitudes of the students and

part three contains five (5) items about their level of entrepreneurial intentions.

Lastly, part four (4) which includes dichotomous question answerable by yes or no.
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 19

Research Instrument Reliability Test

Since the Cronbach’s Alpha is a statistical tool that test the reliability of a

survey questionnaire which is used as research instrument to gather data. It

measures the internal consistency of the survey questionnaire. Cronbach’s Alpha

test is used to see if multiple – question likert scale surveys are reliable. It will tell if

the test that was designed by the researchers was accurately measuring the variable

of interest.

The survey questionnaire used in this study was subjected for reliability test

using the Cronbach’s Alpha. The result of the survey questionnaire’s Cronbach’s

Alpha was 0.91 which is interpreted as excellent. Therefore, the survey

questionnaire used in this study is valid and reliable.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 20

Research Questionnaire

The researchers are hopefully asking for your cooperation to answer this
research questionnaire wisely. This includes the following questions:

Part I. Demographic profile of the respondents in terms of:

Sex: MALE FEMALE

Grade Level: Grade 11 Grade 12

Directions: For each statement in the survey, please indicate how much you agree
or disagree by putting a check in the box on the right side. There are no right and
wrong answers. Your responses will be kept strictly confidential and you will remain
anonymous

Scale: 5 – Very True 2 – Not True 1 – Not at all true

4 – True 3 – Somewhat True

Part II. Entrepreneurial Attitude of ABM students

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

A. Need for Achievement 5 4 3 2 1

1. When I have to set my own goals, I set

difficult rather than easy ones.
2. I usually defend my point of view if
someone disagrees with me.
3. I think more of the present and future
rather than the past.
4. It is more important to do a job well than
being dependent on a team
5. I would rather take the responsibility for
myself rather than being dependent on a
team.

B. Independence 5 4 3 2 1
1. When I am in group I am not happy to let
someone else take lead.
2. When I am faced with a challenge, I think
more about the results of succeeding than
the effects of failing.
3. I like to do things in my own way without
worrying about what other people thinks.
4. I prefer to do the initiative or actions
rather than taking and following orders from
other people.
5. I prefer working alone than with other
people.

C. Innovation 5 4 3 2 1
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

1. I always have a plan or an idea for my

future business.
2. Sometimes people find my ideas unique
and new.
3. I prefer certainties in planning my
business in the future.
4. I always do research on what are the
new trends in any of the business
industries.
5. I am an open-minded person of any
business ideas.

D. Calculated Risk Taking 5 4 3 2 1

1. When I have to set my own targets, I will
proceed even if it is not certain that I will get
it.
2. If I had a good idea for making some
money, I would be willing to borrow some
money to enable me to.
3. If there is a chance of failure, will still try
to do it.
4. I would rather take an opportunity that
might lead to even better things than have
an experience I am sure to enjoy.
5. I do not find it difficult to ask favors from
other people.

E. Drive and Determination 5 4 3 2 1

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

1. If I want to be successful I have to take

chances when they occur.

2. If I want to be good at one thing, I have

to work hard.

3. I do not need to please people with

control over me to get what I want.

4. When I make plans to do something, I

always do what I plan.

5. Being successful is the result of working

hard, luck has nothing to do with it.

Part III. Level of Entrepreneurial Intention of students

Statements 5 4 3 2 1
1. My professional goal is to become an
entrepreneur.
2. I will make every effort to start and run
my own business.
3. I am determined to establish a business
in the future.
4. I am seriously considering of putting up a
business in the future.
5. I am ready to do anything to be an
entrepreneur.
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 24
23

Part IV. Do you want to become an entrepreneur/businessman or woman in the

future?

Yes No

Statistical Tool

This part shall present and discuss the different statistical tools that will be

used to treat the data results that will be gathered in this study. The frequency count,

percentage, weighted mean, t-test and the Pearson r will be used to test the

relationship and difference between the level of entrepreneurial attitudes and

intentions of both Grade 11 and 12 ABM students.

1. Frequency count and Percentage

To present the demographic profile of the respondents in terms of sex and

grade level, the data will be tallied and presented in the form of a frequency count

table. Frequency distribution is an arrangement of the data which shows the

frequency of the different values or groups of variables. Percentage will also be used

to quantitatively present the said data result. Below is the formula used for

percentage.

P=F/Nx100
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 25

Where:

P= percentage

F=frequency

N= total no. of the respondents

2. Weighted Mean

Weighted mean will be used to detect the level and relationship of

entrepreneurial attitude and intention of the ABM students. Mean is used to

determine by adding up all of the scores or values in the distribution and then

dividing this sum by total number of scores or values. Below is the formula to

compute the weighted mean.

𝑿̅= Ex
N

Where:

Ex= sum of all the scores or values in the distribution

N= total number of scores in the distribution

3. Pearson r
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

According to Chee (2015), Pearson r is a measure of the linear relationship

between two interval or ratio variables, and can have a value between -1 and 1. It is

the same measure as the point-biserial correlation; a measure of the relationship

between a dichotomous (yes or no, male or female) and an interval/ratio variable

(Cramer, 1998). Thus, the researchers will be using this to measure the level of

entrepreneurial attitudes and intentions of the ABM students and their correlations.

The advantage of using Pearson’s r is that it is a simple way to assess the

association between two variables; whether they share variance (covary), if the

relationship is positive or negative, and the degree to which they correlate.

4. T-test
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 26

According to Bevans (2022) , A t test is a statistical test that is used to

compare the means of two groups. It is often used in hypothesis testing to determine

whether a process or treatment actually has an effect on the population of interest,

or whether two groups are different from one another. The researchers used two-

tailed t tests since the researchers wants to know whether the two populations are

different from one another.

The formula for the two-sample t test (a.k.a. the Student’s t-test) is shown below.

In this formula, t is the t value, x1 and x2 are the means of the two groups

being compared, s2 is the pooled standard error of the two groups, and n1 and n2

are the number of observations in each of the groups.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 28
27

Chapter 3

Presentation, Interpretation, and Analysis of Data

This chapter shows the data analysis and findings from 44 questionnaires

completed by the ABM students on the research study about Assessing the Levels

and Relationship of Entrepreneurial Attitude and Entrepreneurial Intentions of ABM

students.

The structured data collection was aimed at determining the following:

1. What is the demographic profile of the respondents in terms of:

1.1. Sex

1.2. Grade Level

Table 1.1
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

Profile Distribution of ABM Students in Consuelo National High School in

terms of sex

Respondent’s Classification Frequency Percentage

Distribution

Sex Male 7 16%

Female 37 84%

Total 44 100%

Table 1.1 shows the distribution of the student’s profile in terms of sex

revealing that out of the forty-four respondents, there are only seven (7) male

students, accounting for 16% of the total, while thirty-seven (37) female students,

accounting for 84% of the total, which make up the majority of the respondents. This

can be supported according to the "2018 State of Women-Owned Businesses

Report" commissioned by American Express that the number of women-owned

businesses increased nearly 3,000% since 1972. Not only that but between 2017

and 2018 women started an average of 1,821 new businesses per day in the U.S.

With women now making up a whopping 40% of new entrepreneurs, it’s clear that

more women are turning to entrepreneurship than ever before (Castrillon, 2019). It's

also possible that females, on average, may exhibit greater interest or aptitude in

subjects like mathematics, economics, and business studies, which are foundational

to the ABM strand. This inclination might lead more females to choose ABM as it

aligns with their strengths and academic interests.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 29

Table 1.2

Profile Distribution of ABM Students in Consuelo National High School in

terms of grade level

Respondent’s Classification Frequency Percentage

Distribution

Grade Level Grade 11 19 43%

Grade 12 25 57%

Total 44 100%

Table 1.2 depicts the distribution of the student’s profile in terms of grade

level revealing that out of the forty-four respondents, there are only nineteen (19)

Grade 11 students, accounting for 43% of the total, while twenty-five (25) Grade 12
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

students, accounting for 57% of the total, which make up the majority of the

respondents. In many educational systems, Grade 12 is the final year of secondary

education before students move on to higher education or other post-secondary

options. As students advance from one grade to another, it is common for the

number of students to decrease due to factors such as dropout rates, academic

challenges, or personal choices. Thus, the decrease in student numbers in Grade 11

is a natural regression in the ABM Strand.

2. How many students wanted to become entrepreneurs someday?

Figure 2

Number of Students wanted to become Entrepreneurs Someday

YES
NO

36

The figure above shows the number of students wanted to become

entrepreneurs someday. The result shows that 36 out of 44 ABM students

expressed a desire to become entrepreneurs in the future. While on the other hand,
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 32

8 out of 44 respondents say that they don't have the interest to become an

entrepreneur. The fact that most of the students wanted to become entrepreneurs,

this indicates a positive attitude towards entrepreneurship and a potential pool of

future entrepreneurs. The study of Ali, Kamel, and Helal (2021) entitled "The Impact

of Entrepreneurship Education on Entrepreneurial Intention of University Students in

Egypt" also concluded that entrepreneurship education has a positive impact on the

entrepreneurial intention of university students. Specifically, students who received

entrepreneurship education expressed higher levels of entrepreneurial intention

compared to those who did not receive such education. The study also highlighted

the importance of providing entrepreneurship education to students, as it can help in

developing their entrepreneurial skills, knowledge, and attitudes. This, in turn, can

lead to a higher likelihood of starting a business and contributing to the growth of the

economy. Thus, this implies that there is a positive potential for ABM students to

become entrepreneurs and contribute to the growth of the economy.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

3. What is the Entrepreneurial Attitude of Grade 11 and 12 ABM students?

Table 3

Entrepreneurial Attitude of Grade 11 and 12 ABM students

ENTREPRENEURIAL 𝑿̅ INTERPRETATION 𝑿̅ INTERPRETATION OVERALL OVERALL

ATTITUDES Grade Grade MEAN INTERPRETATION

11 12

Need for Achievement 3.77 True/High 3.94 True/High

3.86 True/High

Independence 3.57 True/High 3.32 True/High

3.45 True/High

innovation 3.77 True/High 3.85 True/High

3.81 True/High

Calculated Risk 3.85 True/High 3.81 True/High

3.83 True/High
Taking

Drive and 3.93 True/High 4.38 Very True/

4.16 True/High
Determination Very High
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 34
33

OVERALL True/High
3.78 3.86 3.82
MEAN

Legend: 4.21 - 5.00 – Very true/Very High 2.61 - 3.40 – Somewhat true/Moderate
3.41 - 4.20 – True/High 1.81 - 2.60 - Not true/Low 1.00 - 1.80 - Not at all true/Very Low

As presented on the table 3, it reflects that out of five (5) variables in the

entrepreneurial attitudes, the drive and determination depicts a very true or very high

result with a mean of 4.38. The higher levels of drive and determination observed in

Grade 12 ABM students compared to Grade 11 ABM students can be interpreted

through key factors. The increased maturity and development of Grade 12 students

play a significant role. As students’ progress through their academic journey, they

gain a better understanding of their career goals and aspirations, leading to a

heightened drive and determination as they near the end of high school. A

systematic review conducted by Roberts, K., et al. (2021) highlighted that initiatives

such as early exposure to entrepreneurship, practical experiences, and mentorship

programs positively influence students' motivation, drive, and determination. Thus,

this implies that Grade 12 ABM students tend to have a clearer vision of their

desired career path and recognize the value of being entrepreneurial-minded in their

chosen field. This awareness and goal orientation fuel their drive and determination

to excel in entrepreneurship as they understand the potential benefits and

opportunities that lie ahead.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

In summary, as shown on the table, the overall entrepreneurial attitude of the

students are considered high with the mean of 3.82. The high entrepreneurial

attitude observed in both Grade 11 and Grade 12 students can be interpreted

because of the increasing prominence of entrepreneurship in society that leads a

greater awareness and interest in entrepreneurial attitude among students.

Furthermore, the integration of entrepreneurship education in the curriculum plays a

crucial role. Both Grade 11 and Grade 12 students have been exposed to

entrepreneurship-related subjects, which provide them with knowledge about

entrepreneurial concepts, skills, and opportunities. This exposure nurtures an

entrepreneurial mindset and fosters positive attitudes towards entrepreneurship. A

study conducted by Liñán, C., & Fayolle, A. (2015) supports the notion that

entrepreneurship education positively influences entrepreneurial attitudes.

Therefore, this implies that the high entrepreneurial attitude exhibited by both

Grade 11 and Grade 12 students can be attributed that most of the ABM students

have possess the attitude to become an entrepreneur in the future.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 35

4. What is the level of Entrepreneurial Intention of Grade 11 and 12ABM students?

Table 4

Statements Mean Interpretation

1. My professional goal is to become an
entrepreneur. 3.68 True/High
2. I will make every effort to start and run my
own business. 3.80 True/High
3. I am determined to establish a business in
the future. 3.76 True/High
4. I am seriously considering of putting up a
business in the future. 3.92 True/High
5. I am ready to do anything to be an
entrepreneur. 3.64 True/High
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 36

OVERALL MEAN 3.76 True/High

Entrepreneurial intention of Grade 11 and 12 ABM students

Table 4 shows the mean distribution of the level of entrepreneurial intention of

the ABM students. Among the five (5) statements, statement number four (4) got the

highest mean which is 3.92 that stated they are seriously considering of putting up a

business in the future. The overall mean resulted to a value of 3.76 which is

interpreted as True/High. The high level of entrepreneurial intention observed in both

Grade 11 and Grade 12 students can be interpreted as a reflection of their strong

desire and motivation to pursue entrepreneurial endeavours. Moreover, the

changing business landscape and the rise of start-up culture have created an

environment where entrepreneurship is perceived as a viable and attractive career

option. The media's portrayal of successful young entrepreneurs, along with the

potential for autonomy, financial rewards, and personal fulfillment, further influences

students' intentions towards entrepreneurship. A study by Zhao, H., Seibert, S. E., &

Hills, G. E. (2005) supports the notion that entrepreneurship education positively

influences students' entrepreneurial intentions. The research found that

entrepreneurship education programs significantly increase students' intentions to

start their own businesses. Therefore, this implies that the high entrepreneurial

intention exhibited by both Grade 11 and Grade 12 students can be attributed that

most of the ABM students have the intention to pursue as a career option.
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 37
38

RESEARCH HYPOTHESIS 1:

Table 5

Relationship between the entrepreneurial attitude and entrepreneurial

intentions of grade 11 ABM students

SUMMARY
OUTPUT

Regression
Statistics
Multiple R 0.668318181
R Square 0.446649191
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 39

Adjusted R Square 0.414099144

Standard Error 0.332015562
Observations 19

ANOVA
df SS MS F
Regression 1 1.512626853 1.512626853 13.7219213
Residual 17 1.873983673 0.110234334
Total 18 3.386610526

Standard
Coefficients Error t Stat P-value
Intercept 2.408571429 0.377144336 6.386338599 6.7648E-06
Entrepreneurial
Intentions 0.343877551 0.092831713 3.704311179 0.00176127

Null Hypothesis Ho: There is no significant relationship between the

entrepreneurial attitude and entrepreneurial intentions of Grade 11 ABM students.

Alternative Hypothesis H1: There is a significant relationship between the

entrepreneurial attitude and entrepreneurial intentions of Grade 11 ABM students.

Interpretation:

r=0.67 positively related, substantial/ marked

0.0017 < 0.05 significant (Reject Null Hypothesis)

Decision:

Based on the regression analysis result, the researchers decided to reject the null

hypothesis and accept the alternative hypothesis which was stated in this study,
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 40

therefore; there is a significant relationship between the entrepreneurial attitude and

entrepreneurial intentions of grade 11 ABM students.

Implications:

Given that there is a significant relationship between the variables, it follows

that the entrepreneurial attitudes of the grade 11 ABM students can influence their

entrepreneurial intention. Since the p-value obtained from the test is less than the

0.05 significance level, it suggests that the observed relationship between the

variables is statistically significant. Therefore, the researchers decide to accept the

alternative hypothesis. A study by Liñán, F., & Chen, Y. W. (2009) supports the

relationship between entrepreneurial attitude and entrepreneurial intentions. The

research findings showed a positive correlation between entrepreneurial attitude and

entrepreneurial intentions among university students. The study emphasized the

importance of attitude as a precursor to intentions, suggesting that individuals with a

more positive attitude towards entrepreneurship are more likely to have stronger

intentions to engage in entrepreneurial activities.

In summary, the relationship between entrepreneurial attitude and

entrepreneurial intentions among Grade 11 ABM students suggests that a positive

attitude towards entrepreneurship is likely to influence their intentions to engage in

entrepreneurship in the near future.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 41

RESEARCH HYPOTHESIS 2:

Table 6

Relationship between the entrepreneurial attitude and entrepreneurial

intentions of grade 12 ABM students

SUMMARY OUTPUT

Regression Statistics
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 42

Multiple R 0.676079954
R Square 0.457084104
Adjusted R Square 0.433479065
Standard Error 0.349409176
Observations 25

ANOVA
df SS MS F
2.36406823
Regression 1 2.364068238 8 19.363836
0.12208677
Residual 23 2.807995762 2
Total 24 5.172064

Standard
Coefficients Error t Stat P-value
14.4202358
Intercept 2.997372647 0.207858781 9 5.2095E-13
Entrpreneurial 0.0002075
Intentions 0.22910302 0.05206371 4.40043589 1

Null Hypothesis Ho: There is no significant relationship between the

entrepreneurial attitude and entrepreneurial intentions of Grade 12 ABM students.

Alternative Hypothesis H1: There is a significant relationship between the

Entrepreneurial attitude and entrepreneurial intentions of Grade 12 ABM students.

Interpretation:

r=0.68 positively related, substantial/ marked

0.0002 < 0.05 significant (Reject Null Hypothesis)

Decision:
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

Based on the regression analysis result, the researchers decided to reject the null

hypothesis and accept the alternative hypothesis which was stated in this study,

therefore; there is a significant relationship between the entrepreneurial attitude and

entrepreneurial intentions of grade 12 ABM students.

Implications:

Given that there is a significant relationship between the variables, it follows

that the entrepreneurial attitudes of the grade 12 ABM students can influence their

entrepreneurial intention. Since the p-value obtained from the test is less than the

0.05 significance level, it suggests that the observed relationship between the

variables is statistically significant. Therefore, the researchers decide to accept the

alternative hypothesis. A study by Fayolle, A., et al. (2014) supports the relationship

between entrepreneurial attitude and entrepreneurial intentions. The research

findings indicated a positive correlation between entrepreneurial attitude and

entrepreneurial intentions among university students. The study emphasized that a

positive attitude towards entrepreneurship fosters a sense of self-efficacy, perceived

desirability, and feasibility, leading to stronger intentions to engage in

entrepreneurial activities.

In summary, the relationship between entrepreneurial attitude and

entrepreneurial intentions among Grade 12 ABM students suggests that a positive

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 43
44

attitude towards entrepreneurship is likely to influence and strengthen their

intentions to engage in entrepreneurial activities.

RESEARCH HYPOTHESIS 3:

Table 7
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

Difference between Grade 11 and Grade 12 ABM students in terms of

Entrepreneurial Attitude

t-Test: Two-Sample Assuming Unequal Variances

Grade 11 Grade 12
Mean 3.776842 3.8588
Variance 0.188145 0.215503
Observations 19 25
Hypothesized Mean Difference 0
df 40
t Stat -0.6022
P(T<=t) one-tail 0.27522
t Critical one-tail 1.683851
P(T<=t) two-tail 0.550439
t Critical two-tail 2.021075

Null Hypothesis Ho: There is no significant difference between Grade 11

and Grade 12 ABM students in terms of:

a. Entrepreneurial Attitude

Alternative Hypothesis H1: There is a significant difference between Grade

11 and Grade 12 ABM students in terms of:

a. Entrepreneurial Attitude

Decision:
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 46
45

Since P-value is equal to 0.550439 which is greater than the significance level alpha

(0.05), thus the researchers accept the null hypothesis.

Therefore there is no evidence to say that there is a significant difference between

Grade 11 and Grade 12 ABM students’ entrepreneurial attitude.

Implications:

The similarity in entrepreneurial attitude suggests that both grade level

possess a comparable mindset characterized by similar levels of need for

achievement, independence, calculated risk taking, innovation, drive and

determination towards entrepreneurship. A study by Rauch, A., et al. (2009)

supports the lack of significant difference in entrepreneurial attitude between

different stages of education. Their research examined the entrepreneurial attitudes

of students at various educational levels and found that there were no substantial

differences in their entrepreneurial attitudes. Their study also highlighted the

importance of early exposure to entrepreneurship education and the formation of

entrepreneurial mindset, which tends to persist over time. Thus, the lack of

significant difference in entrepreneurial attitude between Grade 11 and Grade 12

ABM students implies that the development of an entrepreneurial mindset starts

early and remains consistent throughout their high school years.

RESEARCH HYPOTHESIS 4:
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH)

Table 8

Difference between Grade 11 and Grade 12 ABM students in terms of

Entrepreneurial Intention

t-Test: Two-Sample Assuming Unequal

Variances

Grade 11 Grade 12
Mean 3.978947 3.76
Variance 0.710643 1.876667
Observations 19 25
Hypothesized Mean Difference 0
df 40
t Stat 0.652865
P(T<=t) one-tail 0.258789
t Critical one-tail 1.683851
P(T<=t) two-tail 0.517578
t Critical two-tail 2.021075

Null Hypothesis Ho: There is no significant difference between Grade 11

and Grade 12 ABM students in terms of:

b. Entrepreneurial Intention

Alternative Hypothesis H1: There is a significant difference between Grade

11 and Grade 12 ABM students in terms of:

b. Entrepreneurial Intention

Decision:
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 47

Since P-value is equal to 0.517578 which is greater than the significance level alpha

(0.05), thus the researchers accept the null hypothesis.

Therefore there is no evidence to say that there is a significant difference between

Grade 11 and Grade 12 ABM students’ entrepreneurial intention.

Implications:

The similarity in entrepreneurial intention suggests that both groups exhibit

comparable levels of motivation and inclination towards engaging in entrepreneurial

activities. This finding indicates that the development of entrepreneurial intention

among ABM students is consistent across their high school years and remains

relatively stable. A study by Liñán, F., & Chen, Y. W. (2009) supports the lack of

significant difference in entrepreneurial intention between different stages of

education. Their research examined the entrepreneurial intentions of university

students and found that there were no significant differences in the entrepreneurial

intentions between different educational levels. In summary, the lack of significant

difference in entrepreneurial intention between Grade 11 and Grade 12 ABM

students implies that the development of entrepreneurial intention starts early and

remains consistent throughout their high school years.

CHAPTER 4
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 48

Conclusion and Recommendation

This chapter present the summary of the problem methods and findings of the

study and it also dwell on making suitable recommendations.

Summary:

The study aimed to assess the level and relationship of entrepreneurial attitude and

entrepreneurial intention among ABM (Accountancy, Business, and Management)

students in Grade 11 and Grade 12. The research utilized surveys to gather data

from a sample of ABM students, and statistical analyses were conducted to examine

the results.

Findings:

1. High Level of Entrepreneurial Attitude: Both Grade 11 and Grade 12 ABM

students demonstrated a high level of entrepreneurial attitude. This indicates

that they possess characteristics associated with entrepreneurship, such as

need for achievement, independence, calculated risk taking, innovation, drive

and determination.

2. High Level of Entrepreneurial Intention: Both Grade 11 and Grade 12 ABM

students exhibited a high level of entrepreneurial intention. This suggests a

strong desire and motivation to pursue entrepreneurial activities or careers.

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 49

3. No Significant Difference in Entrepreneurial Attitude: There was no

significant difference in entrepreneurial attitude between Grade 11 and Grade

12 ABM students. This indicates that the development of an entrepreneurial

mind-set starts early and remains consistent throughout their high school

years.

4. No Significant Difference in Entrepreneurial Intention: Similarly, there

was no significant difference in entrepreneurial intention between Grade 11

and Grade 12 ABM students. This suggests that the motivation and inclination

towards entrepreneurship remain stable across different stages of education.

Conclusion

Based on the findings, it can be concluded that ABM students in both Grade

11 and Grade 12 possess a strong entrepreneurial attitude and intention. The

development of these traits starts early and remains consistent throughout their high

school years, indicating the importance of early exposure to entrepreneurship

education and fostering a positive entrepreneurial mind-set.

The study concludes that as a whole the entrepreneurial attitude of

students are considered high or 3.82. There are three variables are rated high such

as need for achievement (3.86), calculated risk taking (3.83) and drive and

determination (4.16). In terms of its correlation with entrepreneurial intentions,

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 50

the computed value reveals that there is a correlation. Therefore, the

hypothesis is accepted.

Recommendation

Karabulut (2016) and Asmara, Djatmika and Indrawati (2016) in their studies

on the entrepreneurial attitude and entrepreneurial intentions found a correlation

between entrepreneurial attitudes and intentions, therefore this study recommends

that the administrator or curriculum developer should design programs and

activities that boost the entrepreneurial attitude of students to motivate them

into business in the future. This is in line with what Monitor (GEM) has been

saying that proactive approach in the developing of EB (entrepreneurial behavior)

and enhancing entrepreneurial intentions requires consistent improving of

entrepreneurship education (Singer, Amoros, Arreola, 2015). Kritskaya, (2015)

argued that entrepreneurship education programs are the right and effective

tool to enhance entrepreneurial intentions

Recommendations:

1. Enhance Entrepreneurship Education: Educational institutions should

prioritize and enhance entrepreneurship education initiatives for ABM

students. This includes integrating entrepreneurship-related subjects into the

CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 51
52

curriculum, providing practical experiences, and exposing students to

successful entrepreneurs as role models.

2. Continuous Support and Guidance: ABM students should receive

continuous support and guidance in their entrepreneurial pursuits. This can

be achieved through mentorship programs, access to entrepreneurial

resources, and networking opportunities, which can further strengthen their

entrepreneurial intention and increase the likelihood of success.

3. Collaboration with Industry: Educational institutions should establish

collaborations with industry partners to provide ABM students with real-world

entrepreneurial experiences. This can include internships, entrepreneurship

competitions, and partnerships with local businesses, enabling students to

apply their knowledge and skills in practical settings.

4. Longitudinal Studies: Conducting longitudinal studies to track the

entrepreneurial attitudes and intentions of ABM students beyond high school

would provide valuable insights into the long-term effects of entrepreneurship

education and its impact on career choices and entrepreneurial activities.

Overall, the study highlights the significance of fostering entrepreneurial attitudes

and intentions among ABM students. By providing the necessary support and
CONSUELO NATIONAL HIGH SCHOOL (SENIOR HIGH) 53

educational interventions, educational institutions can nurture a new generation of

entrepreneurial leaders who contribute to economic growth, innovation, and societal

development.

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