Republic of the Philippines

Department of Education

SOCCSKSARGEN REGION

ASSESSING STUDENTS’ ENTREPRENEURIAL ADEPTNESS:

BASIS FOR INTERVENTION PROGRAM IN IMPROVING SKILLS

An Action Research
funded through
BASIC EDUCATION RESEARCH FUND (BERF) 2020
presented to the
Policy, Planning, and Research Division
Department of Education – SOCCSKSARGEN
Regional Center, Brgy. Carpenter Hill,
City of Koronadal

ROWELA O. DUMPIT, T-II

VICTORIA M. GALLAMOS, T-II

MARIA MELANIE D. MENDOZA, T-III

Manongol National High School

Kidapawan City Division

 Republic of the Philippines
Department of Education
REGION XII
KIDAPAWAN CITY DIVISION
Kidapawan City

ASSESSING STUDENTS’ ENTREPRENEURIAL ADEPTNESS:

BASIS FOR INTERVENTION PROGRAM IN IMPROVING SKILLS

(A Research Funded Through 2020 BERF)

Manongol National High School

Manongol, Kidapawan City

ROWELA O. DUMPIT
VICTORIA M. GALLAMOS
MARIA MELANIE D. MENDOZA

DECEMBER 2020

KIDPAWAN CITY DIVISION

JP LAUREL STREET, KIDAPAWAN CITY

JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City

Telephone No.: (064) 5724144/ (064) 5779654
Website: depedkidapawancity.com Email: [email protected]
 ABSTRACT

The action research “Assessing Students’ Entrepreneurial Adeptness:

Basis for Intervention Program in Improving Skills” was conducted at

Manongol National High School. Specifically, it aimed to determine the

demographic profile of the respondents in terms of age, gender and parents’

highest educational attainment among Grade 10 students in Manongol

National High School; the students’ level of entrepreneurial adeptness among

Grade 10 students in Manongol National High School in terms of their

entrepreneurial intentions; the students’ level of entrepreneurial adeptness

among Grade 10 students in Manongol National High School in terms of their

entrepreneurial attitudes. Furthermore, it ascertained the interventions

maybe proposed based on the findings of this study. The study utilized a non-

experimental quantitative research design that will particularly employ a

descriptive survey study approach and was participated by 62 Grade 10

students of Manongol National High School enrolled in this SY 2019-2020 who

responded to the adopted developed questionnaire. Based on the findings,

majority of the respondents were aged 15, mostly females and parent’s

respondents were holders of Bachelor’s degree; the students’ level of

entrepreneurial adeptness in terms of their entrepreneurial intentions and the

students’ level of entrepreneurial adeptness in terms of their entrepreneurial

attitudes have all the same interpretations as Highly observed. Finally,

intervention strategies can be introduced to students to strengthen

entrepreneurship education.
 TABLE OF CONTENTS

CONTENTS PAGE

I. Context and Rationale

II. Action Research Questions
III. Proposed Intervention Plan
IV. Action Research Methods
a. Population and Sample
b. Research Design
c. Plan for Data Analysis
d. Ethical Issues
V. Action Research Work Plan and Timelines
VI. Cost Estimates
VII. Plans for Dissemination and Utilization
VIII. References
IX. Appendices
 ACKNOWLEDGEMENT

This action research becomes a reality with the kind support and help

of many individuals. The researchers would like to extend our sincerest

thanks to all of them.

To our GOD Almighty for the wisdom He bestowed upon us, the

strength, peace of mind and good health in order to finish this research. To

Him be the highest glory and adoration!

To the Schools Division Superintendent, Sir Omar A. Obas, CESO V,

the Schools Division Superintendent of Kidapawan City Division for the

inspiration in continuing the growth of the researchers professionally and for

allowing us conduct this study.

To Dr. Arnel E. Alcosaba, Senior Education Program specialist of

Kidapawan City Division whose expertise, consistent guidance, ample time

spent and consistent advices that helped us bring this study into success.

To the School principal, Ma’am Cheryl I. Cerias, for giving the

researchers this wonderful opportunity to conduct this study and by

preparing the schedule and environment to be very facilitative for the

accomplishment of this research.

To the School research coordinator and statistician, Sir Lemuel J.

Castillano for the support and guidance given to the researchers.

To our colleagues in the department, to all Grade 10 respondents of

Manongol National High School for their honest and cooperative response to

the questions solicited in this study, and the people who have willingly helped

us out with their abilities.

ROWELA O. DUMPIT
VICTORIA M. GALLAMOS
MARIA MELANIE D. MENDOZA
Researchers
I. CONTEXT AND RATIONALE

Entrepreneurship education cultivates innovative talents, which are

an important driving force for future development. At present, innovation-

driven development strategies place new demands on entrepreneurship

education. However, most of the current research and discussion in this field

focuses on the construction of teaching staff in the entrepreneurial education

ecosystem (Ruskovaara and Pihkala, 2015), curriculum development (Falck et

al., 2016), and whether entrepreneurship education can influence the

Intention of entrepreneurship (Martin et al., 2013; Pittaway and Cope, 2016).

In addition, entrepreneurship education is an important way for

entrepreneurs to acquire resources, enhance innovative ability and innovative

personality, and build multi-level learning channels for entrepreneurs by

integrating various knowledge and value systems. From knowledge learning

to skills improvement, entrepreneurship education includes general ability

development and improvement of professional ability. Entrepreneurial

competence, which is important for success, mainly refers to the ability to

identify opportunities and develop the necessary resources and capital

(Arthurs and Busenitz, 2006; Kettunen et al., 2013), in addition to technical,

financial, and legal knowledge (Kuratko, 2015).

Likewise, entrepreneurship education is concerned with fostering

creative skills that can be applied in practices, education, and environments

supporting innovation (Binks et al., 2013). Student entrepreneurs use multi-

party interaction to achieve knowledge iteration in the learning network; the

innovation process is the result of interactions among the environment,

organization, and entrepreneurs (Anderson et al., 2014).

Hence, entrepreneurial ability involves adaptive behaviors and

strategies to influence others’ actions in relational contexts (Tocher et al.,

2014), thereby driving innovation and bringing high returns. The

entrepreneurship framework by Bacigalupo et al. (2016) considers

opportunity identification, entrepreneurial skills, and action as three key

areas of entrepreneurial competence.

Finally, studies have shown that political skills can help entrepreneurs

feel a sense of confidence and control over their work environment. They are

likely to be engaged confidently in the dynamics of the environment, and

effectively alter attitudes and behaviors to adapt to uncertain conditions

(Ferris et al., 2015), with political skills said to explain how individuals

recognize opportunities (McAllister et al., 2016). Student entrepreneurs with

highly developed political skills can effectively integrate existing resources,

accurately identify and interpret social cues from the environment, and

gradually become a major force in technology and product innovation.

II. RESEARCH QUESTIONS

This research aims to find out students’ level of entrepreneurial adeptness

as basis for intervention program in improving skills.

Specifically, this research aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of age, gender

and parents’ highest educational attainment among Grade 10 students in

Manongol National High School?

2. What is the students’ level of entrepreneurial adeptness among Grade 10

students in Manongol National High School in terms of their

entrepreneurial intentions?

3. What is the students’ level of entrepreneurial adeptness among Grade 10

students in Manongol National High School in terms of their

entrepreneurial attitudes?

4. What interventions maybe proposed based on the findings of this study?

SCOPE AND DELIMITATION

This research is limited to assess students’ entrepreneurial adeptness:

basis for intervention program in improving skills. It was limited to finding out

the socio- demographic profile of the respondents in terms of age, gender and

highest educational attainment, the level of students’ entrepreneurial

adeptness in terms of entrepreneurial intentions, the level of students’

entrepreneurial adeptness in terms of entrepreneurial attitudes and

interventions maybe proposed based on the findings of this study. This study

is conducted at Manongol National High School that encompasses all Grade

10 students who are enrolled in this SY 2019-2020. Those who are not Grade

10 students of this school for SY 2019-2020 are deemed excluded in the

population.
 Literature Review

Presented in this section are readings from the related literature,

different books, journals, articles, and internet sources of different authors

relevant to the present research work.

By reviewing the existing literature conflicting sides of entrepreneurship

schools of thoughts, and an inherent lack of a common definition of

entrepreneurship has been found (Sexton and Bowman, 2014). A debate was

noticed in the application of terms like entrepreneurship education versus

enterprise education (Garavan and O’Cinneide, 2014) also a substitution of

entrepreneurship education with entrepreneurial education (Jones and

English, 2014. Garavan and O’Cinneide (2014) argue that there is a

conceptual difference between entrepreneurship education and enterprise

education: the former has to do with creating an attitude of self-reliance and

the later is for creating opportunity-seeking individuals.

But to others, like Gibb (2013) as cited in Fank et al. (2015), the two

terms are conceptually the same, but contextually different. According to Gibb

(2013) as cited in Fank et al. (2015) entrepreneurship education is a term

mainly used in America and Canada, and enterprise education in the UK and

Ireland. Another interesting observation is in the work of Jones and English

(2014) who have constantly substituted entrepreneurship education with

entrepreneurial education; and defining it as “a process of providing

individuals with the ability to recognize commercial opportunities and the

insight, self-esteem, knowledge and skills to act on them” (Jones and English,

2014).

Apart from the above controversy, most of the articles have

interchangeably used these terms (entrepreneurship education, enterprise

education or even entrepreneurial education) as Gorman et al. (2013); Wai

and Man (2013) cited in their article. By analysis of different definitions some

commonality can be traced. Contillon (2014) characterized entrepreneurs as

‘innovator’. While, Drucker (2015) and NKC (2014) mentioned entrepreneurs

as a wealth creator, challenge taker. Entrepreneurship education is study of

source of opportunities and process of discovery, in which an individual

endeavors ability of creativity, risk taking and turn their ideas into action

(Jones and English 2014).

Some researchers have pointed out that entrepreneurship education is

training for uncertain future (Kratko, 2013), which provides the capabilities of

venture creation. But the focus of most of the reviewed literatures on

entrepreneurship education is on: fostering entrepreneurial attitude, skill,

managerial attributes (Co and Mitchell, 2013; Henry et al., 2015).

According to Bandura (2018), individuals are tended to pursue their

goals if they consider their own abilities and actions are capable of achieving

the desired results. Entrepreneurship education helps improve their

cognition, constantly adjust their thoughts and actions, and make their

entrepreneurship more directional, coherent and meaningful. This study

employs the theory of social cognition to examine how learners in

entrepreneurship education can enhance their ability to identify opportunities

through political skills, which in turn affects entrepreneurs’ innovative

awareness, innovative ability, and innovative personality.

Learning from observation (Bandura, 2018) to participation (Chen and

Chang, 2014), learning is no longer a single behavior but is implemented in a

complex system of relationships. Individuals can transcend immediate

circumstances, through self-guidance, shape the present toward the

realization of outcomes and goals (Bandura, 2018).

 Further, general education focuses on the overall development of

students, and the entrepreneurial curriculum system lays the foundation for

the overall improvement of students’ entrepreneurial ability. From observation

to participation, the social learning network provides multi-level learning

channels for student entrepreneurs to continuously improve their skills in

learning and practice. Therefore, entrepreneurship education might enhance

the confidence of the students that he will be able to solve new and unexpected

problems.

Similarly, skills are described as the ability to apply knowledge in practice, a

special ability that drives innovation and development. In entrepreneurship,

highly developed political skills can help student entrepreneurs accurately

identify and acquire effective resources in a dynamic and complex social

environment, as well as create a new combination of technology and

knowledge with the support of organizations. Entrepreneur must possess the

savviness to effectively understand others in the workplace and adjust their

behaviors accordingly.

As such, the actual process of opportunity recognition is an interaction

between individuals and their environments. Komarkova et al. (2015) argue

that skills and opportunities can be used to examine entrepreneurial

innovation capabilities. The prior experience and skills of entrepreneurs affect

the opportunity recognition process (Dencker et al., 2014; Odia and Odia,

2013).

Likewise, highly developed political skills transform the resources and

experience acquired by entrepreneurship education into the ability to identify

and creates new products or services; motivate the entrepreneurs to learn

together; and enhance innovative awareness, innovative ability, and

innovative personality. To deepen the reforms in entrepreneurship education,

we have to fully consider the needs and characteristics of student

entrepreneurs. Paying attention to the cultivation of students’ entrepreneurial

skills is conducive to the realization of the goals of entrepreneurial education

organizations, and the overall development needs of entrepreneurial activities.

Moreover, students’ views on their entrepreneurship education are

related to their perception of innovation; fostering innovation through

entrepreneurship education is the primary task of universities. Innovative

awareness and innovative ability are the core process of students’ innovation

activities, which are also influenced by innovation personality. The

educational system of universities has to provide an academic environment

that may serve as a catalyst for high-technology start-ups (Franke and Lüthje,

2014). If learners are constantly challenged to expand their content

knowledge, they will be motivated to broaden their cognitive levels (Bandura,

1999), form a defense mechanism to eliminate the negative impact caused by

perceived pressure (Granieri et al., 2017).

To note, entrepreneurs are made, not born, by imparting the knowledge

and skills needed for a new business venture. The process of shaping the

ability of student entrepreneurs is a social interaction process in which

information resources are acquired and transformed in the form of

observation or direct participation in entrepreneurship education. This

process also involves creating new knowledge through transforming

experience and to develop all essential entrepreneurial skills to meet

entrepreneurial success (Lazear, 2014; Audretsch et al., 2016).

Finally, traditional entrepreneurial knowledge learning can no longer

meet the dynamic environment’s demand for entrepreneurial ability.

Entrepreneurship education builds a multi-level social network and

comprehensive learning management for the professional ability of

entrepreneurs. Entrepreneurship education develops students’

entrepreneurial skills, enabling them to cope with environmental

uncertainties and new challenges (Brian and Norma, 2016; Seikkula-Leino,

2014; Premand et al., 2016).

III. PROPOSED INTERVENTION PLAN

Education today is unabashedly based on the “take-a-job” mindset

which conveys in both content and attitude that the student is being prepared

for a career in which he/she will be working in some kind of small or large

business entity in the future (Kourilsky, 1995).

The main objective of education is to help prepare the students to

become successful entrepreneurs. The educational system embedded with

entrepreneurship that will assist students to develop a focus on job creation

at the early facet of their lives and will produce independent and self-reliant

youths.

Entrepreneurship education aids students to think beyond the box and

foster unconventional skills and abilities for students from all socio-economic

background.

To develop and strengthen students’ entrepreneurial knowledge and skills,

the following actions/steps must be applied;

1. Conduct training-workshop on entrepreneurship to equip

students/participants with the necessary skillset and mindset to

identify opportunities in business.

 2. Exhilarate students to take part in Income-generating project of

the school as an important life-long learning opportunity and as

a source of livelihood for the students.

3. Intensify entrepreneurship education in all subject areas most

specifically in Technology and Livelihood Education where the

knowledge and skills needed to become an entrepreneur is taught

geared toward helping students increase the likelihood of their

business success.

4. Invite successful entrepreneurs especially alumni, sharing their

knowledge and challenges in business.

Table 4. Intervention Plan

Action Steps Person(s) Timeline Expected

Responsible Outcome
1. Conduct training- Resource January Students’
workshop on speaker / 2021 awareness on
entrepreneurship to principal / entrepreneurial
equip students activities
students/participants
with the necessary
skillset and mindset to
identify opportunities in
business.
2. Exhilarate students to Principal / January – Apply/exercise
take part in Income- students March knowledge on
generating project of the 2021 entrepreneurial
school as an important skills
life-long learning
opportunity and as a
source of livelihood for
the students.

3. Intensify Principal / January Establish a good

entrepreneurship students 2021 idea and concept
education in all subject broaden
areas most specifically in knowledge and
Technology and skills in
Livelihood Education entrepreneurship
 where the knowledge
and skills needed to
become an entrepreneur
is taught geared toward
helping students
increase the likelihood of
their business success.
4. Invite successful Resource January Gain and share
entrepreneurs especially person / 2021 knowledge and
alumni, sharing their principal / skills among
knowledge and students others
challenges in business.

IV. ACTION RESEARCH METHODS

This portion contains the discussion on the method used in this study,

namely; the research design, population and sample, research instruments,

data collection, statistical tools, and ethical considerations of the study.

A. Population and Sample

The study used a quota sampling technique that encompasses all

Grade 10 students of Manongol National High School who are enrolled in this

SY 2019-2020. Those who are not Grade 10 students of Manongol National

High School for SY 2019-2020 are deemed excluded in the population. The

respondents are free to withdraw if they are threatened with the conduct of

the study.

B. Research Design

This study is a non-experimental quantitative research design that will

particularly employ a descriptive survey study approach. The descriptive

design will be used to obtain information concerning the current status of the

phenomena to describe “what exist” with respect to variables or conditions in

a situation (Shuttleworth, 2008). In this study, the indicators of the views of

the teachers’ disposition traits and quality of life, will be presented using

descriptive research.

Research Instrument

The researchers adopted a developed questionnaire on the basis of the

reference literature and applied it to participating students both at the start

of the study to identify the starting situation in terms of their entrepreneurial

intentions and attitude.

In order to approach the attitudes of students towards

entrepreneurship, a set of issues related to being an entrepreneur will be

presented to check as to what extent they personally associated these issues

with entrepreneurship. These characteristics will be expressed through six

statements: being an entrepreneur implies ‘facing new challenges’, ‘creating

jobs for other people’, ‘being creative and innovative’, ‘getting a high income’,

‘taking calculated risks’ and ‘being independent’. These questions will also be

presented as Likert-type scales with seven items (higher values standing for

stronger association/attraction). The questions will be divided into two

groups: student entrepreneurial intention (5 items) and student personal

attitude towards entrepreneurship (6 items). Both sets of used items were

adapted from the scales developed by Romero, Petrescu, and Balalia (Iosif).

The consistency of items included in the two applied questionnaires

was verified using the Cronbach’s Alpha test (Table 1). The values of

Cronbach’s Alpha coefficients range between 0.678 and 0.712 for each of the

four sets of items, indicating a good reliability for these constructs. Some

studies view a Cronbach’s Alpha coefficient between 0.6 and 0.7 as showing

an acceptable reliability. Still, as our values were either below or very close to

the generally accepted minimum of 0.70 [93], we performed a principal

component factor analysis to each set of items. Although it is adequate for

continuous variables, principal components analysis is also frequently used

with ordinal data, such as Likert scales. Kaiser–Meyer–Olkin (KMO) Measures

higher than 0.50 indicated that a factor analysis may be useful with our data.

C. Plan for Data analysis

The researchers made sure that all these procedures in collecting data

will be properly followed during the conduct of the study. The researchers will

write a permission letter to the school principal of Manongol National High

School to conduct the study. As soon as permission is granted, the researchers

will submit the following attachments: the information sheet about the

proposed study, a student consent/ascent form, and the questionnaire. As

the school principal granted the permission, they will then, ask the advisers

of Grade 10 High school students to give assistance to the researcher so that

the data will be obtained and accomplished. Thereafter, all survey

questionnaires will be collected and retrieved for statistical analysis after three

days or a week.

Immediately, the researchers will put all tabulated data to the Excel

spreadsheet and then, email to a trusted statistician for statistical treatment.

The statistician interpretation of the collected data will be a basis for the

researchers for further discussion, result, and conclusions.

D. Ethical Issues

The research intended predominantly to convey important information

about the focused area and for whatever possible benefits it would give to

the numerous users especially to the department of education who ensures

that quality and relevant education was delivered to the students.

1. Voluntary Participations. The respondents of the study will be the

Grade 10 High school students, irrespective of gender, who have the

 capacity to answer excluding and willing to be involved in the

investigation after having been informed of the study.

2. Privacy and Confidentiality. Protective measures will be

undertaken to ensure the privacy and confidentiality of the

information of all participants.

3. Informed Consent Process. The application of the principle of

respect for the respondents, who may solicit consent, how and when

it will undertake was thoroughly reviewed before its administration.

4. Plagiarism. The study will undergo plagiarism check which disclosed

an allowable 20% similarity index, with no trace of misrepresentation

of the author’s work.

5. Fabrication. Willful misrepresentation of the data or results, and

expressly putting forward false conclusions were honestly avoided.

6. Falsification. Deliberately misrepresenting the study to fit a

theoretical expectation was eluded.

7. Conflict of Interest. The respondents’ welfare and the validity of the

research were properly respected, and have not been influenced by

secondary interest.

8. Deceit. Concealment of the truth for the purpose of misleading the

respondents was justly prevented

9. Permission from Organization. A written permission to conduct

study will be asked to the school principal, district supervisor and

Kidapawan City division for the administration of the research and

gathering data.

10. Authorship. The authors’ works were duly acknowledged based on

their substantial contributions to the conception and design.

 RESULTS AND DISCUSSIONS

Presented in this chapter are the results of the study and the

corresponding analysis and interpretation of data.

Socio – Demographic Profiles of the Respondents

The first research problem focused on determining the socio-

demographic profile of the respondents in terms of age, gender, and parents’

highest educational attainment among Grade 10 High School students in

Manongol National High School, Manongol, Kidapawan City

Age

The ages of the student – respondents ranged from 14 to 17 years old.

As shown in table 1, majority of the respondents 33 or 51.56% belong to age

15, followed by 21 or 32.81% under 16-year-old. From among them there were

9 or 14% respondents falls on age 17, and the remaining 1 respondent or

1.56% was 14-year-old.

The finding expresses that the majority of the respondents are

adolescents—no longer a child but not yet an adult either. This is a time of big

intellectual, social, and emotional development.

The result is supported by the fact that the age of the students may

also be one of the factors that can influence readiness of young people towards

entrepreneurial activities.

Gender

Out of 64 total number of respondents, 35 or 54.68% of the

respondents were female. Only 28 or 43.75% constituted the male

respondents and 1 or 1.5% of the respondents is Lesbian Gay Bisexual and

Transgender (LGBT). This signifies that the number of male High School

students from Manongol National High School is outnumbered by the female

students.

Based on the findings, female respondents are more likely to venture in

business than male.

The fact that females are a source of entrepreneurial talent (OCED,

2003) and an instrument of development (Ahl,2006). Female entrepreneurship

is regarded as an emancipatory act to establish change (Rindova et.al,2009).

Practitioners want more women with good ideas to see entrepreneurship as a

career choice.

Parents ‘Highest Educational Attainment

In terms of highest educational attainment, 21 or 32.82% of the

parents’ respondents were holders of Bachelor’s degree, 6 or 9.37% had

reached college level, 4 or 6.25% of the parents’ respondents were Post

graduate, 16 or 25% indicated that they were already a High school graduate,

10 or 15.62% of the parents’ respondents were High school level, 6 or 9.37%

indicated that they were elementary graduate and only 1 or 1.56% of the

parents’ respondents had reached elementary level.

The result implies that respondents’ parents have successfully

completed a degree. The finding is enforced by the view that a person’s career

can be influenced by family education, lifestyle, class structure, present

lifestyle, experience and social issues (Gibb and Ritchie ,1982).

Table 1. Socio-demographic profile

Profiles Average Percentage %

Age
14 years old 1 1.56
15 years old 33 51.56
16 years old 21 32.81
17 years old 9 14.06

Sex
Male 28 43.75
Female 35 54.68
LGBT 1 1.5

Highest Educational Att.

Elementary Level 1 1.56
Elementary Graduate 6 9.37
High School Level 10 15.62
High School Graduate 16 25
College Level 6 9.37
College Graduate 21 32.81
Post Graduate 4 6.25

Entrepreneurial Intentions

The second research objective is focused on determining the level of

students' entrepreneurial adeptness in terms of their entrepreneurial

intentions among the Grade 10 High School students in Manongol National

High School.
 Presented in Table 2 are the results on the level of students’

entrepreneurial adeptness in terms of their entrepreneurial intentions. The

results have an overall mean rating of 3.77 interpreted as Highly observed

which means the required attributes/behaviors are observed most of the time

or condition is moderately extensive and carried out well.

If there is a high degree of intention, the action is more likely to result

in positive attitude towards achieving successful entrepreneurship.

Individuals who are more optimistic, independent and willing to take chance

s are typically more willing to become entrepreneurs.

Several research studies across nations confirmed the crucial role pla

yed by entrepreneurial intention in the decision-

making process to start a new venture (Nurdan & Nancy, 2016)

Table 2. Level of student’s entrepreneurial adeptness in terms of their

entrepreneurial intentions
Mean Description
Statements
3.75
1. It is very likely that one day I will start a Highly
business Observed

2. I am willing to make every effort to become an 3.66 Highly

entrepreneur Observed

3. I have to make business in the future in order Highly

not to 3.92 Observed
live from one day to the next

4. My professional goal is to become an 3.34 Often

entrepreneur Observed

5. I want to set up business in the future to escape 3.97 Highly

poverty and hunger by getting involved into more Observed
sources I want to set up business in the future
to
escape poverty and hunger by getting involved
into
more sources

6. Having business in the future will make me to 4.0 Highly

never Observed
 depend on a single income and have more jobs

7. To do what I like, giving up the previous job and 3.75 Highly

focusing on an area, where I can put his talents, Observed
passion and satisfaction into practice is what I
aim in
having business in the future

Mean 3.77 Highly

Observed
Mean:
Scale Description
5 Always Observed
4 Highly Observed
3 Often Observed
2 Rarely Observed
1 Never Observed

Entrepreneurial Attitudes

The third research objective is focused on determining the level of

students' entrepreneurial adeptness in terms of their entrepreneurial attitudes

among the Grade 10 High School students in Manongol National High School.

Shown in Table 3 are the results on the level of students’

entrepreneurial adeptness in terms of their entrepreneurial attitudes. The

results have an overall mean rating of 4.13 interpreted as Highly observed

which means the required attributes/behaviors are observed most of the time

or condition is moderately extensive and carried out well.

TABLE 3. LEVEL OF STUDENTS’ ENTREPRENEURIAL ADEPTNESS IN
TERMS OF THEIR ENTREPRENEURIAL ATTITUDES

Mean Description
Statements
4.22
1. Seriousness, ambition, hard work and a Always
continuous desire for improvement; focuses on Observed
development and innovation.
2. Makes the most of my talent, succeeds in 4.14 Usually
exploiting every opportunity. Observed

3. A strong, persevering person who never gives up, Always

always achieves his purpose. 4.41 Observed

4. Perseverance and entrepreneurial spirit. 3.83 Usually

Observed
5. Morality, common sense and perseverance. ‘It is 4.11 Usually
a living reminder that anything is possible when Observed
you set out to do something and try to do whatever
it is necessary to achieve your goals’.

6. Responsible entrepreneur someday, meant to 4.16 Usually

help humanity. Observed

7. Responsibility, sacrifice, sincerity, objectivity in 4.02 Usually

the decision-making process. Observed

8. Modesty, self-confidence. 4.17 Usually

Observed

Mean 4.13 Usually

Observed
Mean:
Scale Description
5 Always Observed
4 Usually Observed
3 Often Observed
2 Rarely Observed
1 Never Observed

The finding expresses that the majority of the student-respondents

have a positive attitude towards entrepreneurship. They are passionate about

their ideas and goals and this passion drives them to do what they want

making them succeed in every undertaking.

 The finding is enforced by the view that students in schools have to

realize that in order to succeed in the work places of the future; regardless of

their chosen profession in teacher education colleges or faculties, they have

to brace themselves for the entrepreneurial journey ahead.

Individuals are likely to follow their goals, according to Bandura (2018)

if they consider that their own abilities and actions are able to achieve the

desired results. Entrepreneurship helps enhance their comprehension,

constantly adapt their thoughts and actions, and make their entrepreneurship

more cohesive and meaningful. This study uses cognition theory to explore

how entrepreneurship education learners can enhance their ability to

recognize opportunities through political skills, which in turn affects the

creative knowledge, innovative ability, and innovative personality of

entrepreneurs.

In addition, general education focuses on the overall student growth,

and the entrepreneurial framework lays the groundwork for the overall

enhancement of the potential of students. The social learning network, from

observation to participation, offers multi-level learning platforms for student

entrepreneurs to constantly develop their skills in learning and practice.

Entrepreneurship education may also increase students’ confidence that they

would be able to solve new and unexpected problems.

 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter comprehensively discusses the findings, conclusion and

recommendations catalyzed from the results of the action research.

Summary of Findings

1. Majority of the respondents were aged 15, mostly females and parent’s

respondents were holders of Bachelor’s degree.

2. The students’ level of entrepreneurial adeptness in terms of their

entrepreneurial intentions were Highly observed which means that the

required attributes/behaviors are observed most of the time or condition

is moderately extensive and carried out well.

3. Based on the findings, the students’ level of entrepreneurial adeptness

in terms of their entrepreneurial attitudes was Highly observed which

means that the required attributes/behaviors are observed most of the

time or condition is moderately extensive and carried out well.

4. Intervention strategies can be introduced to students to strengthen

entrepreneurship education.

Conclusion

From the above findings, the Manongol National High School

researchers can glean that:

1. The age of the respondents may be one of the factors that can influence

readiness of young people towards entrepreneurial activities.

2. Female respondents are more likely to venture in business than male.

3. A person’s career can be influenced by his/ her family education.

4. Majority of the student-respondents have intention or tendency to

 initiate a business venture and plans to accomplish this in the future.

Research proved that success of business venture starts with

entrepreneurial intentions and attitude.

5. Student-respondents possessed positive entrepreneurial attitudes

towards entrepreneurship. Almost all of them are passionate about

their ideas and goals and this passion drives them to do what they

want making them succeed in every undertaking. Therefore, if an

individual has a positive attitude towards entrepreneurship, he/ she is

likely to develop positive entrepreneurial intentions.

6. Intervention strategies can be introduced to students to strengthen

entrepreneurship education.

Recommendations

Finally, the following recommendations are relevant as seen by the

researchers from their research:

1. Conduct training- workshop on entrepreneurship to equip participants/

students with the necessary skillset and mindset to identify

opportunities in business.

2. Exhilarate students to take part in Income- generating project of the

school as an important life-long learning opportunity and as a source of

livelihood for the students.

3. Intensify entrepreneurship education in all subject areas most

specifically in Technology and Livelihood Education where the

knowledge and skills needed to become an entrepreneur is taught

geared toward helping students increase the likelihood of their business

success.
 4. For future researchers, the results and conclusions of this research

can be furtherly deepened and strengthened by starting with the facts

cultivated out of this research.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

The researchers will observe the timetable below in conducting the

action research.

Activities Time- frame In- Charge Means of

Verification

Conceptualization October, 2019 Researchers Title

of Research
Gathering of related October, 2019 Researchers Literature
Literature Review
Construction of November, 2019 Researchers Developed
Survey and other Questionnaire
questionnaires
Presentation of As set by the Researchers Research
Research Proposal region Proposal
Approval of the December, 2019 Supervisor Internet
Research Proposal Principal connections
Researchers
Validation and December, 2019 Researchers Validation
reliability of the sheets and
developed reliability
questionnaire
Finalization of the June, 2020 Researchers Photos and
survey printed
questionnaires output
Conduct of the July- November, Researchers Answered
study through 2020 Respondents research
Google form questionnaire
application
Tabulation of the November, 2020 Researchers Data-
data gathered and Statistician Dummy and
Final
Data Analysis November, 2020 Researcher and Printed SPSS
Statistician
Interpretation of November, 2020 Researchers Chapter IV
the data gathered
Conclusion and November, 2020 Researchers Chapter V
Recommendation
Making of the November, 2020 Researchers Photos
research output
 Proof reading and November, 2020 Researchers Photos
documentary
analysis
Finalization of the December 2020 Researchers Complete
Research research
paper
Presentation of the As set by the Researchers Photos and
research output region PowerPoint
presentation

VI. COST ESTIMATES

The researchers will allocate the fund to the following expenditures.

Activities Expenditures Estimated Persons

Cost Involved
Conceptualization of the Internet, assorted 500 Researchers
Research school supplies
Gathering related Fare, Wifi and 500 Researchers
Literatures data load
Construction developed Assorted school 1,000 Researchers
questionnaire supplies and
other needed
materials
Presentation of research Fare 2,000 Researchers
proposal
Approval of the research Paper, internet, 3,000 Researchers
proposal USB/Flash drives
Validation and reliability Paper, ink, food 1,000 Researchers
test of the survey for the validators
questionnaire
Finalization of the survey Paper, ink, 1,000 Researchers
questionnaire internet
Documentary analysis Assorted school 1,000 Researchers
supplies
photocopying
Reproduction of the Fare, assorted 2,000 Researchers
survey questionnaires school supplies
Distribution of the Fare, paper 500 Researchers
research questionnaire
and conduct of the study
Data Analysis Statistician’s fee, 500 Statistician
paper, ink and
Researchers
Interpretation of the assorted school 500 Researchers
gathered data supplies
Conclusion and Paper, ink, 500 Researchers
Recommendation internet
Proof reading and Paper, internet 500 Researchers
documentary analysis
 Finalization of the Paper, ink, 500 Researchers
Research internet
Presentation of the PowerPoint 1,000 Researchers
research output
Home Visitations for fare 2,000 Researchers
Modular Instruction

Total 18,000

VII. PLANS FOR DISSEMINATION AND UTILIZATION

The findings of this research shall be disseminated to the different

beneficiaries of the study. The researchers will follow the action plan below.

Date Objectives Activity Persons to be Resources

Involved Needed

January To present Research • Public Schools Local

2021 the results of Expo District Funds

the study to Supervisor

the stake • School Principal

holders and • Brgy. Officials

other • Concerned

concerned Agencies

agencies • Teacher-

Researchers

• Student-

Researchers
 January To share the School • School Principal Local

2021 results of the Learning • Researchers Funds

study Action Cell • Teachers

(SLAC)

(Depends • To present District • District MOOE and

on the the meetings or Supervisor Local

schedule to results of conventions • School Funds

be set by the study Principals

the district • Guidance

to hold its Counselors

meeting and • Teachers

conferences)
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APPENDIX A

November 04, 2020

CHERYL I. CERIAS
Principal – I
Manongol National High School
Manongol, Kidapawan City

Ma’am:

Greetings of Peace and Solidarity!

Teachers are encouraged to recognize issues and make interventions about

the school and its entire internal structure in order to update the curriculum,
system and atmosphere developed by the department of Education. The
department wanted to ensure the quality and reliability of the result and
encouraged to perform and present action research in the school level.
It is in this sense, that I, MARIA MELANIE D. MENDOZA, along with
ROWELA O. DUMPIT and VICTORIA M. GALLAMOS were given the task by
the DepEd Regional Office XII to conduct an action research entitled
ASSESSING STUDENTS’ ENTREPRENEURIAL ADEPTNESS: BASIS FOR
INTERVENTION PROGRAM IN IMPROVING SKILLS to Manongol National
High School, Manongol, Kidapawan City.

It is of great pleasure that this letter of permission will be given due

consideration from your good office to help us accomplish this task. We will
also ensure that the security health procedures will be strictly followed during
the process because of the dangers at stake due to this pandemic.

Thank you very much and more power.

Respectfully yours,

MARIA MELANIE D. MENDOZA

Researcher

ROWELA O. DUMPIT/VICTORIA M. GALLAMOS

Researchers

CHERYL I. CERIAS
School Principal
 APPENDIX B

SURVEY QUESTIONNAIRE

ASSESSING STUDENTS’ ENTREPRENEURIAL ADEPTNESS: BASIS FOR

INTERVENTION PROGRAM IN IMPROVING SKILLS

PART I. RESPONDENT’S PROFILE

Name : __________________________________
Age : _____________
Gender :
( ) Male
( ) Female
( ) LGBT
Parents’ Highest Educational Attainment
( ) Elementary Undergraduate
( ) Elementary Graduate
( ) High School Undergraduate
( ) High School Graduate
( ) College Undergraduate
( ) College Graduate
( ) Post Graduate
Instruction: Please indicate your honest response. Provide a check mark X on
the box where your responses fit.
Rating Description

5 Very High The required attributes/behaviors are

observed all the time or condition is
very extensive and carried out perfectly

4 High The required attributes/behaviors are

observed most of the time or condition
is moderately extensive and carried out
well

3 Moderate The required attributes/behaviors are

observed sometimes or condition
is met and carried out adequately

2 Low The required attributes/behaviors are

observed rarely or condition is
limited and carried out minimally

1 Very Low The required attributes/behaviors are

not observed or condition is limited and
carried out poorly

A. ENTREPRENEURIAL INTENTIONS 5 4 3 2 1

1. It is very likely that one day I will start a

business

2. I am willing to make every effort to become an

entrepreneur

3. I have to make business in the future in order

not to live from one day to the next

4. My professional goal is to become an

entrepreneur

5. I want to set up business in the future to escape

poverty and hunger by getting involved into
more sources

6. Having business in the future will make me to

never depend on a single income and have more
jobs
 7. To do what I like, giving up the previous job and
focusing on an area, where I can put his talents,
passion and satisfaction into practice is what I
aim in having business in the future
B. ENTREPRENEURIAL ATTITUDES 5 4 3 2 1

8. Seriousness, ambition, hard work and a

continuous desire for improvement; focuses on
development and innovation

9. Makes the most of my talent, succeeds in

exploiting every opportunity

10. A strong, persevering person who never gives

up, always achieves his purpose.

11. Perseverance and entrepreneurial spirit

12. Morality, common sense and perseverance. ‘It is

a living reminder that anything is possible when
you set out to do something and try to do
whatever it is required to achieve your ideals’

13. Responsible entrepreneur someday, meant to

help humanity

14. Responsibility, sacrifice, sincerity, objectivity in

the decision-making process

15. Modesty, self-confidence.

Adopted from: Entrepreneurship Education through Successful

Entrepreneurial Models in Higher Education Institutions by Boldureanu, G.
et al. (2019)

Thank you for your time.