Entrepreneurial Intentions and Competencies of Grade 12 Students in Liceo De Los Baños, Laguna

Date

5-2024

Degree

Bachelor of Science in Agribusiness Management

College

College of Economics and Management (CEM)

Adviser/Committee Chair

Ma. Teresa A. Acda

Committee Member

Gemma U. Reyes, Maria Noriza Q. Herrera, Melodee Marciana E. De Castro

Abstract

The Philippines has a dynamic entrepreneurial landscape, with 6.2% of adults as established business owners and 18.4% in early-stage entrepreneurship, surpassing the regional average. Factors such as favorable economic conditions, access to capital, a supportive ecosystem, and technological advancements contribute to this growth, leading to a rise in startups. SMEs, and social enterprises. Entrepreneurship is seen as path to improving economic and social status, with around 38% of filipinos self-employed. However, the country faces a high business discontinuation rate of 12.6%, higher than the ASEAN average, indicating challenges like market volatility and regulatory hurdles. Government agencies like DTI, DOST, BSP, and CHED support entrepreneurship through various programs. Initiatives like the Youth Entrepreneurship and Cooperativism in Schools (YECS) and DOST-Academe Technology-based Enterprise Development (DATBED) aim to develop students' entrepreneurial skills. Filipino youth are increasingly viewing entrepreneurship as viable career alternative, supported by formal degree programs and industry partnerships. Despite theses efforts, gaps remain in understanding students' needs and challenges, including access to resources, mentorship, and cultural influences on entrepreneurial aspirations.

The general objective of this study was to assess the entrepreneurial intentions and competencies of senior high school students at Liceo De Los Baños. Specifically, the study aimed to present the socio-demographic characteristics of Grade 12 students, determine their levels of entrepreneurial intention, and identify the factors influencing theses intentions. Additionally, the study sought to determine the level of entrepreneurial competency among the students and analyze the relationship between their educational strands and their entrepreneurial intention and competencies. Based on these findings, the study aimed to recommend initiatives and policies to enhance the entrepreneurial intentions and competencies of secondary school students.

The study at Liceo De Los Baños assessed the entrepreneurial intentions and competencies of Grade 12 students. The sample included 200 students, with a near-equal gender split: 51% male and 49% female. Students were from four academic strands: ABM, GAS, HUMSS, and STEM. Gender distribution varied, with more female in ABM and STEM, and more males in GAS. HUMMSS had a balanced ratio. Most students had three sibling and were typically middle children. Entrepreneurial intentions were measured using a Likert Scale, revealing higher intentions among female students. Gas students showed the highest entrepreneurial intentions, while STEM and ABM students had lower intentions, likely due to their focus on technical skills and employment. HUMSS students had moderate intentions. Key factors influencing entrepreneurial intentions included prior entrepreneurial experience, which negatively impacted intentions, and positive personal attitudes and perceived behavioral control, which improved them. Social capita also played a significant role. entrepreneurial competencies showed moderate proficiency in opportunity seeking, persistence, and goal setting. Risk-taking was low, indicating reluctance to engage in ventures. Information seeking, planning, and self-confidence scored higher. No Significant association was found between academic strands entrepreneurial intentions. The result highlight the need for targeted programs and supportive environments to enhance students' readiness for entrepreneurial endeavors.

According to Christian Jorge G. Lenox, the senior high school coordinator at Liceo de Los Baños, the current curriculum allocates insufficient time for entrepreneurship education, leading to superficial understanding of entrepreneurial concepts. This results in students missing essential components like hands-on projectsm real-world problem-solving and critical thinking exercises. Additionally, the curriculum lacks the integration of real-world applications and project-based learning, depriving students of practical experiences crucial for developing entrepreneurial skills. Extracurricular opportunities such as entrepreneurship clubs and workshops are also limited. To address these issues, it is recommended to extend the curriculum hours dedicated to entrepreneurship, as practiced in Malaysia, enabling a more comprehensive and hands-on learning experience. Integrating practical activities, such as business plan development and market research projects, as seen in Malaysia, enabling a more comprehensive and hands-on learning experience. Integrating practical activities, such as business plan development and market research projects as seen in Indonesia, can enhance students' critical thinking and problem-solving skills. Establishing entrepreneurship clubs and organizing competitions, similar to initiatives in Singapore, can provide platforms for practical engagement and mentorship. Moreover, addressing the shortage of specialized teachers requires strategic measures such professional development programs, industry partnership, and the involvement of entrepreneurs in the teaching process, as observed in Thailand and Vietnam. Developing comprehensive teaching resources and establishing Professional Learning Communities (PLCs) can provide ongoing support and improve teaching methods. Advocacy for government policies supporting specialized teacher training and industry partnership is also crucial. Comprehensive studies among K-12 students in both public and private schools in the Philippines is recommended to understand their educational experiences and outcomes. By including diverse school environments, disparities and commonalities in educational attainment, resource allocation, and student engagement can be identified. The results can inform policy decisions and strategies to promote equity and excellence in education for all students. Adapting these strategies to the local context in the Philippines will require collaborative efforts among government, educational institutions, industries, and communities to create an environment conducive to nurturing future entrepreneurs. These initiatives are essential for enhancing entrepreneurial intentions and competencies among Filipino students, ultimately contributing to the country's economic innovation and development.

Language

English

LC Subject

Entrepreneurship

Location

UPLB College of Economics and Management (CEM)

Call Number

LG 993 2024 M17 M46

Notes

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Document Type

Thesis

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