UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., 12th Avenue East Caloocan City

SENIOR HIGH SCHOOL

CHAPTER I

The Problem and its Background

This chapter includes the Background of the study, Statement of

the problem, Hypothesis, Significance of the study, Scope and

delimitation of the study and Definition of terms.

Introduction

Senior High School (SHS) covers the last two years of the Kto12

program and includes grade 11 and 12. In SHS, students will go through

a core curriculum and subjects under a track of their choice and one of

the choices is ABM (Accountancy, Business, and Management Strand.

The Accountancy, Business, and Management (ABM) strand is

designed as a starting course for the students who take Accountancy,

Business, and Management. The ABM strand trained students to think

logically and scientifically and are acquainted with the basics of

Accountancy, Business, and Management concepts and principles to

prepare them to pursue college degrees that focus on business and

industry where their contribution as future accountants, entrepreneurs,

and business leaders are vital to the progress and development of the

economy and critical to the promotion of a sustainable business, the

ABM specialized courses that focus on application and measurable

learning outcomes for students complemented by technology addition.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL

This strand is comprised of eight (8) specialized subjects -

Business Math, Organization and Management, Applied Economics,

Business Ethics and Social Responsibility, Principles of Marketing,

Business Finance, and Fundamentals of Accountancy Business and

Management 1, and Fundamentals of Accountancy Business and

Management 2 - which will all passing a strategic business mindset for

students coupled with entrepreneurship and principled business

leadership.

It lead SHS students to have a career on management and

accounting which could be sales manager, human resources, marketing

director, project officer, bookkeeper, accounting clerk, internal auditor,

and a lot more.

It can also requires all students to accomplish the Business

Enterprise Simulation which will be a platform to showcase students’

creativity and innovation in handling real life business situations.

It will boost the skills and competencies of Senior High School

students ambitious to take Accountancy, Business Administration and

Management in college.

It contributes knowledge to enhance the potential of every student

to deal with enterprise and to be success, because dealing enterprise is

very, but through ABM strand, every student can be success facing

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL

enterprise by tactical and strategic decision which you link in real life

business situations.

The ABM curriculum will allow SHS students to get a deeper

appreciation of the fantastic world of accounting and business

management without the hassle of going to Algebra, Geometry,

Trigonometry, and other specialize mathematical subjects that they won’t

need.

Subjects in the ABM will give SHS students the tools they will need

on their journey to success in the corporate world. Expect that they will

be studying financial and management accounting alongside the legal,

business and organizational contexts that they will be encountering

enterprise. In taking this strand, also they will be able to analyze assets,

interpret profitability, understand financial positions, and prepare audit

accounts.

Statement of the Problem

This study aims determine the Contribution of Accountancy, Business

and Management strand to the students of Caloocan City in facing real

life business situations. It sought to answer on the following question:

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

1.1 Age

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL

1.2 Gender

2. What are the important of the ABM strand in facing real life business

situations, in terms of:

2.1 Dealing enterprise

2.2 Managing business

2.3 Careers

2.4 Goals

2.5 Performances

2.6 Perceptions in business

3. How ABM strand enhance the students in dealing with business, in

terms of:

3.1 Creativity

3.2 Innovation

3.3 Ability

3.4 Skills

Hypothesis

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Accountancy, business and management strand may help the

students to strive pertaining to business becoming proficient to selling

and

dealing to the consumer and also to manipulate the big business

opportunity in forthcoming.

Significance of the Study

This study would be beneficial to the following:

To the Students. This research study would be providing the students

valuable information that could be used in facing real life business

situations.

To the Teachers. This research study would be beneficial to the

teachers to provide knowledge regarding the students on how they can

handle problems and able to solve it with appropriate solutions in terms

of business.

To the Parents. This research would be open the minds of the parents

or guardians on how the students operate and manage the business. It

can also give them brief understanding with regards to business.

To the Readers. This research study would give knowledge and idea on

facing real life business situations. This can be very useful in their

research study.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
To the Future Researchers. This research study would also gain

insights from the result of this study. They could use this as reference

material for a more comprehensive study.

Scope and delimitation

This research studies can contribution of ABM (Accountancy,

Business and Management) strand to the students of Caloocan City in

facing real life business situation. This research will be conduct in

University of Caloocan City South Campus for the year 2017-2018. This

research obtained information about the class size of the target

population of 50 Senior High School students under Accountancy,

Business and Management (ABM).

Definition of Terms

The following terms were defined as it were operationally used for

better understanding of the study:

ABM. Accountancy, Business and Management

Accountant. A person whose job is to keep or inspect financial accounts.

Accounting Clerk. The one that performs a variety of general accounting

support tasks in an accounting department including: Verifying the

accuracy of invoices and other accounting documents or records.

Acquaint. Make someone aware of or familiar with.

Administration. The process or activity of running a business,

organization, etc.

Asset. A useful or valuable thing, person, or quality.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Auditor. A person who conducts an audit.

Bookkeeper. A person whose job is to keep records of the financial

affairs of a business.

Business. An organization or economic system where goods and services

are exchanged for one another or for money.

Competence. The ability to do something successfully or efficiently.

Curriculum. The subjects comprising a course of study in a school or

college.

Degree. The amount, level, or extent to which something happens or is

present.

Economy. The wealth and resources of a country or region, especially in

terms of the production and consumption of goods and services.

Enterprise. A project or undertaking, typically one that is difficult or

requires effort.

Entrepreneur. A person who organizes and operates a business or

businesses, taking on greater than normal financial risks in order to do

so.

Innovation. A new method, idea, product, etc.

Leadership. The action of leading a group of people or an organization.

Management. The process of dealing with or controlling things or people.

Marketing. The action or business of promoting and selling products or

services, including market research and advertising.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Organization. An organized body of people with a particular purpose,

especially a business, society, association, etc.

Profitability. The degree to which a business or activity yields profit or

financial gain.

SHS. Senior High School

Simulation. Imitation of a situation or process.

STI. Systems Technology Institute

Strategic. Relating to the identification of long-term or overall aims and

interests and the means of achieving them.

Tactical. Relating to or constituting actions carefully planned to gain a

specific military end.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL

CHAPTER II

Review of Related Literature

This chapter presents the review of related literature both foreign

and local which greatly contributes to the total conceptualization of the

study.

Literature Review

Raymond, and Carlson Hopkins (2011), suggest a need to

strengthen students’ communication skills, both interpersonal and

professional. Business educators should work to create classroom

experiences that better address the needs of the changing marketplace

and prepare students for modern employer expectations. Recognizing

this, several business programs, in the mean are starting to focus on CD

experience, entrepreneurship, innovation, problem solving, and creative

systematic thinking

West J. J. (2011), since both Marketing and Fashion

Merchandising are applied disciplines, students in both fields need

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
practical experience in order to actually gain proficiency applying learned

concepts

Lombardi, M. M. (2007), use of collaboration and integration of real

clients are both currently lacking in many business courses, meaning

students can often graduate without gaining exposure to real-world

scenarios. Many students graduate without ever learning to be

comfortable while dealing with problems that are complex and ill defined.

Abatay (2016), the ABM strand is designed to equip the students

with managerial, numeracy and literacy skills necessary to meet the

competencies and demands of globally competitive entrepreneurship.

Courses on accounting, finance, marketing and management are taken

under this strand. Students graduating from the ABM strand are

expected to prepare a business plan, feasibility study or project study

and undergo work immersion to allow for the application of knowledge

and skills acquired in class.

Nelson et al., (2005), for the students to be successful in the

business world, they must be prepared to handle real-world ambiguity,

and also to engage in complex interaction, communication, and high

order analysis

Monica (2016), ABM covers a range of job opportunities in the

product and service sectors of the Philippine economy. The track

prepares students for business management programs at the collegiate

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
level, as well as occupations in the skilled labor force as operations

technicians and service personnel.

Sari Wakefield (2011), in recent months, there has been much

debate surrounding whether or not business education is properly

preparing students for the real world. As what some people call "a

lifetime student," I can attest to the rigor and relevance that I have

experienced during my undergraduate and continuing graduate business

education (all from AACSB-accredited institutions). But aside from the

many aspects of a business course, my absolute favorite activity is a

project that allows me to apply my classroom knowledge to a real-life

situation with a real business. Give me real money to work with, and real

risks to take. For instance, at the Beedie School of Business at Simon

Fraser University, undergraduates were recently given the opportunity to

manage a 5 million USD investment fund. And at Mississippi State

University (and many others around the world with entrepreneurship

programs), students have to pitch their business ideas to venture

capitalists during a 90-second elevator ride. I know that even as an

undergraduate, this type of activity is what made it all come together for

me.

In the most recent broadcast of NewsLines live, Dr. Stefanie

Lenway, dean of the Eli Broad College of Business at Michigan State

University in the United States, spoke of her support for real-life

experiences at the undergraduate level. Dr.Lenway, a dean with

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
experience from several schools that have successfully integrated real-life

experiences into their programs, explained the importance of providing

students with opportunities to test what they have learned in the

classroom. She elaborated, by working with local organizations or

establishing student-run enterprises, students are able to frame

problems, work with real data, deal with people, and develop project

management skills. All of which are skills that companies are looking for

from business graduates.

From a student's perspective, providing real-life experiences not

only allows me to test what I have learned in the classroom, but also

provides me with a safe place to fail. I have learned so much by working

with executives during our case competitions and consulting projects.

For instance, the first time I read Porter's Five Forces I skimmed through

it in memorization mode as it was just another model that would be on

the exam. However, the first time I actually applied Porter's Five Forces

to a business that was entering a new market (thanks to the University

of South Florida's Master of Science in Entrepreneurship in Applied

Technologies program) I was pleasantly surprised how well the model

focused my strategic thinking. I can say the same for the Value Chain

and SWOT analysis—and cash flow projections, financial ratio analyses,

the supply and demand curve, etc., etc.

Geisller (2012), interpersonal and professional communication is

often weak areas for recent graduates.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Sojka & Fish (2008), while business classes are known for group

projects, professors often must deal with students who do not know how

to work in groups and who struggle to develop original ideas.

Ramsey (2013), when asked to elaborate on their understanding of

class concepts, in both written and oral communication, students often

struggle to use appropriate terminology when explaining their ideas;

which, in a professional setting, could come across as incompetence.

Furthermore, businesses today commonly utilize cross-department

teams in strategy development and for problem solving.

Hurson (2007) said however, few students currently get the

opportunity to work on comprehensive projects with anyone outside of

their own discipline. This can lead to one-path thinking, in which

students are not encouraged to examine issues from multiple

perspectives.

Lombardi (2007) Use of collaboration and integration of real clients

are both currently lacking in many business courses, meaning students

can often graduate without gaining exposure to real-world scenarios.

Many students graduate without ever learning to be comfortable while

dealing with problems that are complex and ill defined.

Dede, Korte, Nelson, Valdez, & Ward, 2005, for students to be

successful in the business world, they must be prepared to handle real-

world ambiguity, and also to engage in complex interaction,

communication, and high order analysis.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
The flipped classroom CD CBP was designed to help bridge the gap

between ‘student project’ work and the experience of working in real-

world professional groups and teams. For students, tasks tend to exist

within a single classroom and group of students. The interdisciplinary

group work required by the project was meant to take students out of

this frame of thinking and force them to consider projects as a whole,

rather than just as tasks within a single class. Through the project,

students could gain a

better understanding of the realities of collaborating in real work groups,

under pressure, while managing complex, ill-defined tasks and divergent

goals.

According to Pretorius (2008:408) the concept of “business failure”

“often appears ill-defined and messy for research purposes”. There is still

inadequate clarity on the phenomenon of small business failure.

Pretorius (2008:408) supports the view of researchers such as Steyn

Bruwer & Hamman (2006:8). Below are three different approaches in

which “failure” is defined by South African researchers (Table 2.2) as an

indication as to how they understand it from a local perspective. In

reviewing the definitions one notices the influence of both developed and

developing countries on South African definitions. The observation

supports views from Ladzani & van Vuuren (2002:155) who confirm

South Africa’s late entry into entrepreneurship as possibly impacting on

the performance and failure of South African SMMEs. Despite Ladzani &

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
van Vuuren’s observations in 2002 there remains a dearth of journal

articles, publications and accessible information to inform appropriate

interventions to reduce the high failure rate of small businesses.

Newbert (2008) examined the importance of the characteristics of

rare and valuable resources and capabilities on the attainment of

competitive advantage and organization performance. Newbert (2008)

found a positive correlation between the attainments of competitive

advantage by a firm and better organization performance. Blending

learning from the insights of Kaplan and Norton (1992, 1996) and

Newbert (2008) yields the propositions: "The attainment of competitive

advantage by a firm is a leading predictor of the achievement of strong

organization performance." In other words, if a company has identified

their competitive advantage, they will use it as leverage to perform in the

future.

Therefore, Competitive Advantage is not Organization Performance.

The synthesis of the literature here evidences that competitive advantage

and organization performance are different constructs with the

attainment of competitive advantage predicting strong organization

performance. Second, based on Porter's (1980, 1985) research,

competitive advantage can come from a firm making a sound decision or

sound decisions overtime in relation to its generic position. Firm scale in

an industry can be the source of competitive advantage helping the firm

to be the lowest cost producer or have proximity to the lowest cost

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
producer while giving greater benefits to customers in the provision of

goods and/or services. Third, firms with rare and valuable strategy

resources give themselves the best probability of making sound

positioning choices, achieving competitive advantage and in time strong

organization performance (Newbert, 2008). Fourth, the dynamic nature of

the business environment, especially in relation to the influence of

competitors, customers, regulation, technology and supply of finance is

such that the achievement of competitive advantage is a dynamic bargain

- dynamic in terms of some firms in some circumstances being able to

achieve sustained competitive

advantage and some firms in some industries achieving only temporary

competitive advantage.

Connelly (2013) cited that schools have always played a vital role

in ensuring that students have the skills needed for the job or career

they have chosen. The key function of education is to fully prepare

students for life after schooling preparation for the world of work is a

necessary and vital part of that equation. As our society and economy

continues to evolve, it may be time to rethink how public education aids

students in choosing career and education pathways. Additionally, due

to the present economic and social changes our government is dealing

with, it is imperative that we think more deeply about the future of those

students who will enter the workforce immediately after high school.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
How can we ensure that education is the right one for the times?

Different skill sets will be required for the future. The next generation will

need to be entrepreneurial, willing to take risks and be multicultural.

(Lynch, 2013).

Waugh 2013 cited, high standard of living, is an important part of

culture and values. The education system has a significant and direct

impact on the quality of our workforce our economic productivity and

ultimately, our ability to prosper as businesses, as people, and as a

nation rely on our public schools to provide highly skilled and educated

talent. K to 12 is a solution to create opportunities that will help all

children from

the time they enter the classroom to when they join the workforce.

(McCleary, 2012)

Carotenuto et. al. (2012) stated that “stress is the response to an

event or situation.” It is part of the normal process of adaptation to

environment and consists of adaptive behavioral responses (coping).

While according to Griffin & Moorehead (2010) Stress has been defined in

many ways, but most definition says that stress is caused by a stimulus,

that the stimulus can be either physical or psychological and that the

individual responds to the stimulus in some way. Some stress is

necessary for normal functioning. A mild level of emotional arousal

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
procedure alertness and interest in the task at hand was cited by Hilgard

(2007).

Business model innovation is increasingly recognized as a key to

delivering greater social and environmental sustainability in the

industrial system (e.g. Lüdeke-Freund, 2010). However, understanding of

sustainable business models and the options available for innovation for

sustainability seems limited at present. While there is extensive literature

on the theory of business models for delivering sustainability (e.g. Stubbs

and Cocklin, 2008 conducted a literature review), and examples on

specific companies (e.g. Xerox, Canon and Océ ‘pay per copy’ models,

Baines et al., 2007) there is no comprehensive view of how firms should

approach embedding sustainability in their business models.

This paper uses a systematic review approach to formalize a

categorization (the result of a process of dividing the world into groups of

entities whose members share similarity in a given context, as defined in

Jacob, 2007) of business model innovations to deliver sustainability. This

categorization aims to drive the future research agenda for sustainable

business models by proposing archetypes for new sustainable business

models, and assisting the process of embedding sustainability into

existing industrial models.

These types of changes require a fundamental shift in the purpose

of business and almost every aspect of how it is conducted. Business

model innovation offers a potential approach to deliver the required

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
change through re-conceptualizing the purpose of the firm and the value

creating logic, and rethinking perceptions of value. The assertion is that

with careful business model redesign it is possible for mainstream

businesses to more readily integrate sustainability into their business

and for new start-ups to design and pursue sustainable business from

the outset, as suggested by Stubbs and Cocklin (2008) and Porter and

Kramer (2011), and business model innovations can support a

systematic, on-going creation of business cases for sustainability

(Schaltegger et al., 2012)

Growth is the result of a good administration of resources and

capacities which the companies use to promote growth. They comprise

capacities, acquired information, financial counseling and resources

(Coad et al., 2013). The establishment of growth depends on the

identification of the origin of resources, capacities and learning on

accumulation methods and the generation of sustainable profits, coupled

to the examination of

how and when the resources of industry and financing are accessed and

how the external investors may be informed on the subject. Wright &

Stigliani (2012) enhance that, from the strategic perspective, it is

important to trust people with cognitive capacities for growth since the

holders are not the sole protagonists of growth. Further, the

entrepreneurs´ competence to get involved in networks is highly

important (Davidsson et al., 2010). Growth is affected at several levels.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
For example, Wiklund et al. (2009) employed an integrative model and

explained growth by associating the variables of the agent (human

capital and attitudes), firm (resources, enterprising features and growth)

and setting (industry). Other studies revealed the influence of variables

associated to agents, firm and milieu, as follows.

The entrepreneurs´ schooling level and experience may influence

the firms´ growth (Barringer et al., 2005; Dobbs & Hamilton, 2007;

Rauch & Rijskik, 2013). Experience in the sector is highly important

(Davidsson et al., 2010), coupled to previous experiences in other

enterprises (Barringer et al., 2005; Davidsson et al., 2010). Another

aspect listed in the literature is the entrepreneurs´ rank within their

personal carrier. According to Wright & Stigliani (2012), position in

personal carrier may affect growth. In fact, highest growth expectations

are linked to the start of carrier which may coincide with age as young

people have great expectations in growth (Davis & Shaver, 2012;

Navaretti, 2014). Further, relational competence and insertion in

networks are actually growth determinants (Davidsson et

al., 2010). However, growth expectations include not only previous

experience in success but also the fear of failure (Hermans et al., 2012;

Wright & Stigliani, 2012). Fear of failure limits the capacity of the

individual to take risks and seize opportunities which may produce

growth. On the other hand, motivation, internal control locus and

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
personal aims of entrepreneurs may have a positive effect on growth

(Davidsson et al., 2010; Wakkee et al., 2015).

The motivation for growth may be understood as the “aspiration to

expand business” (Delmar & Wiklund, 2008, p. 438) and comprises

cognitive, affective and behavioral factors, (Hermans et al., 2012).

Previous growth aspirations affect future motivations for growth and

suggest a mutual relationship between growth motivations and growth.

However, motivations must be stable to determine behavior. This boils

down to the fact that managers of small firms are motivated to expand

business. If success occurs, their commitment to expansion will be

strengthened. Similarly, previous negative results reduce growth

motivation. Delmar & Wiklund (2008) highlight that motivation is not the

sole determinant and should be further accompanied by resources and

strategies. Further, growth motivation may vary between fledging and

experienced entrepreneurs. Wright & Stigliani (2012) identified that

experienced entrepreneurs have excess of trust and optimism, although

further studies are needed to explain how entrepreneurs give density to

information obtained on the spot and how they decide whether to

promote the firms´

growth. Intentions are actually associated to the growth phenomenon

and are made up by the difference between “actual and intended size”

(Hermans et al., 2012, p. 12). They constitute the “entrepreneurs´ aims

for a pathway of growth so that business would be successful” (Dutta &

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Thornhill, 2008, p. 308). Growth intentions are “the subjects´ intentions

to start a new business that will be substantially greater throughout

several time periods” (Douglas, 2013, p. 636). Intentions vary according

to individuals: some aim at growth and others at autonomy, since the

cognitive style affects growth intentions. For instance, Dutta & Thornhill

(2008) investigated the relationship between growth intentions, cognitive

style and perception of competition conditions, and reported that the

cognitive style attenuates the relationship between growth intentions and

the perception of competitive conditions over time. The perception of

competitive conditions affects the manner entrepreneurs establish and

articulate their growth intentions. Results reveal that entrepreneurs are

heterogeneous in growth intentions; growth intention is associated to the

cognitive style and to the perception of competitive intentions. Growth

expectations “weave growth intentions with opportunity perceptions and

difficulties” (Hermans et al., 2012, p. 12). Intentions and expectations

represent respectively what is desired and what is expected. Although

associated, one must understand not only why entrepreneurs have their

growth expectations but also what makes them fail in transforming

intentions into expectations. In the case of the entrepreneur, growth may

mean the decrease of equilibrium between work and family (Leitch et al.,

2010) since it may require a greater devotion and time on his part.

Perhaps that is the reason many entrepreneurs with high growth

previously defined a growth limit (Achtenhagen et al., 2010). Chart 1

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
gives a summary of variables associated to the individual and which may

affect growth

Theoretical Framework of the Study

This study utilized the theory of Clay Christensen which is

Disruptive Innovation. The theory deals with mapping out successful

strategies for the business. His theory was used by others as their

business principle. This provides the eight(8) principle including (1) let go

of the past, (2) encourage courage, (3) embrace failure, (4) do to the

opposite, (5) imagine the possibilities, (6) put yourself out of business, (7)

reject limits, and (8) aim beyond. Disruptive Innovation is a term for

business administration which refers to an Innovation that creates a new

market and value network and eventually disrupts an existing market

and value network, displacing established leading firms, products, and

alliances. It has been called the most influential business idea.

Christensen (2012) argued that disruptive innovation can hurt

successful, well-managed companies that are responsive to their

customers and have excellent research and development. These

companies tend to ignore the markets most susceptible to disruptive

innovation because the markets have very tight profit margins and are

too small to provide a good growth rate to a sizable firm. Thus, disruptive

technology provides an example of an instance when the common

business world advice to focus on the customer, that is to stay close to

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
the customer and listen to the customer, can be strategically

counterproductive.

Conceptual Framework of the Study

The study utilized the schematic diagram to present the input of

the study, the process and the expected outcome. The input composed of

the demographic profile of respondents that includes the age and the

gender. The process which dealt with the eight principles of disruptive

innovation theory that includes: let go of the past, encourage courage,

embrace failure, do the opposite, imagine the possibilities, put yourself

out of business, reject limits and aim beyond. The expected outcome is

an effective strategy and successful performances to achieve business

growth.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL

Demographic Eight Principles B

of Disruptive
Profile of The U
Innovation Effective
Respondents: S
1. Let go of the Strategy
 Age past. I
 Gender
2. Encourage N
 Grade
courage.
level E
3. Embrace
S
failure.
S
4. Do the
opposite.

5. Imagine the G
possibilities.
R
6. Put yourself
O
out of business.
Successful
W
7. Reject limits.
Performance
T
8. Aim beyond.
H

Figure 1. Conceptual Framework of the Study

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design as well as the

instrument used. It also includes the research locale, data gathering

procedure and statistical treatment of data.

Research Design

This research study focuses on the contribution of Accountancy,

Business, and Management strand to the students of Caloocan City in

facing real life business situations. The researchers utilized qualitative

research that explains phenomena. A survey questionnaires was used as

the data gathering instrument to collect the information needed from the

target population.

Research Instrument

The researchers constructed a survey questionnaire for data

gathering instruments. The researchers also determined the data and

questions needed to obtain the necessary information about the effects of

monthly allowance to academic performance. The survey questionnaire

consists of three parts. First part is the respondents’ profile. All the

necessary statements about the respondents like name, age, gender as

well as year and section were listed on it. Part two consisted of

statements

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
about how ABM strand helps the students in facing real life business

situations wherein the respondents will choose either they are Strongly

Agree, Agree, Undecided, Disagree and Strongly Disagree. While last part

is all the statements about ABM strand as a tool for enhancement

regarding in dealing business where respondents will answer Yes or No.

Locale of the Study

This research was conducted in University of Caloocan City located

at Biglang Awa St., 12th Avenue East Caloocan City.

Statistical Treatment of Data

Percentages are used to express numbers between zero and one. It

is used to compare thing and use it in ratios. It is denoted by the symbol

%.

Percentage formula is given as. Percentage = (f / n) x 100

Where:

f = frequency

n = total number of respondents

The Pearson R formula used to determine relationship between two

variables.

Pearson R formula is given as.

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 UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City
SENIOR HIGH SCHOOL
Where:

∑x = sum of all values of x

∑y = sum of all values of y

∑xy = sum of all values of x multiplied by y

∑x2 = sum of all values of x squared

∑y2 = sum of all values of y squared

Data Gathering Procedures

The researchers conducted the following procedures in fulfilling

this research.

1. The researchers gathered information about the target

population from the give data.

2. The researchers created a total of 23 questions in survey

questionnaire for the Senior High School students in ABM.

3. The researchers conducted the survey on October.

4. The researchers tallied the results and analyzed the data

for interpretation.

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