Chapter I

INTRODUCTION

Entrepreneurial intention has been extensively studied in the past decades and

continues to be of interest to researchers due to its importance to the development for

many countries (Nabi & Holden, 2008; Ismail, Khalid, Othman, Jusoff, Abdul Rahman,

Mohammed & Shekh, 2009). One of the examples is the study of Douglas and

Fitzsimmon (2008) that defines entrepreneurial intention as the action of an individual’s

attitudes toward the outcomes of that actions and individuals’ self-efficacy, and this was

supported by Bird (as cited in Moi, Adeline & Dyana, 2011) that entrepreneurial

intentions can be referred to a state of an individual mind, which directs and guides them

toward the development and the implementation of new business concept. Likewise,

there are also some scientists (Wu & Wu, 2012; Nabi, Holden & Walmsley, 2009;

Guerrero, Rialp & Urbano, 2008) that defined entrepreneurial intention as a state of

mind wherein people wish to create a new firm or a new value driver inside existing

organizations.

According to tradingeconomics.com (2018), the unemployment rate in the

Philippines increased to 5.6 percent in the third quarter of 2017 from 5.4 percent in

2016. The number of unemployed persons went up by 41 thousand to 2.37 million.

Uddin and Bose (2012) concluded that the only way to get relief from increase

unemployment is to create ample employment opportunities for entrepreneurs. Further,

1
entrepreneurship brings great opportunity considering that it gives jobs to number of

people and eventually, lessens unemployment rate in the country. This is the reason why

entrepreneurship is perceived to bring economic welfare and may contribute

significantly in the nation’s future wealth (Ramos, 2014).

According to researchers (Fitzsimmons & Douglas, 2011; Oguntimehin &

Olaniran, 2017; Pihie & Bagheri 2013; Souitaris, Zerbinati, & Al-Laham, 2007; Grassl

& Jones, 2015), an increased level of entrepreneurship can be achieved through factors

such as attitude towards behavior, entrepreneurial education, perceived behavioral

control, subjective norm, and motivation. The immense significance of this study was

rooted into those factorial areas since it has been uncovered that these factors have great

impact towards entrepreneurial intentions of business and non-business students.

Interestingly, the researchers had observed that there was still no study that focused in

the comparison of entrepreneurial intention between business and non-business students;

thus, serve as the gap of the study. And this enabled the researchers to conduct their

study in the senior academy of South Philippine Adventist College.

In this study, the researchers used the term “entrepreneurial” in a precise sense as

an entrepreneurial intentions refer to intentions of setting up one’s own business in the

future, rather than as a type of attitude or interest. The terms entrepreneurship, setting up

or venturing a business will be used as synonyms in the study.

2
Statement of the Problem

This study aimed to describe and compare entrepreneurial intentions of business

and non-business students in the Senior Academy of SPAC through using the key

influential factors chosen by the researchers. Further, this study will seek to answer the

following questions:

1. How is the entrepreneurial intention of business students being described?

2. How is the entrepreneurial intention of non-business students being described?

3. Is there a significant difference on the entrepreneurial intention of business &

non- business students?

Research Hypotheses

The hypotheses of the study are developed as:

H 0: There is no significant difference between the entrepreneurial intention of business

and non-business students

H 1: There is a significant difference between the entrepreneurial intention of business

and non-business students

Significance of the Study

Through describing and comparing the determining entrepreneurial intention of

business and non-business students, the following would benefit from the study:

Business Students & Non-business Students – This study will give guidance to

business and non-business students who are willing to become an entrepreneur

despite the differences of their chosen field.

3
 Society – this study will help the society in decreasing the unemployment rate within

the communities through nurturing students who have intention of building their

own business in the future.

Unemployed Persons – this study is significant for the unemployed individual by

giving them opportunities in having a job or owning a business in the future through

the aid of the influential factors towards entrepreneurial intention.

Government – this study is significant for the government to implement different

kinds of programs that involve activities relating to influential factors towards

entrepreneurial intention.

Future Researchers – this study will help upcoming researchers to give additional

information about the description and comparison of entrepreneurial intention of

business and non-business students.

Scope and Limitations

The primary objective of this study is to know and compare the business and

non-business students’ entrepreneurial intention. The researchers were given a 3-month

time frame to conduct this study. The data will be collected through a survey

questionnaire to gather the participants’ thoughts and views about the research’s

objective. Thus, survey questionnaire is only accessible for the Senior Academy of

SPAC, which includes the Accountancy, Business and Management (ABM) strand as

the business students and the Science, Technology, Engineering & Mathematics (STEM)

strand and Humanities and Social Sciences (HUMSS) strand, which are called as the

non-business students of the study. Since most of the studies in the past primarily

4
focused on the context regarding business and non-business entrepreneurial intentions of

college students, thus this information will not be included in the study, which serves as

the limitation.

5
 Chapter II

REVIEW OF RELATED LITERATURE

The purpose of this literature review is to comprehend the understanding of the

business intentions using the key influential factors. The pages that follow provide a

thorough examination of the literature anchoring the key concepts of this study. This

chapter begins with an introduction to the literature review of the variables, which are

found in the study.

Entrepreneurial Intention

The significance of studying the cognitive factors towards entrepreneurial

intention has been illuminated by many researchers (Linan, 2013). Yet, there is no

standard construct for determining entrepreneurial intention, thus, it is a challenge that is

evidenced in the inconsistent results in studies that employ different variables

(Thompson, 2009). Business intention refers to the action of an individual’s attitudes

toward the outcomes and individual self-efficacy (Douglas & Fitzsimmon, 2008).

According to Ajzen (as cited by Ni, Ping, Ying, Sern & Lih, 2012), intention is

the immediate antecedent of behavior. He claimed that behavior is not performed

mindlessly but follows reasonably and consistently from the behavior-relevant

information and behavior reinforced by rewarding events and weakened by pushing

events. Entrepreneurial intention is defined as willingness of individuals to perform

entrepreneurial behavior, to engage in entrepreneurial action, to be self-employed, or to

6
establish new business (Dell, 2008; Dohse & Walter, 2010; Akanbi & Owoseni, 2011;

Rasli, Khan, Malefikar & Jabeen, 2013; Hattab, 2014; Uddin & Bose, 2012; Tanveer,

Shafique, Akbar & Rizvi, 2013). It usually involves inner guts, ambition and the feeling

to stand on one’s feet (Zain, Akram & Ghani, 2010). The push and pull motivations in

setting up a new business are likely to be complex (Green, 2013).

In order to advance our knowledge, entrepreneurial intentions are explained

through general motivation models and several predictors (Giagtzi, Reader &

Darnihamedani, 2013). Entrepreneurial intentions are derived from perceived behavioral

control, attitude toward behavior, and subjective norms (Lee, Wong, Der Foo & Leung,

2011). As cited by Arkarattanakul and Lee (2012), intention to act is considered as the

most reliable predictor of actual behavior (Ajzen, 1991, 2001; Krueger, et al., 2007) and

intentions necessitate the belief that the behavior is feasible and the belief that the

behavior is desirable. Generally, entrepreneurial intentions are a state of mind, which

directs and guides the actions of the individual toward the development and the

implementation.

Factors Influencing Entrepreneurial Intention

The following variables are stemmed from the Ajzen’s Theory of Planned

Behavior (TPB), such as attitude towards behavior, perceived behavioral control,

subjective norms and new variables like entrepreneurial education, and motivation,

which are not included in Ajzen’s theory but based more on literatures, will be tested on

senior high school students to know if they are determining factors that influence their

entrepreneurial intention. The variables are as follows:

7
Attitude Towards Business (Attitude Towards Behavior).

Entrepreneurial intentions are found as positively related to perceived

desirability (Fitzsimmons & Douglas, 2011; Dwayne, 2009). In contrast, Dohse

and Walter (2009); Paço, Ferreira, Raposo, Rodriguez & Dinis (2011); Ni et al.,

(2012) stressed that attitude toward the behavior has direct and positive effect on

entrepreneurial intentions. Ajzen (as cited in Zhang, Duysters & Cloodt, 2013)

defines attitude towards behavior as the degree to which the individual holds a

positive or negative personal evaluation of entrepreneurship. Simply put, if an

individual perceives entrepreneurship as desirable (i.e., positive attitude),

considers to be in line with his goals in life, then he is likely to form an

entrepreneurial intention (Elfving, Brännback & Carsrud, 2008; Kütti, Kallaste,

Venessar & Kiis, 2013; Moriano, Gorgievski, Laguna, Stephan & Zarafshani,

2011; Mumtaz, Munirah & Halimahton, 2012). Understanding of the nature of

self-efficacy in entrepreneurship and the mechanisms, through which it affects

entrepreneurial intentions, can help expand the understanding of the

entrepreneurial process effectiveness, and therefore improve skills of individuals

who aspire to become successful entrepreneurs. (Galicia, Perez & Rehak, 2015).

Confidence in job competency provides the additional motivation necessary for

employees who experience poor job satisfaction to consider entrepreneurship as

an alternative career choice (Lee et al., 2011).

Previous studies stated that attitude towards behavior is influenced by the

reflection of an individual's feeling to the business usefulness (Shiri,

Mohammadi & Hosseini, 2012; Bataller, n. d.). However, other studies

8
emphasized that attitude toward behavior of entrepreneurial activity depends on

the expectations and beliefs about the personal impacts of outcomes resulting

from the behavior (Almobaireek & Monolova, 2012; Peng et al., 2015). This

statement was strengthened by Jumamil, Depositario & Zapata, Jr. (2017) that

attitude towards behavior is based on the evaluation of expectations and beliefs

about the personal impacts and benefits that a person would gain from it since

past results concurred that attitude toward the behavior is an important variable

when investigating entrepreneurial intention. Researchers have found significant

differences within collected information among students of universities in

Mexico. The analysis showed an association on self-efficacy on business

creation and the exposure to mandatory courses with an emphasis on

entrepreneurship. However, despite a significant association we found that the

degree of this impact is not very high (Galicia et al., 2015). The findings from

the data collected from engineering and business students and alumni of three

universities suggested that the positive impact of sustainability orientation

vanishes with business experience (Kuckertz & Wagner, 2010).

Entrepreneurial Education.

Commission Communication (as cited by Kumar, Vifenda, Brigitta &

Valerie, 2013) explains that Entrepreneurship Education is about someone’s skill

to convert his/her ideas into action and this includes creativity, innovation and

braveness to take a risk, including the planning and managing work to succeed in

reaching the goals. In relation to this, Oguntimehin et al., (2017) said that all

9
forms of knowledge delivery that seeks to empower the individual to create real

wealth in the economic sector are implied in the Entrepreneurship education, this

means that entrepreneurial education is intended to empower graduates

irrespective of their specialization skills that will enable them to engage in

income generating venture. Athayde’s (2009) evaluation of the Young Enterprise

Company programme (based on the Junior Achievement programme) found that

the programme increased the entrepreneurial potential of young people and also

the findings show that prior experience predicts social entrepreneurial intentions

(Hockerts, 2017). In Peterman and Kennedy (2003) also found that participants

on Young Achievement Australia were more likely than a control group to see

entrepreneurship as desirable and feasible.

Further, Franke and Lüthje (as cited by Moi et al., 2013) proposed that

academic context is an important part of the students' environment, as

universities are in a position to shape and encourage entrepreneurial intentions.

University activities of initiation, development and support somehow “trigger”

the intentions of students to become entrepreneurs. For this reason,

Entrepreneurial Education has distinct effects on students’ attitudes (Liñan,

2008), additionally, the findings of Bordieanu and Dragomir in 2018 was the

same, they found that business education has marginal effect on student’s

attitude. Further, Entrepreneurial education also is imparting entrepreneurial

skills, said Mwasalwiba (as cited by Fatoki, 2014) and these prompt students

toward more ambitious start up plans (Moi et al., 2013). Moreover, Peterman &

Kennedy (as cited by Souitaris, Zerbinati, & Al-Laham, 2007) supports and said

10
that exposure to enterprise education affects intention, which is in the contrast of

the findings in the study of Bordieanu & Dragomir in 2018 that said that work

experience had no significant effect.

Souitaris et al. (as cited by Ahmed, Nawaz, Ahmad, Shaukat, Usman,

Rehman & Ahmed, 2010) said that programs conducted for entrepreneurial

education are sources of entrepreneurial attitude and overall intentions to become

future entrepreneur. Sušanj, Jakopec and Krečar (as cited by Ahmed et al., 2010)

supports and said that those individuals who start a venture have received

university-level classes in entrepreneurship and they have greater intentions.

Turker & Selḉuk (2009) stated that if a university provides adequate knowledge

and aspiration for entrepreneurship, the possibility of choosing an entrepreneurial

career might increase among young people. For example, in Tadulako

University, students’ entrepreneurial activities were relatively high which led the

students to envision themselves to become entrepreneurs (Bachri & Adda, 2017).

In contrast, Oosterbeek, van Praag & Ijsseelstein (2010) found that students who

participated in the Dutch Association Jong Ondernemen (part of Junior

Achievement programme) were more likely to form negative intentions towards

entrepreneurship and have lower self-assessed enterprise skills. Meanwhile,

those who have not taken entrepreneurship classes have less intention (Sušanj et

al., 2015). Kolvereid (as cited by Fatoki, 2014) also points out to this matter and

said that those with prior experience in entrepreneurial activities have higher

entrepreneurial intention compared to those with no prior experience (Kautonen

& Luoto, 2010; Mohammad, Shariq & Samir, 2016). Further, Frankie and Luthie

11
(as cited by Ahmed et al., 2010) had the same conclusion and said that lacking of

entrepreneurial education could lead to low level of entrepreneurial intentions in

students.

A greater knowledge of the entrepreneurial environment will surely

contribute to more realistic perceptions about entrepreneurship. Yalcin and Kapu

(as cited by Ahmed et al., 2010) suggests that “Entrepreneurship should not be

mixed with general business and economic studies major, and, the following

should be encouraged: creativity, innovation and self-employment and may also

include the following elements: a) to develop personal characteristics and

abilities that exist to develop entrepreneurial mindset and behavior which

included creativity, sense of initiative, risk-taking, autonomy, self-confidence,

etc., b) to raise students awareness to self-employment and arouse student to

choose entrepreneurship as one of their career option, c) to work on real business

activity, and, d) to provide particular business essential skills and understanding

how it works in the real world.” In relation to Yalcin and Kapu’s suggestion,

Remeikiene, Startien and Dumciuviene (2013) concluded that Entrepreneurial

intention is mostly influenced by personal factors such as traits like self-efficacy,

risk taking, initiative for business start-up, favourable attitude towards business,

behavioural control, need for achievement and internal locus of control, which

can be developed through acquiring education.

Knowledge and resources might increase the likelihood of success for

those who are going to start a new venture, it is the inspiration that raises

attitudes and intention and increases the chances that students will actually

12
attempt an entrepreneurial career at some point in their lives (Souitaris et al.,

2007; Küttim et al., 2013; Zuzana et al., 2014). However, a certain research

found negative effect of entrepreneurial intentions in students, and it concludes

that higher education seem to decrease during their studies (Joensuu, Viljamaa,

Varamäki & Tornikoski, 2013; Khalifa & Diaf, 2016).

Perceived Behavioral Control.

Perceived behavioral control is one of the strongest attitude factors

influencing individuals’ entrepreneurial intentions (Pihie & Bagheri 2013; Koe,

Omar & Majid, 2014; Liñan, Rodríguez-Cohard & Ruenda-Cantuche, 2011;

Maes, Leroy & Sels, 2014). Studies concluded that perceived behavioral control

(perceived feasibility) is an important antecedent of entrepreneurial intention

(Koe et al., 2014; Zhang et al., 2013). This is defined as the individual’s

perception of his/her personal capability, in other words, a precondition for the

behavior to be feasible (Giagtzi, 2013; Almobaireek & Manolova, 2011;

Esfandiar, Ghahramani & Tehrani, 2016; Shen, Osorio & Settles, 2017; Zhang et

al., 2013; De Clercq, Honig & Martin, 2013). For example, typical new business

is focused on sectors in which the entrepreneur has prior experience of; tend to be

service rather than manufacturing orientated; and have relatively low entry

barriers and low capital requirements (Shane, 2008; Parker, 2009). Several studies

also emphasize that perceived behavioral control in theory of planned behavior

also corresponds to the perceived feasibility, in particular in studies measuring

entrepreneurial intention (Dissanayake, 2012; Yatribi, 2016; Singh, Prasad &

13
Raut, 2012; Zhang, et al., 2013; Giagtzi, 2013).

Yet even when homologous, the two models are not identical. A key

distinction might be found in the way both models assess the likelihood of

action. Perceived behavioral control, a factor in the TPB model is not exactly the

same as the perceived feasibility in the Entrepreneurial Event Model, which

leads us to a comprehension that perceived behavioral control and perceived

feasibility have a little similarity, yet these similarities do not mean that they are

the same. On the other hand, perceived behavioral control, can be influenced by

obstacles, personal capacities/skills, confidence in their ability to perform

entrepreneurial tasks, perceived availability of resources needed to create a

business and the regulatory environment (Gasse & Tremblay, 2011; Souitaris, et

al., 2007). Yet, Sajjad, Shafi & Dad (2012) argued that feasibility perceptions

regarding entrepreneurship are influenced by prior exposure to entrepreneurial

experiences. For example, Shapero and Sokol, (as cited in Sajjad et al., 2012)

contended that prior exposure to entrepreneurial activity would have a positive

effect on perceptions of feasibility.

Social Support (Subjective Norm).

The Consumer Health Informative Research Resources (n.d.) defines

subjective norm as “the perceived social pressure to engage or not engage in a

particular behavior. Social pressure refers to variable such as the following:

friends, families, and community. Additionally, subjective norm is usually

defined as “an individual perceptions or opinion about what important others

14
believe the individual should do.” For example, other groups in society may also

be ‘pulled’ towards self-employment because it allows them flexibility; offers

them a chance to realize an opportunity; or because it fits in within prevailing

cultural norms in their community (Green, 2013; Moriano, Gorgievski, Laguna,

Stephan, & Zarafshani, 2011; Pruett, Shinnar, Toney & Llopis, 2008; Altinay,

Madanoglu, Daniele & Lashley, 2012). Ilesanmigbenga’s study in 2015, found

out that survey regarding subjective norm, as influential factor for business

intention was found essential and it was considered very important for predicting

entrepreneurial intention among the students. Interestingly, Souitaris et al. (as

cited by Fatoki, 2014) find that programs for entrepreneurship can significantly

raise student’s subjective norm through inspiring them to choose business

careers. Interestingly, Among Kenya graduate youth in vocational technical

training students (non-business students), social variation was the most important

predictor for determining Entrepreneurial intention (Kiiru et al., 2015).

Many researches broadly confirmed that subjective norm has

relationship with business intention; however, in contrast, Krueger et al. (as cited

by Souitaris et al., 2007) failed to find a link between subjective norm and

intention and called for more studies with more reliable measures.

Business support from the family could motivate the family members to

have business intention as they experience early exposure to entrepreneurship

(Carr & Sequeira, 2007; Chlosta, Patzelt, Klein, & Dormann, 2012; Yurtkoru,

Kuşcu & Doğanay, 2014; Zapkau, Schwens, Steinmetz & Kabst, 2015;

Zellweger, Sieger & Halter, 2010). Also, Tong (as cited by Indarti, et al., 2009)

15
says that this affects the individual perceptions of self-efficacy and instrumental

readiness of an individual. An example is from Basu, Virick and Krueger (as

cited by Ahmed et al., 2010.), they say that those individuals that have self-

employed father are more inclined towards entrepreneurship, also Bachri and

Adda (2017) said that those respondents that come from entrepreneurial family

background have relatively expressed a higher intention to start their own

business. Further, Phan et al. and Breen et al. (as cited by Tong, Tong & Loy,

2011) supports and gave additional example that in Singapore and Australia,

students are more likely to commence new ventures upon graduation if their

parents are in businesses. In contrast, Urve et al., (2007) said that most of the

respondents in their research do not want to start business after graduation, but

postpone this to a more distant future.

Business Motivation.

Grassl & Jones (2015) stated that among business students it is largely

personality factors together with perceived behavior determine intention and

among these personality factors is the achievement motivation. According to

Oxford dictionary, Motivation is a reason for acting and behaving in any way.

Moreover, Johnson (as cited by Solesvik, 2013) explained that Entrepreneurial

motivations refer to the strong feeling or tendency to organize, manipulate and

master organizations, human beings or ideas as quickly and independently as

possible. Furthermore, Shane et al. (as cited by Solesvik, 2013) stated that

16
 individuals with high-entrepreneurial motivation are more likely to become

entrepreneurs.

McClelland (as cited by Tong et al., 2011) gave an illustration that high

achievers who possess a high level of need for achievement as motivation

correspondingly indicate themselves as moderate risk takers. In connection with

this, Ronstadt, Krueger et al., Delmar and Davidsson (as cited by Uddin & Bose,

2012) added that entrepreneurial intention mainly comes from psychological and

situational dissatisfaction as well as positive motive towards accomplishment.

Further, Ilesanmigbenga (2015) points out that need for achievement are

important factors to predict entrepreneurial intentions. However, Tong et al.,

(2011) stated that need for achievement only indicates average amount of

relationship with entrepreneurial intention. Moreover, it is an advantage that

Sagie & Elizur (as cited by Tong et al., 2011) described the need for achievement

as a force drive in undertaking obligated responsibilities perfectly and achieving

success. Interestingly, Ilesanmigbenga (2015) said that researchers observed that

individual who begins to display signs of future potential especially in terms of

entrepreneurship are motivated with the desire to be their own boss.

Theoretical Framework

The study is based on the Theory of Planned Behavior (TPB) by Ajzen (as cited

in Tung, 2011), which explains that intents towards a specific behavior are subject to

influence from different factors.

17
 Ajzen explains that theory of planned behavior maintains three predictors of

intention, which are the following: attitude toward the behavior, subjective norms and

the degree of perceived behavior control. According to the theory, the more favorable

the appraisal the greater the intention. The second predictor, subjective norms, which

reflects perceived social pressure to perform or not perform the behavior, it could be

through the pressure of family, friends, peers and society at large. This theory suggests

that the greater the expectation or pressure, the greater the gravitation toward the

behavior. While, the third predictor, perceived behavioral control refers to the extent to

which the individual feels capable of performing the behavior. It is based on the

individuals know how and experience and his or her appraisal of likely obstacles while

performing the behavior.

Intention becomes the fundamental element towards explaining behavior. It

indicates the effort that the person will make to carry out that entrepreneurial behavior.

According to Ajzen that a greater knowledge of the entrepreneurial environment will

surely contribute to more realistic perceptions about the entrepreneurial activity and

would help identify adequate role models. In general, greater knowledge will also

directly provide a greater awareness about the existence of that professional career

option, and will make the intention to become an entrepreneur more credible (Ni et al.,

2012).

The researchers used this theory as foundation and basis for determining and

comparing entrepreneurial intention because this is proven effective by many

researchers that deals with entrepreneurial intention (Zhang, et al., 2014; Gomes da

Costa & Mares, Pruett, et al., 2009; Malebana, 2014; Mumtaz, et al., 2012).

18
Research Paradigm

In order to assess and compare the factors that affect the entrepreneurial intention

of business and non-business students, a research paradigm must be determined to

conceptualize the main focus of the study based on the relationships of the different

variables under study.

Figure 2.1: Research Paradigm of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Attitude Towards Business Business Students

Entrepreneurial Education Non-Business Students
Perceived Behavioral Control
Social Support
Business Motivations

Figure 2.1 illustrated the research paradigm of the study wherein the independent

variable is consisting the factors that affects business intentions. On the other hand, the

dependent variable is consisting the entrepreneurial intentions of business and non-

business students.

This framework was developed by the researchers because of its generic idea that

generalizes how entrepreneurial intention works by factors.

19
Definition of Terms

Entrepreneurial Intentions – is the intention of a person to start a new

business. Krueger (1993) defines entrepreneurship intentions as a commitment to

starting a new business.

Business Students –these are the type of students that mostly take major

subjects about business, particularly, the ABM students.

Non-Business Students – these refers to students that have taken courses that

are not much related to business, particularly, the HUMSS and STEM students.

Entrepreneurship – it is the process of designing, launching and running a new

business, usually to offer product or services for the community.

Business – it is an activity that was done by businesspersons to buy, sell, or trade

goods in exchange for money.

South Philippine Adventist College (SPAC) – this is the location wherein the

study will be conducted.

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 Chapter III

METHODOLOGY

This chapter discusses the research methods available in the study and also

explains the applicable methods used to answer the problem of this research. Further,

this chapter presents the entire plan, various procedures and strategies in identifying

sources for needed information of the study. Thus, specifically explained the research

design, sampling procedure, research instrument, research procedure and data analysis.

Research Design

To address the problems of the study and to achieve its purpose, the descriptive-

comparative design was employed by the researchers. Descriptive-comparative research

design is a design wherein the researchers consider two variables and establishes a

formal procedure to compare and conclude if one is better that the other or if significant

difference exists (Villanueva, 2011). The researchers found that this design would be

appropriate because this study intended to describe and determine the significant

difference of entrepreneurial intention between business and non-business students in

the senior academy of SPAC.

21
Population and Sampling Techniques

This portion, the researcher indicated the total population, and the sample size if

the population is large. It also described the most appropriate sampling technique that is

used in the study.

Population.

The population refers to all of any specified group of human beings or

non-human entities taken into consideration for a study. According to Johnson

and Christensen (2008), population is the large group to which a researcher

wants to generalize the sample results. The population of the present study

consisted all the senior high academy students, which are divided into two

categories: the business students which refers to the Accountancy, Business and

Management (ABM) strand, and the non-business students which refers to the

Humanities and Social Sciences (HUMSS) strand and the Science, Technology,

Engineering and Mathematics (STEM) strand.

Figure 3.1. Population of the Study

Population of Senior Academy

Students
As
27%
shown
51%
in figure
21%
3.1, the

STEM ABM HUMSS

population of students in the senior academy is presented. The total population of

22
the senior high served as the total population of this study because this study is

focused on the senior academy. In the graph, the greatest number of students is

from the Science, Technology, Engineering and Mathematics (STEM), which

comprises 52% of the graph that corresponds to 142 students. Further, 27%

corresponds to 75 students, which are the Humanities and Social Sciences

students. And lastly, Accountancy, Business and Management (ABM) students

that has the lowest population in the graph, which is only 21% that corresponds

to 59 students.

Sampling Techniques.

Sampling refers to a small proportion of the population from whom the

information needed for the study is obtained. A good sample helps in saving

resources without compromising the validity of the findings. The systematic

process of selecting the sample from the population is called sampling (Ormrod,

2011).

In the study, a stratified random sampling technique was used to divide

respondents by their strand within the sample. According to Cooper and

Schindler (as cited in Ngugi, Gakure, Waithaka & Kiwara, 2012) this technique

produces estimation of overall population parameters with greater precision and

ensures a more representative sample, which is derived from a relatively

homogeneous population. A total of 147 respondents were determined through

the Slovin’s formula. The total sample was divided by strand: 24 students from

ABM 11; 14 students from ABM 12; 11 students from STEM-A 11; 23 students

23
 from STEM-A 12; 15 students from STEM-B 11; 21 students from STEM-B 12;

25 students from HUMSS 11; and lastly, 14 students from HUMSS 12.

Research Instrument

The questionnaire was designed and presented by the researchers in simple and

unbiased wordings whereby respondents can easily understand the questions and provide

answer based on their own perception (Zikmund Babin, Carr & Griffin, 2010). In order

to operationalize the variables, questionnaires were adapted from various previous

sources and used to collect the data. The variables selected in this study are attitude

towards business, entrepreneurship education, perceived behavioral control, social

support and business motivation. The items that was selected to measure these variables

were adopted form previous studies and literature conducted on student’s entrepreneurial

intention. These studies were:

Attitude Towards Business. Students were presented with five statements relating

to attitudes towards the behavior (Liñan & Chen, 2007).

Entrepreneurship Education. Students were presented with five statements

relating to entrepreneurship education (Tung, 2011).

Perceived Behavioral Control. Students were presented with five statements

relating to perceived behavioral control (Malebana, 2014).

Social Support. Students were presented with four statements relating to social

support (Ni et al., 2012).

Business Motivation. Students were presented with five statements relating to

business motivation (Solesvik, 2012)

24
 All items were designed in 5-point Likert-type rating scales to ease the

respondents in making their choice by simply rating “out of five” (Dawes, 2008).

Specifically, 1 denoted “strongly disagree, 2 meant “disagree”, 3 is intended as “neither

agree or disagree”, referred to “agree” and 5 represented “strongly agree”.

Table 3.1. Scaling of the Instrument

Numerical Scale Range Descriptive Equivalent Interpretation

Very High Entrepreneurial
5 4.20-5.00 Strongly Agree
Intention
High Entrepreneurial
4 3.40-4.19 Agree
Intention
Neither Agree or Undecided
3 2.60-3.39
Disagree Entrepreneurial Intention
Low Entrepreneurial
2 1.80-2.59 Disagree
Intention
Very Low Entrepreneurial
1 1.00-1.79 Strongly Disagree
Intention

Table 3.1 portrayed the scaling of the instrument. The table showed that five (5)

point served as the highest numerical scale which corresponds to the range of 4.21-5.00,

with a descriptive equivalent of “strongly agree” and is interpreted as havnig a very high

entrepreneurial intention. The four (4) point corresponded to a range of 3.40-4.19, with

a descriptive equivalent of “agree” and is interpreted as having a high entrepreneurial

intention. The three (3) point is represented for the range of 2.60-3.39, with a descriptive

equivalent of “neither agree or disagree” and has an interpretation of having an

undecided entrepreneurial intention. The two (2) point a range of 1.80-2.59, with a

descriptive equivalent of “disagree” and interpreted as having a low entrepreneurial

intention. And finally, the one (1) point corresponded to a range of 1.00-1.79, with a

descriptive equivalent of “strongly disagree” and interpreted as a very low

entrepreneurial intention.

25
Validity.

Validity measures whether or not an instrument truly measures what it

purports to measure. The most common assessment of validity is called face &

content validity (Kouzes & Posner, 2012). For the content validation, 5 business

teachers were given a paper for content validation to check the research

questionnaires’ grammars and sentence constructions. Afterwhich, a face

validation was conducted through the help of the research instructors in SPAC.

There were also 5 research instructors that were given face validation paper so

that they w are able to suggest and give recommendations for the research

questionnaires. A pilot test was also done to refine validity of the questions and

identify deficiencies in the design of questions prior to actual the survey (Musil,

2011).

Reliability.

Reliability is the extent to which an instrument contains measurement

errors that cause scores to differ for reasons unrelated to the individual

respondent and the fewer errors contained, the more reliable the instrument

(Gomes da Costa & Mares, 2016). The reliability of the questionnaires in the

study was determined through the interpretation of Cronbach’s alpha, a

reliability coefficient that indicates how well the items in a set are positively

correlated to each other (Sekaran & Bougie, 2010). Cronbach’s alpha

coefficients were used to ascertain the internal consistency of responses to

26
questions relating to the variables in question, further, this was one of the most

common methods in gauging reliability (Sekaran as cited in Kiiru, Iravo &

Kamau, 2015). According to Ryman (2012) it is necessary to identify the internal

reliability of each factor using the Cronbach Alpha Coefficient, the result must

have a value greater than 0.70 to be considered as an acceptable reliability

coefficient.

Table 3.2 Cronbach’s Reliability Coefficient

Cronbach’s Alpha Number of
Factor
Coefficient Items
Attitude Towards Business (ATB) 0.828 5
Entrepreneurial Education (EE) 0.868 5
Perceived Behavioral Control (PBC) 0.823 5
Social Support (SS) 0.820 4
Business Motivation (BM) 0.855 5

Table 3.2 illustrated the Cronbach’s coefficients alpha, which ranged

from 0.73 to 0.91. This actually portrayed the internal consistency of factor

analysis to determine reliability. In The following coefficients were obtained for

each construct: attitude towards behavior (5-items) = 0.83; entrepreneurial

education (5-items) = 0.87; perceived behavioral control (5-items) = 0.82; social

support (4-items) = 0.82; business motivation (5-items) = 0.86. In conclusion, all

variables fall under good reliability score ranges. The rule of thumb indicated

that Cronbach’s Alpha of coefficient 0.7 to < 0.8 is good and 0. 8 to < 0.9 is very

good (Ryman, 2012).

Furthermore, factorial analysis was conducted to further confirm the

reliability of the variables. The objective of factorial analysis is to group

27
 variables having large loadings (correlations) for the same factor (Mares, Costa

& Galina, ND). To apply the factor analysis method, there should be correlations

between the variables (Gomes da Costa & Mares, 2016). The result of the factor

analysis determined that each variable of the factor is of 1 component, which

means that even though there are a lot of variable in a factor, the variables is

focused on the factor that they belong to.

Data Gathering Procedure

In order to conduct the survey, a procedure must be followed. The flowchart

below provided a brief explanation of the research procedure that has been done by the

researchers.

Figure 3.2. Flowchart of Research Procedure

Content
Analysis and
Validation, Face Locating
Intepretation of
Validation & Pilot Repondents
Pilot Test Results
Testing

Distribution and
Analysis and
Answer Problems Collection of
Interpretation of
of the Research Survey
Survey Results
Questionnaire

Based on figure 3.2, the researchers made 2 consent letters to conduct a Pilot

Testing and Survey. The letters were used to seek approval from the research mentor

and Senior Academy Coordinator. While waiting for the consent letter to be approved,

28
the researchers started to validate the questionnaire through the content and face

validation. For the content validation, the researchers distributed sample survey

questionnaires to 5 selected business teachers, advisers and instructors wherein they are

able to give insights to the researchers about the errors in grammars and sentence

construction. For the face validation, the sample questionnaires were given to 5 research

advisers wherein they are able to leave comments and suggestions about the questions in

the research questionnaire. After implementing some changes in the questionnaire as

derived from the comments and suggestions in the content and face validation, the

researchers started to distribute the pilot testing questionnaires to the selected pilot

sample. After getting the approval of the consent form for pilot testing, the researchers

worked to determine the respondents, both in pilot testing and in sampling. Since, all of

them were found in the senior high school building, the researcher went into their

classroom and distributed the questionnaires and afterwards collected it. The results

were interpreted and analyzed through Cronbach’s Alpha Reliability test and factorial

analysis that was done by the help of this study’s statistician. This step will ensure the

reliability of the questionnaire. After getting the results of the pilot testing and getting

the approval of the consent form for survey, the researchers then distributed and

collected the survey questionnaires to the sample of the study. The results were then

analyzed and interpreted. Finally, using the interpreted data, the researchers described

and compared the significant differences of entrepreneurial intention between business

and non-business students in the senior academy of SPAC.

Statistical Treatment

29
 After the data was collected, it was organized and analyzed. The statistical tool

that was used to analyze the data, which is recommended by the research’ statistician are

the means of central tendency and z-test.

Central tendency is a summary measure that attempts to describe a whole set of

data with a single value that represents the middle or center of its distribution

(Australian Bureau of Statistics, 2013) The measurement of central tendency that was

used is the average. It is used because through the all measurements divided by the

number of observations in the data set, the researchers are able to describe the problem

of the study.

Moreover, Z-test is a statistical test where normal distribution is applied and is

basically used for dealing with problems relating to large samples when the sample is

larger than 30. It is also a type of hypothesis test (Andale, 2014). Further, hypothesis

testing is just a way for you to figure out if results from a test are valid or repeatable

(Foos, 2009). This will tell the researchers if the hypothesis given is probably true or

not.

Chapter IV

RESULTS & DISCUSSIONS

30
 This chapter comprises the results and discussions based on the survey done in

the study. The respondents’ questionnaires were gathered by the researchers and with

the support of the statistical analysis, they illustrated and analyzed the data. Thus, this

chapter will answer the three current problems of the study and that is to describe and

compare the business intention of business and non-business students in the senior

academy of SPAC.

Entrepreneurial Intention of Business Students

The entrepreneurial intention of the business students in the senior academy of

SPAC will be described using the chosen factors of the study and the results are shown

below.

Attitude Towards Business.

Table 4.1 showed the means and interpretations of the attitude towards

business, which is considered as a factor that affects the entrepreneurial intention

of business students. Clearly, ATB4 got the lowest average of 3.4211. It has a

descriptive equivalent of agree and is interpreted as having high influence

towards entrepreneurial intention but is the least indicator among all other five

indicators. Moreover, the highest mean was found in ATB1 (m=4.1316). It has a

descriptive equivalent of agree and is interpreted as having the highest indicator

that influence entrepreneurial intention among all other five indicators.

Table 4.1. Attitude Towards Business of Business Students

Descriptive
Indicators Mean
Equivalent

31
ATB1. I will start my own business if financial
4.1316 Agree
support is secured.
ATB2. I will work together with good partners to
3.9737 Agree
start a new business in the future.
ATB3. I would rather create a new firm than be
3.7105 Agree
the employee of an existing one.
ATB4. I believe that my family thinks that I
should pursue a career by creating my own 3.4211 Agree
business.
ATB5. I believe that other people who are
important to me think that I should pursue a 3.5 Agree
career by creating my own business.
Overall Mean 3.7474 Agree

In general, the results revealed that the business students believed that

their family think that they should pursue in creating their own business, thus

increase their confidence in job competency, which also provides additional

motivation necessary for people to consider entrepreneurship as an alternative

career choice (Lee et al., 2009). Souitaris et al., (2007), Küttim et al., (2013), and

Zuzana et al., (2014) supported and said that it is the inspiration that raises

attitudes and intention of students to actually attempt an entrepreneurial career at

some point in their lives. In addition, the results also revealed that if business

students find to have their financial support secured, this will trigger them to

become more engaged in entrepreneurship and would likely venture a business in

the future, because one of the greatest reason for an entrepreneurial event is to

take that risky situations in making a business if the financial support is secured.

(Elfving, Brännback, Carsrud, 2009).

Entrepreneurial Education.

32
 Table 4.2 displayed the means and interpretations of entrepreneurial

education, which is considered as a factor that affects the entrepreneurial

intention of business students. Evidently, EE3 got the lowest mean of 3.8421. It

has a descriptive equivalent of agree and is interpreted as having high influence

towards entrepreneurial intention but is the least indicator among all other five

indicators. EE2 on the other hand, got the highest mean of 4.0263. It has a

descriptive equivalent of agree and is interpreted as having the highest influential

indicator towards entrepreneurial intention among all other five indicators.

Table 4.2. Entrepreneurial Education of Business Students

Descriptive
Indicators Mean
Equivalent
EE1. I believe that entrepreneurial subject is very
4.1316 Agree
important.
EE2. I believe that entrepreneurship should be
4.2632 Strongly Agree
taught in schools.
EE3. I believe that entrepreneurship course
should be made compulsory in order to 3.8421 Agree
stimulate entrepreneurial spirit in school.
EE4. I believe that more entrepreneurial and
business educational programmes on campus Agree
3.9211
would help students to start businesses.
EE5. I believe that my strand prepares people
4.0263 Agree
well for entrepreneurial careers.
Overall Mean 4.0368 Agree

The results extrapolated that business students thought that

entrepreneurship subject should be compulsory in schools in order to stimulate

entrepreneurial spirit to students, thus, result to having higher intention of

venturing a business (Moi, Adeline & Dyana, 2013). The results also pointed out

that business students believed that entrepreneurship subjects should be taught in

33
schools, thus, also result to having higher intention of venturing a business in the

future (Liñan, 2008).

Perceived Behavioral Control.

Table 4.3 shows the means and interpretations of perceived behavioral

control, which is considered as a factor that affects the entrepreneurial intention

of business students. It appeared that PBC5 got the lowest mean of 3.6053. It has

a descriptive equivalent of agree and is interpreted as having high influence

towards entrepreneurial intention yet is the least indicator among all other five

indicators. On the other hand, the highest mean of 3.8421 was found in PBC3. It

has a descriptive equivalent of agree and is interpreted as having the highest

indicator towards entrepreneurial intention among all other five indicators.

Table 4.3. Perceived Behavioral Control of Business Students

Descriptive
Indicators Mean
Equivalent
PBC1. I want to start a business and keep it
3.6842 Agree
working would be easy for me.
PBC2. I want to be able to control the creation
3.7368 Agree
process of a new business.

34
 PBC3. I want to have a complete control over the
3.8421 Agree
situation if I start and run a business.
PBC4. I would prepare anything to be an
3.7632 Agree
entrepreneur.
PBC5. I know all about the necessary practical
3.6053 Agree
details needed to start a business.
Overall Mean 3.7263 Agree

The results determined that business students believed that they knew all

the necessary practical details needed to start a business, thus, result to venturing

a business in the future (Sajjad et al., 2012). The results also showed that

business students wanted to have a complete control over the situation if they

start and run their own business, which means that they have a fighting spirit of

confidence in risking (Kumar et al., 2013), and according to (Ahmed, Nawaz,

Ahmad, Shaukat, Usman, Rehman, 2010) that being a risk-taker is one character

of an entrepreneur.

Social Support.

Table 4.4 revealed the means and interpretations of social support, which

is considered as a factor that affects the entrepreneurial intention of business

students. As shown in the table, SS2 got the lowest mean of 3.4211. It has a

descriptive equivalent of agree and is interpreted as having high influence

towards entrepreneurial intention, however, this is the least influential indicator

among all other four indicators. On the other hand, SS4 got the highest mean of

3.8684. It has a descriptive equivalent of agree and is interpreted as having the

35
highest influence towards entrepreneurial intention among all other four

indicators.

Table 4.4. Social Support of Business Students

Descriptive
Indicators Mean
Equivalent
SS1. I believe that my parents are positively
oriented towards my future career as an 3.6316 Agree
entrepreneur.
SS2. I believe that my friends see entrepreneurship
3.4211 Agree
as a logical choice for me.
SS3. I believe that people, who are important to
me, think that I should pursue a career as an 3.4737 Agree
entrepreneur.
SS4. I believe that in my school, the students are
3.8684 Agree
actively encouraged to pursue their own ideas.
Overall Mean 3.5987 Agree

The results revealed that business students believed that their friends

view entrepreneurship as a logical choice for them. Thus, result to building one’s

confidence towards venturing a business (Carr & Sequeira, 2007). The results

also expressed that business students believed that in SPAC, the students were

actively encouraged to pursue their own ideas and this will lead them to innovate

new ideas, which increases entrepreneurial intention (Oguntimehin, Olaniran &

Oyejoke, 2017).

Business Motivations.

Table 4.5 illustrated the means and interpretations of business

motivations, which is considered as a factor that affects the entrepreneurial

36
 intention of business students. Clearly, BM3 got the lowest mean of 3.8684. It

has a descriptive equivalent of agree and is interpreted of having high influence

towards entrepreneurial intention but is the least influential indicator among all

other five indicators. Moreover, BM2 got the highest mean of 4.2368, this has a

descriptive equivalent of strongly agree and is interpreted as having a very high

influence towards entrepreneurial intention among all other indicators.

Table 4.5. Business Motivations of Business Students

Descriptive
Indicators Mean
Equivalent

BM1. I want to be my own boss in the future. 4.1316 Agree

BM2. I want to have an interesting job. 4.2368 Strongly Agree

BM3. I want to challenge myself to enter risky

3.8684 Agree
situations like business.
BM4. I want to earn more money through
4.2105 Strongly Agree
business.
BM5. I want to increase my status/prestige by
4.0789 Agree
becoming a businessman.
Overall Mean 4.1053 Agree

The results indicated that business students wanted to challenge

themselves in entering risky situations through business (Solesvik, 2013) and

they wanted to have an interesting job, one reason is because they want to be

satisfied (Uddin & Bose, 2012).

Entrepreneurial Intention of Non-Business Students

The entrepreneurial intention of the non-business students in the senior academy

of SPAC will be described using the chosen factors of the study.

37
Attitude Towards Business.

Table 4.6 illustrated the means and interpretations of attitude towards

business, which is considered as a factor that affects the entrepreneurial intention

of non-business students. In the table, ATB5 got the lowest mean of 3.2844. It

has a descriptive equivalent of neither agree or disagree and is interpreted as

having an undecided influence towards entrepreneurial intention. On the other

hand, ATB2 got the highest mean of 3.8165. It has a descriptive equivalent of

agree and is interpreted as having highest influence towards entrepreneurial

intention among all other five indicators.

Table 4.6. Attitude Towards Business of Non-Business Students

Descriptive
Indicators Mean
Equivalent
ATB1. I will start my own business if financial
3.7982 Agree
support is secured.
ATB2. I will work together with good partners to Strongly
3.8165
start a new business in the future. Agree
ATB3. I would rather create a new firm than be the
3.5229 Agree
employee of an existing one.
ATB4. I believe that my family thinks that I should Either Agree
3.3853
pursue a career by creating my own business. or Disagree
ATB5. I believe that other people who are important
Either Agree
to me think that I should pursue a career by 3.2844
or Disagree
creating my own business.
Overall Mean 3.5615 Agree

The results indicated that non-business students were undecided (either

agree nor disagree) of believing that their families think that they should pursue a

career by creating their own business. thus increase their confidence in job

competency, which also provides additional motivation necessary for people to

38
consider entrepreneurship as an alternative career choice (Lee et al., 2009).

Further, the results also revealed that non-business students would work together

with good partners to start a new business in the future. This result could be

connected to the study of Utami (2017) that interest of an individual could also

be developed through partnerships because they want to have a positive view of

success in the business and to not take risky decisions alone.

Entrepreneurial Education.

Table 4.7 displayed the means and interpretations of entrepreneurial

education, which is considered as a factor that affects the entrepreneurial

intention of non-business students. Clearly, EE5 got the lowest mean of 3.3211.

It has a descriptive equivalent of neither agree or disagree and is interpreted as

having an undecided influence towards entrepreneurial intention. Moreover, the

highest mean of 4.0459 was located in EE2, this has a descriptive equivalent of

agree and is interpreted as having highest influence towards entrepreneurial

intention among all other indicators.

Table 4.7. Entrepreneurial Education of Non-Business Students

Descriptive
Indicators Mean
Equivalent
EE1. I believe that entrepreneurial subject is very
3.9541 Agree
important.
EE2. I believe that entrepreneurship should be taught
4.0459 Agree
in schools.

39
 EE3. I believe that entrepreneurship course should be
made compulsory in order to stimulate 3.6330 Agree
entrepreneurial spirit in school.
EE4. I believe that more entrepreneurial and business
educational programmes on campus would help 3.7890 Agree
students to start businesses.
Either
EE5. I believe that my strand prepares people well
3.3211 Agree
for entrepreneurial careers.
or Disagree
Overall Mean 3.7486 Agree

The results demonstrated that non-business students were undecided

(either agree or disagree) in believing that their strand prepares people well for

entrepreneurial careers. However, with the influence of entrepreneurial education

said Ernest, Matthew, and Samuel (2015), students will learn the attitude, skills

and information needed later on in working life regardless of difference in

strand. Moreover, the results also indicated that non-business students wanted

entrepreneurship to be taught in school and through this, it will help them obtain

and develop general management and business knowledge, which are part of

entrepreneurship program (Brand, Wakkee & van der Veer, 2009). Fortunately,

Cooney and Murray (2008) said that internationally, entrepreneurship education

are increasingly being incorporated into non-business courses. More

significantly, interest and demand from this curriculum is growing among

science, engineering, and arts faculties.

Perceived Behavioral Control.

Table 4.8 illustrated the means and interpretations of perceived

behavioral control, which is considered as a factor that affects the entrepreneurial

intention of non-business students. It appeared that PBC5 got the lowest mean of

3.2294. This has a descriptive equivalent of neither agree or disagree and is

40
interpreted as having an undecided influence towards entrepreneurial intention.

On the other hand, PBC3 has the highest mean of 3.5963, this has a descriptive

equivalent of agree and is interpreted as having the highest influence towards

entrepreneurial intention among all other five indicators.

Table 4.8. Perceived Behavioral Control of Non-Business Students

Descriptive
Indicators Mean
Equivalent
PBC1. I want to start a business and keep it Either Agree
3.3486
working would be easy for me. or Disagree
PBC2. I want to be able to control the creation
3.5505 Agree
process of a new business.
PBC3. I want to have a complete control over the
3.5963 Agree
situation if I start and run a business.
PBC4. I would prepare anything to be an
3.5229 Agree
entrepreneur.
PBC5. I know all about the necessary practical Either Agree
3.2294
details needed to start a business. or Disagree

Overall Mean 3.4495 Agree

The results concluded that non-business students were undecided either

to agree or disagree that they knew all the necessary practical details needed to

start a business, one reason is because lacking of entrepreneurial education (a

factor that increases perceived behavioral control) could lead to low level of

entrepreneurial intentions in students as Frankie and Luthje said (as cited by

Ahmed et al., 2010). Further, the results extrapolated that non-business students

wanted to have a complete control over the situation if they start and run a

business. For non-business students’ perspective, this would indicate that

entering non-business curriculum wouldn’t make them incapable of being an

entrepreneur in the future (Karali, 2013). In contrast, Sušanj, Jakopec and Krečar

41
(2015) said that non-business students do not consider themselves in controlling

or running a business.

Social Support.

Table 4.9 showed the means and interpretation of social support, which is

considered as a factor that affects the entrepreneurial intention of non-business

students. As shown in the table, SS3 got the lowest mean of 3.1101. It has a

descriptive equivalent of neither agree or disagree and is interpreted as having an

undecided influence towards entrepreneurial intention among all other 5

indicators. On the other hand, SS4 garnered the highest mean of 4.6147, this has

a descriptive equivalent of agree and is interpreted as having highest influence

towards entrepreneurial intention among all other five indicators.

Table 4.9. Social Support of Non-Business Students

Descriptive
Indicators Mean
Equivalent
SS1. I believe that my parents are positively
Either Agree
oriented towards my future career as an 3.1743
or Disagree
entrepreneur.
SS2. I believe that my friends see Either Agree
3.1284
entrepreneurship as a logical choice for me. or Disagree
SS3. I believe that people, who are important to
3.1101 Either Agree
me, think that I should pursue a career as an
42
 entrepreneur. or Disagree
SS4. I believe that in my school, the students are
3.6147 Agree
actively encouraged to pursue their own ideas.
Either Agree
Overall Mean 3.2569
or Disagree

The results extrapolated that non-business students were undecided

(either agree or not) in believing that their love ones think that they should

pursue a career as an entrepreneur. A study said otherwise that social support

especially from friends does not affect the entrepreneurial intention of business

students (Esfandiar, Ghahramani & Tehrani, 2016). Further, the results

concluded that non-business students believed that in their school, the students

were actively encouraged to pursue their own ideas. Simply stated, non-business

students may overestimate their abilities to identify a business opportunity and

create ventures of their own (Chukuakadibia, de Villiers & Pinto, 2016).

Business Motivations.

Table 4.10 illustrated the means and interpretations of business

motivations, which is considered as a factor that affects the entrepreneurial

intention of non-business students. It is shown in the table that BM5 got the

lowest mean of 3.6147. This has a descriptive equivalent of neither agree or

disagree and is interpreted as having high influence towards entrepreneurial

intention but is the least influential among all other five indicators. Hence, BM2

got the highest mean of 4.1284. This has a descriptive equivalent of agree and is

interpreted as having the highest influence towards entrepreneurial intention

among all other five indicators.

43
 Table 4.10. Business Motivations of Non-Business Students
Descriptive
Indicators Mean
Equivalent

BM1. I want to be my own boss in the future. 3.8440 Agree

BM2. I want to have an interesting job. 4.1284 Agree

BM3. I want to challenge myself to enter risky

3.8073 Agree
situations like business.

BM4. I want to earn more money through business. 3.8532 Agree

BM5. I want to increase my status/prestige by

3.6147 Agree
becoming a businessman.
Overall Mean 3.8495 Agree

The results expressed that non-business students desired to increase their

status by entering a business. Moreover, the results also pointed out that non-

business students wanted to have an interesting job. Therefore, this factor

indicates a prioritization of the person’s personal life over his or her career. In

this context, this factor also means self-employment as a career (Gabrielsson and

Politis, 2011).

Factors Affecting Entrepreneurial intention of Business Students

Table 4.11 displayed the means and interpretations of all factors that influence

entrepreneurial intentions of business students. It appeared that social support got the

lowest mean of 3.5987. This has a descriptive equivalent of agree and is interpreted as

having least influence towards business students among all other factors. On the other

44
hand, business motivation got the highest average of 4.1053. This has a descriptive

equivalent of agree and is interpreted as having the highest influence towards

entrepreneurial intentions among all other five factors.

Table 4.11 Overall Entrepreneurial Intention of Business Students

Factor Overall Mean Descriptive Equivalent
Attitude towards Business 3.7474 Agree
Entrepreneurial Education 4.0368 Agree
Perceived Behavioral Control 3.7263 Agree
Social Support 3.5987 Agree
Business Motivation 4.1053 Agree
Overall Rating 3.8531 Agree

The results indicated that the social support for business students was evident.

Moreover, the results also extrapolated that business motivation for business students

was evident.

Factors Affecting Entrepreneurial intention of Non-Business Students

Table 4.12 portrayed the means and interpretations of all factors that influence the

entrepreneurial intentions of non-business students. In the table, social support got the

lowest mean of 3.2569. This has a descriptive equivalent of either agree or disagree and

is interpreted as having least influence towards business students among all other

factors. On the other hand, business motivation got the highest average of 4.1053. This

has a descriptive equivalent of agree and is interpreted as having the highest influence

towards entrepreneurial intentions among all other five factors.

Table 4.12 Overall Entrepreneurial intention of Non-Business Students

Factor Overall Mean Descriptive Equivalent

45
Attitude Towards Business 3.5615 Agree
Entrepreneurial Education 3.7486 Agree
Perceived Behavioral Control 3.4495 Agree
Either Agree or
Social Support 3.2569
Disagree
Business Motivation 4.8495 Agree
Overall Rating 3.5864 Agree

The results expressed that social support for non-business was unclearly evident.

Further, the results also determined that business motivation for non-business students

was evident.

Entrepreneurial Intention of Business and Non-Business Students

Table 4.13 illustrated the significant difference of entrepreneurial intention

between business and non-business students in the Senior Academy of SPAC. The

entrepreneurial intention of business (m = 3.8531) and non-business (m = 3.5864)

students (p < 0.05) implied that the H 0 that suggested the absence of a difference in the

entrepreneurial intention levels of business and non-business students, needs to be

rejected. The H 1 that would in effect suggest a difference between the entrepreneurial

intention levels of business students and non-business students is therefore accepted.

Table 4.13. Entrepreneurial Intention of Business and Non-Business Students

Dependent Variable N Mean Sig. (2-tailed)
Business Students 38 3.8531
0.019
Non - Business Students 109 3.5864
Total 147 3.7198

46
 The results indicated that business student have higher entrepreneurial intention

than non-business students. This result is supported by many researchers, which found

that business students have higher entrepreneurial intention than non-business students

( Zhang, et al., 2014; Gomes da Costa & Mares, 2016; Cooney & Murray, 2008;

Yurtkoru, et al., 2014; Pruett, et al., 2009; Malebana, 2014; Mumtaz, et al., 2012). But

then again the difference of this study among those previous researches is the factor that

made the entrepreneurial intention of business and non-business students have a

significant difference with one another, and the factor is the social support (subjective

norms). Because the result shows that business students are more supported by their

school, families and friends than non-business students. Which was also found in many

other entrepreneurial intention studies that social norms have not always had a

significant impact. For example, Shook and Bratianu (2012) found that this is the

weakest element and it has been non-significant in a number of different studies.

Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

47
 This study was made to describe and compare the entrepreneurial intention of

business and non-business students in the senior academy of SPAC. In this chapter, the

summarization of the findings was briefly stated. And finally, the conclusions and

recommendations were also given.

Summary of Findings

Below is the summary of findings.

1. The researchers found that business students in the senior academy of SPAC had

high intention of setting up their own businesses in the future due to the highly

evident attitude towards business (m=3.7474), entrepreneurial education

(m=4.0368), perceived behavioral control (m=3.7263), social support

(m=3.5986) and business motivation (m=4.1053).

2. The researchers found that non-business students in the senior academy of SPAC

thought unsurely of whether they were supported socially or not in venturing a

business in the future and fortunately (m=3.2569), they still find it positive to

venture a business in the future due to the highly evident attitude towards

business (m=3.5615), entrepreneurial education (m=3.7486), perceived

behavioral control (m=3.4495) and business motivation (m=3.8495).

3. The researchers found that among all the factors that influence entrepreneurial

intentions, social support (m=3.5986) was the least evident factor for business

students and was undecidedly evident (m=3.2569) for non-business students. On

the other hand, business motivation was the highest evident factor for both

business (m=4.1053) and non-business (m=3.8495).

48
 4. The researchers found that the business students in the senior academy of SPAC

have higher entrepreneurial intention than non-business students.

Conclusion

The following conclusions are derived from the study:

1. The business students in the senior academy of SPAC have more favorable

personal evaluation about entrepreneurship, and they are more

knowledgeable as they are more exposed to entrepreneurial education, they

are well supported by their families, school, and friends, and they have a

very positive perception of their personal capability in taking entrepreneurial

tasks.

2. The non-business students in the senior academy of SPAC also have good

attitude about business. Fortunately, even though they are not major in

business subjects, they believe that entrepreneurial education plays an

important part in their curriculum; apparently, they are motivated to have an

interesting job through business. However, social support by families,

school, and friends was undecidedly evident for them.

3. The business students had a positive and higher intention in setting their own

business in the future. Moreover, the non-business students viewed

entrepreneurial intention positively and even though they were unsure if they

were supported or not by their families, relatives or friends. Furthermore, the

researchers found out that the reason behind intention or the motivation is

the strongest driver for stimulating entrepreneurial intention.

49
Recommendation

The following recommendations are derived from the study:

1. The senior academy of SPAC should also conduct new programs and

activities that would give additional entrepreneurial inspiration to the senior

high students who find interest in business regardless of chosen strand. One

example is implementing culminations about entrepreneurship where the

factors of entrepreneurial intention are highly evident.

2. In order to decrease the unemployment rate of the society, the government

must introduce the junior high students to the entrepreneurial world through

cultivating them in different activities and programs. For example, activities

about determining problems in our society in terms of scarcity, and then find

solution through starting a business.

3. Entrepreneurial intention of students stands as the first tile in creating a

dynamic and sustainable economy that is fueled and sustained by

entrepreneurial and innovative activities. Venturing a business requires a lot

of risks for an individual and it takes a lot of courage and acquires knowledge

to be successful. Fortunately, there are many businessmen in the world that

became successful despite the lack of money, support, and education. This

means that anyone can become an entrepreneur. Future researchers are

encouraged to look into more information about other factors that affect the

entrepreneurial intention of students, families, unemployed individuals and

50
others in order to further understand the complexity of entrepreneurial

intention in all different aspects.

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 APPENDICES

Appendix A
FACE VALIDATION

ENTREPRENEURIAL INTENTION OF BUSINESS AND NON-BUSINESS

STUDENTS IN THE SENIOR ACADEMY OF SPAC

Dear Sir/Maam,
We, the researchers from ABM-12 strand students would like to ask for your time and
suggestions for the validation of our research questionnaire. Your time in validating this questionnaire is
highly appreciated by the researchers. Thank you very much.

Entrepreneurial Intention
Is the question Comments
essential to

62
 the intended
measurement?
Questions Strongly Dis- Somewhat Neither Somewhat Agree Strongly Yes No
Disagree agre Dis- Agree or Agree Agree
e agree Disagre
e
Attitude Toward Behavior
I will start my
own business if
financial support
is secured.
I will work
together with
good partners to
start a new
business in the
future.
I would rather
create a new firm
than be the
employee of an
existing one.
I believe that my
family thinks that
I should pursue a
career by creating
my own business.
I believe that other
people who are
important to me
think that I should
pursue a career by
creating my own
business.
Entrepreneurship Education
I believe that
entrepreneurial
subject is very
important.
I believe that
entrepreneurship
should be taught
in schools.
I believe that
entrepreneurship
course should be
made compulsory
in order to
stimulate
entrepreneurial
spirit in school.
I believe that more
entrepreneurial
and business
educational
programmes on
campus would
help students to
start businesses.
I believe that my
school course
prepares people
well for
entrepreneurial

63
careers.
Subjective Norm
I believe that my
parents are
positively oriented
towards my future
career as an
entrepreneur.
I believe that my
friends see
entrepreneurship
as a logical choice
for me.
I believe that
people, who are
important to me,
think that I should
pursue a career as
an entrepreneur.
I believe that in
my University, the
students are
actively
encouraged to
pursue their own
ideas.
Business Motivations
I want to be my
own boss in the
future.
I want to have an
interesting job.
I want to
challenge myself
to enter risky
situations like
business.
I want to earn
more money
through business.
I want to increase
my status/prestige
by becoming a
businessman.
Perceived Behavioral Control
I want to start a
business and keep
it working would
be easy for me.
I want to be able
to control the
creation process
of a new business.
I want to have a
complete control
over the situation
if I start and run a
business.
I would prepare
anything to be an
entrepreneur.
I know all about
the necessary
practical details

64
needed to start a
business.
Business Intention
I am ready to
make anything to
be a businessman.
My professional
goal is becoming
aa business
person.
I will make every
effort to start and
run my own firm.
I am determined
to create a firm in
the future.
I have very
seriously thought
in starting a firm.
I’ve got the firm
intention to start a
firm someday.

Questionnaires adapted from: Liñan, F and Chen Y., 2007; Tung, L. C., 2011; Malebana, 2014; Ni, L., Ping, L.,
Ying, L., Sern, N., Lih, W., 2012; Guyo, G. D., 2013

Appendix B
CONTENT VALIDATION
ENTREPRENEURIAL INTENTION OF BUSINESS AND NON-BUSINESS
STUDENTS IN THE SENIOR ACADEMY OF SPAC
Dear Sir/Maam,
We, the researchers from ABM-12 strand students would like to ask for your time and
suggestions for the validation of our research questionnaire. Your time in validating this questionnaire is
highly appreciated by the researchers. Thank you very much.

Entrepreneurial Intentions Comments

65
 Questions Strongly Dis- Somewhat Neither Somewhat Agree Strongly
Disagree agree Dis- Agree or Agree Agree
agree Disagree
Attitude Toward Behavior
I will start my own business if
financial support is secured.
I will work together with good
partners to start a new business
in the future.
I would rather create a new firm
than be the employee of an
existing one.
I believe that my family thinks
that I should pursue a career by
creating my own business.
I believe that other people who
are important to me think that I
should pursue a career by
creating my own business.
Entrepreneurship Education
I believe that entrepreneurial
subject is very important.
I believe that entrepreneurship
should be taught in schools.
I believe that entrepreneurship
course should be made
compulsory in order to
stimulate entrepreneurial spirit
in school.
I believe that more
entrepreneurial and business
educational programmes on
campus would help students to
start businesses.
I believe that my school course
prepares people well for
entrepreneurial careers.
Subjective Norm
I believe that my parents are
positively oriented towards my
future career as an entrepreneur.
I believe that my friends see
entrepreneurship as a logical
choice for me.
I believe that people, who are
important to me, think that I
should pursue a career as an
entrepreneur.
I believe that in my University,
the students are actively
encouraged to pursue their own
ideas.
Business Motivations
I want to be my own boss in the
future.
I want to have an interesting
job.
I want to challenge myself to
enter risky situations like
business.
I want to earn more money
through business.
I want to increase my
status/prestige by becoming a

66
 businessman.
Perceived Behavioral Control
I want to start a business and
keep it working would be easy
for me.
I want to be able to control the
creation process of a new
business.
I want to have a complete
control over the situation if I
start and run a business.
I would prepare anything to be
an entrepreneur.
I know all about the necessary
practical details needed to start
a business.
Business Intention
I am ready to make anything to
be a businessman.
My professional goal is
becoming aa business person.
I will make every effort to start
and run my own firm.
I am determined to create a firm
in the future.
I have very seriously thought in
starting a firm.
I’ve got the firm intention to
start a firm someday.

Questionnaires adapted from: Liñan, F and Chen Y., 2007; Tung, L. C., 2011; Malebana, 2014; Ni, L., Ping, L.,
Ying, L., Sern, N., Lih, W., 2012; Guyo, G. D., 2013

Face Validation
Questions Yes No Comments
Does the questionnaire measures what it
intends to measure?
Is the questionnaire free from double-barreled
question?
Are the questions not leading?
Are the questions not confusing?
Do the questions sound right?
Are the questions understandable?

Appendix C
PILOT TEST CONSENT LETTER

January 16, 2018

IRVIN N. MIRABUENO, LPT, MAEd (CAR)

Senior Academy Coordinator
South Philippine Adventist College
Camanchiles, Matanao, Davao del Sur

Dear Sir:

67
 We are asking your permission to conduct a pilot test to the Senior High School
students of South Philippine Adventist College for the reliability of our instrument. This
will help us in writing our thesis entitled “ENTREPRENEURIAL INTENTION OF
BUSINESS AND NON-BUSINESS STUDENTS IN THE SENIOR ACADEMY OF
SPAC”. In line with this, the survey will be conducted on January 11-12, 2017. The
process should take no longer 15 minutes and the results will be pooled for research
paper and individual results of this study will remain absolutely confidential and
anonymous.

Your approval to conduct this study will be greatly appreciated. If you agree, kindly sign
below and return the signed form.
Sincerely yours,

Samantha Mercee C. Atanoza Rhea F. Hilapon Kennie A. Carolino

Researcher Researcher Researcher

Keziah Kari A. Loren Shara Mae O. Rios Neil Patrick L. Cruz

Researcher Researcher Researcher

Noted by: Approved by:

Kaizer Iris Lasco, LPT Irvin N. Mirabueno, LPT, MAEd (CAR)

Instructor Senior Academy Coordinator

Appendix D
SURVEY CONSENT LETTER

January 23, 2017

IRVIN N. MIRABUENO, LPT, MAEd (CAR)

Senior Academy Coordinator
South Philippine Adventist College
Camanchilles, Matanao, Davao Del Sur, 8003

Dear Sir,

68
Good day!

We are Grade 12 students from the Accountancy, Business, and Management strand of
South Philippines Adventist College Senior Academy and we are currently conducting a
study entitled “ENTREPRENEURIAL INTENTION OF BUSINESS AND NON-
BUSINESS STUDENTS IN THE SENIOR ACADEMY OF SPAC”. The objective of
the study is to describe the business intentions of business and non-business students of
SHA in SPAC, afterwards, the researchers will then determine the significant difference
of the business intentions between the two categories.

In line with this, we would like to ask permission to conduct a survey to the following
two categories: (1) Business Students, which consists the ABM-11 (24 students) and
ABM-12 (14 students). (2) Non-Business students, which includes the STEM A-11, (11
students), STEM A-12 (23 students) STEM B-12 (21 students), STEM B-11 (15
students), HUMSS-11 (25 students) and HUMSS-12 (14 students). We will conduct the
survey at 7:30-9:00 am of January 9-12, 2017. The researchers will make sure full
confidentiality on the respondent’s identity.

We are hoping for your positive response. Thank you!

Sincerely,

Samantha Mercee C. Atanoza Rhea F. Hilapon Kennie A. Carolino

Researcher Researcher Researcher

Keziah Kari A. Loren Shara Mae O. Rios Neil Patrick L. Cruz

Researcher Researcher Researcher

Noted by: Approved by:

Kaizer Iris Lasco, LPT Irvin N. Mirabueno, LPT, MAEd (CAR)

Instructor Senior Academy Coordinator
Appendix E
SURVEY QUESTIONNAIRE

ENTREPRENEURIAL INTENTION OF BUSINESS AND NON-BUSINESS

STUDENTS IN THE SENIOR ACADEMY OF SPAC

Dear Respondents,
We, the researchers from ABM-12 strand students are conducting a study entitled
“Entrepreneurial Intention of Business and Non-Business Senior Academy Students in SPAC”. In
connection with this, we found you to be the best person to evaluate this research. Your sincere responses
to this questionnaire will serve as the basis on determining the significant difference of entrepreneurial
intention of Senior High students under the category of business and non-business field. Your honesty on

69
 this survey is highly appreciated as a great contribution to the success of this study. Your responses will
also be dealt with utmost confidentiality.
Sincerely Yours

The Researchers

Name (Optional): ____________________________ Grade & Section: _________________

1 – Strongly Disagree 2 – Disagree 3 – Neither Agree or Disagree
4 – Agree 5 – Strongly Agree

Attitude Towards Business

Indicators 1 2 3 4 5
I will start my own business if financial support is secured.
I will work together with good partners to start a new business in the future.
I would rather create a new firm than be an employee to an existing one.
I believe that my family thinks that I should pursue a career by creating my own
business.
I believe that other people who are important to me think that I should pursue a
career by creating my own business.
Entrepreneurship Education
Indicators 1 2 3 4 5
I believe that entrepreneurial subject is very important.
I believe that entrepreneurship should be taught in schools.
I believe that entrepreneurship course should be made compulsory in order to
stimulate entrepreneurial spirit in school.
I believe that more entrepreneurial and business educational programmes on
campus would help students to start businesses.
I believe that my strand prepares people well for entrepreneurial careers.
Perceived Behavioral Control
Indicators 1 2 3 4 5
I want to start a business and keep it working would be easy for me.
I want to be able to control the creation process of a new business.
I want to have a complete control over the situation if I start and run a business.
I would prepare anything to be an entrepreneur.
I know all about the necessary practical details needed to start a business.

Social Support
Indicators 1 2 3 4 5
I believe that my parents are positively oriented towards my future career as an
entrepreneur.
I believe that my friends see entrepreneurship as a logical choice for me.
I believe that people, who are important to me, think that I should pursue a career
as an entrepreneur.
I believe that in my school, the students are actively encouraged to pursue their
own ideas.

70
 Business Motivation
Indicators 1 2 3 4 5
I want to be my own boss in the future.
I want to have an interesting job.
I want to challenge myself to enter risky situations like business.
I want to earn more money through business.
I want to increase my status/prestige by becoming a businessman.

Questionnaires adapted from: Liñan, F and Chen Y., 2007; Tung, L. C., 2011; Malebana, 2014; Ni, L.,
Ping, L., Ying, L., Sern, N., Lih, W., 2012.

Respondents’ Signature

Appendix F
EXPENSE REPORT

No. Particulars Quantity Amount Total

1 Bond Papers 1 1/2 Ream Php 268.50 Php 268.5

71
 2 Ink 1 Php 157.80 Php 157.80

3 Gift for 1` Php 200.00 Php 200.00

Statistician

4 Validation Papers 20 Pages Php 2.00 Php 40.00

5 Ink for final 76 Pages Php 40.00 Php 40.00

Research Paper

6 Research Paper for 304 Pages Php 160.00 Php 160.00

Panel

Total Php 866.30

CURRICULUM VITAE

Name: Atanoza, Samantha Mercee C.

Date of Birth: November 1, 1999
Home Address: Prk. 1-C, Sto. Niño, Carmen,
Davao del Norte
Strand & Section: ABM – Joy
Year Level: Grade 12

72
Father’s Name: Samuel B. Atanoza, Jr.
Mother’s Name: Mercedita C. Atanoza

Name: Cruz, Neil Patrick L.

Date of Birth: May 09, 2000
Home Address: Prk. 18, Villa Felisa Subd., New
Visayas, Panabo City, Davao Del Norte
Strand & Section: ABM – Joy
Year Level: Grade 12
Father’s Name: Michael A. Cruz (deceased)
Mother’s Name: Sandra Lea L. Cruz

Name: Carolino, Kennie A.

Date of Birth: December 24, 1998
Home Address: Apple Homes, Sandawa,
Phase II, Kidapawan City
Strand & Section: ABM – Joy
Year Level: Grade 12
Father’s Name: Allan G. Carolino
Mother’s Name: Elizabeth A. Carolino

Name: Hilapon, Rhea F.

Date of Birth: April 19, 1998
Home Address: Balutakay, Managa, Bansalan,
Davao del Sur
Strand & Section: ABM – Joy
Year Level: Grade 12
Father’s Name: Lucino F. Hilapon
Mother’s Name: Lilibeth R. Hilapon

Name: Loren, Keziah Kari A.

Date of Birth: November 23, 1999
Home Address: Rizal, Bansalan,
Davao del Sur
Strand & Section: ABM – Joy
Year Level: Grade 12
Father’s Name: Wilson E. Loren
Mother’s Name: Gladys A. Loren

73
Name: Rios, Shara Mae O.
Date of Birth: December 29, 1999
Home Address: Villa Doneza, Bansalan,
Davao del Sur
Strand & Section: ABM – Joy
Year Level: Grade 12
Father’s Name: Rogelio P. Rios, Jr.
Mother’s Name: Margie O. Rios

74