Assessing The Effectiveness of A Business and Marketing Subjects On Students' Future Business Ventures

Running Head: EFFECTIVENESS OF A BUSINESS AND MARKETING SUBJECTS ON STUDENT
Assessing The Effectiveness of a Business And Marketing Subjects on Students' Future
Business Ventures
Dimasayao, Jayson B.
De Leon, Armina Denielle D.
Aquino, Ryan
Pael, John Railey
Santos, Archie
Calderon, Christian
San Pedro, Justine
Aguinaldo J. Santos National High School
June 2023
ENTREPRENEURSHIP EDUCATION AND STUDENTS FUTURE VENTURE 2
Table of Contents
Title Page ……..………………….…………………………………….…………………1
Table of Contents ………………………………………………………….…….....….... 2
Introduction ……………………………………………………………………………...3
Review of Related Literature ……………………………………………………………4
Statement of the Problem ......……………………………………………………….... 6
Scope and Limitations ......…………………………………………………………….…7
Significance of the Study ......……………………………………………………………7
Paradigm of the study. ..........………………………………………………………….. 8
Methodology
Research Design …........…..……………………………………………… 8
Population and Sampling ….…….…..………………………………….…9
Instrument/s ……………………………………………………………... 9
Data Collection Procedure ...………………………………………...….….. 10
Data Analysis ……………………………………………………. .………. 10
Ethical Considerations …….....…………………………………….………..10
Results and Discussion …………………………………………………………….. 10
Conclusion ………………………………………………………………………….. 17
Recommendation …………………………………………………………………… 18
References …………...……..……………………………………………..………… 18
Informed Consent Form …………..………………………………………………… 19
Declaration of Absence of Conflict of Interest ……………………………… 21
Declaration of Anti-Plagiarism ……………………………………………… 22
CHAPTER I
INTRODUCTION
The Problem and Its Background
Entrepreneurship education has become increasingly important in today's global
economy, as it provides students with the necessary knowledge and skills to start and manage
their own businesses. Business and marketing subjects are essential components of
entrepreneurship education, as they provide students with an understanding of the market,
consumer behavior, and the basics of managing a business. According to the study as cited by
Hasan, Khan, and Nabi (2017) they argue that entrepreneurship education is crucial for attaining
both successful socioeconomic development and sustainable development, as entrepreneurship
involves taking action. Indeed, several studies have emphasized the importance of
entrepreneurship education in shaping one's attitude towards becoming an entrepreneur and
providing necessary skills and knowledge. Yet, the apparent impact of business and marketing
curricula on students' future entrepreneurial endeavors has not yet been adequately studied,
though. This study seeks to close this gap by investigating how business and marketing subjects
affect students' perceptions of their readiness to launch a business as well as their aspirations to
pursue entrepreneurship. The study will explore the perceptions of undergraduate students
enrolled in General Academic Strand (GAS) and Accountancy, Business, and Management
(ABM) who have business and marketing subjects at Aguinaldo J. Santos National High School.
By investigating the perceived effectiveness of business and marketing subjects, this study will
contribute to the existing literature on entrepreneurship education and provide insights into the
role of these subjects in preparing students for the challenges of entrepreneurship. Ultimately, the
findings of this study will have important implications for educators and policymakers who seek
to promote entrepreneurship education and foster an entrepreneurial culture.

Review of Related Literature
Importance of entrepreneurship education
Education is the key to prepare every student for their future ambitions. Hardic, Highfield
and Lee (2020) stated that society required education to prepare students with tools and ability to
navigate and find success for unknown futures. Education in entrepreneurship has the capacity to
provide the necessary curriculum and skills to help young people build their resilience,
independence, inventiveness and ability to recognize possibilities to live fulfilling lives.
Furthermore, according to Tarhan (2021) entrepreneurship education is an important tool
for community and economic development as it teaches people the necessary skills and
behaviors to become producers. These skills include critical thinking, problem solving,
self-knowledge, and teamwork. Policy makers have recognized the importance of
entrepreneurship education in achieving long-term economic goals. Entrepreneurship education
also helps students to develop their own careers and start their own businesses by increasing their
desire and belief in their ability to do so. This education provides individuals with knowledge
and skills to be more active, constructive, creative, and able to work in teams, identify and
evaluate opportunities, and produce practical solutions to problems.
Family and school have an important role in raising the younger generation and shaping
their minds. Value-oriented education helps students make the right choices and improve their
decision-making skills. Education plays a significant role in developing skills, forming a sense of
national belonging, and contributing to the national memory. It is essential to examine unique
entrepreneurship education practices worldwide to improve entrepreneurship education (Tarhan,
2021).
Role of business and marketing subjects

Business and marketing subjects play an essential role in entrepreneurship education as
they provide learners with the knowledge and skills needed to start and run a successful business.
These subjects are critical in teaching learners how to develop a business plan, create and
manage a budget, conduct market research, and develop marketing strategies. By mastering these
subjects, learners can develop a strong foundation in business and marketing, which are
necessary for successful entrepreneurship.
In line with Hashemi et al. (2017), marketing education is crucial in
entrepreneurship education because it teaches learners how to understand customers' needs,
preferences, and behaviors. This understanding can help entrepreneurs to identify market
opportunities and develop effective marketing strategies. Additionally, business education is
important in entrepreneurship education because it teaches learners how to manage finances,
understand legal and ethical issues, and develop a business plan. These skills are essential for
starting and running a successful business.
Moreover, the Senior high curriculum offers entrepreneurship as a subject. Where
students are taught to know and explain entrepreneurship principles, and analyze communication
factors and describe the function of firms.
The study made by Dr. Murat (2021) showed a business and explained with regard to
criteria and business mode is. In addition, abilities such as SWOT analysis to identify the
positive and negative aspects of individual skills are included in the curriculum. His study
showed that in identifying the individual skills of senior high school students and presenting the
importance of entrepreneurship education using SWOT analysis.
In addition, the goal of entrepreneurship education is to provide students the knowledge,
abilities, and attitudes necessary to successfully launch and manage their own business in the
future. This subject will support students to their future ventures, even primary and secondary
university offers various forms of entrepreneurship education (Alvarez & Albuquerque, 2021).
Factors contributed on effectiveness of entrepreneurship education

Generally, subject teachers who manage and teach students about entrepreneurship
education have the responsibility on how this subject affects the students or how effective the
subject is. This may contribute to some factors such as the algorithm of teaching and how it is
delivered. In fact, just as Hardic, Highfield and Lee (2020) said that teachers need opportunities
to build confidence, knowledge and capacity for developing effective entrepreneurship education
learning experiences so that these will prepare students for future ventures.
Teachers lack experience and confidence to develop effective entrepreneurship

programmes (Hardic, Highfield & Lee, 2020). Similarly, the education on entrepreneurship is
affected by various factors, such as the entrepreneurial skills of school principals (PEC), training
programs for entrepreneurship (ETR), and the involvement of business and industrial entities
(BIP). However, a persistent challenge remains in terms of stimulating students' enthusiasm
towards embracing entrepreneurship as a career path after they finish their studies (Yohana,
2020).
Also, technology is one of the factors that contribute to the impacts of entrepreneurship
education in accordance with Zotov, Frolova, Prasolov, and Kintonova (2021) that It's fascinating
to see how entrepreneurship education is evolving in universities worldwide. These changes go
beyond just the content and also involve technology and other significant aspects of our global
environment, such as politics and social dynamics. In addition to the traditional coursework,
students can now access a wealth of resources that allow them to interact with real-life
entrepreneurs and gain valuable insights. This includes everything from studying real-world
cases to receiving mentorship and networking through social media platforms. Ultimately,
entrepreneurship education aims to instill the right mindset and traits in students, such as
persistence, resilience, and the willingness to learn from setbacks and failures, which are all
critical for success in any entrepreneurial endeavor.
Lastly, students' retention and determination to learn things about entrepreneurship that
will define their futures is also a factor on how effective the programs of entrepreneurship
education are. Metacognitive skills are self-regulation activities required to achieve active
learning, critical thinking, problem solving, and decision making (Usman et al., 2021).
Statement of the Problem
The goal of this study is to find out how students view the effects of business and marketing
subjects on their potential future entrepreneurial endeavors.
Specifically, the researchers sule to answer the following questions:

1. What are the importance of entrepreneurship education?
2. What are the roles of business and marketing subjects in entrepreneurship education?
3. How are the factors that contribute to the effectiveness of entrepreneurship education
programs be describe in terms of:
3.1 Teachers educational level

3.2 Availability of technology
3.3 Students Retention
Scope and Delimitation
The study will only focus to determine the perceived effectiveness of business and
marketing subjects and will not delve into other factors that may influence students' success in
entrepreneurship. The subject respondents of this research study will be grade 12 students
enrolled under GAS and ABM who have business and marketing subjects at Aguinaldo J. Santos
National High School. A validated survey questionnaire from the study of Hardic, Highfield and
Lee (2020) entitled “Entrepreneurship Education and Students Future Venture” will be used.
Significance of the Study

The study aims to determine the effectiveness of entrepreneurship education in students'
future ventures.
Specifically, the results of the study will contribute to the following stakeholders:
Students: The results of this study will benefit students to assist them in their future ventures. As
well as their eagerness to learn and cooperate in entrepreneurial activities.
Teachers: The findings of this research will give teachers an idea on what to improve, specially
for the teachers who handle the subjects related to entrepreneurship.
Future Researchers: This will serve as a guide for them on how we construct and the flow of
this research paper.
Parents: Results and findings of this study aims to help parents support their children. And
guide them for their future.
Paradigm of the study
INPUT PROCESS OUTPUT
METHODOLOGY
Research Design
This study will employ qualitative and quantitative research methods and will harness
descriptive research design as it collects information that examines the effectiveness of
entrepreneurship education. Hence, it will answer the problem of our study through providing
detailed information about the phenomenon being studied. Qualitative research involves
collecting and analyzing non-numerical data, to understand a concept, experiences and opinion
on a phenomenon. It is an in-depth analysis (Bhandari, 2020). Moreover, a descriptive design is a
type of research design that seeks to describe the characteristics, behaviors or attitudes of a
particular group. In fact, Creswell (2014) stated that a descriptive design involves collecting data
in order to answer questions about the current state of phenomenon being studied. Lastly, this
study will utilize interviews in collecting data about the effectiveness of business and marketing
subjects in students’ future business ventures.
Population and Sampling

The study applies a purposive sampling technique. Purposive or purposeful sampling
refers to a non-probability group that is selected “on purpose” (Nikolopoulou, 2022). The
participants are selected from grade 12 students with a total of fifty (50) senior high school
students. The breakdown is as follows. The samples are selected below.
Section No. Sampling
GAS B 15
ABM 20
GAS A 15
Senior high school students of General Academic Strand (GAS) and Accountancy and
Business Management (ABM) who are currently taking business and marketing subjects. The
researcher believes that these respondents can give enough information to answer the research
questions.
Instruments (Questionnaire)
The instrument to be used for is an interview questionnaire, the respondents may respond
through written answers such as messenger as well as in-person interview. By this we can assure
that our subject respondents will give enough information to answer our questions.
The questions are the following:

1. Have you ever learned about entrepreneurship in school?
2. What do you think is the importance of learning entrepreneurship in school?
3. What specific skills or knowledge did you gain from your entrepreneurship education?
4. Do you think entrepreneurship education can help you in your future career? Why or why not?
5. What did you find most interesting about entrepreneurship education?
6. On the scale of 1 to 10 rate how effective entrepreneurship education is.
7. Do you find entrepreneurship education easy or hard?
8. What factors do you think contribute to the effectiveness of entrepreneurship education?
9. Would you recommend entrepreneurship education to your friends or family? Why or why
not?
10. What do you think should be improved in the way entrepreneurship education is taught?
Data Collection and Procedure

The researcher employs Purposeful or Purposive Sampling, a purposive sample is
a non-probability sample that is selected based on characteristics of a population and the
objective of the study. Purposive sampling is different from convenience sampling and is also
known as judgmental, selective, or subjective sampling (Crossman, 2020). To grant the
respondents the permission to take the actions necessary for their study, the researchers will first
write a letter of consent and assent to each of them. The researchers will conduct a survey after
getting consent from their respondents by sending out the link to the Google Form that houses
their surveys.
DATA ANALYSIS
The data that has been collected from surveys using Google Form were described using
graphs for closed ended questions. On the other hand, the responses for the questions that
respondents needed to put their opinion or open ended questions are ranked using a table.
ETHICAL CONSIDERATIONS
The study will use the respondent's account to answer google form links sent via
messenger. Informed consent will be obtained from participants prior to the study. The research
aims to explore students' perception of the effectiveness of studying business and marketing
subjects for their future business ventures. A data privacy agreement will be included in the
survey questionnaire, and respondents will be asked for permission through a consent letter
before answering the google form links. Data confidentiality and respondent privacy will be
strictly maintained throughout the entire process, and participants will have the option to request
the deletion of their records if deemed reasonable.
RESULT AND DISCUSSION
Table 1. Question: Have you ever learned about entrepreneurship in school? State your
learnings.
Response Frequency Percentage
“I have learned how to start a 48 96%

business and effective
strategies for starting one.”
“None” 2 4%
Total 50 100%
Interpretation
Table 1 shows that forty-eight (48) or ninety-sex (96) percent (%) of the respondents
frequently stated that they have learned how to start a business and effective strategies for
starting one. While two (2) or 4% of the respondents said none.
Business and marketing subjects play an essential role in entrepreneurship education as
they provide learners with the knowledge and skills needed to start and run a successful business.
These subjects are critical in teaching learners how to develop a business plan, create and
manage a budget, conduct market research, and develop marketing strategies (Hashemi, 2017).
This signifies that 48 of the respondents from ABM and GAS have learned in
entrepreneurship education.
Table 2. Question: What do you think is the importance of learning entrepreneurship in school?
Responses Frequency Percentage
“Prepares us in future 24 48%

business ventures”
“Provide knowledge about 26 52%

business”
Total 50 100%
Interpretation
Table 2 shows that twenty four (24) or forty-eight (48) percent (%) of the respondents
think that entrepreneurship education prepares students for their future business ventures. While
twenty six (26) or fifty two (52) percent (%) said that entrepreneurship education provide
knowledge about business.
Students' retention and determination to learn things about entrepreneurship that will
define their futures is also a factor on how effective the programs of entrepreneurship education
are. Metacognitive skills are self-regulation activities required to achieve active learning, critical
thinking, problem solving, and decision making (Usman et al., 2021).
In conclusion, learning entrepreneurship in school can help students to gain skills and
knowledge that is useful in the future.
Table 3. Question: What specific skills or knowledge did you gain from your entrepreneurship
education?
SWOT Analysis 8 16%
Communication Skills 4 8%
Business management skills 17 34%
Business Plan 19 38%
Taking Risk 1 2%
Accept failure 1 2%
Total 50 100%
Interpretation
Table 3 illustrates that 19 or 38% of the respondents stated “BUSINESS PLAN” while on
the other hand, 17 or 34% said “Business management skills”. Moreover, 8 or 16% of the
respondents asserted “SWOT Analysis ”, compared to 1 or 2% who said “Taking Risk” as well
as “Accept failure” with a total of 50 respondents and 100%.
Therefore, this means that they have specific skills or knowledge gained in
entrepreneurship education.
Table 4. Question: Do you think entrepreneurship education can help you in your future career?
Why or why not?
“Yes, because 22 44%

entrepreneurship is an
advanced learning skill that
will be used for some topic in
my chosen college course.”
“Helps to prepare to run a 23 46%

business”
“For a successful career” 5 10%
Total 50 100%
Interpretation
Table 4 states that twenty two (22) or forty four (44) percent think that entrepreneurship
education can help them in their future careers “Yes, because entrepreneurship is an advanced
learning skill that will be used for some topic in my chosen college course.” Moreover, 23 or
46% said “Helps to prepare to run a business” compared to 5 respondents or 10% who responded
“For a successful career”
In line with Hashemi et al. (2017), marketing education is crucial in entrepreneurship
education because it teaches learners how to understand customers' needs, preferences, and
behaviors. This understanding can help entrepreneurs to identify market opportunities and
develop effective marketing strategies.
As a result, entrepreneurship education can help students in their future careers.
Preparing students to manage, run and develop business.
Table 5. Question: What did you find most interesting about entrepreneurship education?
Reponses Frequency Percentage
Bazaar 30 60%
Marketing Strategy 20 40%
Total 50 100%
Interpretation
From the provided table, we can see that there are two categories mentioned: "Bazaar" and
"Marketing Strategy." The table indicates that "Bazaar" was mentioned 30 times, accounting for
60% of the responses, while "Marketing Strategy" was mentioned 20 times, representing 40% of
the responses.
This education provides individuals with knowledge and skills to be more active,
constructive, creative, and able to work in teams, identify and evaluate opportunities, and
produce practical solutions to problems (Tarhan, 2021).
In summary, the most interesting aspect about entrepreneurship education, according to the
responses, is the concept of "Bazaar," which appeared more frequently. However, it is important
to note that without further context or clarification, it is not clear what exactly "Bazaar" refers to
in the context of entrepreneurship education. Additionally, "Marketing Strategy" also garnered
significant interest, although it appeared less frequently compared to "Bazaar."
Table 6. Question: On the scale of 1 to 10, do subject teachers provide enough information
about entrepreneurship subjects?
9 19 38%
10 15 30%
5 7 14%
7 6 12%
4 3 6%
Total 50 100%
Interpretation
Table 6 illustrated that fifteen (15) or thirty (30) percent (%) out of 50 respondents rates
10 over 10 , nineteen (19) or thirty eight (38) percent (%) rates 9 out of 10, seven (7) or forteen
(14) percent rates 5 out of 10, six (6) or twelve (12) percent (%) rates 7 out of 10, and the rest
gave below 5 ratings.
Hardic, Highfield and Lee (2020) said that teachers need opportunities to build confidence,
knowledge and capacity for developing effective entrepreneurship education learning
experiences so that these will prepare students for future ventures.
It appears that a significant number of respondents are generally satisfied with the
information provided by subject teachers about entrepreneurship subjects. However, there is still
room for improvement as some respondents feel that more information could be offered.
Table 7. Question: On the scale of 1 to 10, rate how effective entrepreneurship education is.
10 20 40%
9 19 36%
8 12 24%
Total 50 100%
Interpretation
Table 7 indicates that, the most common rating given by the respondents was 10, with a
frequency of 20, accounting for 40% of the total responses. Second most common rating was 9,
with a frequency of 19, constituting 36% of the responses. Lastly, rating of 8 received the least
frequency, with 12 respondents this accounts for 24% of the total responses
This subject will support students to their future ventures, even primary and secondary
university offers various forms of entrepreneurship education (Alvarez & Albuquerque, 2021).
It can be inferred that the majority of respondents rated entrepreneurship education as
highly effective, with a substantial number of them giving it the highest rating of 10. These
findings suggest a positive perception of the impact and value of entrepreneurship education
among the participants.
Figure 1
Interpretation
Figure 1, is illustrating the responses on the question how do you find business and
marketing subjects very easy or hard? We only need 50 respondents. However at the end of the
survey we have gathered 67 responses in total. Going back, the pie chart shows that 41.8%
asserted that it is “Neither Easy nor Hard” compared to equally 17.9% answers Easy and
Somewhat Hard. Also, 11.9% share it was “Somewhat easy “
These will conclude that 41.8% said that Business and Marketing subjects is neither easy
nor hard. Compared to 11.9% which means “Somewhat Easy”
Figure 2
Interpretation
Figure 2, indicated that 44.8% of the respondents answered “Develop Business Plan” to
the question What are the skills and knowledge you’ve gained in business and marketing
subjects? On the other hand, 31.3% stated that they “Develop Marketing Strategies” and 17.9%
responded “Create and Manage Budget”.
Therefore, the majority of the skills they gained on entrepreneurship education is
Developing a Business Plan with a total of 44.8%.
Figure 3
Interpretation
The third figure illustrates the factors that contributed to the effectiveness of
entrepreneurship education. Which are 47.8% of the respondents said “Teachers Education”
compared to 29.9% and 22.4% stating “availability of technology” and “students retention”.
Hardic, Highfield and Lee (2020) said that teachers need opportunities to build confidence,
knowledge and capacity for developing effective entrepreneurship education learning
experiences so that these will prepare students for future ventures.
Hence, the majority of the students said that the factors that is contributing on the
effectiveness of business and marketing subjects are Teaching education.
Figure 4
Interpretation
After graduation, the fourth figure illustrates that 62.7% of the respondents will Continue
to College, 10.4% will Run a Business and 6% Seek Job.
Completion of senior high school is a requirement for college admission, so if you're aiming
to study a four or five-year degree program in college, finishing senior high school is a must (
Courses.com.ph, nd.)
The majority of the respondents resulted in 62.7% of students continuing their college.
Conclusion
Business and marketing subjects are essential in students with the necessary knowledge and
skills to start and manage their own businesses. Business and marketing subjects are essential
components of entrepreneurship education, as they provide students with an understanding of the
market, consumer behavior, and the basics of managing a business. According to the study as
cited by Hasan, Khan, and Nabi (2017) they argue that entrepreneurship education is crucial for
attaining both successful socioeconomic development and sustainable development, as
entrepreneurship involves taking action. Indeed, several studies have emphasized the importance
of entrepreneurship education in shaping one's attitude towards becoming an entrepreneur and

providing necessary skills and knowledge. The Findings of this study shows that
Entrepreneurship education is effective. As these subjects such as business and marketing
subjects prepare students specifically on attaining college degrees especially ABM students.
Furthermore, it implies knowledge, skills such as developing a business plan with every student
who wants to run a business in the future. Finally, because of teachers' education. Students
become determined and open in the world of entrepreneurship, contributing to the effectiveness
of the subjects that they handle. Nurturing the skills, knowledge and perspective to become an
entrepreneur and prepare them on their future business ventures.
Recommendations
1. For teachers. Emphasize practical application: Incorporate practical activities and projects
into business and marketing subjects to provide students with hands-on experience in
entrepreneurship. Encourage them to develop business plans, conduct market research,
and engage in entrepreneurial simulations.
2. For Future Researchers. Explore the long-term impact of entrepreneurship education on
students' entrepreneurial endeavors. Track the progress of graduates who have undergone
entrepreneurship education to determine the effectiveness of these programs in
supporting their actual business ventures.
3. For Parents. Encourage entrepreneurship awareness: Educate yourself about the
importance of entrepreneurship education and its potential benefits for your child's future.
Encourage your child's interest in business and entrepreneurship by discussing
entrepreneurial role models, providing relevant resources, and fostering a supportive
environment for their entrepreneurial endeavors.
References
Hashemi, S. H., Ismail, M. N., & Bagheri, A. (2017). The Importance of Marketing Education in
Entrepreneurship Education. Journal of Entrepreneurship Education, 20(1), 1-8.
https://www.abacademies.org/articles/The-Importance-of-Marketing-Education-in-Entrep
reneurship-Education.pdf
Usman, A., Susilo, H., Suwono, H., & Corebima, A. D. (2020, November 30). The
contributions of metacognitive skills towards the retention of different academic ability
students for the implementation of several learning models. International Journal of
Education and Practice.
https://eric.ed.gov/?q=student%2Bretention%2Bin%2Bacademic%2Bfor%2Bfuture&am
p;pr=on&ft=on&id=EJ1328717
Factors influencing the development of entrepreneurship ... - eric. (n.d.).
https://files.eric.ed.gov/fulltext/EJ1279093.pdf
Tarhan, M. (n.d.). Entrepreneurship skill in the context of teaching programs: Case ... - ed.
The effective implementation of professional learning communities - ed. (n.d.).
Disclaimer - OECD. (n.d.-a).
https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf
Skills and competences for entrepreneurship - OECD. (n.d.-b).
https://www.oecd.org/cfe/leed/skills-for-entrepreneurship.htm
INFORMED CONSENT FORM
In signing this document, I, (Name of Respondent), am giving my consent to answer the

questionnaire or survey of/ be interviewed by/ be observed by____________. from Aguinaldo J.
Santos National High School. I understand that I will be part of the research __ (Title of
Research) with objectives:
1.
I understand that I will answer a questionnaire or survey/ be interviewed/ be observed at a place
and time convenient to me and that the researcher may contact me for more information in the
future.
I understand that I was selected to participate in this study because I am a (Designation) of
(Name of School or Institution).
This data gathering was granted freely. I have been informed that the data collection process is
entirely voluntary, and that even after it begins, I can refuse to answer any specific questions or
decide to terminate the procedure at any point. I have been told that my answers to questions will
not be given to anyone else and no reports of this study will ever identify me in any way. I have
also been informed that my participation or nonparticipation or my refusal to answer questions
will have no effect on the services I or any member of the family may receive from education
services providers.
I hereby give the program implementer permission to use my data and information for the
purpose of this research. Rest assured that the information obtained from the questionnaire/
survey/ interview/ focus group discussion/ observation shall be used in accordance to research
policies and standards. Furthermore, I agree and consent to the extent required by law, the
researcher may collect, use and process my personal information in accordance with the Data
Privacy Act of 2012. I understand data privacy, its scope and limitation, thus I put my trust and
confidence to the researcher/s and program implementers.
I understand that the results of this research will be given to me if I ask for them and that the
researcher, Name of Leader. is the person to contact if I have any question about the study or
about my right as a study participant. The researcher can be reached through mobile number at
09338573892 or through email at: Email address of the Leader
________________________
Date
_____________________
Respondent’s Signature
_____________________
Researcher’s Signature
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Assessing The Effectiveness of A Business and Marketing Subjects On Students' Future Business Ventures

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Assessing The Effectiveness of A Business and Marketing Subjects On Students' Future Business Ventures

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Running Head: EFFECTIVENESS OF A BUSINESS AND MARKETING SUBJECTS ON STUDENT

Assessing The Effectiveness of a Business And Marketing Subjects on Students' Future

De Leon, Armina Denielle D.

Pael, John Railey

San Pedro, Justine

Aguinaldo J. Santos National High School

The Problem and Its Background

Entrepreneurship education has become increasingly important in today's global

entrepreneurship education, as they provide students with an understanding of the market,

both successful socioeconomic development and sustainable development, as entrepreneurship

entrepreneurship education in shaping one's attitude towards becoming an entrepreneur and

to promote entrepreneurship education and foster an entrepreneurial culture.

Review of Related Literature

Importance of entrepreneurship education

independence, inventiveness and ability to recognize possibilities to live fulfilling lives.

Furthermore, according to Tarhan (2021) entrepreneurship education is an important tool

self-knowledge, and teamwork. Policy makers have recognized the importance of

entrepreneurship education in achieving long-term economic goals. Entrepreneurship education

evaluate opportunities, and produce practical solutions to problems.

entrepreneurship education practices worldwide to improve entrepreneurship education (Tarhan,

Role of business and marketing subjects

necessary for successful entrepreneurship.

In line with Hashemi et al. (2017), marketing education is crucial in

entrepreneurship education because it teaches learners how to understand customers' needs,

opportunities and develop effective marketing strategies. Additionally, business education is

important in entrepreneurship education because it teaches learners how to manage finances,

starting and running a successful business.

Moreover, the Senior high curriculum offers entrepreneurship as a subject. Where

factors and describe the function of firms.

importance of entrepreneurship education using SWOT analysis.

In addition, the goal of entrepreneurship education is to provide students the knowledge,

Factors contributed on effectiveness of entrepreneurship education

Teachers lack experience and confidence to develop effective entrepreneurship

Statement of the Problem

subjects on their potential future entrepreneurial endeavors.

Specifically, the researchers sule to answer the following questions:

3.1 Teachers educational level

Significance of the Study

Paradigm of the study

INPUT PROCESS OUTPUT

Population and Sampling

Section No. Sampling

The questions are the following:

Data Collection and Procedure

RESULT AND DISCUSSION

Response Frequency Percentage

“I have learned how to start a 48 96%

Responses Frequency Percentage

“Prepares us in future 24 48%

“Provide knowledge about 26 52%

Responses Frequency Percentage

SWOT Analysis 8 16%

Business management skills 17 34%

Business Plan 19 38%

Responses Frequency Percentage

“Yes, because 22 44%

“Helps to prepare to run a 23 46%

“For a successful career” 5 10%

Reponses Frequency Percentage

Marketing Strategy 20 40%

Responses Frequency Percentage

Responses Frequency Percentage

of entrepreneurship education in shaping one's attitude towards becoming an entrepreneur and