Sample Research Proposal Checked

Republic of the Philippines
Department of Education
NABUA NATIONAL HIGH SCHOOL
School ID 302001 | Nabua, Camarines Sur
THE LEVEL OF ENTREPRENEURIAL KNOWLEDGE AND

ENTREPRENEURIAL INTENTION OF GRADE 12 ACCOUNTACY,
BUSINESS AND MANAGEMENT STUDENTS
ACCOUNTANCY, BUSINESS, AND MANAGEMENT
Sanchez, Nathaniel Caraballo

Bebonia, Allysa Kate S.
Burdeos, Mariko Grace Rabeje
Garcia, Shamae Tucio
Llagas, Cherry Rose Repatacodo
Pal-Et, Felicity Mae Grace Lanzuela
Sanin, Angelica Taduran
Turiano, Claire Anne Arroyo
Researchers
John Rodolf N. Mortega

Adviser
CHAPTER 1
Introduction
The emergence of entrepreneurship contributed greatly to the economic development of
one’s country. It is a vital part of society as it makes economic growth consistent and continuously
growing. As what Abun et. al, (2018) stated, business determines the progress of a country and that
the growth of the country is a reflection of the growth of a business. Entrepreneurs are considered
as an essential part of economic growth that needed to be valued, cultivate and to motivate
(Entrepreneurship basic, 2021). It is of a great importance to enhance the motivation of an
individual to be innovative and creative in making economic decisions.
However, due to the unexpected crisis that happened all over the world which is the spread
of Covid-19 virus, economic status of most nations was greatly affected. Many countries suffer
from slower growth in economic activity. Previous report stated the decline in economic growth in
some country. In the US, millions of Americans lost their job resulting to an increase in
unemployment rate in the month of April in 2020. From the report of the US Commerce
Department, the country’s gross domestic product (GDP) faced a rapid decline. GDP dropped by
4.8% in the first quarter of 2020 - the sharpest contraction since the global financial crisis of 2007-
2009 - bringing to an end the longest economic expansion in US history (Hutt, 2020). Likewise,
the Gross domestic product (GDP) in China fell 6.8% in January-March year-on-year - more than
the 6.5% forecast by analysts and the opposite of the 6% expansion in the fourth quarter of 2019.
In the Philippines, the Asian Development Outlook (ADO) 2020 Update projects a deeper
decline in the economy than ADB’s June forecast of 3.8% contraction, with subdued private
consumption and investment expected for the rest of the year and uncertainties about the global
economic recovery (as cited in Philippine News Agency, 2020). In the report of De Vera, (2020),
he stated that the Philippines are on the edge of economic downturn after a decline of 0.2 percent
in economic growth in the first quarter of the year. Entrepreneurs face a new reality during those
times especially those who run businesses like restaurants, hotels, entertainment or sports industry.
On the other hand entrepreneurs with businesses like online shops, delivery services, and video
gaming industries, thrived in those times (Derderian, 2020).
In the study of Meyer, K.E., Prashantham S., and
Xu S.,( 2021), they argue that entrepreneurs’ ability to identify and act on entrepreneurial
opportunities during the crisis reflects their resilience, and their innovations facilitate new patterns
of work, learning, and leisure activities in post-COVID-19 societies. The idea is that, an
Entrepreneur who is innovative and creative enough to face and accept challenges and adversity
will most likely learn a lot from experiences leading to resilience and growth. Innovators and risk-
taker will be a big help in times like this. Thus, improving and focusing on the enhancement of the
entrepreneurial intention of a student is significant in these times.
That is why even at an early age, one of the skills that Senior High School students shall
possess is their ability to start businesses and be familiar with entrepreneurial venture. This would
be a great opportunity in helping oneself to be independent. As economic crises comes to view, one
of the things that could help individuals in surviving in this kind of situation, is by using the
available resources in its outmost possibilities. All over the world, entrepreneurship education
emerges with the purpose of supporting students in facing challenges in today’s time (Boffo V.,
Gamberi and Lim, 2020).
Acquiring entrepreneurial knowledge is one of the steps a student can take in preparation
for entrepreneurial activities. Thus entrepreneurship education is an essential aspect not just in
influencing entrepreneurial knowledge but entrepreneurial mindset and intention as well
(Karyaningsih, R.P.D., et. al., 2020). Entrepreneurship is one of the subjects taught among Senior
High School students in the Philippines, and as such, it is anticipated in contributing greatly to the
entrepreneurial knowledge of students. An individual’s decision in favor or against becoming an
entrepreneur should critically depend on the multilevel context providing her with access to
strategically relevant knowledge, (Walter & Dohse, 2011).
As what Gozun and Rivera(2017) suggest, Philippines should raise and develop the
entrepreneurial mindset and skills of young individuals aside from focusing to youth employment.
As entrepreneurship can be seen as being self-employed, it is believed to be an effective strategy
in handling the issue of employability, particularly among the youths. (Koe et al., 2012). The
researchers saw this topic relevant to increase the intention of individuals in engaging in
entrepreneurship that would surely help not just themselves but the whole economy as well.
The researchers aims to determine the level of Entrepreneurial knowledge (EK) and
entrepreneurial intention( EI )of Grade 12 Accountancy, Business and Management Students
(ABM). Additionally, it will focus on how knowledge affects intention in relation to
entrepreneurship, thus finding out the relationship between the two variables which is EK and EI.
This study wants to further investigate the importance of enhancing one’s knowledge to widen
students’ interest in a specific subject, particularly in the field of entrepreneurship. Moreover, is to
identify the roles of demographic profiles in relation to the respondents’ interest in engaging to
entrepreneurship.
Statement of the problem

The purpose of this study is to determine the effect of entrepreneurial knowledge and
entrepreneurial intentions of ABM students to identify how entrepreneurial knowledge contributed
to their intention as well as their performance as ABM students. Specifically, this study seeks to
answer the following questions:
1. What is the profile of the respondents in terms of:

a. Age
b. Sex
c. Civil status
d. Socioeconomic Status
e. Parental Employment Status
f. Preferred course in college
2. What is the level of Entrepreneurial knowledge of Grade 12 ABM students?
3. What is the level of Entrepreneurial intention of the students?
4. Is there a correlation between entrepreneurial knowledge and Entrepreneurial intention? What is

the relationship between the two?
5. What interventions can be made based on the findings of the study?

Assumptions of the study

The following are the research assumptions in the study:
1. The profile of the students may vary.

2. There would be a high level of entrepreneurial knowledge in ABM students.
3. There would be a high level of entrepreneurial intention in ABM students.
4. There is an existing significant relationship between Entrepreneurial Knowledge and
Entrepreneurial Intention.
Hypothesis
One of the fundamental parts in a research paper is the hypothesis. According to D and
Dogra(2022) “A hypothesis, is a strong, concise statement that forms the basis of your research.”
Its main objective is to predict paper's findings, data, and conclusion. Below are the proposed
hypotheses by the researchers:
H0. There is no significant relationship between entrepreneurial knowledge and intention among
Accountancy, Business and Management students.
H1. There is a significant relationship between entrepreneurial knowledge and intention among
Accountancy, Business and Management students.
Significance of the study
The study is aimed to be beneficial to the following:
Senior high school students. As the primary subject of this study, this will help students
to be aware of their entrepreneurial knowledge and interest. Additionally, it will help them
recognize the importance of entrepreneurial knowledge in developing entrepreneurial intention.
Their perception can be influenced by informing them how entrepreneurship creates an opportunity
to try new things and improve one’s mindset toward self-employment.
Teachers. Teachers will be able to determine the effectiveness of the entrepreneurship

education and will be motivated to impart more entrepreneurial knowledge to students.
Researchers. This research will help researchers to acquire more understanding regarding
the topic as well as be familiar with the entrepreneurial knowledge and interest among their
schoolmates and themselves.
Future researchers. This study may serve as a guide to future researchers that are tackling
the same topic.
Scope and delimitation

The study will focus on the Entrepreneurial knowledge and entrepreneurial intention of
Grade 12 Accountancy, Business and Management (ABM) students. The primary subject of this
study will consist of students from Grade 12 Accountancy, Business and Management strand with
sections A to D that are enrolled in Nabua National High School within school year 2022 to 2023.
The respondents will be limited to 132 students that are determined using Slovin’s formula.
Moreover, in selecting respondents, the researchers will use random sampling technique.
The researchers choose the ABM strand because they have the subject Entrepreneurship
and are expected to have an entrepreneurial interest. Most of the students in this strand are expected
to engage in a business related field. Additionally, this study will not cover any unrelated factors
outside the study will mainly focus on the two main variables involved.
Definition of terms
Entrepreneur- is someone who possesses both the entrepreneurial knowledge and intention
leading to entrepreneurial venture. They are those who organize, manage, and assume the risks of
a business or enterprise.
Entrepreneurial Intention- the willingness of an individual to express entrepreneurial behaviour

and engage in entrepreneurial activities associated with self-employment initiatives and new
business start-ups (Dell, 2008; Dohse & Walter, 2010 as cited by Olokundun, 2018)
Entrepreneurial Knowledge- an individual’s perceptions of the concepts, skills and mind-set

anticipated from an entrepreneur (Tshikovhi & Shambare, 2015) and besides just anticipation the
intention to act on the opportunities in the multi-dimensional process of entrepreneurship (Miralles,
Giones, & Riverola, 2016).
Entrepreneurship- the activity of making money by starting or running businesses, especially

when this involves taking financial risks.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Entrepreneurial intention
Entrepreneurial intention can be defined as a strong intention in engaging entrepreneurial
activities and becoming entrepreneurs. “It indicates the effort that the person will make to carry out
that entrepreneurial behavior”, (Molina-Sánchez & García, 2020). As stated by Nguyen (2015),
“entrepreneurial intention should be treated as a crucial step in establishment process of new
ventures leading to entrepreneurial activities”.
There are several factors affecting entrepreneurial intention and entrepreneurial knowledge
is one of them. In the study of Hutasuhut (2018) entrepreneurial knowledge, self-efficacy, and
family factor have a significant impact on students’ entrepreneur intention respectively.
Additionally, Herdjiono (2017) stated that family environment, self-concept, motivation and risk
taking propensity significantly affected entrepreneurship intention. The study implies that
individual factor such as self-concept, motivation, and risk taking propensity together with social
factor, family environment affect entrepreneurial intention. Additional determinants are stated by
other researchers, for instance Zhang, Wang, and Owen (2014) added short-term risk taking
preference and psychological well-being as factors affecting entrepreneurial intention. Moreover
environmental turbulence will influence the intention of an individual to create business ideas and
entrepreneurial opportunities (Yasir and Majid, 2017). Since “entrepreneurial knowledge is the
most important factor in promoting student entrepreneurship” according to Scuotto and Morellato
(2013), this study will only focus on entrepreneurial knowledge as the primary factor affecting
students’ Entrepreneurial Intentions.
In addition, Demographic characteristics (such as age, gender, and education background)
also significantly moderate the relationship between cognitive antecedents and entrepreneurial
intention according to Liao, Nguyen and Caputo, (2022). Their findings indicate that men tend to
adopt more entrepreneurial behaviors than women, that older individuals with more positive
attitudes have a higher propensity to start ventures than younger ones, and that those with higher
education attainment tend to have lower self-employment. Similarly, Vuković, 2020 and Sasu,
2015 stated that gender, years of study, and prior work experience play an important role in
fostering entrepreneurial intentions. On the other hand, in the study of Dubey and Sahu, (2022), the
results revealed that demographic, social and environmental factors greatly
influenced engineering undergraduates’ entrepreneurial intention. However, age and occupation do

not predict their self-employment intention.
Entrepreneurship Education and Entrepreneurial Knowledge
Entrepreneurship is one of the subjects taught among Senior High School students in the
Philippines, and as such, it is anticipated in contributing greatly to the entrepreneurial knowledge
of students. After all, one of the benefits of entrepreneurship in students’ life is the enhancement
of creativity level. It makes students enough stronger so that they can face the actual world. This
can happen through innovation, teamwork, and inspiring creativity. Also, students will gain much
experience to start their own business having a strong base (Kathaleen, 2022). As what Koe, et. al.,
(2012), stated, entrepreneurship is an effective strategy in handling the issue of employability,
particularly, among youths. The growth and survival of knowledge based start-ups will build up
ones knowledge is obtained. Additionally ones decision in becoming an entrepreneur will depend
on the multilevel context that provides strategically relevant knowledge, (Walter and Dohse, 2011).
Moreover, entrepreneurship education will help in building one’s entrepreneurial mindset,
knowledge and intention.
In entrepreneurship, business concepts, strategic planning, marketing and others are being
taught. However, it is not limited to that, because creative thinking, innovation, risk taking, drive
and determination, etc. are also being enhanced in entrepreneurship education (Abun et. al, 2018).
Entrepreneurial Knowledge is an individual’s perceptions of the concepts, skills and mind-
set anticipated from an entrepreneur (Tshikovhi & Shambare, 2015) and besides just anticipation,
it is the intention to act on the opportunities in the multi-dimensional process of entrepreneurship
(Miralles, Giones, & Riverola, 2016). However, Entrepreneurial knowledge does not really have a
definite definition from any related literatures that have been reviewed. Therefore in this study, it
will simply means the knowledge obtain through entrepreneurship education and its impact on the
ability, skills and mindset on individual in regards to entrepreneurship. As what Hamilston and
Mostert, (2018) stated, being aware of ones’ knowledge and skills will help them understand their
capabilities in becoming active individuals in economic growth. Therefore, an individual shall
identify their own knowledge obtained in entrepreneurship education. By doing so, it can contribute
to their intention in engaging in business ventures.
Entrepreneurship education in the Philippines is heavily focused on the development of
entrepreneurs in terms of encouraging start-ups, however there is still a lack of focus in
developing creativity and innovation as a mindset of the student in the formal education
system. There is also minimal support from the academe and industry to aid nascent entrepreneurial
undertaking to grow and sustain the business (Velasco, 2013). Entrepreneurship education should
be further developed due to its essential role in education of young entrepreneurs (Karyaningsh, et
al., 2020). Therefore, to widen Entrepreneurial intention among individuals, university education
support is highly needed (Aliedan et al., 2022).
Entrepreneurial Knowledge and Entrepreneurial Intention
Acquiring necessary knowledge will help build an intention toward any subject. Even in
entrepreneurship, once knowledge is obtained it is expected that entrepreneurial intention will
increase. However, several findings in various studies stated the relationship of the two variables
(EK and EI) and others arrive with different findings.
Previous studies already stated the relationship between entrepreneurial knowledge and
entrepreneurial intention. In the study of Abun et al., (2018), they found that the entrepreneurial
knowledge and entrepreneurial intention among students are high and that there is a significant
correlation between entrepreneurial knowledge and entrepreneurial intentions of the students.
Similarly, the findings of Roxas (2014) in his study emphasis the significance of entrepreneurial
knowledge in building entrepreneurial intention. Liu, et al. (2019), also determine that college
students’ entrepreneurial education has a significant positive effect on their entrepreneurial
intention, but has no obvious effect on the entrepreneurial attitude. However, based on the study
of Farhangmehr, Goncalves, and Sarmento (2016), they found that entrepreneurship competencies
are a predictor of entrepreneurship motivation but that knowledge base is not. Additionally,
entrepreneurship education does not improve the motivation of university students to become
entrepreneurs. Likewise, in the recent study of Alkhalaf, et al. (2022) the results revealed that
entrepreneurial knowledge negatively affects students’ attitudes in choosing entrepreneurship in
favor of a corporate job. In addition, entrepreneurial knowledge does not affect the social norms
and self-efficacy that shape entrepreneurial intent. Interestingly, their study also revealed no
mediating role between entrepreneurial knowledge and students’ self-efficacy.
The two conflicting findings from the researchers drive the researchers to conduct this
study and find significant findings.
Synthesis of the State-of-the-Art

Various related literature and study are obtained and provided in the study. To understand
them better, synthesis is created.
Entrepreneurial intention according to Sanchez & Garcia, (2020) and Nguyen (2017) is a
crucial step along with strong efforts that an individual should possess to begin an entrepreneurial
venture. Self-concept, motivation, and risk taking propensity together with social factor, and family
environment are the factors that affect ones intention toward entrepreneurship as stated by both
Hutasuhut (2018) and Herdjiono (2017). Moreover, Zhang, Wang, and Owen, (2014) also
suggested short-term risk taking preference and psychological well-being as one of its factor while
environmental turbulence from Yasir and Majid, (2017) can be a component of entrepreneurial
intention as well. However, Scuotto and Morellato (2013) argue how entrepreneurial knowledge is
the primary and significant factor that drives a person’s interest toward entrepreneurship.
This is where entrepreneurship education comes in where both (Kathaleen, 2022) and Koe,
et. al., (2012) stated its benefits and effectiveness. According to them, entrepreneurship education
provides a strong base in starting a business which can lead to handling the issue of employability
specifically, among the youths.
In the review of literature and studies, one of the main focuses on the study is the
relationship between entrepreneurial knowledge and entrepreneurial intention. In the study
conducted by Abun et al., (2018), they found that the entrepreneurial knowledge and
entrepreneurial intention among students are high and that there is a significant correlation between
entrepreneurial knowledge and entrepreneurial intentions of the students. Similarly, the findings of
Roxas (2014) in his study emphasis the significance of entrepreneurial knowledge in building
entrepreneurial intention. Therefore, Abun et. al., (2018) and Roxas (2014) as well as Liu, et.al
(2019), arrive at significant positive finding regarding the relationship between the two variables.
On the other hand, in the study of Farhangmehr, Goncalves, and Sarmento (2016), and
Alkhalaf, et al. (2022), they found a low correlation between entrepreneurial knowledge and
entrepreneurial intention whereas based from them, entrepreneurship education does not improve
the motivation of students to become entrepreneurs. Additionally, according to them,

entrepreneurial knowledge has negative effects on entrepreneurial intention of the students and that
they would favor corporate job than entrepreneurship.
Viewing the situation in entrepreneurship education in the Philippines, Velasco, 2013 pinpoint
the lacking areas in education system where developing the creativity and innovation as a mindset
to the students is challenging. Therefore, Karyaningsh, (2020) and Aliedan et al., (2022) suggest
for university education support and further development of entrepreneurship education.
Gap bridge of the study

Based from the review of related literature and studies conducted, we found that this topic
has already been explored by various researchers. Some of their significant findings include the
correlation between entrepreneurial knowledge and entrepreneurial intention.
However, there are still research gaps that are not yet explored and our research aims to
address. No one conducted study yet about the entrepreneurial knowledge and intention of
Accountancy Business and Management students in Nabua National High School. Thus, this
research will focus on finding the relationship between entrepreneurial knowledge and
entrepreneurial intention in our chosen locale and respondents with the hope of verifying and
strengthening the validity of previous findings.
Theoretical Framework
The study is supported by the Theory of Planned Behavior (TPB) by Azjen (1991) and
Social Learning Theory of Bandura (1977). Social Learning Theory is about the learning process
and behavior of an individual which are being influenced by engaging in observations and
imitation.” Social learning theory, proposed by Albert Bandura, emphasizes the importance of
observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others.
Social learning theory considers how both environmental and cognitive factors interact to influence
human learning and behavior”(McLeod, 2016). Social learning theory in essence postulates that
people learn from one another as they interact through a mixture of internal and external processes
in which they observe and practice behavior. It is related to the study as the entrepreneurship
education help students know about entrepreneurial activities by observing other
businesses and eventually practicing an actual business and imitating the strategies used in
running a business. This observations and imitations contributed to the acquiring of knowledge by
an individual. Social Learning in entrepreneurship education develops entrepreneurial behavior
such as planning activities, establishing legitimacy and market behavior.
Observation Imitation
Social Learning Theory, Social Learning Theory,
(Bandura, 1977) (Bandura, 1977)
EK
Perceived Behavioral
Attitude Social Norms
Control
Theory of Planned Behaviour Theory of Planned Behaviour Theory of Planned Behaviour
(Azjen,1991) (Azjen,1991) (Azjen,1991)
EI
Figure 1. Theoretical paradigm
The Theory of Planned Behavior on the other hand, tells that intentions are influence by
three primary factors which are the attitudes, subjective norms and perceived behavioral control.
Attitude refers to the personal opinion of an individual whether a behavior is good or bad, positive
or negative, favorable or not. If a person find entrepreneurship an interesting topic to deal with, he
or she is likely to engage in entrepreneurial activities. Subjective norms are the social pressure that
one’s felt because of others expectations. If a person is surrounded by people who
support business owners, one might likely to pursue business related fields. On the other
hand, if one’s environment is more favorable toward being an employee than being self-employed,
there’s a higher chance that he would chase employment. Lastly, perceived behavioral control is
one’s perception of his ability to perform a specific behavior. If a person sees his or her ability as
an asset and valued them, they are likely to perform entrepreneurial acivities (Luenendonk M.,
2019). Relating these three factors to the present study, attitude, social norms and perceived
behavioral control serves as a factor influencing ones Entrepreneurial Intention(denoted as EI)
toward entrepreneurial activities which are enhanced by Entrepreneurial Knowledge(denoted as
EK). Below is the proposed model created by the researchers.
Conceptual Framework
The conceptual framework in this study made use of the input, process output model.
This system approach model is used to construct an idea regarding the concept of the study. It
will involve the input where profile of the students can be found, the process where the data
collection, analysis and formulation of intervention takes place and the output, where the
intervention to be done after the conducted study. Moreover, feedback loop is also included for
further evaluation and feedbacks.
Input Process Output

Profile of the respondents in
terms of: Data Collection:
a. Age
b. Sex
c. Civil status • The data collected
d.Socio-economic Status will be analyzed,
e. Parental Status interpreted and
evaluated.
Level of entrepreneurial
knowledge of Grade 12 ABM • Formulation of
students. intervention can be
THE IMPACT OF
done to serve as a
ENTREPRENEURIAL
Level of entrepreneurial guide to students
KNOWLEDGE TO THE
intention of Grade 12 ABM regarding their
ENTREPRENEURIAL
students. entrepreneurial
INTENTION OF
knowledge and
GRADE 12 ABM
Relationship between intention.
STUDENTS
Entrepreneurial knowledge
and Entrepreneurial Intention
Feedback
Figure 2. Conceptual Paradigm
CHAPTER 3
RESEARCH METHODOLOGY
This section includes the research design, methods and respondents used in the research.
Additionally the reliability test, data collection, analysis and the statistical treatment are described
in this part of the study.
Research Design
In conducting a research study, researchers must identify the plans that will be used in
obtaining the data. A research design which referred to as the blueprint of scientific study is a
detailed plan that gives direction to the study (Emiritus, 2022). This study uses a quantitative
research design whereas according to Bhasin, 2020 quantitative research uses a numerical system
to measure variables, analyze them and report relationships amongst the studied variables.
Additionally, he stated that “the importance of quantitative research is that it allows establishing a
relationship between variables through a structured method on a sample that is the representation
of the entire population.”
Furthermore, a descriptive correlational approach is used to describe the profile of the
students as well as their level of entrepreneurial knowledge and its relation to the entrepreneurial
intention. “Descriptive research design helps in gathering information that will display
relationships between variables without changing the environment” (U.S Department of Health and
Human Services: The Office of Research Integrity, n.d. as cited by Binji A., 2019). Descriptive
design is used in this study because it has the extent potential to provide needed information for the
study. Additionally, a correlation design takes place to identify the correlation between the
entrepreneurial knowledge and student’s intention toward entrepreneurial venture.
Methods
The method used in this study is a descriptive and correlational design to determine the level
and acquired entrepreneurial knowledge of the students as well as the relationship between the two
variables involved in the research. Furthermore, survey questionnaire will be used as an
instrument that will be given to the respondents. This method is used mostly by researcher who
studied the same topic. A questionnaire is a list of questions or items used to collect data from
respondents about their attitudes, experiences, or opinions. It is a specific tool for gathering data.
A survey is a research method where you collect and analyze data from a group of people,
(Bhandari, 2021). Both validated and adaptive questionnaires will be used by the researchers in
constructing questionnaires.
Respondents
The population of the study is consists of all grade 12 ABM students in Nabua National High
School. Accountancy, Business and Management students are the perfect respondents for this study
as they have the entrepreneurship subject and they are more inclined in a business education. They
are chosen because they are expected to be knowledgeable as well as forming interest in the field
of business.
Non-probability sampling was used as the researchers randomly select 132 respondents from
a population of 197 students. Random sampling technique is selected to avoid biases and arrive at
a more reliable data.
Reliability Test
The questionnaires are reviewed and checked by our adviser which handles entrepreneurship
subject, our research teacher as well as one teacher from Research department. A total of 3 teachers
checked the questionnaires that are used before distributing to the respondents.
Data collection Process

“Data collection is the process of gathering and analyzing accurate data from various sources
to find answers to research problems, trends and probabilities, etc., to evaluate possible outcomes”,
(Simplilearn, 2023). In this part, the data, sources of data, process of obtaining the data and methods
are revealed.
In collecting the data, the researchers followed this process: First, using a survey
questionnaire method, the researchers adopted and constructed questionnaires with close-ended
questions. Questionnaires include specific questions with the goal to understand a topic from the
respondents' viewpoints and should remain unbiased as possible (Amaresan, 2023). Close-ended
questions provide respondents with a series of predetermined responses they can choose from.
Using of closed research questions enables researchers to obtain quantitative data, resulting in more
comprehensive results. Next, the printed questionnaire is submitted to the research teacher
for reliability test together with the other two teachers. After testing the reliability of the
questionnaires, the researchers distributed it to the chosen locale and respondents and started the
survey letting them answer the questions. The data undergoes the process of gathering, sampling,
analyzing and interpreting. After answering the questionnaire, the data are retrieved and collected
before proceeding to data analysis. Lastly, after analyzing, the data is interpreted to arrive at
significant findings.
Data analysis
The data gathered and collected are tabulated, analyzed and interpreted by the researchers.
The data is analyzed and evaluated using statistical tools such as percentage, weighted mean, and
likert scale.
Statistical Treatments
In this study, both descriptive and inferential statistics were used to treat the data gathered.
Specifically, the statistical tools used were the following: weighted mean, Percentage technique,
Pearson’s correlation and Five-point Likert scale.
Percentage Technique. In connection to SOP 1, to describe the profile of the students and to
tabulate the data gathered, percentage technique was used. The formula is:
𝑭
𝑷= 𝑿 𝟏𝟎𝟎
𝑵
Whereas:
P=Percentage
F= frequency
N= Number of respondents
Weighted Mean. Another statistical used in this study is the weighted mean which is used to
determine the level of entrepreneurial knowledge and intentions of the students with the formula:
𝑾𝑴 = ∑𝐖𝐗/∑𝐖
Whereas:
WM=Weighted Mean
∑=Summation Symbol
X= Number of responses
W=Total number of respondents
Five-Point Likert scale

The Likert scale used in this study is adapted from similar study of Abun D., Lalaine S.,
Belandres Ma., (2018). Below is the interpretation of values:
Statistical Range Descriptive Interpretation Overall Descriptive Rating
4.21-5.00 Very true Very High
3.41-4.20 True High
2.61-3.40 Somewhat true Moderate
1.81-2.60 Not true Low
1.00-1.80 Not true at all Very Low

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Republic of the Philippines

THE LEVEL OF ENTREPRENEURIAL KNOWLEDGE AND

ACCOUNTANCY, BUSINESS, AND MANAGEMENT

Sanchez, Nathaniel Caraballo

John Rodolf N. Mortega

Statement of the problem

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

2. What is the level of Entrepreneurial knowledge of Grade 12 ABM students?

3. What is the level of Entrepreneurial intention of the students?

4. Is there a correlation between entrepreneurial knowledge and Entrepreneurial intention? What is

5. What interventions can be made based on the findings of the study?

Assumptions of the study

1. The profile of the students may vary.

Significance of the study

The study is aimed to be beneficial to the following:

Teachers. Teachers will be able to determine the effectiveness of the entrepreneurship

Scope and delimitation

Entrepreneurial Intention- the willingness of an individual to express entrepreneurial behaviour

Entrepreneurial Knowledge- an individual’s perceptions of the concepts, skills and mind-set

Entrepreneurship- the activity of making money by starting or running businesses, especially

influenced engineering undergraduates’ entrepreneurial intention. However, age and occupation do

Synthesis of the State-of-the-Art

the motivation of students to become entrepreneurs. Additionally, according to them,

Gap bridge of the study

Figure 1. Theoretical paradigm

Input Process Output

Data collection Process

Five-Point Likert scale

4.21-5.00 Very true Very High

3.41-4.20 True High

2.61-3.40 Somewhat true Moderate

1.81-2.60 Not true Low

1.00-1.80 Not true at all Very Low

Nguyen, C. (2015). Entrepreneurial Intention In Vietnam: Same As Everywhere ? SSRN

Electronic Journal. https://doi.org/10.2139/ssrn.3906124

Students. Entrepreneurship Research Journal, 5(1), 61-82. https://doi.org/10.1515/erj-2014-0004

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