Chapter 1

THE PROBLEM

Background of the Study

A business degree is designed to be versatile enough to serve you well in a

number of possible positions and industries, preparing you for everything from retail and

customer-service jobs to management and administrative positions that can lead to

upper-level executive roles. For that reason, students entering such a program can

expect their business courses to focus on a wide range of both hard and soft skills, and

to cover a variety of topics. Early on in any business program, you'll have a number of

business courses that will act as the base on which to build your higher-level

coursework. Depending on the school, many or all of these basic courses may also be

offered as online classes, an approach that is becoming more common. The business

courses are the Accountancy, Accounting Technology, Business Administration,

Entrepreneurship, and Tourism. These classes are designed to cover the major

business basics you'll need in order to be a versatile candidate but you should also use

the business courses as a way to discover what areas of business you're most

interested in pursuing in every career.

Once early core courses are done, you may need to determine a more specific

area of focus for your degree. Beyond just the common required courses above, your

work toward a business degree should help you develop a range of skills and

experience that will make you a more attractive job candidate. In addition to preparing

1
you for the types of responsibilities and challenges of the modern workplace, you can

expect the following from your business courses. Early coursework in a business

program may involve larger class sizes, that will be expected to apply knowledge from

the textbooks and lectures often. This means that in addition to completing tests and

essays, you should be prepared to work with your peers on group projects outside of

class. These projects are often especially important in business classes because they

require you to develop skills like teamwork, communication, leadership, delegating

tasks, following directions, and other soft skills employers value.

Many business programs will present case studies of real-life companies and

require students to analyze the information gathered in the study in order to provide

recommendations and a coherent plan of action for the company going forward. This

gives you a chance to apply the knowledge from your courses to the kinds of actual

instances you may encounter after you graduate and start working. Colleges expect

their students to think about what they learn. Students entering college are more likely

to succeed if they can formulate, investigate, and propose solutions to non routine

problems; understand and analyze conflicting explanations of phenomena or events;

evaluate the credibility and utility of source material and then integrate sources.

In college, students must keep track of massive amounts of information and

organize themselves to meet competing deadlines and priorities. They must plan their

time carefully to complete these tasks. They must be able to study independently and in

informal and formal study groups. They must know when to seek help from academic

support services and when to cut their losses and drop a course. Choosing a college,

applying, securing financial aid, and then adjusting to college life require a tremendous

2
amount of specialized knowledge. This knowledge includes matching personal interests

with college majors and programs; understanding federal and individual college financial

aid programs and how and when to complete appropriate forms; registering for,

preparing for, and taking required admissions exams; applying to college on time and

submitting all necessary information; and, perhaps most important, understanding how

the culture of college is different from that of high school. Students generally

demonstrate uneven mastery of these four dimensions. Although it is important for high

schools to meet the needs of all students who wish to go on to postsecondary

education, some students require a much more intentional, comprehensive program of

preparation that is carefully calibrated to their needs. Students who would be the first in

their family to attend college, students from immigrant families, students who are

members of racial and ethnic minority groups traditionally underrepresented in college,

and students from low-income families are much more easily thrown off the path to

college if they have deficiencies in any of the four dimensions.

Theoretical framework

A theoretical framework that includes sociological , economic, and cultural

theories enabling researchers to begin emphasizing the important role played by

habitus, a social class based phenomenon, and the way various forms of capital (i.e.

human, financial, social, and cultural) may exist and be acquired in the process of

choosing whether or not and where to go to college. Modern college choice models

incorporate social-cultural theories and have been developed along the three related but

distinct phases of predisposition, search, and choice. Modern college choice models are

3
considered combined models because they incorporate the traditional college choice

models that were rooted in human capital, or economic, theory and the status-

attainment models from sociological theories with other social-cultural constructs such

as habitus and the various forms of capital.

Course selection theory is a proposed adaption of modern college choice models

that can be used to explain how college students determine which courses to select.

Student choice construct is an empirically tested construct or theorization that

students make sequences of choices in situated context and these choices are

influenced by diverse contexts. The advantage of using the student choice construct is it

allows for the study of diverse college students on their own terms while incorporating

the students own unique circumstances and experiences. The creation of this

theoretical framework that includes sociological and cultural theories allows researchers

to emphasizes the important role played by social cultural variables and how they

influences students choice.

This research adapts a combination of student choice construct and the

traditional and modern college choice theories previously described to a model for

examining the decision-making process of registering for a first-year transition course or

seminar. Whether or not students voluntarily chose to enroll in a transition seminar was

the dependent variable of this study and was conceptualized through an extension of

modern college choice theory to a model for course selection. the primary independent

variables incorporated in this study included measures of (a) human capital, (b) financial

capital, (c) social capital, (d) cultural capital, and € background variables related to locus

4
of control and academic related skills and were derived from traditional and combined

college choice theories and research.

Although there are similarities between this study and the study completed by

salibury et al (2009) and Salisbury et al (2010), there are also some important and

notable differences , First, salibury and colleagues stated the decision to study abroad,

similar to college choice , is spread over a period of months and years. The decision to

enroll in a first year transition course or seminar is typically made at orientation over a

period of hours and days. Another important differences between the two studies is

salibury and colleagues inclusion of the impact made by capital while enrolled in

college, combined with precollege capital, in the decision to study abroad. The decision

to participate in a courses or seminar during the first year on campus does not allow for

the incorporation of capital generated after matriculum.

Figure 1 on the next page presents the paradigm of the study. The input consists

of 1.) profile of the respondents in terms of a.) gender b.) age ; and 2.) monthly family

income of the respondents. Determining the level of readiness of the respondents to

enroll business courses in college. Significant relationship between the profile and the

level of readiness in enrolling business courses in college, is the process that this study

followed. From the results of findings of this research, suggested measures are to be in

order to improve and sustain the level of the respondents to enroll business courses in

college.

5
 Input Process Output

1.) Profile of the Determining the:

respondents in
1.) Profile of the
terms of :
respondents
a.) Age in terms of :
b.) Gender a.) Age
c.) Monthly b.) Gender
family c.) Monthly
family Suggested
income
income measures are to
2.) What is the level
2.) What is the be done in order
of preparedness level of to improve or
of the preparedness sustain the
respondents to of the level of
enroll business respondents
preparedness of
courses in to enroll
business the respondents to
college?
courses in enroll business
college? courses in
college?
3.) Is there a
significant
between the
profile
variables and
the struggles
of the
respondents
in with their
academic
performance?

Figure 1 : Paradigm of the study

6
Statement of the Problem

This study was to measure the preparedness of 12-ABM-AM1 student to Enroll

Business Courses in College at PHINMA UPang College of Urdaneta.

Specifically, this study aimed to answer the following questions:

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

a. age;

b. gender; and

c. Monthly family income

2. What is the level of preparedness of the respondents to enroll business courses

in college?

3. Is there a significant relationship between the profile and the level of

preparedness to enroll business courses in college to the respondents.

4. What suggested measures are to be done in order to improve or sustain the

level of preparedness of the respondents to enroll business courses in college?

Alternative Hypothesis

There is a significant relationship between the profile and the level of

readiness to enroll business courses in college of the respondents.

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Significance of the Study

The result of the study will benefit the following important groups

namely:

Students. This study will provide the level of readiness to the students to

enroll business courses in college.

Parents. The parents will know if their children are ready to enroll college

courses in college.

Future Researchers. The output of this study will help the future

researchers on their preparation of their future studies related to level of

readiness to enroll business courses in college.

Scope and Limitation

The study was focused on the level of preparedness to enroll business courses in

college. The subject was Grade 12 ABM AM1 students at PHINMA UPang College of

Urdaneta during the second semester of the academic year October-March 2018.

It is limited only to the Grade 12 ABM-AM1 of PHINMA UPang College of Urdaneta,

attending a senior high school year 2017-2018, who are engage in this topic. It will

benefit the readers and the future researchers.

Definition of Terms

Versatile- embracing a variety of subjects, fields, or skills also  turning with ease

from one thing to another,  having many uses or application building material.

8
Coherent-   logically or aesthetically ordered or  having clarity or intelligibility,

relating to or composed of waves having a constant difference.

Calibrated- to ascertain the caliber, to determine, rectify, or mark the

graduations of something, such as a thermometer tube,  to standardize

something, such as a measuring instrument by determining the deviation from a

standard so as to ascertain the proper correction factors.

Tremendous- notable by reason of extreme size, power, greatness, or

excellence.

9
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various literatures and studies in relevance to the current study.

Such related literature and studies provide background for the preparation of the

present investigation. These aided the researchers in conceptualizing a clear

understanding of the study and the review gave them such data information to enrich

the present study.

Review of Related Literature

‘Entrepreneurship’ is complex and controversial phenomenon (Vivarelli, 2013

Vivarelli, M. (2013). Is entrepreneurship necessarily good? Microeconomic evidence

from developed and developing countries. Industrial and Corporate Change. An

individual is typically accorded entrepreneurial status based on the ability to identify

novel market opportunities (Kirzner,  Kirzner, I. (1973). Competition and

entrepreneurship. Chicago, IL: University of Chicago Press.  From this perspective, an

entrepreneur is defined as an individual whose decisions are ‘sensitive’ to the

‘exploration’ of market opportunities (Gorling, S., & Rehn, A. (2008). Accidental ventures

—A materialist reading of opportunity and entrepreneurial potential. Scandinavian

Journal of Management. Entrepreneurial ventures are viewed as implementations of

successful ideas, and errors are attributed to deficiencies in ideas or insufficient support

from the surrounding environment (Gorling & Rehn, Görling, S.,

10
& Rehn, A. (2008). Accidental ventures—A materialist reading of opportunity and

entrepreneurial potential. Scandinavian Journal of Management

Business activity, as a type of entrepreneurial behavior, involves being ready and able

to make decisions, solve new problems in creative ways, take chances, seize

opportunities, and flexibly adapt to a changing environment (Drucker, Drucker, P.

F. (1999). 

Many definitions associate innovative approaches, creativity and the ability to

take risks with business activity. These features, together with the ability to plan an

undertaking and implement the plan in practice (i.e. to control and use resources as

intended), underline the motivation for entrepreneurship, which is referred to as the

spirit of entrepreneurship.

The spirit of entrepreneurship is positively associated with the motivation to achieve

goals (Collins, Hanges, & Locke,  Collins, C. J., Hanges, P., & Locke, E. A. (2004). The

relationship of need for achievement to entrepreneurship: A meta-analysis. Human

Performance, (McClelland, D. C. (1961). The achieving society. Princeton, NJ: Van

Nostrand. It was the first to identify the ‘need for achievement’ as the main feature

driving entrepreneurial business activity. He claimed that entrepreneurs are individuals

who attach great importance to the extent to which the results of an activity depend

upon their own effort rather than on other factors.

Entrepreneurial behavior includes the basic skills and attitudes that might be

stimulated by learning throughout the lifetime, with the primary criteria involving an

innovative approach and creativity (Dimitriadis, Dimitriadis, D. (2008). Opinion of the

11
European economic and social committee on: Entrepreneurial attitudes versus the

Lisbon strategy. To realize an individual’s full potential, it is crucial to develop these s

kills and behaviors in childhood, to maintain the learning processes that begin in

secondary school throughout the lifetime, and to respect the development of young

students’ personalities (Dimitriadis, 2008 Dimitriadis, D. 2008. Opinion of the European

economic and social committee on: Entrepreneurial attitudes versus the Lisbon

strategy. Dziennik Urzędowy Unii Europejskiej, 2008However, the above approach

presents a serious challenge to the educational system, which might require

fundamental reform because schooling is often thought to destroy independence and

creativity. However, education and training in entrepreneurship is growing rapidly at

universities and colleges throughout the world, and governments support this type of

education (Katz, 2003 Katz, J. A. (2003). The chronology and intellectual trajectory of

American entrepreneurship education 1876–1999. Journal of Business Venturing.

Kuratko, 2005 Kuratko, D. F. (2005). The emergence of entrepreneurship education:

Development, trends, and challenges. Entrepreneurship Theory and Practice, Martin,

McNally, & Kay,  Martin, B. C., McNally, J. J., & Kay, M. J. (2013). Examining the

formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship

education outcomes. Journal of Business Venturing, Some researchers (Galloway &

Brown,  Galloway, L., & Brown, W. (2002). Entrepreneurship education at university: A

driver in the creation of high growth firms? Education and Training, Katz,  Katz, J.

A. (2003). The chronology and intellectual trajectory of American entrepreneurship

education 1876–1999. Journal of Business Venturing, (Kolvereid & Moen

1997) Entrepreneurship among business graduates: Does a major in entrepreneurship

12
make a difference? Journal of European Industrial Training, claim that individuals with

entrepreneurship training are more likely to intend to start a business than individuals

without this training and that individuals with this training are better able to identify

market opportunities (DeTienne & Chandler, 2004 DeTienne, D. R., & Chandler, G. N.

(2004). Opportunity identification and its role in the entrepreneurial classroom: A

pedagogical approach and empirical test. The Academy of Management Learning and

Education, Acquiring broader knowledge, additional skills, and other competencies is

associated with improved business achievement (Ployhart & Moliterno, 2011

Ployhart, R. E., & Moliterno, T. P.(2011). Emergence of the human capital resource: A

multilevel model.

Entrepreneurship is a focus of interest in the European Union, and developing

the spirit of entrepreneurship among younger individuals is a policy priority. The Lisbon

Strategy, which is the fundamental document describing this issue, emphasis the

importance of developing a more business-oriented culture, creating the prerequisite

conditions for the development of SMEs, and providing an appropriate level of business

education and training.

In simple terms, entrepreneurial behaviour can be defined as establishing one’s

own business. The ‘Eurobarometer on Entrepreneurship 2007’, a study of 20,000 young

Americans and Europeans, revealed that 57% of Americans in the 15- to 24-year-old

age range considered starting their own businesses compared with 51% of European

Union residents, demonstrating that this type of behavior is typical of American society.

Interest in business activity is higher for ‘young members’ of the European Union and

relatively lower (only 28%) for representatives of the ‘Old Union’. The highest levels of

13
interest are exhibited by individuals in Latvia (50%), Poland, and Lithuania (48%),

whereas Austria (16%), Belgium (18%), and Germany (19%) exhibit the lowest levels of

interest (2007, October 8). Brussels. The largest group of potential Polish entrepreneurs

is formed by students from wealthy, well-educated families and cities with more than

100,000 residents. Research in Poland has found that most students plan to establish

their own businesses. Academic entrepreneurship (Development of Spin-offs, Spin-

outs) – Demand for trainings serving its development. report on a study].   Staniewski &

Szopiński, 2013Staniewski, M., & Szopiński, T.(2013). Influence of socioeconomic

factors on the entrepreneurship of Polish students. Transformations in Business and

Economics, 12, 152–167. and report that they are prepared to engage in self-

employment. Among these individuals, the largest group is formed by students over the

age of 25 (Staniewski & Szopiński, .(2013). Influence of socioeconomic factors on the

entrepreneurship of Polish students. Transformations in Business and

Economics, 12, 152–167. A similar situation exists in the USA. Reynolds

(1997Reynolds, P. D. (1997). Who starts new firms? Preliminary explorations of firms-

in-gestation. Small Business Economics,  notes that as many as seven out of ten

companies in the USA have been established by individuals between the ages of 25

and 34. Studies of the factors influencing entrepreneurial behaviour have found

statistically significant associations between readiness to start a business and gender,

age, academic major, and parental business activity (Staniewski &

Szopiński, 2013Staniewski, M., & Szopiński, T.(2013). Influence of socioeconomic

factors on the entrepreneurship of Polish students. Transformations in Business and

Economics. Men were found to be more likely to state that they were prepared to start a

14
business, and readiness to start a business was most frequently reported by students in

the humanities (e.g. political science). Students taking courses in finance and banking

were the least likely to report the intention to start a business. Readiness to establish a

company declined with age. Plans to engage in this type of business activity were more

commonly made by individuals whose parents operated their own business or had done

so in the past (Staniewski & Szopiński,  Staniewski, M., & Szopiński, T.(2013). Influence

of socioeconomic factors on the entrepreneurship of Polish students. Transformations in

Business and Economics.

Entrepreneurship of full-time students – report on a study that investigated

characteristics of potential Polish entrepreneurs and found that Polish university

students were more likely than their counterparts in other European countries to report

the intention to establish their own business immediately after graduating. Moreover,

they expected a considerably shorter time period prior to making a profit, a lower

frequency of expected losses and an awareness of the need for total dedication to the

company.

Individuals planning to establish a business face a number of difficulties. Smith

and Beasley Smith, K., & Beasley, M. (2011). Graduate entrepreneurs: Intentions,

barriers and solutions. Education + Training, found that factors that prevent an

individual from starting a business include a lack of general business knowledge,

contradictory advisory support from external agencies, a lack of sector-specific mentors,

and the lack of financial resources or experience of familial entrepreneurship. Scuotto

and Morellato Scuotto, V., & Morellato, M. (2013). Entrepreneurial knowledge and digital

competence: Keys for a success of student entrepreneurship. Journal of the Knowledge

15
Economy, found that informal cooperation networks, digital competence and an

innovative attitude are crucial in motivating entrepreneurial behavior.

However, overcoming these difficulties and establishing a business does not

ensure market success or long-term existence. Unfortunately, the initial period of a

company’s operation is the most difficult for entrepreneurs; for many, the risk is ‘mortal’.

Research in OECD countries has found that between 20 and 40% of new in the industry

or the new business or company fail within the first two years (Bartelsman, Scarpetta, &

Schivardi,  Bartelsman, E., Scarpetta, S.,& Schivardi, F. (2005). 

A course is a program that has a number of purposes. Some students take a

courses to help them connect two different phases of study, while others take a course

to provide professional qualification to help improve their options in their current job.

What is a course in business studies? This program provides business

fundamentals that help prepare students for more advanced studies in a particular

business field. It can also provide necessary knowledge for students who plan on

studying an unrelated subject but would plan benefit from having business essentials.

Every program will vary, but examples of classes may include marketing,

communication, human resources,, finances, and business resources. Along with

classroom lectures, students may also work on project, conduct research, and attend

symposiums featuring local and national businesses.

Students who pursue a business course benefit in a number of ways. Business

skills such as problem-solving, leadership, and communication can help in many

16
different areas. There are also a wide variety of business careers available for those

who wants to continue or with their studies.

Institutions all over the world offer this program, and there are many

factors involved in tuition cost. These factors include the location of the school and

length of the program. Students who are interested should contact the school directly to

ask about the financial requirements.s

After completing this course, individuals have a variety of paths that they

can choose from. Some may be prepared for a career or promotion in the areas of

banking, insurance, human resources, accounting, and finance. A course in business

studies also prepares graduates to open their own business in areas such as health, art,

retail and consulting.

17
Review of Related Study

The term ” business degrees” is often used as n umbrella term covering a wide

range of courses, in subject that include finance, accounting, management and

economics. It may be useful to think about two main types of degrees: those that cover

a broad spectrum of business – related subjects, and those which focus more

specifically on a narrower strand.

It’s also common to find business degrees that allows students to combine a key

field of business (such as human resources management, financial analysis or

entrepreneurship) with a second subject, in a combined honors or joint degree option.

For example, you could choose to develop your project management skills while also

studying computer sciences, or combine international business studies with modern

languages. Learning a foreign language may prove beneficial for a wide range of

business careers, allowing you to converses directly with representatives of

international companies and financial hubs across the globe.

Typically business degrees last three or four years at undergraduate level

(depending the country and program), and a further once or two years at master’s level.

Undergraduate business degrees will typically start with a focus on core business

principles, later on allowing students to choose specializations. At master’s level

beyond, even greater specialization is possible.

Business degrees are usually assessed using a combination of course work and

examinations, and the teaching process often involves a strong focus on case studies.

These are descriptions of actual business situations, which students are expected to

18
analyze in depth, and use the information provided to discuss and evaluate various

business strategies and theories.

According to Bourdieu (1977), the possession of cultural goods as

symbolic good is possible, but only for those who can fully understand or appreciate

them. To emphasize this, he points out that trips museums are not limited by

socioeconomic status the same way trips to the theatre are, yet museum attendance

increases as education increases and “ is a almost exclusively to be found among the

privileged classes” when this occurs between generations cultural capital is amplified,

resulting in the differentations between the social classes continuing to be reproduced

and the dominant classes continuing to define “ legitimate” culture, or that which is

worthy of being sought and possessed.

Bourdieu’s (1977) ideas on cultural capital have guided how this construct has

been used in higher education research. He theorized that cultural capital is used by the

dominant classes to maintain their position in society by excluding people from

employment, opportunities, or other resources.

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 Chapter 3

DESIGN AND METHODOLOGY

This part of the study dealt on research design, population and locale of the

study, data gathering tools, data gathering procedures and statistical treatment of data

that employed.

Research design

The study lies on descriptive research defined it, it is a collection of quantitative

information that can be tabulated along a continuum in numerical form, such as scores

on attest or the number of times a person chooses to use a certain features of

multimedia program, or it can describe categories of information such as gender or

patterns of interaction when using technology events and then organizes, tabulates,

depicts, and describe the data collection.

This method is used to obtain information concerning the current status of the

students regarding to their readiness in choosing the business courses with respect to

variables or conditions in a situation. The methods involved range from survey which

describes the status quo, the correlation study which investigates the relationship

between variables, to developmental studies which seek to determine changes over

time.

This researchers also used correlational research method. Correlational research

is collecting of data determine the relationship exists between two or more quantifiable

variables which may determine to this study.

20
 The researchers used these research methods to describe, explain and interpret

the connection between the profiles of the respondents to the struggles perceived by

the 12 ABM-AM1 students in the level of readiness to enroll business courses and the

researcher try to correlate the information to come up in a systematic answer that will be

provided as this story goes on prior to the advancement and strategies that may

conquest.

Population and locale of the study

The research was conducted at PHINMA UPang College of Urdaneta, Urdaneta

City, which focuses on the Preparedness of 12 ABM - AM1 students in business

courses in college. There are 52 respondents from 12 ABM - AM1 who enrolled from

the academic year 2017-2018.

Data Gathering Tools

The main tool which was utilized in gathering the needed data was a survey –

questionnaire made to achieve the objectives of the study.

The questionnaire has two parts. The first part contained the profile of the

respondents in terms of: a.) age, b.) gender, and c.) monthly family income, while the

second part contained set of indicators about the preparedness perceived by the 12

ABM-AM1 students in enrolling business courses in college.

Data Gathering Procedures

21
 Prior to the conduct of the study, the research formulated the title. The title was

then forwarded to their practical research adviser Liane Neill Bautista . Ed., for approval.

In order for the researchers to gather important data needed for the completion of

the research, the research, the researchers used survey – questionnaires/ checklist as

data gathering instrument. The survey – questionnaire/ checklist were then formulated.

After the formulation of the instrument, a letter addressed to the respondents was made

to ask permission for floating of the survey – questionnaire, noted by the practical

research adviser for recommending approval. Upon permission, the researchers floated

the questionnaires and retrieved them at once for analysis.

Treatment of data

To be able to come up with a definite conclusion regarding this study, the

researchers used the following statistical tools:

1.) Frequency distribution and percentage was used in order to answer the

statement number 1 what is the profile of the respondents in terms of : a.) age,

b.) gender, and c.) monthly income.

Formula:

P= x 100

22
Where:

P = Percentage

f = frequency

N = No. of cases

100 = constant value

2.) For the preparedness of the 12 ABM – AM1 students in enrolling business

courses in college, the average weighted mean was utilized, where:

4F4+3F3+2F2+1F1

WM =

Where:

WM = weighted mean

F4 = number of respondents who answered “ Strongly Agree”

F3 = number of respondents who answered “ Agree”

F2 = number of respondents who answered “ Disagree”

23
F1 = number of respondents who answered “ Strongly Disagree”

3.) To determine the significant relationship between the profile of the respondents

and the preparedness of 12 ABM-AM1 in enrolling business courses in college,

chi square formula was utilized:

Where:

= chi- square value

fo = observed frequency

fe = expected frequency

24
 Chapter 4

RESULTS AND DISCUSSION

This chapter presents the processes undertaken to answer the problems of the

study posited in the preceding chapters of the study.

The data gathered were analyzed and further interpreted in this chapter.

Furthermore, the results obtained from the statistical analysis done are presented in

both tabular and narrative forms to explain the found answers to the objectives of this

research.

Demographic Characteristics of the Respondents

Problem one of this study dealt with the demographic profile of the respondents.

Table one on the next page represents the demographic profile of the

respondents in terms of gender, age, and general average in Preparedness in enrolling

business courses in college

According to Wolk & Nikolai, 1997), since we are here in the 21 st century, the

business environment has changed dramatically, becoming a more complex , intense,

competitive and global. Therefore, employers are looking for graduates with substantial

accounting knowledge, as well as strong communication , analytical and intellectual

skills (Paker,2000). This may call for a new graduate with special talent to be able to

cope with such an unstable environment.

25
 Table 1
PROFILE OF 12-ABM AM1 STUDENTS AT PHINMA UPANG COLLEGE OF
URDANETA, SY: 2017 – 2018
(N= 52)

Variables Frequencies(f) Percentage %

A. Age
19 1 2
18 29 57
17 21 41
B. Gender
Male 13 25
Female 38 75

C. Monthly Family Income

20,000 and above 19 37
15,000 – 19,999 19 37
9,999 and Above 13 26

It can be seen on the table that majority of the respondents are aged 18 which

has an over-all percentage of 57. Moreover, aged 17 has 41, while 19 has a

percentage of 1 . This only means that most of the respondents are on their maturing

and developing personalities.

In terms of age, the majority of the respondents that have the highest percentage

in gender are female with an over-all percentage of 75, while male has an over-all

percentage of 25. This only means that the dominant female respondents.

In terms of monthly income, the majority of the respondents that have the highest

percentage is 37 and that is 20,000 and above and 15,000-19,999. while the lower is

9,999 has a 26. This only means that the respondents has a prominent of 20,000 and

26
above and 15,000 – 19,999 that they are capable of buying materials or school

materials.

Perception on the Degree of Preparedness in Enrolling Business courses in

College by the Respondents

The second problem of this study sought to discover the degree of

Preparedness in enrolling business courses in college of the 12 ABM 01A students.

Table 2 on the next page presents the tabular representation of the degree of

preparedness in enrolling business courses of the respondents along different

preparedness in enrolling business courses in college.

Under the preparedness in enrolling business courses in college the

indicators that got the highest average weighted mean is the following

Table 2

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PREPAREDNESS IN ENROLLING BUSINESS COURSES BY 12 ABM AM2
STUDENTS OF PHINMA UPANG COLLEGE OF URDANETA, SY. 2018-2019

INDICATORS HWM DE
1. I have no time for studying at the same
2.20 LP
time mismanaged and unsynchronized.
2. I have no grit, motivation and passion for the
2.08 LP
subject.
3. My critical thinking was worsen to solve
2.49 LP
difficult accounting problem.
4. I can’t develop my mathematical skills to
adjust, to analyze, and to correct unmatched 2.50 P
balance sheet.
5. I find it difficult to understand concepts in
accounting with only 20 minutes discussion of 2.31 LP
the teacher.

6. I can’t be immensely competitive. 2.41 LP

7. I have inadequate instructional materials. 2.40 LP

8. I have negative attitudes generally towards
2.12 LP
numerate subjects.
9. I’m not adequately prepared for mathematical
2.57 P
examinations.
10. I have little interest in intellectual works. 2.34 LP
Overall 2.34 LP
Legend: WM = Average Weighted Mean; DE = Descriptive Equivalent; ) Very Much
Prepared(VMS) = 3.25 - 4.00; Prepared(S) = 2.50 – 3.2 ; Less Prepared (LS) = 1.0 – 2.49 ;
Not Prepared (NS) = 1.00 -1.74

Under the Preparedness in enrolling business courses

indicators that got the highest average weighted mean is the following:

The indicator that got the highest average weighted mean which states, “I not

adequately prepared for mathematical examinations..” has the average weighted mean

of 3.25-4.00 with a descriptive equivalent of Prepared (P).

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 According to the Study of Trigwell and Prosser (1991), It is suggested a reason

for this may be that students have not first been supported to change the way they learn

accounting. A key insight of the approach to learning conception of human learning is

that students will not experience change in person capabilities unless they first

experience high-level relevance structure, high-level conception of learning, intrinsic

motivation and deep learning. Therefore, the respondents are having a Serious Problem

in Expressing their concerns about the subject which is a major factor the affects their

learning process.

The indicator that got the second highest average weighted mean which states” I

can’t develop my mathematical skills to adjust, to analyze, and to correct unmatched

balance sheet..” has an average weighted mean of 2.50-3.2 with a descriptive

equivalent of Prepared (P).

According to the Study of Huberman (2000), The results indicate that the main

problems faced by "heterogeneous classes"; "very large class size"; and "lack of

time". It was also found that these problems tend difficulties encountered in accounting

subject. However, these problems are faced with greater intensity by students.

Therefore, having not enough time in understanding the lesson within the allotted time is

one of the serious problem that the respondents.

Under the preparedness in enrolling business courses in college the indicators

that got the lowest average weighted mean are the following;

The third lowest average weighted mean indicator which states, “My critical

thinking was worsen to solve difficult mathematical problem ” has an average weighted

29
mean of 1.0 – 2.49 with a descriptive equivalent of Less Prepared (LP). Therefore,

majority of the respondents are having a hard time in solving a mathematical because of

lack of student motivation and focus in their subject..

According to Jere Brophy (1987), motivation to learn is a competence acquired

"through general experience but stimulated most directly through modeling,

communication of expectations, and direct instruction or socialization by significant

others (especially parents and teachers)."When students are raised in a home that

nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be

more apt to accept the risks inherent in learning. Conversely, when students do not view

themselves as basically competent and able, their freedom to engage in academically

challenging pursuits and capacity to tolerate and cope with failure are greatly

diminished.

Significant Relationship Between The Profile and the Degree of

Seriousness in Preparedness in enrolling business courses in college

The third problem of this study tended to discover the significant relationship

between the profile of the respondents and the degree of seriousness in preparedness

in enrolling business courses in college.

Table 3 below presents the tabular representation of the significant relationship

between the profile of the respondents and the degree of seriousness in preparedness

in enrolling business courses in college.

Table 3

30
SIGNIFICANT RELATIONSHIP BETWEEN THE PROFILE AND THE
PREPAREDNESS IN ENROLLING BUSINESS COURSES IN COLLEGE BY 12 ABM
AM1 STUDENTS OF PHINMA UPANG COLLEGE OF URDANETA

Variables x2 Df Tabular DE
value
A. Age 8.04 6 12.592 NS
B. Gender 3.59 3 7.815 NS
C. Monthly Family Income 18.15 6 12.592 NS
sTested at 0.05 Level of Significance

The table presents the summary of the chi-square conducted to test the

statistically significant relationship of the respondents profile variables and the degree of

preparedness in enrolling business courses in college.

The result under the age implies that the tabular value of the respondents is

12.592 which shows that there is no significant relationship between the age of the

respondents and their degree of preparedness in enrolling business courses in college

meaning the null hypothesis is accepted.

The result implies that the tabular value of the respondents under gender is

7.815 which shows that there is no significant relationship between the gender of the

respondents and their degree of preparedness in enrolling business courses in college.

The result under the monthly income that the tabular value of the respondents is

12.592s which shows that there is no significant relationship between the monthly

income of the respondents and their degree of preparedness in enrolling business

courses in college.

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 According to white ( 1982) schools provide equalizing experiences, and thus, the

longer students stay in the schooling process, the more the impact of age on students

achievement is diminished. In addition, as the students move up the age there would

more students drop out of school, thus reducing the magnitude of the correlation.

According to Peter Arcidiacono look at how financial aid policies contribute to

student’s decision to matriculate with a given university and their future earnings. The

study focuses on black students mostly and find that although there is a significant

effect of financial aid on graduating blacks college, there is little effect on earnings from

race-based additional aid beyond the standard amounts ( Arcidiacono, 2005). This

suggest that perhaps additional aid beyond the amount that simply bridges the gap may

not have much effect on future earnings. This could also say something about additional

aid’s effect on grade point average if we consider grades and future earnings to be

linked.

Suggested Measures to be done in Order to be prepared in Enrolling Business

Courses in College

From the results and findings of this research, the researchers suggest that the

following policy measures should be done and deemed necessary:

1.) The respondents should have adequate instructional materials for mathematical

examinations.

2.) The respondents should have time for studying at the same time managed and

synchronized.

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3.) The respondents have critical thinking should be better to solve difficult

mathematical problems.

4.) The respondents have found it easily to understand concepts in accounting with

only 20 minutes discussion of the teacher.

5.) The respondents can develop my` mathematical skills to adjust to analyze, and

to correct matched balance sheet.

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 CHAPTER 5

SUMMARY OF THE RESEARCH CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions and recommendations
based on the data analysed in the previous chapter. Some limitations have been identified. The
Preparedness 2 of Grade 12 ABM AM1 in Enrolling of Business Courses in College was
researched by determining to what extent some of the objectives of the level of preparedness
have been attained.

SUMMARY OF THE RESEARCH

The focus of this study was to determine the Preparedness of Grade 12 ABM AM1 in
Enrolling of Business Courses in College me time were ineffective This new emphasis on college
preparedness requires an understanding of what it means to be “college-ready” with their
business courses and where senior high school students currently stand on that score. Some
researchers and policy makers define students as college-ready if they meet the minimum
entrance requirements for a four-year college with some admission criteria meaning that they
have taken the necessary courses and have demonstrated basic procedures. Student
performance on high school exit examinations is another possibility for assessing college
preparedness. Today twenty-two states have such examinations, covering 65 percent of the
nation’s students.29 Some policy organizations, such as Achieve, have argued that aligning the
content of high school exit examinations with college expectations would be an important step
in focusing high schools on college preparedness. While college knowledge has not traditionally
been discussed as part of college preparedness, it may contribute to significant disparities in
college preparedness by income and race and ethnicity and is an area of particular relevance for
high school reform. Even among students who have similar academic qualifications, low-income
and minority students are more likely than high-income and white students to attend a two-
year institution and less likely to enroll in a selective four-year college regarding those business
courses that students want to take.

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CONCLUSION

The focus of recent high school reforms on college preparedness reflects the recognition
that most high school students now aspire to attain a four-year degree and will ultimately
participate in some form of postsecondary education regarding to the business courses they
want .These reform efforts also suggest that high schools should be held accountable for their
students’ academic performance after high school graduation. The challenge for high schools is
how to increase the college readiness of their students that may encounter in choosing the
specific business course thst the students want to take for the college level.

RECOMMENDATION

1.Define and measure college preparedness. Use clear metrics and appropriate assessments to
define college readiness, establish baseline data, and longitudinally track progress toward
improved student outcomes.

2.Strengthen precollegiate preparedness and success. This includes a set of actions that

require close collaboration with K–12 systems, as described on page 15. Whether students come
directly from high school or through other life experiences, community colleges then can propel
students toward college preparedness through summer bridge programs and/or intensive skill
refreshers. Also promising are models integrating basic skills acquisition and workforce training,
offered through partnerships involving colleges, workforce agencies, and service providers.
3.Provide college transitions support. Key elements include mandatory and integrated
placement test preparation, orientation, and advising use of multiple measures (including high
school transcripts and diagnostics) to inform mandatory placement and elimination of late
registration. Having students develop educational plans is essential, and as institutions design
academic and career pathways, students should enroll in a defined program of study early in their
college experience.
4.Redesign developmental education. Community colleges have access to an increasing body
of evidence about effective practice. Now colleges need to integrate more of these practices, at
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scale, into accelerated developmental pathways for all students who need them. Among the
promising instructional models are combined/integrated courses, fast-track/flex courses,
emporia, modularized curricula, and open entry open exit approaches.
5.Build the foundations for gateway course success. Ultimately, the indicator of college
readiness and of effective developmental education is successful completion of related college-
level courses.

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