1

STUDENTS’ PROFILE AND PERCEIVED SKILLS ON THE

ENTREPRENEURIAL INTENTION OF BUSINESS
MANAGEMENT STUDENTS IN CAVITE
STATE UNIVERSITY

Alexandra M. Arroyo
Lorenzo C. Peñaflor

An undergraduate thesis outline submitted to the faculty of the Department of

Management, Cavite State University – Carmona Campus, Carmona, Cavite, in partial
fulfillment of the requirements for the degree of Bachelor of Science in Business
Management major in Marketing Management with Contribution No. TBM-2020-06-009.
Prepared under the supervision of Ms. Maria Andrea C. Francia.

INTRODUCTION

Entrepreneurship is an important determinant for a country’s growth and

development (Cooter & Schäfer, 2012). It plays a major role in cultivating a country’s

economy. Entrepreneurship can be taught and learned. Entrepreneurial education is being

administered in some universities that helps the students of today’s generation to become

future entrepreneurs of the country.

The study of Peng et al. (2012) stated that engaging in entrepreneurship is driven

by intention, and entrepreneurial intention is a significant factor to anticipate

entrepreneurial behavior. It is defined as a cognitive representation of the actions to be

executed by people to either initiate new personal ventures or to produce new value

within already-established businesses (Fini et al., 2009). Several studies showed that one

factor that determines entrepreneurial intention is perceived entrepreneurial skills. This

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was proven by the study of Liñan (2008), who defined entrepreneurial skills as the

abilities that are needed to achieve success in entrepreneurship. The perception that

individuals with these abilities reinforce the impression that starting a firm is feasible,

signifying that perceived entrepreneurial skills have an effect in entrepreneurial intention.

In the Philippines, where widespread poverty is one of the challenges,

entrepreneurship is viewed as an important factor to empower the poor, to enhance

production and to encourage innovation (Evangelista, 2013). However, data from

Philippine Statistics Authority (2019) showed that the rate of self-employment or being

an entrepreneur, decreased from 27.7% in 2018 to 26.2% in 2019. It also revealed that the

employment rate increased from 94.7% in 2018 to 94.8% in 2019, showing that a lot of

people still choose to be an employee instead of being an entrepreneur.

Taking note that entrepreneurs are recognized as engines of economic growth and

must be developed for economic advancement (Baron and Shane, 2008), the researchers

believe that entrepreneurship should be enhanced in our country. Since self-employment

or entering into a business decreased, the researchers saw this as the research gap hoping

to get information to identify the level of entrepreneurial intention of the Business

Management students in Cavite State University, given that they have the skills and

familiarity regarding business and entrepreneurship. The researchers would like to know

as well if there is a relationship between the entrepreneurial intention, perceived skills,

and their profile.

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Statement of the Problem

This study aimed to discern the relationship between students’ profile, perceived

skills, and entrepreneurial intention of Business Management students in Cavite State

University.

Specifically, at the end of the study, the researchers were able to provide answers

to the following questions:

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

1.1 family background;

1.2 family income; and

1.3 sex?

2. What is the level of perceived skills of the participants in terms of:

2.1 ambiguity tolerance;

2.2 creativity;

2.3 finance;

2.4 leadership;

2.5 marshalling;

2.6 risk assessment; and

2.7 self-efficacy?

3. What is the level of entrepreneurial intention of the participants?

4. Is there a significant relationship between students’ profile and their entrepreneurial

intention in terms of:

4.1 family background and entrepreneurial intention;

4.2 family income and entrepreneurial intention; and

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4.3 sex and entrepreneurial intention?

5. Is there a significant relationship between perceived skills and entrepreneurial intention

in terms of:

5.1 ambiguity tolerance and entrepreneurial intention;

5.2 creativity and entrepreneurial intention;

5.3 finance and entrepreneurial intention;

5.4 leadership and entrepreneurial intention;

5.5 marshalling and entrepreneurial intention;

5.6 risk assessment and entrepreneurial intention; and

5.7 self-efficacy and entrepreneurial intention?

Objectives of the Study

This study intended to identify the relationship between students’ profile,

perceived skills, and entrepreneurial intention of Business Management students in

Cavite State University.

Specifically, the study aimed to determine the:

1. students’ profile of the participants in terms of:

1.1 family background;

1.2 family income; and

1.3 sex.

2. the level of perceived skills of the participants in terms of:

2.1 ambiguity tolerance;

2.2 creativity;

2.3 finance;
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2.4 leadership;

2.5 marshalling;

2.6 risk assessment; and

2.7 self-efficacy.

3. the level of entrepreneurial intention of the participants.

4. the relationship between students’ profile and entrepreneurial intention in terms of:

4.1 family background to entrepreneurial intention;

4.2 family income to entrepreneurial intention; and

4.3 sex to entrepreneurial intention.

5. the relationship between perceived skills and entrepreneurial intention in terms of:

5.1 ambiguity tolerance to entrepreneurial intention;

5.2 creativity to entrepreneurial intention;

5.3 finance to entrepreneurial intention;

5.4 leadership to entrepreneurial intention;

5.5 marshalling to entrepreneurial intention;

5.6 risk assessment to entrepreneurial intention; and

5.7 self-efficacy and entrepreneurial intention.

Hypotheses of the Study

Ho1. There is no significant relationship between students’ profile and

entrepreneurial intention in terms of:

Ho1.1 family background and entrepreneurial intention;

Ho1.2 family income and entrepreneurial intention; and

Ho1.3 sex and entrepreneurial intention.

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Ho2. There is no significant relationship between perceived skills and

entrepreneurial intention in terms of:

Ho2.1. ambiguity tolerance and entrepreneurial intention;

Ho2.2. creativity and entrepreneurial intention;

Ho2.3. finance and entrepreneurial intention;

Ho2.4. leadership and entrepreneurial intention;

Ho2.5. marshalling and entrepreneurial intention;

Ho2.6. risk assessment and entrepreneurial intention; and

Ho2.7. self-efficacy and entrepreneurial intention.

Conceptual Framework of the Study

The conceptual framework shows the relationship of students’ profile in terms of

family background, family income, and sex, and perceived skills in terms of ambiguity

tolerance, creativity, finance, leadership, marshalling, risk assessment, and self-efficacy

to the level of entrepreneurial intention of the Business Management students in Cavite

State University.

Significance of the Study

This study may provide information to local government units, faculty members,

business management students, and future researchers who seek additional information

regarding perceived entrepreneurial skills and entrepreneurial intention.

Local government units. This study may provide information about the students’

current entrepreneurial intention which will help the local government units in

developing and providing entrepreneurial programs for undergraduates.

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Students’ Profile

 Family background
 Family income
 Sex

Entrepreneurial Intention

Perceived Skills

 Ambiguity tolerance
 Creativity
 Finance
 Leadership
 Marshalling
 Risk assessment
 Self-efficacy

Figure 1. Conceptual framework of students’ profile and perceived skills on the

entrepreneurial intention of Business Management students in Cavite State University

Business management students. This study may also assist the Business

Management students in recognizing their strengths and weaknesses in terms of

perceived skills, along with their entrepreneurial intention.

Future researchers. This research may serve as a reference for future researchers

who are planning to pursue a study about entrepreneurial intention and other related

studies.

Time and Place of the Study

The study was conducted from November 2019 to January 2020 at selected

campuses of Cavite State University.

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Scope and Limitation of the Study

The study is limited only to selected campuses of Cavite State University and

only included third year and fourth year Business Management students as participants

regardless of their age and status, for the reason that they are more familiar with the

concepts and practices of entrepreneurship as compared to the lower years, given that

they have already taken an Entrepreneurship subject. Only the students from Carmona

Campus, Imus Campus, and Silang Campus were included in the study for the reason that

those campuses have the most number of Business Management majors in Cavite State

University. The study focused on the skills that were featured in the study of

Holwerda (2018) which includes ambiguity tolerance, creativity, finance, leadership,

marshalling, risk assessment, and self-efficacy.

Definition of Terms

The following terminologies are expressed in accordance to their use in the study:

Entrepreneurial Intention. An individual’s personal drive to engage in an

entrepreneurial endeavor in the future. In this study, this will serve as the participants’

desire to engage in future business ventures.

Perceived skills. A set of entrepreneurial aptitudes that the participants perceive

they possess. In this study, this will be measured through ambiguity tolerance, creativity,

self-efficacy, finance, leadership, marshalling, risk assessment, and self-efficacy with

reference to their entrepreneurial intention.

Ambiguity tolerance. The ability to manage uncertainties in making

decisions.
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Creativity. The ability to develop new ways on how to improve existing

goods or services.

Finance. The ability to handle the financial aspects of a business.

Leadership. The ability to influence people with or without authority.

Marshalling. The ability to establish relationship and network with other

people.

Risk assessment. The ability to assess and understand risk.

Self-efficacy. The ability to recognize one’s own strengths and

weaknesses.

Profile. A short article giving a description of a person or organization. In this

study, it will include family background and family income.

Family background. The participants’ background in terms of having

immediate family business or not.

Family income. The total gross income a family receives monthly.

Sex. The state of being male or female.

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REVIEW OF RELATED LITERATURE

This chapter presents related literature and studies about entrepreneurship,

entrepreneurial intention, and perceived skills along with its corresponding variables.

This chapter also displays the relationship of students’ profile to entrepreneurial intention

and perceived skills to entrepreneurial intention.

Entrepreneurship

Innovation and identifying opportunities is a must in today’s competitive world.

The ability to do new things or doing things that are already done in a new way and

discerning advantages is the essence of entrepreneurship. According to Stepanek (1960),

entrepreneurship is the ability to take risk, to organize things and have the desire to

diversify and innovate the enterprise to make it a successful business venture. Also,

having the motivation and knowledge are the things needed for entrepreneurship

development. Moreover, Kirzner (1985), mentioned that the essence of entrepreneurship

is the alertness to profit opportunities. He emphasizes that engaging in entrepreneurship

corresponds to the ability to recognize the opportunities quickly and act on it.

Entrepreneurship helps in transforming the world through alleviating poverty and

solving the problem concerning unemployment. It provides jobs and plays an influential

role in the growth of the economy. Taking part in this dynamic force as Hoselitz (2012)

describes entrepreneurship, are the entrepreneurs who according to Drucker (1956) are

the ones who always search for change, adapts to it and use those changes as

opportunities. Entrepreneurs are innovators who see these advantages and use it to initiate

strategic action to achieve success.

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From the perspective of Deakins et al. (2006), an entrepreneur is capable of

recognizing needs and wants of customers and will serve as an intermediary where profit

arises out of intermediary function. By nature, an entrepreneur is an individual who is

capable of identifying what s needed in the marketplace and find ways to fulfill those

identified needs that will serve an economic opportunity.

Engaging in entrepreneurship may be affected by several reasons. According to

Hoffman et al. (2015) entrepreneurship becomes an interesting venture to young people if

they have an effective social ties or social capital. It might arise from close friends,

family relationship and within the context of family owned business. In addition to this, a

study conducted by Zellweger et al. (2011) and Ahmed et al. (2010) showed that parental

example or family members who have been entrepreneurs can be associated to the future

entrepreneurial endeavors of young people whereas it provides potential entrepreneurs

the exposure in a business context. Therefore, it can be concluded that family background

can be a contributing factor in entrepreneurial engagement.

Financial wealth also provides another important antecedent in aspirations of

being an entrepreneur. Another variable that the study considers is the family income of

the participants. According to the study of Steier et al. (2004), Henley (2005) and Delmar

et al. (2000), family income affects the entrepreneurial intention of an individual. Family

income is the total income that a family receives. It was first classified into four major

sources: the earnings of the male head, earnings of the female head, earnings of other

family members and property and transfer income (Reimers, 1984). In the definition

given by the Philippines Statistics Authority (PSA), family income are those that come

from earnings, property income and gifts received by the whole family.
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Perceived Skills

Entrepreneurial skills are essential for any entrepreneurs to possess and to have

these skills, it should be done while the students are still studying (Malolos, 2017).

According to Beeka et al. (2011), entrepreneurship is one of the career options that

students may consider before or right after they graduate. Zellweger et. al (2011)

emphasized that it is highly relevant to study the motives that affects graduating students

to engage in entrepreneurship. Developing the entrepreneurial skills will help the

continuous growth of the economy as well as enhancing the social well-being of our

future entrepreneurs which are the students. Entrepreneurial skills become an important

determining factor for the success of any business endeavor. The study of Köllinger et al.

(2005) and Arenius et al. (2005) showed that the perception of having entrepreneurial

skills has a positive correlation on the intention of putting up a new business. This is why

assessing the perceived entrepreneurial skills of the students is important as it will

provide an understanding of the skills that must be further developed for them.

However, since studies about entrepreneurial skills are still undeveloped, many

researchers attempted to identify a set of skills that can be used as a standard for

entrepreneurial skills. In this paper, one notable source of relevant information was from

the study of Holwerda (2018). He distinguished the skills into creativity, ambiguity,

marshalling, finance, self-efficacy, leadership and risk assessment skills. These skills

were also supported by the studies of Liñan (2008), Rengamani et al. (2015) and Chew et

al. (2016).

Ambiguity tolerance. Becoming an entrepreneur is not an easy task. There are a

lot of uncertainties along the way. Good business owners are aware of the fact that
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business doesn’t always go as planned, that is why one of the entrepreneurial skills that

an entrepreneur must learn is having ambiguity tolerance (Holwerda, 2018). According to

Sandefer (2012) the tolerance for ambiguity is committing to a decision while at the same

time looking for scenarios where your decision might be wrong. This means having the

initiative to be open to new ideas and the readiness to make amendments to alleviate risk.

Committing mistakes will help develop ambiguity tolerance for it will make the

entrepreneur to learn from mistakes and will help recognize worst case scenario that may

occur in the future. The ability to do these things in front of uncertainties is what sets an

entrepreneur apart from the rest.

Creativity. Creativity, as defined by Naiman (2014) is an act of turning new and

imaginative ideas into reality. It is the ability to perceived things in an inventive way. It

can also be viewed from the interaction between the individual and the situation that

coincides with the appropriate environment (Hunter et al., 2007). Due to the continuous

growth of the businesses today, there is also growth in competition and opportunities.

According to Vidal (2008), creativity helps the entrepreneur to make use of these

opportunities that can be of competitive advantage for the organization. Creativity helps

develop new ways on how to improve an existing or new product or service that will help

nurture business. Creativity and entrepreneurship goes hand in hand because the whole

process of entrepreneurship is embedded in the creation and exploration of new ideas

(Cleverism.com, 2015) this is why creativity is a must-have skill for an entrepreneur for it

allows him to have that improvement and advantage that is crucial in an entrepreneur’s

work life.
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Finance. Being an entrepreneur can be rewarding but the success of the business

does not only rely on the goods or services being offered but also how effective the

management of finance is executed. This includes understanding credit, spending money

wisely, finding investors and borrowing responsibly (Maker’s Row, 2018). No matter

what the business is, it is still important to acquire these skills so that the entrepreneur

will be able to monitor the money that is going and out of the business. According to

Morgan (2017) even simple management of money, such as budgeting, being a conscious

consumer, having goals and plans and looking for investment opportunities would be of

great help in making the business stable. In an article posted by the Association of

Chartered Certified Accountants (2016), financial skills are at the heart of running a

successful business. This requires having the vital knowledge that is needed to make

informed and effective financial decisions.

Leadership. According to a leadership expert Smith et al. (2017), he defined

leadership as the ability to influence people with or without authority. It is easy to be

obeyed by someone especially if you are their superior but it is different from people who

are obeyed without even pulling out ranks. Leadership skills can mean the difference

between an average and a successful entrepreneur as it involves proper treatment of other

people or those who are under you, proper delegation of tasks, problem solving among

your peers, and clear communication within the organization (Sutevski, 2019). Having

leadership skills is supposed by many as the number one trait an entrepreneur must have

because it is not only important in leading a team but also leading oneself. According to

an article written by the Catapult Leadership Group (2017), leadership skills also mean

possessing the ability to take criticisms, having the unrelenting passion and ability to
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connect with like-minded people. It should be kept in mind that entrepreneurs who have

leadership skills know that they need a team around them (McDonald, 2018).

Marshalling. In starting a business, it is hard to just do it alone. Another skill that

an entrepreneur must have is marshalling skills. It includes leadership, arranging and

organizing people, establishing new contacts and starting partnerships (Holwerda, 2018).

Sometimes starting a business could be so much for one person that is why building your

network and connection will be of great help to your business. According to the study of

Fry (2016), establishing a relationship and network with other people which is one aspect

of marshalling will help the business to gather customers, as well as partners and

ultimately contribute to the growth of the business. Also socializing with other

entrepreneurs will help you learn a lot because they could tell you different ways on how

to run a business that will help the entrepreneur gather fresh ideas to implement.

Risk assessment. In entrepreneurship, it generally involves a certain degree of

risk taking. Entrepreneurs strive to avoid some risks but it is important to know that some

risks are inevitable. Possessing risk assessment skill is important to entrepreneurs because

this will help them to understand risk. According to Krach (2018), risk assessment is

analyzing the potential losses from a given hazard or risk. The goals of risk assessment

are identifying potential risks and apply the appropriate methods to mitigate risks. It also

provides alternative solutions and estimation of the effectiveness of those solutions (The

AirSafe Team, 2014).

Self-efficacy. According to Artino (2012), self-efficacy is the people’s own

judgment of their capabilities to execute courses of action to achieve a certain type of

performance. It is the recognition of ones’ abilities by knowing his strengths and

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weaknesses. An individual must have a developed sensed of self-belief in their abilities in

starting a business because this is critical in a person’s willingness to start a business

endeavors (Vyakarnam et al., 2011) as self-efficacy are beliefs imbedded in one’s

understanding of their capabilities to do actions and provide results. This is also with

accordance to the study of Bandura (1977) that says that self-efficacy is an individual’s

belief in their personal capabilities to accomplish a job. Levels of self-efficacy may range

from very high to very low according to the study of Vyakarnam et al. (2011). It showed

that those with low level of self-efficacy thinks that problems are beyond their abilities

and are getting afraid to face them while those who have high self-efficacy treated

problems as challenges that they are ready to commit to.

Entrepreneurial Intention

Several studies showed that one of the greatest predictors of a person’s behavior

is his or her intention. According to the study of Fini et al. (2009), individual intention

affects human behavior and therefore results in organizational outcomes. This is why

understanding the prediction of intentions becomes a point of interest for some.

The role of intention had been acknowledged by previous studies to be relevant in

the world of entrepreneurship. Embarking on new business ventures and creating new

value on existing ones by which according to the study of Bird (1988) are the two

outcomes of entrepreneurial intention. Other literature studies showed a lot of antecedents

that is responsible for the formation of entrepreneurial intention such as individual

domains and contextual variables (Bird, 1988), psychological characteristics (Zhao et al.,

2005) together with developed skills and abilities, environmental influences (Morris et

al., 1995) and environmental support (Lüthje et al., 2003). This is also supported by the
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study of Krueger (1993) that an individual’s entrepreneurial intention are affected by

their subjective norm which is influenced by their perceived expectation level from those

who are important to them like their family and friends as well as their certain behaviors

and their obedience to these expectations.

Liñan et al. (2013) defined entrepreneurial intentions as an individual’s intention

with awareness and conviction to set up a business venture and plans to do so in the

future. It also refers to the intention to be self-employed or start-up a new business

(Iakovleva et al., 2009). Entrepreneurial intention can be defined as a mental orientation

like desire or hope that influence their choice to engage in entrepreneurship.

Students’ Profile and Entrepreneurial Intention

This study will focus on the students’ profile in terms of family background (with

family business and without family business) and family income, and its effect on the

entrepreneurial intention of the students.

According to the study of Dyer et al. (1994), family business do have a role in the

entrepreneurial endeavors of students as it showed in their study that it has a positive

association for the students who are involved in their family business to undertake

entrepreneurial activity, and this is also supported by the study of Carr and Sequeira

(2007).

It is revealed in a study conducted by Tarling et al. (2016) that exposure of

students to their family businesses raises the awareness to business that serves as a

critical factor that affects their entrepreneurial intention and this finding is also in

accordance to the study of Steeser et al. (2014), which according to their survey on
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university students, they found out that students with family business have higher

entrepreneurial intention than other students.

Although a lot of studies are saying that there is a significant relationship between

family business and entrepreneurial intention of students, an increasing number of studies

are not able to support their relationship. According to Banner et al. (1991) and Gird et al.

(2008), they found no significant relationship between parent entrepreneurs and their

children’s entrepreneurial intention. The same goes with the study of Mungai et al.

(2011) and Zellweger et al. (2011) that shows that even failures in family business has no

negative impact with the entrepreneurial intention of the students.

In terms of students with no family business, the study of Pauceanu et al. (2018)

concluded that students with no family business are more inclined to start a business than

those students with family business because the latter dreams to be the one to start a

business in their family. However, a study conducted by Dugassa (2012) did not find any

significant difference whether the student had a family business or not when it comes to

their entrepreneurial intention.

When it comes to family income, the study of Ali et al. (2011) showed that family

income has a significant effect on entrepreneurial intention wherein those students with

higher family income is more inclined to putting up a business. It is asserted that family

is often used a primary resource for business start-ups (Steier et al., 2004). In addition to

this Henley (2005) and Delmar et. al (2000) argued that family income affects the

entrepreneurial intention of the students wherein children born in a rich family find

engaging in entrepreneurship easy and accessible. This affects their perceived desirability

feasibility because the children may have less pressure in finding a job to make a living
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and they tend to be more risk taker as well. However, according to the study of Sharma

(2014), those students with higher family income only affects their intention of pursuing

higher studies and it has no influence on starting up their own business as compared with

low and middle income group who are more interested in becoming an entrepreneur. The

result is consonance to the study of Torche and Spilerman (2009) wherein they stated that

family with higher income would rather invest on education for their children. This

shows that people who belong in a higher income group does not guarantee

entrepreneurial ventures of students (Mueller, 2006). Based on the study of Kim et al.

(2003), there is no significant relationship between the family income and the

entrepreneurial intention of the children.

When it comes to the effect of sex in entrepreneurial intention, it is said that over

the past thirty years, women had made a significant advancement in entrepreneurship and

business venture (Kickul et al., 2008), resulting to researches about women

entrepreneurship to gain more importance. However, even though the number of women

who engage in entrepreneurship is increasing, still, the number of business owned by

women is significantly lower than the number of business owned by men (Gupta et al.,

2014). According to the study of Demartino et al. (2003), women have lower

entrepreneurial intention because they have the desire to attain balance between work life

and family life that leads to setting aside the plans of engaging in future business

ventures. On the other hand, men are asserted to possess higher level of autonomy, self-

confidence, independence, self-assertion, and risk-taking propensity, exhibiting higher

entrepreneurial intention than their female counterparts (Jones et al., 2002).

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Perceived Skills and Entrepreneurial Intention

According to the study of Liñan (2008), perceived skills have a significant effect

on entrepreneurial intention. He said that individuals with higher level of perceived

entrepreneurial skills have high probability of engaging in business.

When it comes to ambiguity tolerance, the study of Koh (1996) stated that

ambiguity tolerance have significant relationship to entrepreneurial intention, wherein

individuals who have higher tolerance for ambiguity are more inclined in

entrepreneurship, the same goes with the study of Whetten et al. (2000). However, this

was opposed by the study of Ogunleye et al. (2014), stating that tolerance for ambiguity

does not affect entrepreneurial intention.

In terms of creativity, the study of Hamidi et al. (2008) found out that creative

individuals are most likely to engage in entrepreneurship. This is supported by the study

of Zampetakis et al. (2011), wherein they proposed that the more creative young people

considered themselves are, the higher their entrepreneurial intentions to be.

In terms of financial skills, Trunk et al. (2015) proved that there is no significant

effect on entrepreneurial intention. However, according to Bayrakdaroğlu et al. (2017),

financial skills have a positive effect on entrepreneurial intention, wherein they stated

that people with high attitude of financial skills are more likely to engage in business.

In terms of leadership skills, it is said to be a strong indicative presence in

forming entrepreneurial intention (Henley et al., 2017). Their study resulted to a very

high level of relationship between entrepreneurial intention and self-evaluated leadership

skill. This is also in accordance to the studies of Brandstätter (2011) and Vecchio (2003),

which suggest that leadership and entrepreneurship share common features and therefore,
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students with high level of self-perceived leadership skills is a strong drive for

entrepreneurial intention.

It is believed that building network influence entrepreneurial drive. According to

Greve et al. (2003), entrepreneurs usually don’t have or only have vague ideas on putting

up a business that is why having marshalling skills helps improve entrepreneurial

activities.

For risk assessment, Norton Jr. et al. (2006) said that individuals with risk

assessment skills are more likely to become entrepreneurs, especially those young

individuals. And the same goes with the study of Cooper et al. (1988).

Lastly, when it comes to self-efficacy, Campo (2010) stated that individuals with

high self-efficacy may also have strong intention towards entrepreneurial career, which is

also supported by the study of Zhao et al. (2005).

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METHODOLOGY

This chapter shows the research design, sources of data, participants of the study,

sampling technique, research instrument, and statistical treatment of the data gathered.

This chapter will discuss the actions that will be taken to investigate the research

problems and demonstrate how the data will be collected and analyzed.

Research Design

The study utilized a descriptive-correlational design. The researchers used

descriptive design to describe the participants’ profile, level of perceived skills, and level

of entrepreneurial intention. They also employed the correlational research design to

discover the relationship between the students’ profile, perceived entrepreneurial skills,

and entrepreneurial intention of the Business Management students in Cavite State

University.

Sources of Data

The researchers utilized two sources of data in this study. The research used

primary source of data that was gathered from the survey questionnaires that were given

to the participants, and retrieved secondary source of data from past researches.

Participants of the Study

The study included Business Management students in Cavite State University,

specifically from Carmona Campus, Imus Campus, and Silang Campus since those

campuses have the most number of Business Management majors in Cavite State

University.
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In identifying the sample population, the researchers used the Krejcie and Morgan

(1970) formula to determine the sample size because the population is finite or known.

The distribution of the participants is presented in Table 1.

S= x2NP (1-P)

d2(N-1) + x2P (1-P)

Where:

S = required sample size

X = Z value (e.g. 1.96 for 95% confidence level)

N = population size

P = population proportion (expressed as decimal) (assumed to be 0.5 (50%)

d = degree of accuracy (5%, expressed as a proportion (0.05); it is the margin of

error

Therefore:

S= (1.96)2 x 1,144 x 0.50 (1-0.5)

(0.05)2 x (1,144-1) + (1.96)2 x 0.5 (1-0.5)

S= 3.8416 x 1,144 x 0.50 (0.5)

0.0025 x 1,143 + 3.8416 x 0.5 x 0.5

S = 1,098.6976

3.8179

S = 287.78 or 288
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Table 1. Distribution of participants in selected campuses of Cavite State University

TOTAL SAMPLE
PERCENTAGE
CAMPUS POPULATION SIZE
(%)
(N) (n)

Carmona Campus 205 52 18

Imus Campus 469 118 41

Silang Campus 470 118 41

TOTAL 1,144 288 100

Sampling Technique

The study used the purposive, proportionate, and random sampling techniques.

Purposive sampling is a non-probability technique where participants are selected based

on characteristics of a population and the objective of the study. It was utilized in this

study for the reason that this research has a clear characteristic of the participants which

is limited to Business Management students. Proportionate sampling was used in the

study in a way that the participants from each selected campus were determined by their

number relative to the entire Business Management population. Lastly, random sampling

was employed wherein the participants were selected randomly, given that the entire

population has equal chance and likelihood of being selected in the sample.

Data Gathering

The researchers went to the selected campuses of Cavite State University to

conduct survey on the third year and fourth year Business Management students. They

asked for the participants’ schedule so they will know when to go to the respective

campuses.
 25

Once the participants filled up the survey, the data was collected, analyzed, and

discussed.

Research Instrument

The research used an adapted and modified questionnaire from the study of Liñan

(2008) and Holwerda (2018). The first part intends to identify the participants’ profile in

terms of sex, family background, and family income. The second part of the

questionnaire is used to identify the participants’ level of perceived entrepreneurial skills.

The third part is used to determine the participants’ level of entrepreneurial intention. A

4-point Likert Scale was utilized in the second and third part of the questionnaire

(Appendix 1).

Statistical Treatment

The study utilized frequency count and percentage, weighted mean, and chi-

square to interpret the data of the research.

Frequency count and percentage were employed to identify the students’ profile

in terms of family background and family income.

Using weighted mean, the researchers were able to determine the participants’

level of perceived entrepreneurial skills and entrepreneurial intention, and they were

interpreted using the scales in Table 2 to Table 9.

To determine the relationship between the students’ profile, perceived skills, and

entrepreneurial intention, Pearson chi-square was utilized.

 26

Table 2. Weighted mean interpretation on the participants’ level of ambiguity tolerance

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill to manage
3.26 – 4.00 Very High
uncertainties in making decisions.

The participants perceived themselves

having a good skill to manage
2.51 – 3.25 High
uncertainties in making decisions.

The participants perceived themselves

having a slight skill to manage
1.76 – 2.50 Low
uncertainties in making decisions.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills to manage uncertainties in
making decisions.

Table 3. Weighted mean interpretation on the participants’ level of creativity

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill to develop new ways
3.26 – 4.00 Very High
of improving existing goods and services.

The participants perceived themselves

having a good skill to develop new ways
2.51 – 3.25 High
of improving existing goods and services.

The participants perceived themselves

having a slight skill to develop new ways
1.76 – 2.50 Low
of improving existing goods and services.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills to develop new ways of
improving existing goods and services.

Table 4. Weighted mean interpretation on the participants’ level of finance skills

 27

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill to handle the financial
3.26 – 4.00 Very High
aspects of a business.

The participants perceived themselves

having a good skill to handle the financial
2.51 – 3.25 High
aspects of a business.

The participants perceived themselves

having a slight skill to handle the financial
1.76 – 2.50 Low
aspects of a business.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills to handle the financial aspect
of a business.

Table 5. Weighted mean interpretation on the participants’ level of leadership skills

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill in leading and
3.26 – 4.00 Very High
influencing others.

The participants perceived themselves

having a good skill in leading and
2.51 – 3.25 High
influencing others.

The participants perceived themselves

having a slight skill in leading and
1.76 – 2.50 Low
influencing others.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills in leading and influencing
others.

Table 6. Weighted mean interpretation on the participants’ level of marshalling skills

 28

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill in establishing new
3.26 – 4.00 Very High
networks and contacts.

The participants perceived themselves

having a good in establishing new
2.51 – 3.25 High
networks and contacts.

The participants perceived themselves

having a slight skill in establishing new
1.76 – 2.50 Low
networks and contacts.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills to establish new network and
contacts.

Table 7. Weighted mean interpretation on the participants’ level of risk assessment skills
VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants perceived themselves
having a great skill in assessing and
3.26 – 4.00 Very High
understanding risk.

The participants perceived themselves

having a good skill in assessing and
2.51 – 3.25 High
understanding risk.

The participants perceived themselves

having a slight skill in assessing and
1.76 – 2.50 Low
understanding risk.

The participants perceived that they do not

1.00 – 1.75 Very Low
have skills to assess and understand risk.

Table 8. Weighted mean interpretation on the participants’ level of self-efficacy

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
 29

The participants perceived themselves

having a great skill in identifying their
3.26 – 4.00 Very High
own strengths and weaknesses.

The participants perceived themselves

having a good skill in identifying their
2.51 – 3.25 High
own strengths and weaknesses.

The participants perceived themselves

having a slight skill in identifying their
1.76 – 2.50 Low
own strengths and weaknesses.

The participants perceived that they do not

1.00 – 1.75 Very Low have skills to identify their own strengths
and weaknesses.

Table 9. Weighted mean interpretation on the level of entrepreneurial intention

VERBAL DESCRIPTIVE
SCORE
INTERPRETATION INTERPRETATION
The participants have very high intention
3.26 – 4.00 Very High of engaging in future business ventures.

The participants have high intention of

2.51 – 3.25 High engaging in future business ventures.

The participants have low intention of

1.76 – 2.50 Low engaging in future business ventures.

The participants have very low intention

1.00 – 1.75 Very Low
of engaging in future business ventures.

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Zellweger, T., Sieger, P., and Halter, F., (2011). Should I Stay or Should I Go? Career
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J4DMDnI-PRED-kqaLWbcLqeYts

APPENDIX 1
Survey Questionnaire
 38

STUDENTS’ PROFILE AND PERCEIVED SKILLS ON THE

ENTREPRENEURIAL INTENTION OF BUSINESS
MANAGEMENT STUDENTS IN CAVITE
STATE UNIVERSITY

Dear Participant,

Good day! We are Alexandra M. Arroyo and Lorenzo C. Peñaflor, fourth year
students of Bachelor of Science in Business Management Major in Marketing
Management in Cavite State University – Carmona Campus. We are preparing a thesis
entitled “Students’ Profile and Perceived Entrepreneurial Skills on the Entrepreneurial
Intention of Business Management Students in Cavite State University.”
We are respectfully seeking for your assistance to complete our study by
becoming one of our participants to fill out the attached questionnaire. Rest assured
that all information will be treated with utmost confidentiality and strictly use for the
above purpose only.
We are hoping for your kind consideration. Thank you very much.
Sincerely yours,
Alexandra M. Arroyo

Lorenzo C. Peñaflor

PART I. STUDENTS’ PROFILE

Instruction: Kindly put a check (✔) on the box provided next to the answer of
your choice.
Course Major: _____________________________________________________
Sex:
Male Female
Family Background:
With family business Without family business
Gross Family Income:
P 20,000 and below P 41,001 – P 50,000
P 20,001 – P 30,000 P 51,001 and above
P 31,001 – P 40,000

PART II. PERCEIVED ENTREPRENEURIAL SKILLS (Holwerda, 2018)

 39

Instruction: Indicate your level of agreement with the following statements about
perceived entrepreneurial skills and kindly encircle the corresponding number of your
answer. Please be guided with the following scales:
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
Creativity
1. I think I can come up with new ideas to improve goods
4 3 2 1
and services.
2. I believe I can come up with new and different solutions to
4 3 2 1
problems in innovating.
3. I think I can develop new strategies to improve goods and
4 3 2 1
services.
Ambiguity tolerance
1. I believe I can deal with sudden changes and surprises. 4 3 2 1
2. I think I can work under stress or pressure. 4 3 2 1
3. I believe I can manage uncertainty in projects and
4 3 2 1
processes.
Marshalling
1. I think I can form partnerships in order to achieve goals. 4 3 2 1
2. I believe I can make network and exchange information
4 3 2 1
with others.
3. I think I can establish new contacts. 4 3 2 1
Finance
1. I believe I can make my own financial statement. 4 3 2 1
2. I think I can estimate a budget for a new project. 4 3 2 1
3. I believe I can control costs for projects. 4 3 2 1
Self-efficacy
1. I think I can start my own company. 4 3 2 1
2. I believe I can pursue a career as self-employed. 4 3 2 1
3. I think I can recognize my own weaknesses and act on
4 3 2 1
them.
Leadership
1. I believe I am easily recognized as a leader. 4 3 2 1
2. I think I frequently take the role of spokesperson for the
4 3 2 1
group.
3. I believe I can manage communication challenges. 4 3 2 1
Risk assessment
1. I think I can analyze the potential losses from a given 4 3 2 1
hazard or risk.
2. I believe I can see opportunity where others see the risk of 4 3 2 1
failure.
3. I think I can regularly take calculated risks to gain 4 3 2 1
potential advantages.

PART III. ENTREPRENEURIAL INTENTION (Liñan, 2008)

 40

Instruction: Indicate your level of agreement with the following statements about
entrepreneurial intention and kindly encircle the corresponding number of your answer.
Please be guided with the following scales:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

1. Starting a firm and keeping it viable would be easy for me. 4 3 2 1

2. A career as an entrepreneur is totally attractive to me. 4 3 2 1
3. My friends would approve of my decision to start a
4 3 2 1
business.
4. I am ready to do anything to be an entrepreneur. 4 3 2 1
5. I believe I would be completely able to start a business. 4 3 2 1
6. My immediate family would approve of my decision to start
4 3 2 1
a business.
7. If I had the opportunity and resources, I would love to start a
4 3 2 1
business.
8. My colleagues would approve of my decision to start a
4 3 2 1
business.
9. I am determined to create a business venture in the future. 4 3 2 1
10. If I tried to start a business, I would have a high chance of
4 3 2 1
being successful.
11. Being an entrepreneur would give me great satisfaction. 4 3 2 1
12. It would be easy for me to develop a business idea. 4 3 2 1
13. My professional goal is to be an entrepreneur. 4 3 2 1
14. Being an entrepreneur implies more advantages than
4 3 2 1
disadvantages to me.
15. I know all about the practical details needed to start a
4 3 2 1
business.

Thank you for your cooperation!

APPENDIX TABLES
 41

Appendix table 1. Reliability test of questionnaire

CRONBACH’S CRONBACH'S ALPHA BASED ON N OF
ALPHA STANDARDIZED ITEMS ITEMS
.909 .911 36