RESULTS AND DISCUSSIONS

Presented in this chapter are the results of the study and the corresponding analysis and

interpretation of data.

Socio – Demographic Profiles of the Respondents

The first research problem focused on determining the socio-demographic profile of the

respondents in terms of age, gender, and parents’ highest educational attainment among Grade

10 High School students in Manongol National High School, Manongol, Kidapawan City

Age

The ages of the student – respondents ranged from 14 to 17 years old. As shown in table 1,

majority of the respondents 33 or 51.56% belong to age 15, followed by 21 or 32.81% under 16-

year-old. From among them there were 9 or 14% respondents falls on age 17, and the

remaining 1 respondent or 1.56% was 14-year-old.

The finding expresses that the majority of the respondents are adolescents—no longer a child

but not yet an adult either. This is a time of big intellectual, social, and emotional development.

The result is supported by the fact that the age of the students may also be one of the factors

that can influence readiness of young people towards entrepreneurial activities.

Gender

Out of 64 total number of respondents, 35 or 54.68% of the respondents were female.

Only 28 or 43.75% constituted the male respondents and 1 or 1.5% of the respondents is
Lesbian Gay Bisexual and Transgender (LGBT). This signifies that the number of male High

School students from Manongol National High School is outnumbered by the female students.

Based on the findings, female respondents are more likely to venture in business than

male.

The fact that females are a source of entrepreneurial talent (OCED, 2003) and an

instrument of development (Ahl,2006). Female entrepreneurship is regarded as an

emancipatory act to establish change (Rindova et.al,2009). Practitioners want more women with

good ideas to see entrepreneurship as a career choice.

Parents ‘Highest Educational Attainment

In terms of highest educational attainment, 21 or 32.82% of the parents’ respondents

were holders of Bachelor’s degree, 6 or 9.37% had reached college level, 4 or 6.25% of the

parents’ respondents were Post graduate, 16 or 25% indicated that they were already a High

school graduate, 10 or 15.62% of the parents’ respondents were High school level, 6 or 9.37%

indicated that they were elementary graduate and only 1 or 1.56% of the parents’ respondents

had reached elementary level.

The result implies that respondents’ parents have successfully completed a degree. The

finding is enforced by the view that a person’s career can be influenced by family education,

lifestyle, class structure, present lifestyle, experience and social issues (Gibb and Ritchie ,

1982).

Entrepreneurial Intentions

The second research objective is focused on determining the level of students'

entrepreneurial adeptness in terms of their entrepreneurial intentions among the Grade 10 High

School students in Manongol National High School.

 Presented in Table 2 are the results on the level of students’ entrepreneurial adeptness

in terms of their entrepreneurial intentions. The results have an overall mean rating of 3.77

interpreted as Highly observed which means the required attributes/behaviors are observed

most of the time or condition is moderately extensive and carried out well.

If there is a high degree of intention, the action is more likely to result in positive attitude

towards achieving successful entrepreneurship.

Individuals who are more optimistic, independent and willing to take chances are typically more 

willing to become entrepreneurs. 

Several research studies across nations confirmed the crucial role played by entreprene

urial intention in the decision-making process to start a new venture (Nurdan & Nancy, 2016)

Table 2. Level of student’s entrepreneurial adeptness in terms of their entrepreneurial intentions

Mean Description
Statements
3.75
1. It is very likely that one day I will start a business Highly
Observed

2. I am willing to make every effort to become an 3.66 Highly

entrepreneur Observed

3. I have to make business in the future in order not to Highly

live from one day to the next 3.92 Observed

4. My professional goal is to become an entrepreneur 3.34 Often Observed

5. I want to set up business in the future to escape 3.97 Highly

poverty and hunger by getting involved into more Observed
sources I want to set up business in the future to
escape poverty and hunger by getting involved into
more sources

6. Having business in the future will make me to never 4.0 Highly

depend on a single income and have more jobs Observed

7. To do what I like, giving up the previous job and 3.75 Highly

focusing on an area, where I can put his talents, Observed
passion and satisfaction into practice is what I aim in
 having business in the future

Mean 3.77 Highly

Observed
Mean:
Scale Description
5 Always Observed
4 Highly Observed
3 Often Observed
2 Rarely Observed
1 Never Observed

Entrepreneurial Attitudes

The third research objective is focused on determining the level of students'

entrepreneurial adeptness in terms of their entrepreneurial attitudes among the Grade 10 High

School students in Manongol National High School.

Shown in Table 3 are the results on the level of students’ entrepreneurial adeptness in

terms of their entrepreneurial attitudes. The results have an overall mean rating of 4.13

interpreted as Highly observed which means the required attributes/behaviors are observed

most of the time or condition is moderately extensive and carried out well.

TABLE 3. LEVEL OF STUDENTS’ ENTREPRENEURIAL ADEPTNESS IN TERMS OF THEIR

ENTREPRENEURIAL ATTITUDES

Mean Description
Statements
4.22
1. Seriousness, ambition, hard work and a continuous Always
desire for improvement; focuses on development and Observed
innovation.

2. Makes the most of my talent, succeeds in exploiting 4.14 Usually

every opportunity. Observed

3. A strong, persevering person who never gives up, Always

always achieves his purpose. 4.41 Observed
 4. Perseverance and entrepreneurial spirit. 3.83 Usually
Observed
5. Morality, common sense and perseverance. ‘It is a 4.11 Usually
living reminder that anything is possible when you set out Observed
to do something and try to do whatever it is necessary to
achieve your goals’.

6. Responsible entrepreneur someday, meant to help 4.16 Usually

humanity. Observed

7. Responsibility, sacrifice, sincerity, objectivity in the 4.02 Usually

decision-making process. Observed

8. Modesty, self-confidence. 4.17 Usually

Observed

Mean 4.13 Usually

Observed
Mean:
Scale Description
5 Always Observed
4 Usually Observed
3 Often Observed
2 Rarely Observed
1 Never Observed

The finding expresses that the majority of the student-respondents have a positive

attitude towards entrepreneurship. They are passionate about their ideas and goals and this

passion drives them to do what they want making them succeed in every undertaking.

The finding is enforced by the view that students in schools have to realize that in order

to succeed in the work places of the future; regardless of their chosen profession in teacher

education colleges or faculties, they have to brace themselves for the entrepreneurial journey

ahead.

Individuals are likely to follow their goals, according to Bandura (2018) if they consider

that their own abilities and actions are able to achieve the desired results. Entrepreneurship

helps enhance their comprehension, constantly adapt their thoughts and actions, and make

their entrepreneurship more cohesive and meaningful. This study uses cognition theory to
explore how entrepreneurship education learners can enhance their ability to recognize

opportunities through political skills, which in turn affects the creative knowledge, innovative

ability, and innovative personality of entrepreneurs.

In addition, general education focuses on the overall student growth, and the

entrepreneurial framework lays the groundwork for the overall enhancement of the potential of

students. The social learning network, from observation to participation, offers multi-level

learning platforms for student entrepreneurs to constantly develop their skills in learning and

practice. Entrepreneurship education may also increase students’ confidence that they would be

able to solve new and unexpected problems.