“Measuring Entrepreneurial Knowledge and Entrepreneurial

Intention of Grade 12 ABM Students of Opol National

Secondary Technical-Senior High School”

Submitted by: Bracero, Rhyne Michael

Edrozo, Abegail A.
Mandin, Monique C.

Grade 12 - Jupiter
December 18, 2020
(REVISED)

Submitted to: Mrs. Joan Cabili

 CHAPTER 1

Introduction

In the modern age, entrepreneurship is considered to be the one of the best economic

development ways to enhance the economic growth of a nation. It is regarded as a major

engine driving the economic development, innovation and competitiveness of many nations.

Admittedly, awareness about entrepreneurship is important because of its vital importan

ce to the economy. Many people and government have seen that entrepreneurial education is

seen as a response to the increasingly complex world we live in, requiring all people and

organizations in society to be increasingly equipped with entrepreneurial competencies (Gibb,

2002, cited by Lackeus, 2015). Individual’s entrepreneurial intentions are important variables to

predict their entrepreneurial behavior (Peng, Lu, & Kang, 2012). Entrepreneurial intention is

considered as personal orientation toward owning a business in the future. Research confirms

that entrepreneurial intentions play an important role in the decision to start a new firm.

However, the reasons why individual persons go into business may vary depending on many.

Given those different definitions, this study defines the entrepreneurial intention as a mental

orientation such as desire, wish and hope influencing their choice of entrepreneurship.
Background of the Study

There is no doubt that the world economy is solely supported by business. The

economic growth of country is reflection of the growth of the business. Entrepreneurship is

taken from French word, entrependre, meaning “to undertake”. It is to undertake new business

ventures. Community believe that entrepreneurship is the creation of new business. It begins

with economic opportunities to exploit and navigating risk to create value for profit and social

goal (Manisha & Singh, 2016).

The prior experience and skills of entrepreneurs affect the opportunity recognition

process (Dencker et al., 2009, Odia and Odia, 2013). It is important because it contributes to

variety of benefits and functions that change individual’s life (Abdul-Rahman, 2000; Sidek, 2006)

Firms at the global level are facing many challenges in the forms of market uncertainty,

human and financial capital and increase in both local and international competitors. It cannot

be denied that knowledge to entrepreneurship is important because of its crucial importance to

the economy. Many people and government have seen that entrepreneurial education is seen

as a response to the increasingly complex world we live in, requiring all people and

organizations in society to be increasingly equipped with entrepreneurial competencies (Gibb,

2002, cited by Lackeus, 2015).

When we think of entrepreneurial mindset, it will be hard to reconcile with the traditional

education that we have. This is a challenge to transform classroom into creating entrepreneurial

mindsets. It is a fact that the traditional education is teaching students with casual thinking
method or predictive thinking ,in the sense that the students are taught how to go into business.

We contends that we learn to be innovative and entrepreneurial by exploring, questioning

assumptions, using imagination and synthesizing information. We asserts that traditional

education’s emphasis on conformity, compliance and a linear path stifles this.

The intend of opening business course in senior high and college is not to prepare them

for the employment but for them to be prepare as an entrepreneur. They are expected to open

business in the future and create jobs for others. It is along such purpose, the current study

would like to find out if ABM (Accounting, Business, Management) Grade 12 Students of Senior

High School of Opol National Secondary Technical School to have entrepreneurial attitude,

mindset and have the intentions to create business in the future.

Statement of the Problem

The study wants to determine the effect of entrepreneurial knowledge toward

entrepreneurial intention of the Grade 12 ABM students in Opol National Secondary Technical-

Senior High School, specifically to answer the following questions:

1. What is the level of entrepreneurial knowledge of Grade 12 ABM students?

2. What is the level of entrepreneurial intention of Grade 12 ABM students?

 3. What is Grade 12 ABM students’ knowledge towards Entrepreneurship?

4. What is Grade 12 ABM students’ intention towards Entrepreneurship?

5. Is there a relationship between entrepreneurial knowledge and

entrepreneurial intention?

Conceptual Framework

Entrepreneurial
Independent Variable
Entrepreneurial
Dependent Variable
Knowledge Intention
This conceptual framework shows the independent and dependent variables. It shows

that the Entrepreneurial Knowledge is the independent variable and the Entrepreneurial

Intention is the dependent variable.

Significance of the Study

This study aims to measure the entrepreneurial knowledge and entrepreneurial intention

towards Grade 12 ABM students and helps to know the entrepreneurial knowledge and

entrepreneurial intention of Grade 12 ABM students. This study establish to accumulate

evidence that supports that entrepreneurial knowledge affects the entrepreneurial intention of

Grade 12 ABM Students and it can be measured.

For Researchers

The outcome of this study could serve as a guide for both researcher and future

researches in case they would be conducting the same study and that this could contribute

useful information to them.

For the Parents/Guardians

This research will benefit the parents/guardian of the children because this will serve as

a guide in giving assistance towards their children’s studies as they become more functional

individuals. This will also make them more attentive in supporting their children for their wants in

life.

For the Students

The result will provide the students with understanding entrepreneurial intention and

entrepreneurial knowledge. It will give an information about a certain topic. This will help them to

realize whether their intention and knowledge about entrepreneurship would be useful to them.

It will also encourage them to appreciate and pursue to their course.

Hypothesis

Null Hypothesis

1. There is no significant relationship between Entrepreneurial

Knowledge and Entrepreneurial Intention of Grade 12 ABM

students.

2. There is no significant effects in Entrepreneurial Knowledge

towards Grade 12 ABM students.

3. There is no significant effects in Entrepreneurial Intention

towards Grade 12 ABM students.

Scope and Delimitations of the Study

The main objective of this study is to focus on relation between Entrepreneurial

Knowledge and Entrepreneurial Intention. This study will be conducted on November 9 to 20,

2020 in Opol National Secondary Technical-Senior High School, Taboc, Opol, Misamis Oriental.

This study is limited to the Grade 12 ABM students in Opol National Secondary Technical-

Senior High School who are currently enrolled for the First Semester in School Year 220-2021.

Each respondent is given a questionnaire to answer.

Definition of Terms

Accountancy, Business and Management (ABM). It refers to strand enrolled by the

Grade 12 students for the First Semester Year 2020-2021.

Business. It is the practice of making Grade 12 ABM students living by engaging

different learning strategies in managing business.

Entrepreneurship. The process of organizing, managing and assuming the risks of a

business.

Entrepreneurship Intention. Motivational factors that influence ABM students to pursue

entrepreneurial outcomes.

Entrepreneurial Knowledge. The ability to recognize or create an opportunity and take

action aimed at realizing an innovative knowledge practice or product.

Student. A person who are enrolled as Grade 12 ABM students in Opol National

Secondary Technical-Senior High School for the First Semester.

CHAPTER 2
 REVIEW OF RELATED LITERATURE

According to a wider conception, entrepreneurship education is defined as “the whole

set of education and training activities – within the educational system or not – that try to

develop in the participants the intention to perform entrepreneurial behaviors, or some of the

elements that affect that intention, such as entrepreneurial knowledge, desirability of the

entrepreneurial activity, or its feasibility” (Lin˜a´n, 2004a, p.163, 2004b). Based on a review of

existing studies on entrepreneurial knowledge, Omerzel and Antoncic (2008) investigated the

entrepreneurship knowledge construct and its significance for small- and medium-sized firm

performance. They developed a conceptual model consisting of four dimensions (education

level, work experience, knowledge about functional disciplines, and self-confidence). The

authors found that all four dimensions were positively related to entrepreneurship knowledge,

which, in turn, was positively linked to firm performance. In considering the importance of

education for entrepreneurial ability, some studies have examined whether and how

entrepreneurs’ educational background helps them cultivate entrepreneurial knowledge and

skills. For example, Uger, Keith, Hilling, Gielnik and Frese (2009) developed and tested a

cognitive model of learning within the small firm. It is clear from these examples (Omerzel &

Antoncic, 2008; Sambasivan et al., 2009; Uger et al., 2009) that successful entrepreneurs

possess specific knowledge and skills. (Ede et al., 1998; Peterman & Kennedy, 2003) suggests

that the possession of entrepreneurial knowledge and skills may enhance students’ attitudes
toward entrepreneurship. Consequently, their intentions to engage in entrepreneurial careers

after graduation may also be enhanced.

More specifically, several studies have shown that students’ beliefs in their abilities and

skills to perform the tasks as an entrepreneur affect their entrepreneurial intention through

enhancing their sense of control over the process of entrepreneurship (Liñán 2008; Carr and

Sequeira 2007; Zhao et al. 2005; Boyd and Vozikis 1994) and improving their abilities to face

the challenges and overcome the impediments in the process (Zhao et al. 2005). Liñán (2008)

provided empirical evidence for the significant impact of students’ perceived entrepreneurial

skills on their entrepreneurial intention through influencing their attitude toward starting their own

businesses, perceived behavioral control and subjective norms.

When college students participate in courses that feature entrepreneurship-related

content, they believe they acquire necessary entrepreneurial knowledge and skills (Okudan &

Rzasa, 2006; Smith, Barr, Barbosa & Kickul, 2008). When individuals acquire knowledge about

and skills related to attitude objects, their attitudes toward those objects usually become more

positive (Horton & Horton, 1990; Murphy-Russell, Die & Walker, 1986). Both Ede et al. (1998)

and Peterman and Kennedy (2003) found that high school students’ attitudes toward

entrepreneurship became more positive after participating in an entrepreneurship program. In

other words, high school students’ attitudes became more positive when they acquired more

knowledge about and skills related to entrepreneurship. Extrapolating from these findings, the

more entrepreneurial knowledge and skills that undergraduate students have, the more positive
their attitudes toward entrepreneurship should be. However, in some studies, this relationship

between knowledge and skill level and attitude toward course content has not always been

found to be positive. A positive attitude influences individual behavioral intentions positively

(Mosavi and Ghaedi, 2012;Yang et al., 2017). To understand the behavioral intention, the focus

of TRA is a person's attitude towards behavior, subjective norms of people, and groups that

influence these attitudes (Ajzen and Fishbein, 1977). Specifically for students, entrepreneurial

self-efficacy affects their motivation and competence to enter the challenging process of starting

their own businesses and indicates the extent of their academic preparation for their future

career path as an entrepreneur (Bandura 2012). A review of the extant literature reveals that

there are several models explaining the nature, antecedents, and effects of entrepreneurial

intention (pis. see Gelderen, 2006). For the current work, entrepreneurial intention is examined

in the context of the theory of planned behavior (TPB) (Ajzen, 1991).

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