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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
With the recent change in the curriculum in the Philippines, schools now offer
different strands under two tracks- academic and technical vocational. Academic track
includes mainly Science, Technology, Engineering, and Mathematics (STEM),
Humanities and Social Sciences (HUMSS), and Accountancy and Business
Management (ABM). Students under ABM strand take business related subjects and
are expected to possess entrepreneurial competencies.
Entrepreneurial competencies, as defined by Inyang and Enuoh (2009), are
clusters of associated knowledge, attitudes, and skills which an entrepreneur must
obtain through managerial training and development that will enable him to produce
outstanding performance in a business venture. Basically, these are elements a person
possesses related to being involved in a business. Research studies make way to
identifying the set of entrepreneurial competencies a person must possess to be a
successful entrepreneur. Four clusters of entrepreneurial competencies were identified
in a study conducted by Mitchelmore and Rowley (2013) and these are personal
relationship, business management, entrepreneurial and human resources
competencies. McClelland and McBer (1985), in their study, identified 10 behavioral
patterns that were divided into three clusters namely Achievement Cluster, Planning
Cluster, and Power Cluster and under each are the Personal Entrepreneurial
Competencies (PECs). These competencies were identified as Opportunity Seeking,
Persistence, Commitment to Work Contract, Risk-taking, Demand for Efficiency and
Quality, Goal Setting, Information Seeking, Systematic Planning and Monitoring,
Persuasion and Networking, and Self-confidence. Different studies make way for
assessing the proficiency level of people in entrepreneurial competencies.
Wamil (2012), in his study about the PECs of Tilapia Hatchery Operators in
Central Luzon showed that Tilapia Hatchery Operators possess strong proficiency
level in all entrepreneurial competencies. On the other hand, Aladan (2015) showed in
her study that business management students possess highest proficiency level in
being a risk-taker. The study shows as well that business students must develop their
PECs in line with commitment to work contract, goal setting, information seeking,
opportunity seeking, and self-confidence. Depositario et al. (2010) found out that
technology developers and students lack PECs in lined with opportunity seeking, self-
confidence, risk-taking, and networking and negotiation skills. Though there are
several research studies conducted to assess the level of proficiency of people in terms
of their entrepreneurial competencies, there are no existing studies yet that shows the
proficiency level of grade 12 Accountancy and Business Management students. Since
it’s just been recently since the change of curriculum in the Philippines was
implemented, there are only two batches of students under the strand ABM. There are
still no existing studies assessing their entrepreneurial competencies which the
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

researchers find to be significant since being in their strand, they are expected to
possess these competencies. The researchers believe as well that this topic or study
will benefit the newly implemented curriculum in the Philippines because this study
will focus on assessing the level of proficiency of the first batch of ABM students in
Congressional Integrated High School.

Statement of the Problem

This research is an initial attempt to assess the proficiency level in entrepreneurial
competencies of grade 12 Accountancy and Business Management students in
Congressional Integrated High School.
Specifically, the study intends to answer the following questions:
1. What percent of grade 12 ABM students possess weak proficiency level of
entrepreneurial competencies in terms of:
a) Opportunity seeking
b) Persistence
c) Commitment to work contract
d) Risk-taking
e) Demand for efficiency and quality
f) Goal setting
g) Information seeking
h) Systematic planning and monitoring
i) Persuasion and networking
j) Self confidence

2. What percent of grade 12 ABM students possess moderate proficiency level

in entrepreneurial competencies in terms of:
a) Opportunity seeking
b) Persistence
c) Commitment to work contract
d) Risk-taking
e) Demand for efficiency and quality
f) Goal setting
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

g) Information seeking
h) Systematic planning and monitoring
i) Persuasion and networking
j) Self confidence

3. What percent of grade 12 ABM students possess strong proficiency level in

entrepreneurial competencies in terms of:
a) Opportunity seeking
b) Persistence
c) Commitment to work contract
d) Risk-taking
e) Demand for efficiency and quality
f) Goal setting
g) Information seeking
h) Systematic planning and monitoring
i) Persuasion and networking
j) Self confidence

Significance of the Study

This study aims to be an informative tool to address the gap of information
about the proficiency level of grade 12 Accountancy and Business Management
students in terms of their entrepreneurial competencies. Specifically, the study aims to
benefit the following:
For the students. As ABM students, investigating the proficiency level of their
entrepreneurial competencies will be an informative tool to know the areas they must
strive to develop and improve. Since they are expected to possess these competencies
due to their academic track, the study will enable the students to assess themselves
and get proposed ways on how to improve or develop areas where they will appear to
be weak.
For the school. The results of this study will benefit the school in a way that
they will be informed about the status of the competencies of the students and if
possible, provide proper ways to help the students develop and improve their
competencies or adopt the proposed ways of the researchers.
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For the organizations and institutions. The output of this research will make
way for concerned organizations and institutions identify the possible needs and
problems to be addressed about the matter.

Scope and Limitation of the Study

This research will only focus on assessing the proficiency level in
entrepreneurial competencies of grade 12 ABM students. Specifically, the
respondents will only limit to grade 12 students under the academic track
Accountancy and Business Management.
The study will be conducted at Congressional National High School Senior
High School department on the school year 2017-2018.
The study limited itself to the description of the proficiency level of the
respondents, identifying which competency or competencies they are classified as
weak and strong using the Entrepreneurial Assessment Tool. After this, the study will
also propose possible ways to enhance the Personal Entrepreneurial Competencies of
the students.
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Chapter II
CONCEPTUAL FRAMEWORK
This part of the study presents literature about the concepts and theories
regarding entrepreneurial competencies, sets of entrepreneurial competencies, related
studies to the present research, and conceptual framework.
Related Literature
Competencies has been known to differ in terms of specific areas or field of
learning and activity. It has been defined as the possession and application of
knowledge, characteristics, and skills (Boyatsiz, 1982; Spencer & Spencer, 1993) to a
specific activity or field. One of these fields is entrepreneurship. Entrepreneurship is
the act of identifying new business opportunities and mobilizing economic resources
to establish a new business or redevelop an existing one (Adenutsi, 2009). It is simply
the conversion of business ideas into reality.
A person that is engaged in entrepreneurship is called an entrepreneur.
Entrepreneurs are those that practice activities in the business field. Establishing a
business does not just start out of nowhere but rather, an idea from a person arose and
that person is called an entrepreneur. Authors see entrepreneurs differently. Nafziger
(2006) views entrepreneurs in four ways: 1) as the coordinator of other production
resources such as land, labor, and capital; 2) as the decision maker at times of
uncertainty; 3) as the innovator; and 4) as the gap filler and input completer. On the
other hand, entrepreneurs are viewed as those that always search for change, responds
to it, and exploits it as an opportunity (Heller, 2006). They are also characterized as a
person who starts something new and starts or operates a business (Frias et al. in
Wamil, 2012). The operation of a business will not be possible without the presence
of entrepreneurs. But not all people can be called an entrepreneur. Charania and
Abjani (2012) states that there are many qualities, attributes, traits, and virtues that are
needed for an aspiring person to become an entrepreneur. These specific
characteristics and skills are called competencies.
Several authors and researchers defined entrepreneurial competencies in
different manners. Inyang and Enuoh (2009) views entrepreneurial competencies as
clusters of associated knowledge, attitudes, and skills which an entrepreneur needs to
obtain through managerial training and development to enable him to produce
outstanding performance in managing a business venture. These are important in a
business venture for it plays a critical role in achieving excellent performance for the
continuous growth of business (Alusen, 2016). In connection to this, Man et al. (2002)
defines entrepreneurial competencies as the total ability of a person to perform a job
successfully. These competencies are vital in any business venture since entrepreneurs
are the ones to start any business ideas as well as the ones to apply and perform it.
Authors identified different sets and clusters of entrepreneurial competencies.
Bagheri and Pihie (2011) emphasized two specific types of competencies and named
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

it as personal and functional competencies. Competencies such as time management,

marketing management, business ethics, leadership, decision making, and financial
management were pointed out by Inyang and Enuoh (2009) to be the desirable
entrepreneurial competencies an entrepreneur must possess.
On the other hand, in the book entitled Business Technology IV, Dagoon et al.
(2005) mentions three categories or classifications of entrepreneurial competencies
which are: 1) Planning Cluster, 2) Achievement Cluster; and 3) Power Cluster. Under
each are 10 specific entrepreneurial competencies namely: goal setting, information
seeking, systematic planning and monitoring, opportunity seeking, persistence,
commitment to work contract, risk taking, demand for efficiency and quality,
persuasion and networking, and self-confidence. These were based on a well-known
study conducted by McClelland and McBer (1985).
Goal Setting is reflected when a person becomes an achievement oriented
individual. It is when an entrepreneur knows how to plan realistic and attainable
short-term and long-term goals and is able to set accomplishments of tasks.
Information Seeking is the behavior of gathering relevant information. These
sources may include information from and for sources like clients, competitors, the
market, suppliers, as well as advices from experts. Being able to seek relevant
information may help in the growth of the business.
Systematic Planning and Monitoring is an entrepreneurial competency which
deals with one’s ability to clearly state plans on ways to achieve a certain task or goal
as well as the regular monitoring of the progress of the plan.
Opportunity Seeking is when a person actively finds openings in the
environment which can be used in different ways to start a business, create a new
market, or to improve business operations. It is therefore the practice of finding
opportunities even during critical situations.
When an entrepreneur keeps on pursuing the established goal even after
circumstances, he is practicing Persistence. It is continuously doing something until
you achieved your goal even if several unwanted circumstances and hindrances occur.
Commitment to Work Contract is a competency where the entrepreneur
commits himself in the specific agreement or contract and takes full responsibility of
doing it. Often times, commitment requires sacrifices and efforts that an entrepreneur
must do to fulfill a given agreement.
Risk Taking is when an entrepreneur takes tasks with challenges and with no
guarantee of success. It is when he/she takes chances that may be out of his/her
comfort zone or chances that has no assurance of resulting good in the end.
Demand for Efficiency and Quality is a character of an entrepreneur that do
not settle for bad performance from the employees or workmates but instead, strives
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

for high and realistic standard of excellence and strives in producing quality and
efficient products or service for the business.
An entrepreneur shows Persuasion and Networking at times that he/she easily
establishes network of contact with people for the growth of the business. Good
persuasive skills basically attracts potential clients and customers.
Self-confidence is an entrepreneurial competency that deals with the
entrepreneur, being aware of his/her capabilities and being confident with using it. It
is having a solid self-belief even under unwanted circumstances.

Related Studies
Researchers as well, in their studies, came to identify specific competencies
that were grouped into areas or clusters.
In a study conducted by Man et al. (2002), entrepreneurial competencies were
identified to be opportunity, organizing, strategic, relationship, commitment, and
conceptual competencies. Likewise, Mitchelmore and Rowley (2013) classify
entrepreneurial competencies into four clusters namely personal and relationship,
business management, entrepreneurial, and human resources competencies.
On the other hand, a study conducted by McClelland established 14 categories
of personal entrepreneurial competencies characterizing the behavioural patterns of
successful entrepreneurs. Though there is no standard on what particular set of traits a
man must possess to assure success of a business, researches conducted found
common behaviours of successful entrepreneurs. The well-known research conducted
by McClelland and McBer (1985) made way to identifying 10 specific behavioral
patterns which are grouped into three. First is Planning Cluster that includes goal
setting, information seeking, and systematic planning and monitoring. Second is
Achievement Cluster which includes opportunity seeking, persistence, commitment to
work contract, risk taking, and demand for efficiency and quality. Lastly, Power
Cluster includes competencies such as persuasion and networking, and self-
confidence. These competencies are called Personal Entrepreneurial Competencies
(PECS).
A study conducted by Paladan (2013) shows that Bachelor of Science in
Business Administration graduating students scored high on competencies Goal
Setting, Persistence, and Information Seeking while competencies like Risk-taking,
Demand for Efficiency and Quality, and Persuasion and Networking are labelled as
their weakness. It is suggested that the students must improve the competencies where
their population is dominated by students labelled as weak.
On the other hand, entrepreneurial competencies of students and entrepreneurs
in Dagupan, Baguio, and San Fernando were assessed by Barlis and Nazario (2007).
Students were labelled weak in Opportunity-Seeking, Risk taking, and Self-
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

confidence while the weakest competency of the entrepreneurs based on the

assessment is Risk-taking.
Resurrecion (2012) assessed the PECS of women entrepreneurs in rural areas
and found out that they are good in setting goals, Systematic Planning and
Monitoring, and Information Seeking yet scored weak in competencies Risk-taking
and Persuasion and Networking.
Likewise, a study conducted by Paladan (2015) shows that Business
University students are strong in competencies Risk-taking, Persuasion and
Networking, and Demand for Efficiency and Quality yet they were labelled weak in
Commitment to Work Contract, Goal Setting, and Information Seeking.
All these researchers assessed different people’s entrepreneurial competencies
that is based on McClelland and McBer’s PECs. In order to assess the proficiency
level of the participants, McBer Team formulated a 55 items questionnaire called
Personal Entrepreneurial Assessment Tool. Depositorio, Feliciano, & Aquino (2011)
then established a standard in analysing the answers from the assessment tool and
labelled criteria that reflects weak and strong level. Due to the efficiency and liability
of the Personal Entrepreneurial Competencies established by McClelland and McBer
(1985), the present study will adapt the said set of entrepreneurial competencies and
the measurement tool for assessment.
Synthesis
As Accountancy, Business, and Management students, the target population of
the present study are expected to be in the field of Accountancy or Business in the
future. This only implies that these students are most likely to be entrepreneurs.
Furthermore, the curriculum designed for their strand focuses on enhancing their
Accounting and Business related skills. Just like what Charania and Abjani (2012)
stated, there are set of characteristics and skills that a person must possess in order to
be an entrepreneur and these are called entrepreneurial competencies. ABM students
therefore are expected to possess entrepreneurial competencies and just like what
Paladan (2013), Barlis and Nazario (2007), Resurrecion (2012), and Paladan (2015),
this study adopted McClelland & McBer’s established Personal Entrepreneurial
Competencies. Furthermore, just like the stated studies, the current research adapted
PECs Assessment Tool to be used in assessing the grade 12 ABM students in their
proficiency level in their Personal Entrepreneurial Competencies.

Conceptual Paradigm:
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

The graph below shows the conceptual paradigm of the study.

a.) Opportunity Seeking

b.) Persistence

c.) Commitment to work contract

d.) Risk-Taking

e.) Demand for Efficiency and Quality

PROFICIENCY LEVELS f.) Goal Setting

g.) Information Seeking

h.) Systematic Planning and

Monitoring

i.) Persuasion and Networking

Figure 1: Conceptual Paradigm

As what is shown in the graph, the shape that represents Proficiency Level is

connected to each of the terms labelled as letter A to J which are the personal

entrepreneurial competencies which will be assessed in the study. The graph presents

that the study focuses on identifying the proficiency level of the participants on the

ten entrepreneurial competencies.

Operational Definition of Terms

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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

The following terms are defined according to how they were used in this study and as
part mainly of the study’s conceptual paradigm.
Proficiency Level refers to different level or degree of proficiency of the grade 12
ABM students
Opportunity Seeking is a characteristic of a grade 12 ABM student who can readily
identify opportunities which offer new business or improve his or her present business
(Dagoon et al., 2005).
Persistence is one of the competencies of grade 12 ABM students that does not give
up easily when confronted with obstacles. (Dagoon et al., 2005).
Commitment to Work Contract a competency of grade 12 ABM students who
commits himself or herself and takes full responsibility for this commitment.
(Dagoon, et al., 2005)
Risk Taking refers to the capability of a grade 12 ABM student who prefers task with
challenges (Dagoon et al., 2005),
Demand for efficiency and quality is one of the competencies of grade 12 ABM
students that have high but realistic standards of excellence for themselves, they find
it difficult to compromise on those standards. (Dagoon et al., 2005).
Goal Setting is a trait of a grade 12 ABM student who is an achievement oriented
individual. The student plans out the accomplishment of tasks. He or she sets clear
and well defined and break these goals into short-term as well as long term goals.
(Dagoon et al., 2005).
Information Seeking is a trait of grade 12 ABM students that continuously seek
relevant information regarding the market, clients, suppliers and competitors and
consults experts’ advice on business and other technical matters. (Dagoon et al., 2005)
Systematic Planning and Monitoring is a character of grade 12 ABM students who
set what are to be accomplished and meticulously assesses how an activity can
contribute to the accomplishment of her long-term goal. (Dagoon et al., 2005)
Persuasion and Networking refers to a capability of a grade 12 ABM student who
easily establishes a network of personal and business contacts around his or her. He or
she is aware that power is required to achieve his or her business objective (Dagoon et
al., 2005).
Self -confidence is a characteristic of grade 12 ABM students who has confidence
that he/she can make things happen. It is an awareness of her capabilities and he/she
does not doubt that he/she can accomplished the most challenging tasks on hand.
(Dagoon et al., 2005).
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Chapter III
METHODOLOGY

Research Design
The study used a descriptive quantitative survey research design.
Researches that use the same type of design are those that focus on simply
describing a particular individual or group (Kothari, 2006). It is more on answering
questions like what, where, when, and how and simply detailing the answers in a
statistical manner or through numbers. The tools used in this design are survey
questionnaires which can also be reflected in the present study. The present
research simply assessed the proficiency level in entrepreneurial competencies of
grade 12 Accountancy, Business, and Management students through survey
questionnaire. Specifically, the study only focused on determining the number of
students on the said population that possess weak, moderate, and strong level of
proficiency in their entrepreneurial competencies. This data is presented through
the use of frequency count and percentage.

The Sample / Sampling Technique

The research respondents or participants were from the population of grade
12 Accountancy, Business, and Management of Congressional Integrated High
School. Through simple random sampling, specifically, the lottery technique, 45
students from the 3 sections were selected to be the participants. Since the used
technique was simple random sampling, the academic excellence, experiences
related to business operations, or other factors were not given consideration and the
study only focused on assessing the level of proficiency of the participants in their
entrepreneurial competencies.

Research Instrument
Researches were already conducted which assessed the proficiency level in
entrepreneurial competencies of a certain group of people. Different assessment
tools were also created for the same purpose. This research adapted McClelland
and McBer’s (1985) established Personal Entrepreneurial Competencies
Assessment Tool which is a Likert Scale type of questionnaire that has the choices
Always, Usually, Sometimes, Rarely, and Never. These choices are represented by
numbers 5,4,3,2, and 1 respectively. It consists of 55 questions and each are under
either on the three clusters of PECs which are Achievement, Power, and Planning
Clusters. Interpreting the results of the PECs Assessment Tool, Depositorio,
Aquino, & Feliciano (2011) established a validated manner of interpretation. This
manner was adopted by the current study and this will further be discussed in the
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Data Analysis part of the same chapter.

Data Gathering Procedure

The data needed for the research are the proficiency levels in PECs of the
selected grade 12 ABM students. In order to get these, the researchers have
undergone the following phases or procedure:
Phase I – Permission to do data gathering. Before giving the survey questionnaires
to the participants, three letters of permission to conduct the data gathering is
created and addressed to the advisers of the three sections where the participants
will be coming from (see Appendix A).
Phase II – Data gathering proper. 45 survey questionnaires which consist of
adapted 50 questions from the PECs Assessment Tool is produced by the
researchers. These questionnaires were given to the 45 participants of the study.
They were asked to answer it with complete honesty and the data’s confidentiality
is assured to the participants.
Phase III – After the answered questionnaires were collected, the data were
encoded to the tool IBM – SPSS. This signifies that the data were ready for
analysis and interpretation.

Data Analysis
Personal Entrepreneurial Competencies Assessment Tool were already used
by different researches before. Different interpretations of the gathered data
through the tool were also established. One of these is Depositorio, Aquino, &
Feliciano’s (2011) interpretation which was also adopted by a study assessing the
PECs of BSBA graduating students in Laguna and a study assessing the PECs of
registered Tilapia Hatchery operators in Central Luzon. The interpretation process
will first start with having the list of total scores of the participants on the
benchmark statements of the competencies Goal Setting, Information Seeking,
Commitment to Work Contract, Systematic Planning and Monitoring, Persistence,
Self-confidence, Persuasion and Networking, Opportunity Seeking, Demand for
Quality and Efficiency, and Risk-taking. These total scores will then be interpreted
as weak, moderate or mid-level, and strong. Weak level are those that are 15 and
below, moderate are scores ranging from 16 to 18, and strong are those that are 19
and above. This interpretation clearly shows if a participant possess weak,
moderate, or strong proficiency level in his or her entrepreneurial competencies.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This portion of the paper presents, analyses, and interprets the gathered data
through the used PECs Assessment Tool. The study used the tabular manner of
presenting the data.
Table 1
OPPORTUNITY SEEKING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 10 22%
16-18 Moderate 18 40%
19 and above Strong 17 38%
The table above presents the total frequency count of the responses of the
participants on the benchmark statements numbers 16 to 20 (see Appendix C) which
corresponds to Opportunity Seeking. The number of students that has the sum of
scores ranging from 16 to 18 which is 18 is greater than those that has the sum of
scores ranging from 15 and below which is 10 and scores 19 and above which is 17.
This implies that the number of participants that has moderate proficiency level in this
competency is 8 greater than those that possess strong proficiency level and the
number of ABM students that has strong proficiency level is 7 greater than those that
has weak proficiency level in Opportunity Seeking.
From these findings, it can be derived that there are grade 12 ABM students
that possess weak, moderate, and strong proficiency level in the entrepreneurial
competency Opportunity Seeking. The part of the population of the participants that
possess these are 22%, 40%, and 38% respectively.
Table 2
PERSISTENCE

Score Range Interpretation Frequency Count Percentage

15 and below Weak 16 35%
16-18 Moderate 21 47%
19 and above Strong 8 18%
The benchmark statements numbers 21 to 25 (see Appendix C) correspond to
the competency Persistence. Using the PECs Assessment Tool, it is identified that 16
of the participants scored 15 and below from this competency while 21 of them scored
15 to 18 and 8 have scores 19 to 25. Interpreting these, it can be identified that
participants that have moderate proficiency level in being persistent is greater than
those that are labelled weak and strong. Analysing the relation of these values to the
whole population of the participants, it is identified that 35% of the students are
weakly proficient, 47% have moderate level of proficiency, and 18% are strongly
proficient in being persistent.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Table 3
COMMITMENT TO WORK CONTRACT

Score Range Interpretation Frequency Count Percentage

15 and below Weak 11 25%
16-18 Moderate 16 33%
19 and above Strong 19 42%
The benchmark statements numbers 26 to 30 (see Appendix C) represent the
competency Commitment to Work Contract. The table above presents the total
frequency count of the participants that has total sum of scores of 14 and below, 15 to
18, and 19 and above. As shown in the table, 11 of the participants scored 15 and
below. This can be interpreted that 11 out of 45 students are labelled weakly
proficient. 16 of them scored 16 to 18 which shows that they have moderate
proficiency level. Lastly, participants that scored 19 and above is 19. These students,
based on the tool interpretation, possess strong proficiency level in the competency
Commitment to Work Contract. Analysing the parts of these values on the whole
population of the participants, it is identified that 25% of grade 12 ABM students
possess weak proficiency level on this competency. 33% of them are moderately
proficient and 42% of 45 participants possess strong level of proficiency on being
committed to a work contract. Furthermore, these findings imply that the percentage
of ABM students that possess moderate proficiency level in this competency is 8%
greater than those that are weakly proficient. The percentage of these students that are
strongly proficient is 9% greater than those that possess moderate level and is 17%
greater than those that are weakly proficient in being committed to work contract.

Table 4
RISK TAKING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 19 42%
16-18 Moderate 17 38%
19 and above Strong 9 20%
The benchmark statements numbers 1 to 5 (see Appendix C) correspond to the
competency Risk-taking. Table 4 presents the gathered data answering the research
questions 1.d, 2.d, and 3.d. The total frequency count of students that scored 14 and
below is 19. This score range corresponds to weak proficiency level in this
competency. On the other hand, 17 participants have scores ranging from 15 to 18.
These students, based on the tool interpretation, have moderate proficiency level in
being a risk-taker. Lastly, 9 out of 45 participants scored 19 and above and this score
range corresponds to having strong proficiency level on the entrepreneurial
competency. Furthermore, it is identified that the number of students that possessed
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

weak proficiency level which is 42% is higher than those that are moderately
proficient which is 38% and those that have strong level of proficiency which is 20%.
Table 5
DEMAND FOR EFFICIENCY AND QUALITY

Score Range Interpretation Frequency Count Percentage

15 and below Weak 17 38%
16-18 Moderate 10 22%
19 and above Strong 18 40%
The table above presents the gathered data referring to the competency
Demand for Efficiency and Quality. The frequency count column in the table shows
the total number of participants that scored 15 and below, 16 to 18, and 19 and above
based on the benchmark statements numbers 31 to 35 on the survey questionnaire
(Appendix C). It is identified that the frequency count of students that scored 19 and
above which is 18 is greater than the frequency count of the students that scored 16 to
18 which is 10 and greater than the students that have scores 15 and below which is
17. Using Depositorio, Aquino, & Feliciano’s (2011) manner of interpreting the PECS
Assessment Tool results, it is classified that 38% of the participants possess weak
level of proficiency on this competency while 22% are moderately proficient and 40%
possess strong proficiency level. In addition to this, it can be observed that the
percentage of participants that are strongly proficient is only 2% greater than those
that possess weak level of proficiency while it is 18% greater than those that are
moderately proficient. This implies that the number of grade 12 ABM students that
possess strong and weak proficiency level in this competency are close to each other.
Table 6
GOAL SETTING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 18 40%
16-18 Moderate 16 36%
19 and above Strong 11 24%
Benchmark statements numbers 6 to 10 (see Appendix C) represent the
competency Goal Setting. Table 6 shows that the frequency count of students that has
total score falling under the score range of 15 and below which is 18 is greater than
those that have scores ranging from 16 to 18 which is 16 and those that have scores 19
and below which is 11. Comparing the score ranges to the tool interpretation, it is
classified that the students’ proficiency levels are weak, moderate, and strong
respectively. After analysing these values’ relation to the whole population of the
participants, it is identified that 40% of the grade 12 ABM students possess weak
level of proficiency, 36% of them are moderately proficient while 24% have strong
proficiency level in being a goal-setter. Comparing these three, it can be observed that
out of 45 ABM students, the number of students that possess weak level of
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

proficiency takes the highest percentage on the population of the participants followed
by the students who are moderately proficient then those that are strongly proficient in
terms of being a goal-setter.
Table 7
INFORMATION SEEKING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 12 27%
16-18 Moderate 20 44%
19 and above Strong 13 29%
The table above presents the data gathered from the benchmark statements
numbers 11 to 15 (see Appendix C). After getting the sum of the scores of the
participants in the said benchmark statements, it is identified that 12 participants have
total scores of 15 and below and based on the tool interpretation, scores under this
range corresponds to weak proficiency level. On the other hand, 20 out of 45
participants have scores ranging from 16 to 18 which corresponds to moderate level
of proficiency. Lastly, 13 students have scores 19 and above. This implies that 13
students possess strong proficiency level in being an information seeker. Furthermore,
as shown in the table, the percentage of students that possess moderate level of
proficiency which is 44% is greater than those that are weakly proficient which is
27% and those that have strong proficiency level which is 29%. Observing the
differences of these values, it can be identified that the percentage of ABM students
that are moderately proficient in this competency is really dominant in compared to
the other two which percentages are close to each other.
Table 8
SYSTEMATIC PLANNING AND MONITORING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 17 38%
16-18 Moderate 17 38%
19 and above Strong 11 24%
Benchmark statements numbers 36 to 40 (see Appendix C) represents the
entrepreneurial competency Systematic Planning and Monitoring. The gathered data
from these statements are shown in Table 8. The frequency count of students that
scored 15 and below and 16 to 18 are of the same count which is 17 and both are
higher than the number of students that scored 19 and above which is 11. Analysing
the parts of these values to the whole population of the participants, it is identified that
38% of the participants have total scores of 15 an below and total scores ranging from
16 to 18 while 24% of the students have total scores of 19 and above. After applying
the interpretation of the results, it is identified that 38% of the grade 12 ABM students
possess weak proficiency level and another 38% of the students are moderately
proficient while 24% have strong level of proficiency in this competency.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Furthermore, it can be observed that the percentage of students that are weakly and
moderately proficient is 14% higher than those that are strongly proficient in this
entrepreneurial competency.

Table 9
PERSUASION AND NETWORKING

Score Range Interpretation Frequency Count Percentage

15 and below Weak 24 53%
16-18 Moderate 12 27%
19 and above Strong 9 20%
Table 9 presents the data gathered from the benchmark statements numbers 41
to 45 (see Appendix C). The frequency count column presents the number of
participants that have the sum of scores of the said statements ranging from 15 and
below, 16 to 18, and 19 and above. The frequency count of the participants that scored
15 and below which is 24, is higher than those that scored 16 to 18 which is 12, and
those that have scores 19 and above which is 9. After the findings are interpreted
using Depositorio, Feliciano, and Aquino’s (2011) manner of interpretation, it is
classified that 24 students have weak level of proficiency in this competency, 12
possess moderate proficiency level, and 9 participants are strongly proficient in terms
of the competency Persuasion and Networking. These frequency counts represent
certain parts in the whole population of the participants. 53% of 45 participants are
weakly proficient, 27% have moderate level, and 20% are strongly proficient. It can
also be observed that the percentage of students that possess weak level of proficiency
is very high in compared to the two levels. It consumes over half of the population
while the students that possess strong level of proficiency is only 9 representing only
20% of grade 12 ABM students.
Table 10
SELF-CONFIDENCE

Score Range Interpretation Frequency Count Percentage

14 and below Weak 21 47%
15-18 Moderate 15 33%
19 and above Strong 9 20%
Benchmark statements numbers 46 to 50 (see Appendix C) corresponds to the
competency Self-confidence. Table 10 presents the frequency count or the total
number of participants that have the sum of scores from the statements fall under 3
score ranges- 15 and below, 16 to 18, and 19 and above. These ranges correspond to
the three level of proficiency in the competency and these are weak, moderate, and
strong respectively. As shown in the table, the frequency count of the participants that
are weakly proficient is 21. While 15 participants are interpreted as moderately
proficient and 9 participants possess strong level of proficiency in this competency.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The objective of the study was to assess the level of proficiency in the
entrepreneurial competencies of the grade 12 ABM students in CIHS. The survey
questionnaire is divided into the entrepreneurial competencies – Opportunity Seeking,
Persistence, Commitment to Work Contract, Risk-taking, Demand for Efficiency and
Quality, Goal Setting, Information Seeking, Systematic Planning and Monitoring,
Persuasion and Networking, and Self Confidence.
Opportunity Seeking
In the 45 respondents, 22% are labelled weakly proficient, 40% are
moderately proficient, and 38% possess strong level of proficiency.
Persistence
35% f the respondents have weak proficiency level in this competency, 47%
are labelled moderately proficient, and 18% possess strong level of proficiency.
Commitment to Work Contract
Out of 45 participants, 25% are weakly proficient, 33% are moderately
proficient, and 42% possess strong level of proficiency.
Risk Taking
In this competency, 42% of the participants are labelled weakly proficient,
38% possess moderate level of proficiency, and 20% are strongly proficient.
Demand for Efficiency an Quality
38% of the participants possess weak level of proficiency, 22% of them are
moderately proficient, and the percentage of those that are strongly proficient is 40%.
Goal Setting
Out of 45 participants, 40% are labelled weakly proficient, 36% are
moderately proficient, and 24% have strong proficiency level.
Information Seeking
27% of the participants have weak level of proficiency, 44% are moderately
proficient and 29% are strongly proficient in this competency.
Systematic Planning and Monitoring
Out of 45 participants, 38% are weakly proficient, 38% as well have moderate
level of proficiency, and 24% are strongly proficient.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

Persuasion and Networking

53% of the participants possess weak proficiency level, 27% are identified to
be moderately proficient, and 20% are strongly proficient in this competency.
Self-Confidence
47% are identified to have weak level of proficiency, 33% are moderately
proficient, and 20% are identified to be strongly proficient.
Conclusion
Based on the findings of this research, the following conclusions are drawn:
1. Great number of the participants (53%) possess weak proficiency level in
the competency Persuasion and Networking and Self-confidence is the competency
where the lowest number of the students (20%) is strongly proficient.
2. Most of the grade 12 ABM students are labelled weak in the competencies
Risk-taking, Goal-setting, Systematic Planning and Monitoring, and Self-confidence.
3. Most students of grade 12 ABM students possess moderate proficiency
level in the competencies Opportunity Seeking, Persistence, Information Seeking, and
Systematic Planning and Monitoring.
4. Most students of grade 12 ABM students possess strong level of proficiency
in the competencies Commitment to Work Contract and Demand for Efficiency and
Quality.

Recommendations
Based on the conclusions, the following are highly recommended:
1. For the grade 12 ABM students. The results reflect that there are several
competencies where a great number of the students are identified to have weak level
of proficiency. Having the awareness from these findings, they are recommended to
improve their proficiency level in such competencies through engaging themselves to
activities addressing to it. Furthermore, they are also recommended to strive in
improving their competencies where they are labelled moderate and even strong for it
will benefit them.
2. For the teachers. Having the findings clear, they are suggested to review the
activities they can implement in the class that will address to this matter. They are
suggested to focus more on having class activities enhancing the proficiency level of
students in the areas where they are identified to have great number of the population
to be weakly proficient.
3. For the concerned institutions. Since this is an academic matter, institutions
on education are recommended to review the activities under the current curriculum.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

They are suggested to have the curriculum activities focused on enhancing the
entrepreneurial competencies of the ABM students especially on areas where a great
number of the participants are labelled weak and areas where very low number of
students are strongly proficient.
4. For other researchers. The researchers believe that the study can make way
to better research studies concerning topics related to the current study. It is suggested
that other researchers conduct studies about assessing the proficiency level in PEcs of
other groups of people, and relate it to certain factors like business experiences,
family background, etc.
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PROFICIENCY LEVEL IN ENTREPRENEURIAL COMPETENCIES

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