SENIOR HIGH SCHOOL STUDENTS’ INTENTION TOWARDS

ENTREPRENEURSHIP

A Qualitative Research Study as a Requirement in Research 1

DAVAO CITY NATIONAL HIGH SCHOOL

F. Torres St., Davao City

Proponents:

Manginsay, Daryl
Mohamad, Jolhania
Datig, Elmark Echavez
Dayanghirang, Charls Rhay
Bañar, Ashley Kate
Gonzales, Chelsie Marie
Resnera, Althea Paula
Rodilla, Imee Kaye

Felchie N. Caranzo

Research Adviser

June 2023
SENIOR HIGH SCHOOL STUDENTS’ INTENTION TOWARDS
ENTREPRENEURSHIP

_________________________

A Qualitative Research Presented to the Faculty of

DAVAO CITY NATIONAL HIGH SCHOOL
ABM
11-Fluorite

_________________________

In Partial Fulfilment of the Requirements for the Subject

Practical Research 1
(Qualitative Research)

_________________________

Manginsay, Daryl
Mohamad, Jolhania
Datig, Elmark Echavez
Dayanghirang, Charls
Rhay
July 2023
Bañar, Ashley Kate
Gonzales, Chelsie Marie
Resnera, Althea Paula
Rodilla, Imee Kaye
 ii

APPROVAL SHEET

This research endeavor entitled “From the Classroom to The

Marketplace: A Study on The Experiences of Student Online Seller”,

prepared and submitted by the researchers in partial fulfillment of the

requirements for the subject Practical Research 1 (Qualitative Research), has

been examined and is, hereby, recommended for the corresponding oral

examination, approval, and acceptance.

FELCHIE N. CARANZO

Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners.

___________________
Chairman

___________________ ________________
Member Member

ACCEPTED in partial fulfillment of the requirements for the subject

Practical Research 1 (Qualitative Research).

DESIREE R. VICTORINO
Grade 11 Curriculum Head
 iii

ACKNOWLEDGEMENT

The researchers would like to express their gratitude to the individual who

contributed to this success in this study especially to our PR1 adviser, Mrs.

Felchie Caranzo, for her consistent support and guidance throughout the entire

research process. Her proficiency and insights have been invaluable in this

research process.

We would also like to extend our gratitude the validators, Mrs. Mira Flory Y.

Sarmiento, Mrs. Angeilyn P. Bautista, and Mrs. Herra Luna G. Bautista for their

positive feedback and suggestions that have greatly contributed to the

improvement on this research.

To our almighty God who gave us strength, guidance, faith, and wisdom to

make this study to be successfully completed. To our parents who gave us

unconditional support and development. We would like to acknowledge the senior

high school students of Davao City National High School who participated in this

study. Their willingness to share their thoughts and experiences on

entrepreneurship has been instrument in achieving the objectives of this

research. To our friends who help us to lend a helping hand whenever we

needed it. And lastly, to all the people who have contributed to his study, directly

or indirectly, we extend our heartfelt gratitude.

 iv

Lastly, we would like to thank the faculty and staff of Davao City National High

School for their cooperation and assistance in facilitating the data gathering

process. Thank you all for your invaluable contributions.

The Researchers
 v

DEDICATION

This paper is wholeheartedly dedicated to the almighty God, for his

guidance, power of mind, and protection. For giving us a healthy life to be

able to carry out this paper. All of these, we offer to you. Their continuous

moral, spiritual, emotional, and financial support to us has helped us finish this

paper. The researchers would also like to prolong the gratefulness of friends

and classmates for their support and motivation.

We also dedicated this paper to our adviser, Ma’am Felchie N.

Caranzo for her tremendous effort and patience to guide us and help us to

learn, grow, and be better. To our beloved parents, who have been our source

of inspiration and strength. To our family for their unlimited support,

inspiration, and love that perpetually make us determined to be the best we

could and show courage to accomplish the research paper.

 vi

ABSTRACT

The study’s main objective was to discover

the underlying intentions of SHS students and the
role of their support systems in shaping their
entrepreneurial intentions. The researchers used a
descriptive qualitative approach. The participants
were three Senior High School students of different
strands/tracks, from Humanities and Social
Science, Accounting, Business and Management,
and Technical, Vocational and Livelihood, studying
at Davao City National High School. The
respondents were chosen using the purposive
sampling method. The researchers gathered data
by conducting an individual in-depth interview with
the participants through online interviews.
Considering the proper ethics in conducting a
research study, the researchers provided an
informed consent thus, the participant’s had the
option whether or not to hide their identity. The
respondents answered two central qualitative
research questions with four guide questions. Four
themes appeared from the underlying factors
influencing their entrepreneurial intentions; and four
themes also emerged in terms of the participants’
responses regarding the role of their support
systems such as their families, teachers, mentors,
and school. Therefore, the findings of this study
suggests that entrepreneurship and entrepreneurial
skill can be well fostered and enhanced
respectively, if the students’ intentions are
determined. With that, the educators, schools,
business organizations, and even the learners will
be able to enhance and acquire skills that are
necessary to become successful not only as an
individual but as a nation.
 vii

TABLE OF CONTENTS

Page

Title Page ……………………………………………………………i

Approval Sheet ……………………………………………………………ii
Acknowledgement ……………………………………………………………iv
Dedication ……………………………………………………………v
Abstract ……………………………………………………………vi
Table of Contents ……………………………………………………………vii

CHAPTER
1. Introduction

Purpose of the Study ……………………………………4

Research Question ……………………………………5

Theoretical Lens ……………………………………5

Importance of the Study ……………………………………7

Scope and Limitation of the Study …………………………...9

Definition of Terms ……………………………………10

2. Review of Related Literature ……………………………………13

3. Methodology

Research Design ……………………………………26

Research Participants ……………………………………28

Data Collection ……………………………………29

Data Analysis ……………………………………29

Ethical Consideration ……………………………………30

 viii

4. Results and Discussion

……………………………31

Thematic List of
Discussion based on the SOP ……………………………45

Implication of the Study

in Context ……………………………47

Implication for Future Research .……………………………48

References ……………………………………………………………………

Appendices

A. Informant’s Consent ……….……...……….52

B. Interview Guide Questions

Sheets Form ……….……...……….54

C. Documentation: Group Photo ……….……...……….58

Curriculum Vitae ………………………………………………59

 1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the different essential elements: the

introduction, which contains the rationale; the purpose of the study; the

Research Questions; the theoretical Lens; the importance of the study;

scope and limitations; and lastly the definition of terms, which are the

study's key terms.

Introduction

Robin Sharma quoted that, “You can’t win the game, if you don’t

even play it.” In the context of entrepreneurship, this suggests that one’s

success depends on its desire to become an entrepreneur. It lies on how

an individual decides to undertake that process. Therefore, we argue that

one’s intentions influence its decision; its willpower to pursue

entrepreneurship.

Individual’s entrepreneurial intentions are important variables to

predict their entrepreneurial behaviors. Motivations may translate into

concrete behavior. However, looking at its definition, researchers have no

identical definition of an individual’s entrepreneurial intentions (Peng, Lu,

& Kang, 2012). For example, Francis and Banning (2001) defined

intention as business orientation, while Koruna, et.al (2003) defined

intention as a nascent entrepreneur.

Given those different definitions, Entrepreneurial intention is

considered as personal orientation towards 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

reasons. Many say that a decision to leave a job and go into business can

be either personal or organizational reasons; cultural or family

background. Personal or psychological reasons why a person goes into

business can be caused by the fact that the person has interest to go into

business. That person does not want to be under the control of another

person. Those who need for independence may prefer to open their own

business and to be the boss of its own business. One wants to be free and

independent in terms of what it wants to do in its business. Other

researchers also found that personality traits may affect individual’s

entrepreneurial intentions. They considered personal traits as an important

factor. Entrepreneurs who show some personality traits such as strong

achievement orientation, strong individual control, and willingness to

take risks, endurance, and intelligence (Shaver, 1995) prefer to

establish their own business and become boss for their own business

rather than they are controlled by other people, though this might not be

the single reason for going into business because other researchers hold

that those personality traits cannot be taken as an effective explanation of

their choice of starting business (Gartner,1985).

In year 2012, the Philippines launched its K to 12 Program, a

comprehensive reform of its former basic education system. K to 12

Program covers Kindergarten and 12 years of basic education. Students

study 6 years in primary school, 4 years in junior high school, and 2 more

years in senior high school. “It is to provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for

tertiary education, middle-level skills development, employment, and

entrepreneurship.” (The K to 12 Basic Education Program | GOVPH, n.d.)

In 2016, students started attending senior high school wherein

various tracks both in academic and skills program were introduced to

them. The purpose of introducing and opening these programs in senior

high school was not only to prepare individual person for employment but

they are also being prepared to be entrepreneurs. They are expected to

open businesses in the future and create jobs for others; to prepare them
 4
in facing prospective challenges which are more complex such as the

COVID-19 Pandemic.

In this study, we aim to unveil the intentions of senior high school

students from different tracks (both in academic and skills program) of

Davao City National High School in pursuing entrepreneurship.

Purpose of the Study

The purpose of this descriptive qualitative study is to discover the

intentions of Senior High School students in pursuing entrepreneurship at

Davao City National High School. At this stage in the research, the

students’ intentions will be generally defined as their drive motor to

achieve their individual goals towards entrepreneurship.

There are various researches that have focused on the

entrepreneurial intentions; however, this study is unique as it will uncover

the intentions of students from different Senior High School Track/Strand

based on their own perspectives and ideals about being an Entrepreneur.

Research Questions

This study is intended to answer the following questions in order to

provide a guide and ensure the scope of the data. The participants will be
 5
asked about the questions below and they will answer based on their

opinion, free of judgment.

1. How do support systems shape senior high school students’

intentions towards entrepreneurship?

2. What are the underlying intentions of senior high school students in

pursuing entrepreneurship?

Theoretical Lens

Entrepreneurship is undeniably a product of immense motivation.

Professor Albert Shapiro, from Ohio State University, said: “Entrepreneurs

are not born, they rather become through the experiences of their lives.”

This statement suggests that Entrepreneurship is a developmental

process, nurtured from early ages. Moreover, Entrepreneurs certainly do

not solely rely on their innate skills; they utilize their personal experiences

as inspiration in undertaking entrepreneurial process.

This study will be based on McClellan's Human Motivation Theory.

This theory is also known as the Three Needs Theory, Acquired Needs

Theory, Motivational Needs Theory, and Learned Theory. David McClellan

stated that human behavior is affected by three needs:

a. the need for achievement;

 6

b. the need for affiliation; and

c. the need for power.

If a person is predominated with high need of achievement, they

are highly motivated to do better, to excel, with the hope of exceeding

what they are expected to attain. They oftentimes, take calculated risks

and prefer to work alone as they do not want to have limited control of the

possible outcomes. In contrast with people who are predominated with the

motive of affiliation, these people tend to value social relationships more.

They are motivated to fit in and please people in; they tend to maintain

close relationship with their peers thus, they do not like to work alone.

Finally, if a person is highly motivated with the need of power, they like to

influence and take control of people; they like to win in arguments; and

they like status and recognition.

This theory is relative to our study as it will serve as a guide to

ensure the limit and scope of the data. Using this theory, it will enable the

researchers to better understand, analyze, and interpret the data to be

gathered.

Students’ responsibilities do not end with their academic

obligations, −most students deal with numerous responsibilities at home,

some at their workplace− therefore, setting goals are necessary in order

for them to effectively attend their obligations in various aspects of their

lives. With that, this study will also highlight the participants’ goal-setting

strategy. As a basis on this, Edwin Locke’s Goal-Setting Theory of

Motivation will also be utilized. The theory states that “specific and

challenging goals along with appropriate feedback contribute to higher and

better task performance.” This simply means that, goals indicate and give

direction to individuals about what needs to be done and how much effort

is required realistically. Goal-setting allows individuals to identify what they

should priority. Being able to distinguish one’s priorities is one of the major

characteristics of an entrepreneur. Moreover, studying this matter will help

the researchers in obtaining more reliable and accurate data. This theory

is relative to this study to support the main theory which focuses on the

motivations of the participants’ intention towards entrepreneurship.

Importance of the Study

This research aims to establish an understanding on the intentions

of senior high school students from different tracks at Davao City National

High School towards pursuing entrepreneurship. Furthermore, this study

could also be of equal importance to the following:

 8

Researchers

Through this study, the researchers can gain knowledge

from the findings and insights of the study. Through this study, the

researchers will also be able to identify their strengths and weaknesses as

aspiring entrepreneurs.

Educators

Educators will also benefit in the result of this study as it will

enable them to design curricula that will help senior high school students

to develop and enhance entrepreneurial skills.

Society

The study’s finding can help to influence the society and

promote entrepreneurship towards economic growth and creation of

numerous job opportunities.

Incoming Senior High School Students

The results may enable the incoming senior high school

students to assess and evaluate themselves on their readiness and

preparedness in-case they are planning on pursuing entrepreneurship.
9
This will also serve as their guide in choosing their prospect Senior High

School Strand.

Future Researchers

The ideas presented in this study may be used as reference

data in conducting future research about related to entrepreneurial

intentions of senior high school students. This study will also serve as their

cross-reference that will give them a background and an overview of any

relative study.

Scope and Limitations

This study focuses on the intentions or motivations of senior high

school students of Davao City National High School in pursuing

Entrepreneurship. The data collection will be conducted to 10 randomly

selected senior high school students from different strands that will

represent the population or the target sample. Those who are not grade

11 and grade 12 students are not within the scope of this study.

This study will not cover other issues that are not related to the

drivers of these students in pursuing entrepreneurship. The study will be

done through the utilization of face-to-face interview wherein each of the

respondents will be given the same set of questionnaires to answer;
10
however, considering that there are limited participants, the data will not

be generalized to all senior high school students within the campus.

Definition of Terms

Terminologies used in this study that constantly appears has been

outlined and defined below. These definitions are included to help readers

understand the study’s key points and to help avoid confusion. Below are

the list of most commonly used terminologies and their definitions:

Entrepreneurship

By definition, entrepreneurship is the process of developing,

organizing and introducing a new business or product to the society which

can help for its economic development. In this study, Entrepreneurship will

be used as the participants' prospect career with their specific objectives.

Entrepreneur

An entrepreneur is an individual who develops and

introduces a product to the community with the intention of solving

relevant problems at the same time, making gains out of it. In this study,
entrepreneur will be used as someone who would like to discover products

that could possibly solved certain problem in their own community. 11

Intention

Essentially, intention is what an individual intends to do; an

individual's objective to do something, beneficial or not; however, in this

study, it will be used as the participants' general term for their motivations

in pursuing entrepreneurship.

Senior High School Student

Senior high school students are those who attends the last 2

years of high school (Grades 11 & 12) after finishing the 4 years in junior

high school. Students are required to choose their specialization based on

their aptitudes, interest and own capacity; this is a preparatory stage for

college. In this study, this will be used as how it is defined; they are the

participants of this study who intend to become an entrepreneur. Most

data will come from the interview that will be conducted to them by the

researchers.

Senior High School Track

 12

As mentioned before, SHS students are required to choose

their preferred track or strand − Academic Strands and Skills Program−

which will help them have prior knowledge of what they are going to take

up in college. Academic track includes three strands; Accountancy,

Business and Management (ABM), Science, Technology, Engineering and

Mathematics (STEM); Humanities and Social Science (HUMSS); and

General Academic Strand (GAS) for those students who are not yet

decided which path to take. On the other hand, Skills Track or the

Technical, Vocational and Livelihood Track (TVL) was designed to

enhance students' technical skills for livelihood. SHS Strands will be used

in this study as the participants' field of expertise.

 13

CHAPTER 2

REVIEW OF RELATED LITERATURE

Entrepreneurship is believed to be the primary source of economic

growth and flexibility, job creation, innovation, wealth generation, and

personal development (Mortana et al., 2014). It is also a tool seen to

eradicate poverty (Botha & Taljaard, 2021). According to Kumar (2023),

Many entrepreneurs make positive impact on their communities and

improve their well-being by catering to under-served areas and developing

environment-friendly products. Their work can help build stronger, more

vibrant communities and promote social and economic development.

Numerous studies have proved the importance of entrepreneurship and

the entrepreneurs itself, to the community. This explains the importance of

having entrepreneurs; however, only few are interested into this specific

area. For instance, students who are still in high school might find it boring
and tiresome to imagine but fortunately, there are also students who are

determined to become one in the near future. In this study, we will be

studying those who aims to become an entrepreneur; however, since the

focus of this study is on the intentions of Senior High School Students

14
towards entrepreneurship, this will not be reviewed in detailed and only be

referred as appropriate.

Entrepreneurial Intentions

Entrepreneurial intention can be defined as an individual’s objective

to venture a business or to introduce a new product and become self-

employed. It is important to conduct a study regarding this as it reflects the

decision-making process that leads to entrepreneurial behavior. Caro

(2022), conducted a quantitative study regarding entrepreneurial attitude

and intentions of SHS ABM students at Notre dame of Marbel University,

Koronadal City, Philippines; based on the result, the students showed a

high intention of opening up their own business. This means that most of

them want to be the boss of their own and not the other way round.

Entrepreneurial Intention (EI) is enthusiasm and first choice of an

individual to set up a new business. Further, it is defined as one's passion

to be occupied in self-employment, start a business activity and make it a

successful venture this is according to Engle et al. (2010). Entrepreneurial

Intention is one of the rapidly emerging fields of research and quite a few

studies use EI as a powerful academic framework in academic circles.

Recognizing the factors impacting a person's EI has a high level of

significance in indicating the extent to which an individual is interested in

starting an enterprise. Intention leads to actions, means if there is no

intention, there cannot be action. The intentional process is initiated from

an individual's personal needs, wants, values beliefs and habits (Bird,

1988). If there is a high level of intention, it is more likely that the behavior

will result (Ajzen, 1991). People that are more confident, independent and

ready to take risks normally possess greater intention towards becoming

entrepreneurs (Autio et al., 2001). The decisive role played by

entrepreneurial intention in decision making process to launch a new

business is confirmed by several research studies across the nations

(Nurdan & Nancy 2016).

A study was conducted in 17 European countries that have been

grouped for the purpose of analysis by the level of economic development

into two groups: efficiency-driven and innovation-driven economies. The

findings of the study showed participation in entrepreneurship education

courses is likely to be positively related to entrepreneurial intentions while

taking into account also other variables in the model. One of the strongest
relationships with entrepreneurial intentions is with the level of

development of the country where the student comes from as students

from efficiency-driven countries are likely to have higher self-employment

intentions. The influence of gender on entrepreneurial intentions is rather

weak, but interestingly women see themselves as entrepreneurs more five

years after studies than right after graduation. Having or having had self-

employed parents have a relatively weak, but positive effect on

entrepreneurial intentions both right after and five years after studies,

indicating the importance of family business background. The main

differences between right after and five years after studies is that positive

attitude towards entrepreneurship and studying business and economics

is more important for having stronger entrepreneurial intentions, whereas

perceived control over carrying out different tasks and older age are less

important five years after graduation. Several implications for

entrepreneurship education can be drawn from the research. First,

students in both country groups are more interested in the provision of

financial and other resources for founders and in the networking and

coaching opportunities than lectures and seminars on entrepreneurship.

This manifests the need for open innovation in entrepreneurship education

including various stakeholders into teaching and coaching activities and

seeing it as a process of knowledge exchange. Second, the objective of

entrepreneurship education should be wider than education for founding

an own business. Understanding entrepreneurship creates the potential

for becoming an entrepreneur, but also for being innovative as an

employee or volunteer (Liu et. al., 2022).

18

Need for Achievement

According to Johnson (1990), the most common theory of

entrepreneurship is achievement motivation. Henry Murray developed the

idea of need for achievement in 1938 [65]. Murray used the Thematic

Apperception test, which requires participants to compose a brief narrative

about a given image, to assess nAch. [39] (Graham, 1994). Later,

McClelland expanded on the hypothesis and said that people with high

levels of nAch have a strong desire to take personal responsibility, create

and achieve moderately challenging goals, and obtain performance

feedback. He advocated that underdeveloped countries instead of

receiving financial aid should instead receive accomplishment training

since he thought that nAch was essential to economic success. (Carney,

1995) [20].
 19

According to McClellan's research on need satisfaction, nAch is a

crucial component of entrepreneurship. Additionally, McClelland came to

the conclusion that since entrepreneurship and nAch go hand in hand,

nAch is crucial for economic development and that any nation seeking to

hasten economic progress should be interested in raising levels of need

for achievement within its borders. McClelland, 1961) [63]. The McClelland

study may not be definitive because it is true that some people support the

association between nAch and entrepreneurship while many others do

not. Babb and Babb (1992) conducted a study to back up Mcclelland's

claim that one characteristic distinguishing founder from non-founders was

a need for achievement.

An Indian study found achievement motivation to be one of seven

important factors in the choice of an entrepreneurial career (Stimpson,

Narayanan, & Shanthakumar, 1993) [93]. Achievement motivation was

identified as one of seven crucial elements in an Indian study's decision to

pursue an entrepreneurial career (Stimpson, Narayanan, &

Shanthakumar, 1993) [93]. Their research shows that the desire for

success is a reliable indicator of entrepreneurial behavior. The need for

accomplishment has been proven to be positively correlated with

entrepreneurial tenacity, according to Sibin Wu (2007). However, some

people disagree with McClelland's ideas as well.

Additionally, some studies contest the link between

entrepreneurship and the need for success. According to other studies,

cultural differences make it impossible to universalize the demand for

achievement. The entrepreneurial mentality may be influenced by cultural

context. According to studies, one's cultural background might influence

their values and entrepreneurial mindset (Landrine, 1992; Maehr &

Nicholls, 1980) [53, 59].

20

Need for Power

The need for power is the second need mentioned in McClelland's

Acquired Needs Motivation Theory. The emotional need for status,

influence, control over others, and success manifests as a yearning for

power. People who have a strong need for power seek respect from and

authority over others. Personalized power is a desire for direct control or

dominance for self-serving and even anti-social ends. Individuals

particularly motivated by Power both see life as a “zero-sum game” and

also have a “me-against-the-world” attitude (McClelland 1975).

 The power motive may operate either implicitly or explicitly, like

other fundamental motivational notions. According to Kollner and

Schultheiss (2014), the implicit and explicit desires for power are 21

measured differently and are mostly independent of one another.

A study about the inability to adapt to a series of crises caused by

business development is one of the principal causes of failure for all

organizations and that one of the primary components in small business

success must be the managerial competence of the principal actors,

inevitably the owner‐manager. This paper examines the divergence

between the prescribed and assumed models of entrepreneurial behavior

provided by contemporary management theorists and the real, observed

and reported behavior of small business practitioners and owner‐

managers. It reports on case study examples and highlights the dichotomy

between expected and actual behavior in typical management situations.

The results of the study showed that the almost egotistical attitude

displayed by many entrepreneurs, constitutes an abuse of the trust and

the power placed in the hands of small business owner‐managers and that

in extreme instances, the abuse of entrepreneurial power may lead

directly to the failure of the small firm (Beaver et. al., 2005).

Need for Affiliation

 Affiliation is a positive, sometimes intimate, personal relationship.

Affiliation can include "concern over establishing, maintaining, or restoring

a positive affective relationship with another person or persons” (Zimbardo

& Formica, 1963). Affiliation can include “concern over establishing,

22
maintaining, or restoring a positive affective relationship with another

person or persons” (Byrne & Texas, 1961).

The need for affiliation (N-Affil) is a term that was popularized by

David McClelland and describes a person’s need to feel a sense of

involvement and “belonging” within a social group; McClelland’s thinking

was strongly influenced by the pioneering work of Henry Murray who first

identified underlying psychological human needs and motivational

processes (1938).

A study on 424 college students enrolled in upper-division business

courses in a public constitution in the Mid-Atlantic region of the USA. The

findings show that Interest in entrepreneurial careers was negatively

associated with the need for emotional support and positively associated

with the need for positive stimulation from other persons. Therefore,

persons with entrepreneurial interests enjoy interacting with other people,

but they are not emotionally dependent upon them. Neither the need for

social comparison nor the need for attention varied as a function of

entrepreneurial aspirations. Despite this, the researchers had failed to

distinguished the college students seeking different types of

entrepreneurial and self‐employment opportunities, as well as compare

business students both to students studying fields other than business and

persons established in careers. (Decker, et. al., 2012)

23

Influence of Education and Experience

Nitisusastro (2012) entrepreneur is a person who organizes,

operates and takes into account the risks for a business that brings in

profits. Entrepreneur knowledge is a human ability in terms of

remembering, learning and applying an information in the brain, so the

brain can encourage the body to perform entrepreneurial activities.

Entrepreneurial knowledge can be obtained from entrepreneurship

courses. Entrepreneurship courses can be both theoretical and practice in

the field by selling products. Entrepreneurial knowledge can also be

gained through the exchange of thoughts with fellow entrepreneurs.

Discussions conducted by entrepreneurs can open ideas and innovations

about the business to be run.

 Entrepreneurship education focuses on the development of skills

or attributes that enable the realization of opportunity, where is focused on

the best way to operate existing hierarchies. Both approaches share an

interest in achieving “profit” in some form (which in non-profit

organizations or government can take the form of increased services or

24
decreased cost or increased responsiveness to the customer/citizen/

client)

A study in UKM Universitas Sam Ratulangi at Manado, Indonesia

was conducted to determine the factor that affects the interest of the

students’ interest in entrepreneurship. The findings showed that

Entrepreneurship Knowledge and Experience has a significant effect on

significant effect on Student Entrepreneurial Interest at UKM Universitas.

The findings also showed that Entrepreneurship education has a

significant effect on Student Entrepreneurial Interest at UKM Universitas.

In addition, Family Experience with Business and has a significant effect

on Student Entrepreneurial Interest at UKM Universitas (Mambu, et. al.,

2019)

A study in University of Split at Croatia was conducted whether or

not entrepreneurial courses correlates with the students’ intentions to build

their own businesses. The findings of the study showed that there is a low
correlation between entrepreneurial courses and the students’ intention to

build their own businesses. The reason why there is a low correlation is

because students less willing to take risks and feel insecure about risk-

taking. (Bilic & Vidovic, 2010)

25

Cultural and Contextual Factors

Entrepreneurial intent has proven to be a primary predictor of future

entrepreneurial behavior (Krueger et al., 2000). Therefore, investigating

what factors determine the entrepreneurial intent is a crucial issue in

entrepreneurship research. A common theoretical framework for models

explaining pre-start up processes is the theory of planned behavior that

views behavioral intent as an immediate determinant of planned behavior.

A study in Izlamic Azad University, South Tehran Branch at Iran

was conducted. The findings showed that that if a university provides

adequate knowledge and inspiration for entrepreneurship, the possibility of

choosing an entrepreneurial career might increase among student. The

study found out that find that entrepreneurial intention relates with formal
network. The first question that arises in the minds of student

entrepreneurs is “which organization will help ne to start my business” (the

question that many of the university students ask their masters). It means

that many university students are trying to find a protective organization to

get some informational and financial support. The researches show that

entrepreneurship networks play some major roles in entrepreneurial

activities. The networks are used as strategic alliances for specific

purposes, including: managing business, accessing resources, idea

developing, creating motivation in doing entrepreneurial activities and

cultivate social support. The research showed that for students to find

entrepreneurial opportunities, they should get benefit from formal

networks. These networks include: entrepreneurial consulting agencies,

26
banks, insurance companies and the society of graduated students

(Gelard, 2011).

CHAPTER 3

METHODOLOGY

This chapter presents the methodology of the research which

includes research design, research participants, data collection, data

analysis, and ethical considerations.

 27
7

Research Design

Qualitative research is a type of research that involves analyzing

and collecting non-numerical data by understanding concepts, opinions, or

experiences. It provides insight into the learning experience that cannot

always be expressed through numbers. This is commonly used in the

humanities and social- sciences, in subjects including anthropology,

sociology, education, health sciences, history, etc. Therefore, the

qualitative research methods allow for in-depth and further probing and

questioning of respondents based on their responses. The

researcher/interviewer also tries to understand their motivation and

feelings. In other words, qualitative research methods are designed in a

manner that helps reveal the perception and behavior of a target audience

that generates hypotheses as well as further investigate and understand

qualitative research. This qualitative research design addresses the “how”

and “why” research questions that will definitely match our study by having

a deeper understanding of experiences, phenomena, and context. This

paper will use descriptive qualitative kind of research that aims to

accurately and systematically describe a population, situation or

phenomenon. This answers what, where, when and how questions.

(Shona McCombes)
 According to Cathy Heath (2023), Descriptive research is a

method of performing exploratory research. It enables researchers to

precisely and methodically describe a circumstance or phenomenon in

detail. As the name suggest descriptive research describes the

characteristics of the group, situation or phenomenon being studied

without testing hypotheses that can be reported using surveys,

observational studies and case studies. Descriptive research design is

suitable for exploring certain topics, it also provides a comprehensive and

understanding that concentrates on describing phenomena. This paper

will review qualitative research methodology that subsumes a range of

perspective, paradigms and methods and within each epistemological

theory, qualitative research can be mean different things (Creswell, 1998.)

28
7

Research Participants

In this paper, we the researcher will select three (3) participants for

practical reasons, Crouch & Mckenzie (2006) proposed that less than 20

participants in a qualitative study help a researcher build and maintain a

close relationship and thus improve the “open” and “frank” exchange of
information. The participants of this study are the (SHS) Senior High

School students who are in different tracks/strands where

entrepreneurship can be associated of (DCNHS) Davao City National

Highschool. The participants must be between sixteen (16) to (25) years

old. The researchers will communicate through face-to-face and social

media (Messenger). They will be chosen using purposive sampling.

According to Arikuto (2010:183), purposive sampling is the process of

selecting a sample by taking a subject that is not based on the level or

area, but it is taken based on the specific purpose. Any participation in this

study is completely voluntary and not forced.

The chosen participants are free to decline what they are being

asked to do. The primary data will be descriptive in nature to determine

the perspective of participants. We the researchers expect information

29
7
about this study to share their perceptions about motivations towards

entrepreneurship.

Data Analysis

The data analysis technique that will be used in this research is

thematic analysis. It is a method of “identifying, analyzing, and reporting

patterns (themes) within data” (Braun and Clarke, 2006).

It is described as a descriptive method that reduces the data in a flexible

way that dovetails with other data analysis methods (Vaismoradi et. al,

2013).

Data Gathering Procedures

Purposive sampling is used in this research study, where

participants are selected or sought after based on pre-selected criteria

based on the research question. One-on-one interview is used. Data

collection leads to identifying common themes in people’s perceptions of

30
their experiences (Creswell, 1998). Data collection must determine and 7

find what data will contribute to my understanding and resolution of a

given problem and collect the suitable and available data for that problem.

The collection of data follows by obtaining permission to conduct

the study and selecting informants and cites purposefully to best

understand the phenomenon, identifying data from various sources,

administering and recoding data using protocols, such as observational

and interview protocols, and administering the data collection in a manner

sensitive to individuals and sites (Creswell, 2008 & Gay, Mills and

Airasian, 2006).

ETHICAL CONSIDERATIONS
 Fraenkel and Wallen (2006) stressed that ethical concerns greatly

affect qualitative research.

In order to have ethical research, we will obtain the Participant’s

Informed Consent from each of the participants.

Voluntary participation. Participants are free to opt in or out of the

study at any point in time. Informed consent. Participants know the

purpose, benefits, risks, and funding behind the study before they agree or

decline to join.

Confidentiality. The identity of the participants will remain anonymous

and the information they supply will be respected.

Potential for harm. Physical, social, psychological, and all other types of

harm are kept to an absolute minimum.

Results Communication. Ensure our work is free of plagiarism or

research misconduct, and we will accurately represent.

 31
7

Chapter 4

RESULTS AND DISCUSSION

In this chapter, we delve into the main themes and ideas that

emerged from the transcript of the interviews conducted with the five

(5) qualified Senior high school participants, utilizing the individual in-

depth interviews (IDI). By analyzing the gathered interview sheets

provided to the participants, we aim to provide an in-depth description

and understanding about the study “DCNHS Senior High School

Students’ Intention towards Pursuing Entrepreneurship” by

addressing these two central qualitative research questions:

1. What are the underlying intentions of senior high school

students in pursuing entrepreneurship?

2. How do support systems shape senior high school students’

intentions towards entrepreneurship?

RESULTS

Intentions of SHS Student’s in Pursuing Entrepreneurship

Summary of the Themes in Research Question 1

This section discusses the first research question, “What are the

underlying intentions of senior high school students in pursuing

entrepreneurship?” concerning the underlying intentions of these senior

high students in pursuing entrepreneurship covering all the factors from

their goals they aspire to achieve, how they perceive the benefits of

entrepreneurship, their description of the things that pushed them to

pursue the said field, and their visualization of their future careers

through entrepreneurship. The table below indicates the core ideas and

themes of the responses of the participants which helped in

determining the main theme and the sub-themes.

CORE IDEAS THEMES

Research Question 1: What are the underlying intentions of senior

high school students in pursuing entrepreneurship?

 Aspiring to be a successful

entrepreneur.
Socially Responsible
 Offering affordable goods
Entrepreneurship
and services.

 Helping people through

their business.

 Understanding

entrepreneurship.

 Developing a risk-taking

attitude as an entrepreneur. Personal Growth and

 Choosing entrepreneurship
Professional Development in
related courses.
Entrepreneurship
 Business and stable income

 Inspiring others

 Passion and interest in

entrepreneurship

 Endless possibilities

 Personal and parental Overcoming Adversity for

desire Entrepreneurial Pursuits

 Family problems

 Financial Issues
33
 Future pursuit of

entrepreneurship

 Goal to have a stable job

within entrepreneurship

 Productive and Sociable

Working community Entrepreneurship for Stability

 Increased Creativity and Growth.

 Encouragement of risk-

taking
Sub-themes

1.1 Socially Responsible Entrepreneurship. The participants of this

study aimed to become successful entrepreneurs utilizing their

entrepreneurial skills while emphasizing their commitment to offer

affordable goods and services to their community. Moreover, their

intention on helping people through their services signifies their

great desire to make a positive impact on society by addressing

community needs.

(P1, IDI1, Q1): “I am desiring to create my own

business... I want to create a product not just to benefit

my business but also, I want to present products or

34
services that meet my customers’ needs and 7

requirements”

(P2, IDI1, Q1): “I aspire to become a successful

entrepreneur who can help people by offering affordable

goods and services while helping people at the same

time.”

(P3, IDI1, Q1): “As an entrepreneur, I have so many

goals I want to achieve like having a successful business

or traveling around the world and meeting some of the

big and famous businessmen in this industry…”

1.2 Personal Growth and Professional Development in

Entrepreneurship. As students, the participants are still learning

things that will help them with their personal development and

growth which comes with understanding the field of

entrepreneurship and gaining entrepreneurial mindset. This

theme highlights the participants’ values of gaining knowledge,

exploring the nature of entrepreneurship, and developing the

abilities to take calculated risks that will guide them in choosing

their future career that will lead them to successful 35

7

entrepreneurial careers.

(P1, IDI1, Q1): “The benefit of entrepreneurship is a way

for me to understand what really is entrepreneurship and

it also enables me to develop an attitude of an

entrepreneur specifically to be a risk taker with regards to

business.”

(P2, IDI1, Q1): “The benefit of entrepreneurship is a way

for me to understand what really is entrepreneurship and

it also enables me to develop an attitude of an

entrepreneur specifically to be a risk taker with regards to

business.”
 (P3, IDI1, Q1): “The main benefit of entrepreneurship is

having a business and a stable flow of income…”

1.3 Overcoming Adversity and Pursuing Entrepreneurship. The

respondents’ responses are generally about how they wanted to

overcome personal and familial challenges. The respondents

have different drive-motors in pursing entrepreneurship but

overall, they all expressed determination to continue their

entrepreneurial paths to overcome those obstacles as they see

it to be the main benefit of entrepreneurship.

(P1, IDI1, Q1): “One of the things that pushed me to

make the decision to pursue entrepreneurship is my

desire and also my parents’ desire that someday, I will 36

7

create my own business inspired by them.”

(P2, IDI1, Q1): “It stemmed from family problems and

money issues which forced me to pursue

entrepreneurship sometimes in the future.”

(P3, IDI1, Q1): “Just like what I said before it was

because of the interesting knowledge I learned about

entrepreneurship.”
1.4 Entrepreneurship for Stability and Growth. Most of the

respondents expresses a goal to have a stable job within

entrepreneurship, indicating a desire for financial security and

stability. One respondent mentioned of a productive and

sociable working community which suggests the importance of a

supportive and collaborative environment for entrepreneurs to

thrive in. The idea of increased creativity highlights how

entrepreneurship can foster innovative thinking and problem-

solving skills. Finally, the encouragement of risk-taking indicates

a recognition of the entrepreneurial mindset that embraces 37

7

calculated risks as opportunities for growth and success.

(P1, IDI1, Q1): “I would say that my life would be more

creative when it comes to building new ideas and it helps

me personally in terms of socializing. It helps me to be

sociable with other people and also to go beyond my

limits as it encourages me to be a risk-taker.”

(P2, IDI1, Q1): “I envision myself pursuing my

professional career in life while doing entrepreneurship at

the same time”

(P3, IDI1, Q1): “Well, part of my goal is having a stable

job not just a sustainable job and of course in the field of

 entrepreneurship. My vision is having a productive life,

future and a sociable work.”

Role of Support Systems in Shaping the Students’ Intention in

Pursuing Entrepreneurship

Summary of the Themes in Research Question 2

This section discusses the second central research question,

“How do support systems shape senior high school students’ intentions

towards entrepreneurship?”. This talks about how the family, teachers,

mentors, educational programs, and the school of the participants

influenced them in shaping their intentions towards entrepreneurship.

38
7

CORE IDEAS THEMES

Research Question 2: How do support systems shape senior high

school students’ intentions towards entrepreneurship?

 Positive influence of an

entrepreneurial advisor.

 Inspiration from others'

 experiences.
Influence of Supportive Figures
 Importance of teachers,

mentors, and role model.

 Family issues as influence

and inspiration

 Family’s Income affecting

future plans Role of Family in Shaping

 Parents’ support and Entrepreneurial Aspirations

encouragement

 Entrepreneurship

program’s positive impact

in knowledge enhancement

and skill showcase Knowledge enhancement and

 Entrepreneurship program guidance

serves as guidance to

becoming an entrepreneur

 Implementing

Entrepreneurship-related

subjects

 Conducting Promoting Entrepreneurship

Entrepreneurship Week
 40
7

Sub-themes

2.1 Influence of Supportive Figures. The respondents

emphasize in their answers how significant people in their

lives such as their teachers influence their eagerness to walk

through entrepreneurial path. Their responses showed that

they are inspired by how well their mentors and teachers can

manage their time and communicate which are crucial

characteristics of an entrepreneur. They have also

expressed how these people’s experiences influenced them

to be like them some day. Overall, this indicates that these

students’ teachers and mentos have great impact in shaping

them to become great innovators.

(P1, IDI1, Q2): “My advisor is also an entrepreneur

and I can say that he is one of my role models in

this lifetime because not like some of our teachers

he always manages his time well and I like the

way how he communicates with us.”

 (P2, IDI1, Q2): “Teachers, mentors, and role

models influence me through sharing their

entrepreneurial experiences and advice that helps

me to realize the possibilities, set goals, and have

a dream and not lose it.”

(P3, IDI1, Q2): “They inspired me to actually

become one because of their personal experience

of being adult or some of them actually being at

the same situation as me.” 41

7

2.2 Role of Family in Shaping Entrepreneurial Aspirations.

Family issues and pressure from parents can also greatly affect

the decisions of a person. The same way on how the

participants expressed how their families influence their decision

to go into entrepreneurial process. The participants explained

that family problem, specifically, in terms of finance, made them

to be more practical thus, choosing to pursue entrepreneurship.

Moreover, support and encouragement provided by their parents

significantly influenced one participant’s decision to set

entrepreneurial goals. To conclude it, this sub-theme

underscores the importance of family support, and

circumstances in shaping the respondents’ intention to go under

entrepreneurial path.

(P1, IDI1, Q2): “Family issues wants me to move

out from this household which I can’t expound

further. Also, income problems in our family also

had to do with my future plans.”

(P2, IDI1, Q2): “I can say that being an

entrepreneur is a really hard job or work to do at

the same time I want to help my family in their

financial needs, they are also one of the reasons

why I started to pursue entrepreneurship… 42

7

Therefore, this is for them and this is from them.”

(P3, IDI1, Q2): “My family dreams of becoming an

entrepreneur. They influence me because they

share their dreams and plans before when they

were younger but never pursued them. They

encourage me and give support to my goal

because they believe that I will be the one to make

it this time.”
2.3 Knowledge Enhancement and Guidance. Senior high school

students undergo through various entrepreneurship programs in

their senior years, such as entrepreneurship week wherein, they

will be producing products which are new to their community.

The participants explained how it made an impact to them. Their

responses indicates that these programs enabled them to

acquire valuable insights, learned new concepts, and have the

opportunity to demonstrate their abilities to innovate and

develop a product. Moreover, other entrepreneurship programs

provided guidance which could assist them in their journey

towards becoming entrepreneurs. These programs offered them

direction, support, and practical advices on the steps to take and 43

7

the skills to develop to pursue entrepreneurship successfully.

(P1, IDI1, Q2): “…when I had attended

entrepreneurship program during the pandemic, it

has given me new picture towards

entrepreneurship, it was not just all about why it’s

interesting but also how the things work in this

kind of field, those programs widen my knowledge

it’s an intention of wanting to learn and understand

more about it.”

 (P2, IDI1, Q2): “They helped by showing us how to
become one and the benefits it can give you. They
can also support you by providing resource
incase, you pursue entrepreneurship.”

(P3, IDI1, Q2): “Entrepreneurship programs help in

providing knowledge, activities, and developing

skills. They teach crucial learnings to understand

the real-world experiences of being an

entrepreneur, and they provide activities to shape 44

7

the individual's ability and develop business skills.”

2.4 Promoting Entrepreneurship. Schools plays a crucial role

shaping an individual’s intention therefore, in the sense of

molding a great entrepreneur, schools must help in promoting

entrepreneurship to encourage them. The respondents

acknowledged the school’s support in fostering entrepreneurship

by implementing entrepreneurship-related courses which

convinced them to pursue it.

(P1, IDI1, Q2): “The school supports

entrepreneurship goals within me because of

some of their programs and core subjects.”

(P2, IDI1, Q2): “My major teachers also helped me

and encourage me in my entrepreneurial

 intentions because they can't forget our families to

become involved in our goals that was connected

in entrepreneurship.”

(P3, IDI1, Q2): “School fosters entrepreneurship

by providing courses related to entrepreneurship,

equipping and preparing individuals with business

skills to become successful entrepreneurs, and

making students do entrepreneurial activities,

specifically, making them create their innovations.”

45
7

DISCUSSION

The main purpose of this study was to study the intentions of

senior high school students towards pursuing entrepreneurship and

provide a way for them to describe the reasons why and what pushes

them to pursue entrepreneurship and express their thoughts and

perspectives regarding how their individual environment - including the

people and experiences they had- shaped their intention towards

pursuing entrepreneurship. The interpretations of the findings will be

discussed according to the themes.

Intentions of SHS Student’s in Pursuing Entrepreneurship.

Based on the result of the in-depth interview conducted, the senior high

school student respondents expressed their intentions in pursuing

entrepreneurship was to venture their own business in the near future.

This is because they aim to be socially responsible entrepreneurs by

offering products and services that could help their community. They

however, still seek for personal growth and development which will

lead to success. Moreover, the participants have expressed that aside

46
from owning a business, family issues also influenced their decision to 7

pursue entrepreneurship.

This was in support to the study conducted by Caro (2022), at

Notre dame of Marbel University, Koronadal City, Philippines. Caro

conducted a quantitative study regarding entrepreneurial attitude and

intentions of SHS ABM students and based on the result, the students

showed a high intention of opening up their own business. This means

that most students want to build their own business. Moreover, the

participants signified being influenced with their personal experiences

making them to be highly motivated. Thus, the eagerness for

achievement, the need for power and affiliation. According to

McClellan’s Theory of motivation, “…if a person is predominated with

these three needs, they are expected to excel, motivated to fit in, and 47
7

motivated to gain status and recognition.”

Role of Support Systems in Shaping the Students’ Intention

in Pursuing Entrepreneurship. In line with the role and influence of

the people surrounding them, the participants expressed how their

family, mentors, teachers, education programs, and their school have

molded their intention in pursuing entrepreneurship. Based on the

results, they stated that family problems -such as financial and

pressure- and parental encouragement influence their decision to

pursue and undergo through entrepreneurial path. A study conducted

at UKM Universitas (Mambu et. al., 2019), showed that family

experience with business has a significant effect on student

entrepreneurial interest. In addition to that, the participants also stated

how the education programs encouraged them to choose

entrepreneurship-related courses. With the help of education about

entrepreneurship the participants were able to gain knowledge,

develop skills and attributes that will enable them to realize

opportunities (Nafissatou, 2012). Finally, the participants have stated

also that the school programs related to entrepreneurship also

convinced them in shaping their intention to pursue entrepreneurship.

Implication of the Study in Context

 Entrepreneurial intention are important variables to predict an

individual’s future goals. It is considered to have a crucial role in the

decision to start a new firm which could help provide the society

various opportunities such as job, and solutions to a relevant problem

in the community. Most studies conducted were focused on those who

are already entrepreneurs or those who are already studying

entrepreneurship. Considering that, this study focused on discovering

the intentions of SHS students in pursuing entrepreneurship.

The result of this study showed that entrepreneurial intentions of

students are influenced by their goal to own a business due to their

personal experiences of hardship within their family and community.

These findings suggests that experiences in life helps in developing 48

7

entrepreneurial intentions.

Another result showed that teachers, mentors, education

programs related to entrepreneurship, and the school greatly impacts

in shaping students’ entrepreneurial intentions. This indicates that

these people and institutions/ or organization should create more

programs relating to entrepreneurship to promote its importance and

the benefits of going through that path.

Entrepreneurship is believed to be the primary source of

economic growth and flexibility, job creation, innovation, wealth

generation, and personal development (Mortana et al., 2014). It is also

a tool seen to eradicate poverty (Botha & Taljaard, 2021). With the

given results and findings of this study, it is important to determine

what are the intentions or goals of a person, specifically the learners, to

help the educators, schools, business organizations, and the students

themselves in enhancing and acquiring skills that are necessary to

become successful not only as an individual but as a nation.

49
7

Implication for Future Research

For a more saturated study, the research would have

benefited from a more widespread group interviewed that was not

limited to senior high school students of DCNHS. Future researchers

can address the issue using both qualitative and quantitative

methodologies. They can also gain more information by branching out

to other schools or places, not just in DCNHS. They can include adults

as participants since they can provide additional insights that may open

up new and broader notions and views on the issue and give them

greater and better findings.

While entrepreneurial intentions may have rooted from

several factors, this study however, only dealt with few specific factors.

Through this research, the researchers still hope to have given a better

viewpoint into what and how the people and experiences of these SHS
students influenced their intentions to go through entrepreneurial path

in the future, particularly the students of Davao City National High

School.

50

REFERENCES

Beaver, Graham, and Peter Jennings. “Competitive Advantage and

Entrepreneurial Power: The Dark Side of Entrepreneurship.” Journal of
Small Business and Enterprise Development, Emerald Group
Publishing Limited, 1 Mar. 2005,
https://www.emerald.com/insight/content/doi/10.1108/14626000510579
617/full/html.
Bilic, Ivana, and Gaia Vidovic. How Does Education Influence
Entrepreneurship Orientation? 2010,
https://www.researchgate.net/publication/257153705_HOW_DOES_E
DUCATION_INFLUENCE_ENTREPRENEURSHIP_ORIENTATION_C
ASE_STUDY_OF_CROATIA.
Byrne, D.; U. Texas (1 November 1961). “Anxiety and the Experimental
Arousal of Affiliation Need”. Journal of Abnormal Psychology. 3. 63 (3):
660–2. Doi:10.1037/h0047251. PMID 13875333
Decker, Wayne; Weer, Christy; & Calo, Thomas “Affiliation Motivation
and Interest in Entrepreneurial Careers.” American Psychological
Association, American Psychological Association, 2012,
https://psycnet.apa.org/record/2012-07490-005.
Gelard, Parvaneh. Impact of Some Contextual Factors on
Entrepreneurial Intention of university students 2011,
https://www.researchgate.net/publication/268381284_Impact_of_some
_contextual_factors_on_entrepreneurial_intention_of_university_stude
nts.
Haelen Kie G. Caro, et al. “Entrepreneurial Attitude and Intention of
ABM Senior High School Learners.” International Journal of
Multidisciplinary: Applied Business and Education Research, 1 Jan.
1970, https://ejournals.ph/article.php?id=17554.
Krolewiak, Klara. “Need for Power.” ResearchGate, 2017,
https://www.researchgate.net/publication/318138240_Need_for_Power 51
7
.
Krueger NF, Reilly MD, Carsrud A (2000). “Competing models of
Entrepreneurial intentions”. J. Bus. Vent., 15(5-6): 411-32.
Lacap, Jean Paolo Gomez. Senior High School Students’
Entrepreneurial Inclination: The Case of … 2017,
https://www.researchgate.net/publication/322222571_Senior_High_Sc
hool_Students’_Entrepreneurial_Inclination_The_Case_of_Accountanc
y_Business_and_Management_Track_Students_in_Pampanga_Philipp
ines.
Liu, Yiran, et al. “Entrepreneurship Education on Entrepreneurial
Intention: The Moderating Role of the Personality and Family Economic
Status.” Frontiers, Frontiers, 11 Aug. 2022,
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.978480/full.
Mambu, Christie Natalia, et al. “The Influence of Entrepreneur
Knowledge, Family Experience with Business, Entrepreneurial
Education on the Interest of Student Entrepreneurship in UKM
Universitas Sam Ratulangi.” Jurnal EMBA : Journal Riset Ekonomi,
Manajemen, Bisnis Dan Akuntansi, 2019,
https://ejournal.unsrat.ac.id/v3/index.php/emba/article/view/22386.
Murray, Henry. “Explorations in Personality .” American Psychological
Association, American Psychological Association, 1938,
https://psycnet.apa.org/record/1938-15040-000.
Nitisusastro, M. 2012. Kewirausahaan dan Manajemen Usaha Kecil.
CV. Alfabeta, Bandung
Swarupa, Glory, and Ravi Kumar Goyal. Entrepreneurial Intentions of
Students: Review of Academic Literature. 2020,
https://www.researchgate.net/publication/339719232_Entrepreneurial_I
ntentions_of_Students_Review_of_Academic_Literature.
Zimbardo, P. & Formica, R. (1963). Emotional Comparison and Self-
Esteem as Determinants of Affiliation. Journal of Personality, 31(2),
142 -162.

52
7

Appendices

Informed Consent Form

Greetings of peace!
We, the grade 11 students from Section 11-Fluorite at Davao City
National High School, hope this message finds you well. We are
conducting a qualitative research project and would like to invite you to
participate in an interview.

The purpose of our research is to gain deeper insights and

understanding regarding the experiences of grade 11 class presidents
of Davao City National High School on how they handle one’s class 53
using different management strategies. Your perspectives and 7
experiences are invaluable in helping us explore and analyze this topic.

Participation in this research is entirely voluntary, and you have the

right to decline or withdraw at any point without any negative
consequences. Your privacy and confidentiality will be strictly protected
throughout the study. Any information shared during the interview or
focus group discussion will be anonymized and used solely for research
purposes. Your identity will remain confidential, and no identifiable
information will be disclosed in any reports or publications resulting
from this study.

The interview or focus group discussion will take approximately 30

minutes. During this session, we will ask open-ended questions to
encourage you to share your thoughts, opinions, and experiences
related to the research topic. Your honest and candid responses will
greatly contribute to the depth and richness of our findings.

By participating in this research, you are giving your informed consent

to take part in our study. If you have any questions or concerns
regarding the research or the interview/focus group process, please do
not hesitate to contact: Daryl Manginsay –redpangoes@gmail.com–
09558892676
Thank you for considering our invitation. Your participation is highly
valued, and we sincerely appreciate your willingness to contribute to
our qualitative research project.

Warm regards,

Daryl Manginsay
Jolhania Muhammad
Althea Paula Resnera
Ashley Kate Lauron Bañar
Charls Rhay Dayanghirang
Imee Kaye Rodilla
Chelsie Marie Gonzales
Elmark Echavez Datig

54
7

Research Questions

Dear Participant,

Thank you for agreeing to participate in our research project! Your willingness
to share your insights is greatly appreciated. We are excited to have the opportunity
to learn from your valuable experiences.

We would like to reassure you that as mentioned in the Informed Consent

Form (ICF), all your responses and personal information will be kept strictly
confidential. Your privacy is of utmost importance to us, and we will handle your data
with the utmost care and discretion. Only the research team will have access to the
information you provide, and it will be used solely for our research project.

To ensure a smooth and productive interview, we have prepared an interview

guide with a set of questions that we would like to discuss with you. These questions
are designed to explore your unique perspectives/experiences which will provide
valuable insights into the subject matter.

We understand that your time is valuable. However, please feel free to take
your time in responding to the questions. Your honest and thoughtful responses are
highly valued.
 If you have any questions or need clarification, feel free to reach out to us.
We are here to assist you.

Once again, thank you for your participation. We look forward to hearing your
valuable insights.

Best regards,

Manginsay, Daryl 09558892676 Bañar, Ashley Kate 09928892780

Mohamad, Jolhania 09813383951 Gonzales, Chelsie 09465148688

Marie

Datig, Elmark John 09151148620 Rodilla, Imee Kaye 09687707919

Dayanghirang, Charls 09752673707 Resnera, Althea 09616666317

Rhaymund Paula

Name of the Participant: ________________________________________________

Gr. & Section (Optional): ________________________________________________
Sex: _____ Age: ______ 55
7

Directions: Please write your answers in the line as provided.

1.1 What entrepreneurial goals do you aspire to achieve?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________
1.2 How do you perceive the benefits of entrepreneurship

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
56
_______________________________ 7

1.3 How would you describe, what pushed you to make the decision to pursue
entrepreneurship?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________

1.4 How do you envision your future careers and personal development through
entrepreneurship?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________
2.1 What role do teachers, mentors, or role models play in your intentions towards
entrepreneurship?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________ 57
7

2.2 How would you describe the involvement of your family in your intentions toward
entrepreneurship?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________

2.3 How do entrepreneurship programs develop your intentions towards entrepreneurship?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________

2.4 How does the school foster your entrepreneurial intentions?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_______________

58
7

Group Photo
 59
7

Proponents’ Personal Data Sheet

DARYL MANGINSAY

Madapo Hills Davao City,Davao del Sur

redpangoes@gmail.com
09558892676

Personal Information

AGE : 18

BIRTHDAY : SEPTEMBER 24, 2004

GENDER : MALE

CIVIL STATUS : SINGLE

FATHER : DARWING MANGINSAY

MOTHER : REMILYN MANGINSAY

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level : Doña Pilar L. Marfori Elementary School

 60
7

JOLHANIA MOHAMAD

Brgy. Centro (San Juan), Agdao Davao City, Davao del Sur,
mohamadjolhania@gmail.com
09813383951

Personal Information

AGE : 17

BIRTHDAY : SEPTEMBER 10, 2005

GENDER : FEMALE

CIVIL STATUS : SINGLE

FATHER : JAINOR- AIN MOHAMAD

MOTHER : SUHALIA ABDULLAH

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Seibo College Foundation Inc. / Davao

City National High School

Primary Level : Parang Central Elementary School/Zonta 61

Elementary School 7
ELMARK DATIG

Apo St. Rolling Hills Subd Bacaca Davao City

Elmarkdatig@gmail.com

09151148620

Personal Information

AGE : 16

BIRTHDAY : AUGUST 13, 2006

GENDER : MALE

CIVIL STATUS : SINGLE

FATHER : ELISAR S. DATIG

MOTHER : MARILOU E. DATIG

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level : Don Francisco S. Dizon Sr Elementary

School
 62
7

CHARLS RHAYMUND DAYANGHIRANG

Ruiz Village San Antonio Agdao Davao City

Charlsdayanghirang03@gmail.com

09752673707

Personal Information

AGE : 18

BIRTHDAY : MARCH 3, 2005

GENDER : MALE

CIVIL STATUS : SINGLE

FATHER : HAROLD VEN DAYANGHIRANG

MOTHER : ANNABELLE DAYANGHIRANG

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level :
 63
7

ASHLEY KATE BANAR

423-3 Quirino avenue Davao City

Ashleykatelauron16@gmail.com

0992889780

Personal Information

AGE : 17

BIRTHDAY : JUNE 10, 2006

GENDER : FEMALE

CIVIL STATUS : SINGLE

FATHER : FRANCIS BANAR

MOTHER : MARIA LUZ BANAR

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level : Kapitan Thomas Monteverde Elementary

School
 64
7

CHELSIE MARIE GONZALES

St. Jude Zone 5 Buhangin Davao City

chelsiemariegonzales@gmail.com

09465148688

Personal Information

AGE : 17

BIRTHDAY : AUGUST 12, 2005

GENDER : FEMALE

CIVIL STATUS : SINGLE

FATHER : N/A

MOTHER : LORILYN L. GONZALES

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High Scho

Primary Level : Buhangin Central Elementary School-

SPED CENTER
 65
7

ALTHEA PAULA RESNERA

Duha San Rafael Davao City

raltheapaula@gmail.com

09616666317

Personal Information

AGE : 17

BIRTHDAY : MAY 2, 2006

GENDER : FEMALE

CIVIL STATUS : SINGLE

FATHER : ROWELITO S. RESNERA

MOTHER : LUNAFER T. RESNERA

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level : Teodoro L. Palma Gil Elementary School

66
7
IMEE KAYE RODILLA

Sandawa Phase 1 Daang Patnubay St. Davao City

Imeekaye1107@gmail.com

0968770719

Personal Information

AGE : 18

BIRTHDAY : NOVEMBER 7, 2004

GENDER : FEMALE

CIVIL STATUS : SINGLE

FATHER : DAVE F. RODILLA

MOTHER : APPLE LIEZL S PARDO

NATIONALITY : FILIPINO

Educational Attainment

Secondary Level : Davao City National High School

Primary Level : Magallanes Elementary School