THE INFLUENCE OF ENTREPRENEURSHIP ON ENTREPRENEURIAL

EDUCATION INTENTIONS OF SENIOR HIGHSCHOOL STUDENTS

Kent J. Camposo

Rhianna Faye Q. Navaja

Princess Delo Rosario Delica

Angel Cristine O. Bacusmo

Rhialyn P. Opada

Chelsy Sulotan

Yhanny Alfanta

Karen Empleo

A Research Paper Presented to the Faculty of Hagonoy National High School

Guihing Hagonoy Davao del Sur
Senior High School

In Partial Fulfillment of the Requirements in

Practical Research Il

SENIOR HIGH SCHOOL PROGRAM

HAGONOY NATIONAL HIGH SCHOOL
Hagonoy Davao del Sur

September 2024
 Chapter I
INTRODUCTION

Rationale
Entrepreneurship is one of the driving forces for economic growth, innovation, and
employment. However, making entrepreneurship a part of education is many ways challenges.
One such problem is that most entrepreneurship programs contain a lot of theoretical inputs but
very little practical or experiential learning, and as a result, there is a gap in the theoretical
understanding and practical implementation. This usually leaves the students ill-prepared to start
a venture of their own and diminishes the impact that entrepreneurship education aims to
achieve. The incidence of such a trend was documented ( Fayolle & Gailly)

Another pressing issue is the variability in the quality and accessibility of entrepreneurship
education. In the Philippines, for instance, many educational institutions lack the resources and
trained personnel to deliver comprehensive entrepreneurship programs. This disparity can lead
to unequal opportunities for students, particularly those in rural or underfunded schools, limiting
their ability to develop entrepreneurial skills and intentions (Velasco, 2013). Additionally, cultural
attitudes towards entrepreneurship can vary, influencing students' willingness to engage in
entrepreneurial activities (Gibb, 2002)

The nature of the relationship between entrepreneurship and entrepreneurial educational

intention is complex and multi-dimensional. Although enterprise education might help increase
the degree of self-efficacy among students about entrepreneurship, it has been observed that
the effectiveness of the entrepreneurial education program often becomes victimized by the
external factors such as economic status, cultural support, and resource availability (Zhao,
Seibert, & Hills, 2005). Thereby, this complex interaction of curriculum content with the external
influences can significantly act as a barrier to fostering a strong and vibrant entrepreneurial
attitude among the students.

This study shows that an interest in entrepreneurship among students is deeply related to
intentions of students in the pursuit of entrepreneurial education. The present study did seek
some necessary main characteristics that impede or facilitate this dynamic. A proper
understanding of such dynamics will help educators and policymakers device mechanisms
through which entrepreneurship education may be fostered. This paper tries to fill the gap in the
literature on this subject, especially as it relates to the case of the Philippines, through a detailed
analysis of opportunities and challenges in integrating entrepreneurship into educational
systems. Eventually, this is expected to contribute to an inclusive and vibrant entrepreneurial
ecosystem in preparing students as successful entrepreneurs.

Research Objective
The primary objective of this research is to explore the influence of entrepreneurial
education on the entrepreneurial intentions of senior high students at Hagonoy National
High School. Specifically, the study aims to:

1. Assess the level of entrepreneurship education among senior high school students.

2. Determine the level of entrepreneurial intention among senior high school students.

3. Investigate the significance of the relationship between entrepreneurship education and the
entrepreneurial intentions of senior high school students.

4. There is no significant relationship between entrepreneurship education and the

entrepreneurial intentions of senior high school students.

Theoritical Framework

The Human Capital Theory by Becker (1962) & Rosen (1976) focuses on the importance
of individual skills, knowledge, and experience in Entrepreneurship. Entrepreneurs with higher
levels of education, industry experience, and specific competencies are more likely to identify
and exploit business opportunities successfully. Investing in human capital, through education
and training, enhances an entrepreneur's ability to innovate, adapt, and grow their business.
This theory underscores the critical role of continuous learning and skill development in
entrepreneurial success. The theory of planned behavior bases its addition of perceived
behavioral control to the theory of reasoned action on the premise that people behave in line
with their intentions and perception of control over their behaviors. According to the idea,
perceptions of behavioral control, subjective norms, and attitudes toward the activity all function
independently as drivers of intention. (Ajzen, 1991). (Dweck & Leggett, 1988) proposed the
motivation theory, that growth mindset is a motivation that posits our beliefs about intelligence,
and the ability to change mindsets can have impacts on how we approach challenges, respond
to criticism challenges and orient our goals

Conceptual Framework

figure 1. This conceptual framework provides a structured overview of the relationship

between entrepreneurial education and the entrepreneurial intentions of senior high school
students. Entrepreneurial education has become the main component of many educational
systems worldwide. Its primary goal is to nurture and develop entrepreneurial skills, knowledge,
and attitudes among students. An important aspect of this endeavor is its potential impact on
students' entrepreneurial intentions.(Bell & Bell, 2020)

Entrepreneurship education Entrepreneurial intention

Independent variable: Entrepreneurial education

Entrepreneurship education is characterized as a practical education that enhances and

cultivate the skills and mindsets, essential for students to engage in entrepreneurial activities
successfully.(Tiberius & Weyland, 2022)

Dependent variable: entrepreneurial intentions

refer to an individual's desire or motivation to start a new business venture. It's a earlier to
actual entrepreneurial behavior and is often seen as a crucial stage in the entrepreneurial
journey.(Liñeiro et al., 2024)

Scope and Limitations

 This research aims to explore the Entrepreneurial education on entrepreneurship
Intentions of senior high students at Hagonoy National High School. The research is local to
Hagonoy National High School, Guihing, Hagonoy, Davao del Sur. Respondents will be chosen
from Hagonoy National High School Senior High Grade 12 Students from Accountancy and
Business Management (ABM), Humanities and Social Sciences (HUMSS) and Science,
Technology, Engineering and Mathematics (STEM).

Significant of the Study

Entrepreneurial education is a crucial component in shaping the mindset and intentions of

students towards entrepreneurship and this study enhance understanding of how
entrepreneurship education influences students' likelihood of starting their own business. This
research can inform educational institutions on how to design more effective curriculum that
foster entrepreneurial mindsets and inspire action, while also supporting policymakers in
promoting educationgal reforms to nurture entrepreneurship. Increasing entrepreneurial intention
among students, the study contributes to broader economic growth through job creation and
innovation, empowering students with greater career options beyond traditional employment.
The findings of this study will have direct and implications to the following

Department of Education (DepEd). The DepEd can use the findings of this study to
develop or enhance policies and programs that incorporate entrepreneurial education into the
national curriculum. For example, the department could introduce specialized modules,
workshops, or experiential learning opportunities that are proven to increase students'
entrepreneurial intentions.

Commission on Higher Education (CHED). CHED can use the findings of this study to
assist in improving the entrepreneurship curriculum at colleges and universities around the
nation. For example, CHED may mandate that entrepreneurship be included as a fundamental
subject in both business and non-business courses. Furthermore, CHED might push academic
institutions to set up startup incubators for entrepreneurship, where students can work on real-
world projects or companies while they're still in school.
 Technical Education and Skills Development Authority (TESDA). TESDA could use the
findings to improve its programs. By combining entrepreneurship with technical and vocational
skill training. Students acquiring skills in crafts like carpentry or welding. For example, may also
be trained in starting and running small enterprises in those industries.

Definition of terms

Entrepreneurial Education: A structured program or curriculum designed to provide

students with the knowledge, skills, and motivation to encourage entrepreneurial success. This
education can include theoretical knowledge, practical experiences, and the development of
entrepreneurial mindsets (Fayolle & Gailly, 2015).
Entrepreneurial Intentions: The motivation and determination of individuals to start their
own businesses or engage in entrepreneurial activities. These intentions are influenced by
various factors, including self-efficacy, educational experiences, and external support (Zhao,
Seibert, & Hills, 2005).