Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools in Candelaria Quezon A Comprehensive Guide in Entrepreneurial Readiness

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Entrepreneurial Skills and Intention of Grade 12 Senior High Students in Selected Public
Senior High Schools in Candelaria Quezon
A Research Paper Presented to the Faculty of the College of Accountancy
TAYABAS WESTERN ACADEMY
Candelaria, Quezon
In Partial Fulfillment of the Requirement for the Degree of
Bachelor of Science in Accountancy
By:
Cosico, Zusette H.
Tatel, Janine Monique A.
Umali, Maria Crista Mae M.
Jay Pee D. De Villa
2023
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APPROVAL SHEET
The research entitled “Entrepreneurial Skills and Intention of Grade 12 Senior High School
Students in Public Schools in Candelaria Quezon prepared and submitted by Zusette H.
Cosico, Janine Monique A. Tatel and Maria Crista Mae M. Umali who hereby recommended for
oral examination.
JAYPEE D. DE VILLA, MBA

Research Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination on April 30, 2023 with the grade of
__________.
DR. JOSEPH ALFRED M. REYROSO, CMA

Chairperson
MARK PAUL O. ALTAJEROS, MBA RAUL R. AGARAN
Member Member
APPROVED and ACCEPTED in partial fulfillment of the requirements for the degree of
Bachelor of Science in Accountancy.
DR. RUFINO L. TANIO

College Dean
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ACKNOWLEDGEMENT
We would like to express our gratitude to everyone who helped us with this research.
This would not have been possible without the help of various people; without them we might
not achieve our research goals. Words cannot explain how grateful we are to the following
people for their outstanding assistance and support.
We thank Almighty God for giving us the power and wisdom to complete this study. We
were successful because of his grace and constant love.
We would also like to thank Mr. Jaypee D. De Villa, our thesis adviser, for his
assistance in completing this study and for his patience and motivation. We might not be able to
do so without his guidance and involvement in this study.
We want to thank the Grade 12 Senior High students from various public senior high
schools in Candelaria, Quezon, for accepting our invitation to participate in this research. We
might not be able to collect data and complete this study if they do not participate as our
respondents.
We would like to convey our heartfelt appreciation to the panel of examiners not only
for their exceptional tolerance, time, and effort in examining our work but also for their
encouragement, insightful comments, guidance, and sharing their opinion and recommendation.
In addition, for contributing views and worthy ideas to improve our study.
Finally, to those who hold a special place in our hearts. To our classmates, friends, and
family. Most notably to our respective families, our beloved parents, who always support us by
asking questions and demonstrating their interest in how things function in our research, we
would like to take this time to extend our heartfelt gratitude to the following individuals for their
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encouragement, support, and unconditional love in carrying out the research. We would only be
as bold and driven to complete this study with them.

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DEDICATION
This study is devoted to our dearest parents, who regularly provide moral, emotional, and
financial support. We are eternally thankful to them for their financial support, which enabled us
to pursue this initiative, as well as their guidance and encouragement in our educational
endeavors. They are the reason of who we are right now, and we hope this research makes them
proud.
We are truly grateful to our brothers, sisters, relatives, friends, and classmates who shared
their words of advice and encouragement to finish this study and stood by us every step of the
way, and we thank them for their continued support and belief in us.
We appreciate our instructors' expertise, knowledge, and insightful knowledge on this
journey. Their efforts shaped who we are as students and enabled us to complete this research
project. We thank you all for allowing us to benefit from your knowledge and for providing us
with the tools we needed to complete this study.
Finally, we thank the Almighty God for his guidance, power, protection, and wisdom as
we dedicate this study to Him, we appreciate Almighty God for supplying us with motivation
and hope during these difficult times, and we will be eternally grateful for everything You have
done and continue to do for us. We feel blessed and grateful in our whole life, so we offer all
these to you.
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ABSTRACT
The research study focuses on the entrepreneurial skills and intentions of grade 12 senior
high school students in selected public senior high schools in Candelaria, Quezon. The goal of
this study is to evaluate and determine their entrepreneurial skills and to be ready to become an
entrepreneur. A variety of published works and web articles about entrepreneurial skills and
intentions are used to determine definitions; and skills and intentions that are needed to become
entrepreneur. A descriptive research design is used in this study. The data collection will be done
face-to-face, and the researcher will use checklist survey questionnaires to gather information to
qualified respondents needed for this study. The questionnaire was designed to know the
entrepreneurial skills and intention. Various statistical techniques, including Likert five-point
evaluation, frequency distribution, weighted mean and T-test were used to analyze and interpret
the collected data. The findings of this study provide knowledge and benefits to first, grade 12
senior high school students since it will provide valuable insight into the skills and competencies
that are important for success in entrepreneurship. Second, educators and policymakers, it will
help them to develop programs and initiatives that can foster the development of these skills
among senior high students. Third, future researchers, it will contribute to the expansion of
entrepreneurial skills and intention studies since it can serve as a related study for them to
explore the same topic.
Keywords: entrepreneurial skills, entrepreneurial intentions, Grade 12 Senior High
Students in Selected Public Senior Schools in Candelaria, Quezon.

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TABLE OF CONTENTS
Page No.
Working Title Page i
Approval Sheet ii
Acknowledgment
Dedication
Abstract iii
Table of Contents iv
List of Tables vi
List of Figures vii
Chapter I: THE PROBLEM AND REVIEW OF LITERATURE 1
Introduction 1
Review of Literature and Studies 3
Theory Models 14
Synthesis 18
Conceptual Framework 20
Limitation of the Study 21

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Statement of the Problem 22
Hypothesis 23
Chapter II: METHODS 24
Research Design 24
Research Ethics 25
Locale of the Study 25
Participants 26
Instruments 27
Data-Gathering Procedures 28
Data Analysis 28
References 33
Appendices 39
Survey Questionnaire 40
Research Blueprint 52
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LIST OF TABLES
Table No. Pages
1 Current Education System used since June 6, 2011 4
2 Entire Respondents in Public Schools in Candelaria West District 27
3 Respondents in Bukal Sur National High School 28
4 Respondents in Dr. Panfilo Castro National High School 29
5 Likert’s five-point evaluation and scoring 31
6 Scale of Correlation Coefficient 33

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LIST OF FIGURES
Figure No. Pages
1 5 Essential Entrepreneurial Skills, Francis (2013) 15
2 Theory of Planned Behavior, Ajzen (1991) 16
3 Decomposed Theory of Planned Behavior, Haggar & Chatzisarantis 17
(2005)
4 Entrepreneurial Skills and Intention of Grade 12 Senior High 20
School Students in Public Schools in Candelaria West District: A
Comprehensive Guide in Entrepreneurial Readiness

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CHAPTER 1
THE PROBLEM AND REVIEW OF LITERATURE
Every student has their own goal such as being achiever or being acknowledge for
their academic and practical performance. Aside from that, they hope to gain valuable
entrepreneurial experience, which will not only help them develop their skills but will
also open a lot of opportunities to help them expand their knowledge and expertise in
their chosen career.
Entrepreneurship provides young people with critical core knowledge and skills
such as emotional intelligence and risk-taking. It also helps them appreciate opportunities
for self-employment. Moreover, entrepreneurship activities and experience can truly
develop the entrepreneurial skills and intention of students which is needed in
entrepreneurial readiness since it will equip these students or future entrepreneurs in the
possible challenges that they may encounter in the business world. However, given the
current situation, it is important to remember that student unemployment is widespread
(Audretsch & Mahmood, 1994; Gürol & Atsan, 2006; Othman et al.,2006; Koe, 2006)
specifically in senior high students in selected public senior high schools. Since they are
still lack on skills that are needed to have job and lack in entrepreneurial readiness that is
needed to become a successful entrepreneur. This gap can be solved for further research
about skills and intention of senior high school students. However, even though there is a
lot of existing related studies in entrepreneurial skills and intention there still a lack when
it comes in senior high students since some of the study focuses on graduates and
business students.
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To be ready in becoming entrepreneurs especially among senior high students in
selected public senior high schools requires wide understanding when it comes learning
entrepreneurship because through this, they can acquire great knowledge and hone their
skills and intention of becoming entrepreneur.
Accordingly, this research was conducted to examine the entrepreneurial skills
and the entrepreneurial intention to be ready to become entrepreneur among senior high
students in selected public senior high schools in Candelaria, Quezon. Specifically, this
study aimed to identify the key entrepreneurial skills that are important for success in
entrepreneurship and to explore the extent to which senior high school students possess
these skills. Furthermore, this study seeks to understand the factors that influence the
intention of senior high school students to become entrepreneurs. Although, public
schools already have structured plans for their students in learning entrepreneurship, this
study will provide a support on how they can improve entrepreneurial skills and intention
of students to be ready to become entrepreneur.
The findings of this study provide knowledge and benefits to first, grade 12 senior
high school students since it will provide valuable insight into the skills and
competencies that are important for success in entrepreneurship. Second, educators and
policymakers, it will help them to develop programs and initiatives that can foster the
development of these skills among senior high students. Third, future researchers, it will
contribute to the expansion of entrepreneurial skills and intention studies since it can
serve as a related study for them to explore the same topic. Furthermore, the result of this
study helps to inform strategies for promoting entrepreneurship among young people.
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Ultimately, this research study aims to contribute to the development of a more
entrepreneurial society by empowering the next generation of entrepreneurs.
Review of Literature and Studies
The students’ engagement in entrepreneurship assists them in becoming self-
sufficient and channeling their creativity into creating something unique in this
competitive environment. Learning about entrepreneurship and invention improves one's
analytical and logical skills. Hence, the fundamental goal of this education is to educate
this young individual to be ready to become an entrepreneur by developing the skills and
competence obtained in school. Therefore, the researchers gathered related information to
widen the basis for evaluating the entrepreneurial skills and entrepreneurial intentions of
grade 12 senior high students in selected public senior high schools in Candelaria
Quezon.
This section begins with the grade 12 senior high school students' socio-
demographic profile, which includes their age, gender, and specialization. The
entrepreneurial abilities are then followed by five vital components such as problem-
solving, communication, planning, decision-making, and leadership. Furthermore, the
students' entrepreneurial intentions, including attitudes toward becoming entrepreneurs,
subjective norms, and perceived behavioral control, using related literature and studies,
the researchers evaluated and determined the relationship of entrepreneurial skills and
entrepreneurial intentions of students, which will play an important role and provide
support for this study.

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Age
In most parts of the world, twelfth grade, senior year, or grade 12 is the final year
of secondary education. Class 12 or Year 13 are other names for it. Students in most
nations are normally between 17 and 18 (RTV Online, 2021). In the Philippines, grade 12
is the final year of the Senior High School and High School curriculum under the new K-
12 model, which was adopted on June 6, 2011. It is also the final year of high school, as
well as the country's basic and obligatory education, before graduates opt to pursue
postsecondary education (e.g., college or university, which are both used
interchangeably), entrepreneurship, or work. Students are typically between the ages of
17 and 18 (K-12 Primer, 2011). In addition, according to Nellas (2023), in her study
entitled “Developing Entrepreneurial Skills of Grade 11 Students in Samboan National
High School in Samboan Cebu Philippines”, stated that ages ranging from 16-18 years
old of students is crucial in learning entrepreneurial skills because the more they are
matured the more chances they can gain and learned knowledge about entrepreneurship.
Table 1.
Current Education System used since June 6, 2011
School Grade level Ages

Pre-elementary school Kindergarten 5-6
Basic education
Elementary school Grade 1 6-7
Grade 2 7-8
Grade 3 8-9
Grade 4 9-10
Grade 5 10-11
Grade 6 11-12
Junior High School Grade 7 12-13
Grade 8 13-14
Grade 9 14-15
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Grade 10 15-16
Senior High School Grade 11 16-17
Grade 12 17-18
Higher Education
College Varies 18 and up
This table pertains to the current education system in the Philippines which
consists of kindergarten and 12 years of basic education, all of which are mandatory
(Department of Education,2023). Moreover, students also have the choice or option to
enroll in higher education programs to earn a baccalaureate degree (Secondary Education
Regional Information Base, 2009). This table also shows the different ages of students in
every grade level. Thus, this table is relevant in this study since it shows the age of
students, specifically the grade 12 used in this research.
Gender
Gender is one of the key factors studied by different authors in determining the
entrepreneurial skills and intentions of the students. In the previous study of Njoku
(2020), entitled “Student’s Gender as Predictor to their Entrepreneurial skills in Business
Enterprise in Southeast Tertiary Institutions of Nigeria,” reveals that student gender is a
significant predictor to the business management skills, technical, accounting, and ICT
compliance skills in business enterprise so that gender should be considered first before
taken other factors. Additionally, gender is significantly related to entrepreneurial
intention of the students (Karimi et al., 2014). In connection with this theme, according to
Kickul et al. (2008), over the past three decades, women have made significant progress
in entrepreneurship and new venture creation. However, although the number of female
entrepreneurs has increased significantly in recent years, empirical evidence still
indicates that the number of businesses owned by female is significantly lower than the
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number of businesses owned by male, and that twice as many men become entrepreneurs
as do women (Acs et al., 2005; Gupta et al., 2014).
Specialization
The K to 12 Program includes Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]) to provide enough time for concept and skill mastery, to develop
lifelong learners, and to prepare graduates for tertiary education, middle-level skill
development, employment, and entrepreneurship (officialgazette.gov.ph,2023).
Senior High School is a two-year specialized upper secondary education program
in which students select a specialization based on aptitude, interests, and school capacity.
The subjects that will be taken by students in Grades 11 and 12 will be determined by his
or her professional path. Each Senior High School student can pick between three tracks:
Academic, Technical-Vocational-Livelihood, and Sports and Arts. The Academic track is
divided into three sections: Business, Accountancy, and Management (BAM),
Humanities, Education, and Social Sciences (HESS), and Science, Technology,
Engineering, and Mathematics (STEM) (officialgazette.gov.ph,2023). These various
courses, strands, and specialization are designed to help students identify which pathways
best suit their abilities, passions, and skills. So, choosing the proper senior high school
strand will help motivate the students in their future career, because the strands are built
and customized to meet their interests and expand their knowledge, motives, and skills
(mcm.edu.ph, 2022). Thus, every institution ensures that there is a specialization for
every student where they can develop both academic and practical abilities that will help
in the development of their entrepreneurial skills (Nellas, 2023).

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Entrepreneurial Skills
Starting a firm is very difficult without adequate established business abilities. Since
entrepreneurial skills are needed to ensure the perfection of administration of a new firm.
Entrepreneurs can be filled with enthusiasm and have brilliant ideas, but unfortunately, pure
passion is not enough to guarantee the success of creation of new business. A previous study
stated that successful entrepreneurs have both necessary attributes and necessary business skills
(Jibbe, 2018). The business skills that the researcher focused on are problem-solving,
communication skills, planning, decision-making, and leadership skills.
Problem Solving
Problem solving is a basic entrepreneurial skill (Stevenson & Jarillo, 1990). In addition,
Hamzah (2008), defines problem-solving skills as students’ ability in using their thinking process
to solve problems. It is also considered necessary for students to think, especially Senior High
School students because these skills can support students to make correct, systematic, rational
decisions as well as considering various perspectives (Dalyono, 2012). In connection, effective
problem solving requires students to perceive, determine, and solve problems using logical as
well as lateral and creative concepts. In that process, students develop a greater comprehension
of the topic as well as new knowledge and cognition which allows them to decide (Crebert et al.,
2011). Problem-solving skills also serve students not just in their academic or professional
pursuits, but also in developing a positive attitude in dealing with everyday life issues.
Communication skills
According to Lucanus (2017), communication skills are essential for a student’s
academic achievement and future professional opportunities. In today's challenging

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environment, students must not only acquire academic expertise, but also the necessary
skills to improve their education and future employment prospects. He also said that the
quality of communication in student life will determine professional communication later
in life. Furthermore, Lucanus (2017) enumerates the importance of communication skills.
First, he says that good communication allows students to better understand the learning
process by empowering them to ask relevant questions and discuss doubts. Second,
effective verbal communication enhances the socialization process by facilitating new
friendships, which in turn aids the learning process. Overall, communication skills drive
professionalism in speaking styles, ways of expressing oneself and attitudes towards
others, and these qualities will stand students in good stead in their professional lives
especially, when they become entrepreneurs.
Communication is an important factor in the success of student entrepreneurship.
There is a study that explores the role of communication in student entrepreneurship
entitled "Communication and Entrepreneurial Intentions: The Role of Information
Seeking Behavior" by Autio et al. (2023), this study investigates the relationship between
communication and entrepreneurial intentions among university students in Finland. The
study found that students who engaged in more information seeking behavior had higher
entrepreneurial intentions than those who did not. Additionally, the study found that
students who had higher levels of communication skills and social capital were more
likely to engage in information seeking behavior. Generally, the study highlights the
importance of communication skills and information seeking behavior in student
entrepreneurship. The authors suggest that universities and entrepreneurial programs

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should focus on developing communication skills among students to help them succeed
as entrepreneurs.
Planning
Planning skills are crucial for student entrepreneurs to effectively launch and
grow their ventures. There is a study that examines the role of planning skills in student
entrepreneurship entitled “Entrepreneurial intentions and behaviors of students in
Catalonia: The Role of planning skills" by Arimany-Serrat & Lladós-Masllorens (2017),
this study investigates the relationship between planning skills and entrepreneurial
intentions among university students in Catalonia, Spain. The study found that planning
skills had a significant positive effect on students' entrepreneurial intentions. Specifically,
the study found that students who had higher levels of planning skills were more likely to
have stronger entrepreneurial intentions than those who had lower levels of planning
skills. Furthermore, the study suggests that planning skills are particularly important for
student entrepreneurs who face greater uncertainty and risk in their ventures. The authors
argue that effective planning skills can help students identify potential risks and
opportunities, develop a realistic business plan, and successfully launch and grow their
ventures.
Decision-Making
Business activity entails being ready and able to make decisions, solve new issues
in novel ways, take risks, seize opportunities, and adapt flexibly to a changing
environment (Drucker, 1999). So, decision-making skills are essential abilities that
facilitate entrepreneurs in deciding solutions to problems in order to help the business to

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grow and plan for the future by collecting information, making available decisions,
identifying decision-making methods at the right time, and reaching an effective solution
(Herrity,2022). In connection, the K-12 program has a huge impact on the entrepreneurial
skills of the student in the nature that it inspires students to take risks, create projects and
take bold steps to assist in evaluating options and making the best choices by having
activities that result in a far-reaching and long-term impact on young minds and improve
their decision-making abilities. In view of these facts, most of the activities in senior high
school or K-12 programs develop the decision-making skills of the students that actively
promote the entrepreneurial intention of every student. Since, it encourages the students
to think outside the box and cultivate unusual abilities and skills.
Leadership Skills
Leadership is defined as the “art of influencing others”, which in high school refers to
students’ capacity to influence and take over their peers in a positive interactive way. This is
done only through studying and practicing leadership skills and identifying whether a student
possesses the qualities and abilities that qualify him to be a leader and distinguish him from other
students (Naitulie et al., 2012). Moreover, the development of high school students’ leadership
skills is useful for society and an important need for the charges that are taking place in the world
today because high school students represent youth, change, ambition, creativity, efficiency, and
innovation that if invested well, it can contribute to the progress and development of society
(Smborowsk, 2006). In addition, leadership is the art of persuading, influencing, and directing
people to work together to achieve the goals of a group or larger organization. It is very
important for students to gain leadership experience during their studies to acquire the art of
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building relationships within teams, defining identities and effectively completing the tasks. It is
also teaching students on how to recognize and demonstrate good communication and
interpersonal skills (Bishop Tyrrell Anglican College, 2023).
Entrepreneurial Intention
Tubbs & Ekeberg (1991), define intention as a cognitive representation of the
objective or goal one is striving for and the action plan one intends to follow to achieve
that purpose. Based on this, entrepreneurial intention is therefore conceptualized as
attitude toward becoming an entrepreneur, subjective norms, and perceived behavioral
control.
Attitude toward becoming an entrepreneur
Students’ attitude towards entrepreneurship was studied in several countries, each
study focused on several variables and how they affect the attitude of students towards
entrepreneurship. According to Ajzen (1991), attitude is the degree to which an
individual has a positive or negative evaluation of the behavior in issue. In this paper, it
relates to how a student think and feels about entrepreneurship. There are two types of
behavioral attitudes: these are affective and instrumental. Affective attitude relates to
whether a person finds a particular behavior enjoyable. In contrast, instrumental attitude
refers to whether the activity is productive or destructive. The attitude towards
entrepreneurship is an important component concerning the perception of desirability that
affects entrepreneurial intention. Furthermore, attitudes can be viewed as a steppingstone
to entrepreneurial intentions (Hannan et al., 2004), and attitude toward entrepreneurial

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behavior is a strong predictor of entrepreneurial intention and potential (Guzma'n-
Alfonso et al., 2012); therefore, it is important to understand what influences students'
attitudes toward entrepreneurship and how to increase their entrepreneurial intention, as
they will be the next generation of entrepreneurs and the wheel of fortune. Overall,
attitude towards entrepreneurship has a positive impact on entrepreneurial intention
(Santos et al., 2016; Liñan et al., 2011).
Subjective Norms
According to Ajzen (1991), the opinion of major reference groups such as parents,
spouses, friends, and relatives can also affect a person's decision to perform or refrain
from performing specific acts. Ajzen (1991) defines social norms as the perceived social
pressure from family, friends, or important people to engage in entrepreneurial behavior.
This norm is divided into two parts, and these are injunctive and descriptive (Cialdini,
2003). Injunctive norms reflect people's perceptions of what behaviors are approved or
disapproved by others. They assist an individual in determining what is acceptable and
unacceptable social behavior. Descriptive norms involve perceptions of which behaviors
are typically performed. They normally refer to the perception of others' behavior.
Subjective norms can play a significant role in shaping a student's decision to
pursue entrepreneurship. For example, if a student perceives that their family, friends, or
other important people in their life expect them to pursue traditional career paths, they
may be less likely to consider entrepreneurship as a viable option. One study that
examined the role of subjective norms in student entrepreneurship is "Entrepreneurial
intention among university students: The role of perceived subjective norms" by Lee &
Kim (2020), this study investigated the role of subjective norms in shaping the
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entrepreneurial intentions of university students in South Korea. The study found that
perceived subjective norms significantly influenced entrepreneurial intentions among the
students. Specifically, the study found that the more supportive significant others (e.g.,
parents, friends, and faculty members) were perceived to be of entrepreneurship, the
more likely the students were to have entrepreneurial intentions. Moreover, the study also
found that the influence of subjective norms on entrepreneurial intentions was stronger
for students who had higher levels of collectivism (i.e., those who placed a greater
emphasis on group harmony and social relationships) and those who had lower levels of
self-efficacy (i.e., those who doubted their ability to succeed in entrepreneurship).
Overall, the findings of this study highlight the importance of subjective norms in
shaping student entrepreneurial intentions and suggest that promoting a supportive social
environment for entrepreneurship among significant others may encourage more students
to pursue entrepreneurship.
Perceived behavioral control
Ajzen (1991) highlighted the perceived behavioral control as the third and most
important determinant. Ajzen (1991) introduced perceived behavioral control as another
antecedent element that can predict intention and defined it as a "person’s perception of
the ease or difficulty of performing the behavior of interest”. Furthermore, perceived
behavioral control is a two-dimensional construct composed of perceived self-efficacy,
which is based on perceptions of difficulty and confidence, and perceived controllability,
which is based on perceptions of having control over the behavior or the extent to which
the actor is responsible for performing the behavior (Vamvaka et al., 2020). The authors
Santos et al. (2016), as well as Liñan et al. (2011), perceived behavioral control
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influences entrepreneurial intention positively. Generally, the more favorable the attitude
and subjective norms, and the greater the perceived control, it means that the individual's
intention to do the behavior is also stronger (Bosnjak et al., 2020).
The study conducted by Zaidatol (2009) and Ruhle, Mühlbauer, Grünhagen, and
Rothenstein (2010) reveals the effect of perceived behavioural control on students'
entrepreneurial intentions. For instance, the study of Zaidatol (2009) indicates that
"students who need entrepreneurial experience had a higher score on perceived
behavioral control”. Similarly, Ruhle et al. (2010) discovered that "perceived behavioral
control has a significant impact on students' intentions since there is a broad range of
perceived feasibility that might improve entrepreneurial intentions”. Furthermore,
perceived behavioral control has a huge impact in entrepreneurial intentions of Senior
High School students in the reason that it influences the students' willingness to engage in
entrepreneurial activities or take risks in businesses. They are in the last step in high
school, wherein, they are involved in career decision making whether they will continue
to go to college or start a business or both.
Relationship of Entrepreneurial Skills and Entrepreneurial Intention
Several authors have examined entrepreneurial skills and how it relates to
entrepreneurial intentions e.g. (Fini et al.,2009; Sookhtanlo et al. 2009; Liñan,2008). For
instance, according to Fini et al. (2009), entrepreneurial abilities are highly associated
with entrepreneurial intention. Furthermore, Sookhtanlo et al. (2009), discovered that
effective entrepreneurial intention among students is significantly dependent on
entrepreneurial skill. The findings imply that significant entrepreneurial intention among
students can be obtained through the development of appropriate entrepreneurial abilities.

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Similarly, in the study conducted by Liñan (2008), in which he investigated how abilities
and value perception affect entrepreneurial intention using Ajzen’s theory of planned
behavior. Thus, at this point, students' entrepreneurial preparedness as a crucial factor in
encouraging students to pursue careers as entrepreneurs is influenced by entrepreneurial
abilities and intentions. Carsrud and Brännback (2009), who claimed that entrepreneurial
preparedness is determined by one's purposeful intention toward entrepreneurial activity.
Entrepreneur prospects tend to have a good outlook towards entrepreneurial activities.
Also, entrepreneur prospects prefer to have a favorable outlook towards entrepreneurial
activities if they are ready and have what it takes to become successful entrepreneurs.
Theory models
The level of entrepreneurial skills of grade 12 senior high school students was anchor in
the theory model of Francis (2013). This model presents the five essential entrepreneurial skills
that is needed to become entrepreneur which can also be related to the grade 12 students with
various strands.
According to Francis (2013), to be an entrepreneur, the individual should possess various
needed skills. These entrepreneurial skills are problem solving, communication, planning,
decision-making, and leadership (see figure 1).
Figure 1.
5 Essential Entrepreneurial Skills, Francis (2013)

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The first entrepreneurial skills are problem-solving which is needed to be a
successful entrepreneur because the entrepreneur must be able to determine the problem,
then must be able to identify and provide a solution that can be good in others'
perspective, specifically the customer's perspective. Second, he said that entrepreneurs
must be able to communicate clearly. Entrepreneur communication skills are connected
to their ability to be able to interpret, explain and discuss their goods and services. In
connection, entrepreneurs need to be able to express themselves both verbally and non-
verbally to let everyone clearly understand them. Third, planning skills, he stated that an
entrepreneur should have the ability to plan because having a great idea is the first step to
be an entrepreneur. Moreover, planning allows the entrepreneur to prepare for the future.
Fourth, decision making is a very important skill for the entrepreneur because it can help
them to decide what is good for the business. Last, leadership skills the entrepreneur
must have the ability to lead and inspire others to follow. A great leader must be open
minded, that means that he or she should listen to the advice of others to reach common
objectives. Based on the discussion above, the researchers assume that this model is
related to the study because these are the essential entrepreneurial skills that the student
must possess to become a young entrepreneur.
Figure 2.
Theory of Planned Behavior, Ajzen (1991)

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Icek Ajzen established the Theory of Planned Behavior (TPB) to predict human
behavior. According to the TPB, behavioral intention is influenced by attitude toward the
behavior, subjective norm, and perceived behavioral control. The theory's first construct
is behavioral intention, which refers to the motivating variables that influence conduct.
The stronger the intention to engage in a specific behavior, the more likely that behavior
will be performed. The second component is attitude toward the behavior, which is the
degree to which a person evaluates a certain conduct favorably or unfavorably. Attitude is
made up of behavioral beliefs and result assessments. The third concept is a subjective
norm, which is a societal demand to perform or not perform. Subjective norms are
formed by the combination of normative beliefs and incentive to comply. Perceived
behavioral control, which refers to people's perceptions of the ease or difficulty of doing
the activity of interest, is also important in the TPB. Based on this discussion, the
researchers assume that it is relevant in the study since some of the components of this
theory were used to know the entrepreneurial intention of the students.
Figure 3.
Decomposed Theory of Planned Behavior by Hagger & Chatzisarantis (2005)

xxviii
According to Haggar & Chatzisarantis (2005), the theory of planned behavior
addresses attitude in two ways. First, there is instrumental attitude, which is a result of an
individual's consideration of the benefits of a particular behavior. If a person feels that a
certain activity will result in positive results, that person is more likely to develop a desire
to engage in that behavior. The second component of the attitudinal dyad is affective
attitude, which describes how an individual expects to enjoy engaging in a particular
behavior (Hagger & Chatzisarantis, 2005). Individuals are more inclined to engage in the
behavior if they expect to have fun. They also separate subjective norms into injunctive
norms and descriptive norms. Injunctive norms are activities that people believe their
significant others will approve of. Descriptive norms, on the other hand, are the behaviors
that people' friends really engage in. In addition, they stated that perceived behavioral
control (PBC) comprises two components. Self-efficacy and perceived control are two of
these aspects. Self-efficacy refers to how skilled people feel themselves to be in relation
to a particular task. Perceived control, on the other hand, appears to favor controlling
events. Theory of planned behavior, for example, assumes that an individual will conduct
a planned behavior until a controlling event prevents the fulfillment of that intention.
Based on this discussion, the researchers assume that this model is related to the study
because these are the dyad components of antecedent of entrepreneurial intention that is
used to make the students ready when they want to be a young entrepreneur.
Synthesis
In conducting this study, the researchers depend or rely on various relevant
literature and studies to promote entrepreneurial readiness by uncovering vital

xxix
information about entrepreneurial skills and entrepreneurial intentions of grade 12 senior
high school students in selected public schools in Candelaria Quezon.
The related relevant literature and studies in this research explained the concept of
entrepreneurial skills and identified the various components, which are problem-solving,
communication, planning, decision-making, and leadership. Wherein, these skills are the
skills that are essential to success in these field, specifically in entrepreneurship. This
research also consists of entrepreneurial intentions of the students, which include three
different motives and behavior of the students. First, attitudes toward becoming an
entrepreneur which relates on how students think and feels about entrepreneurship, this
attitude comprise two components these are affective and instrumental attitudes. Second,
subjective norms as the perceived social pressure from family, friends, or important
people to engage in entrepreneurial behavior, this norm can be descriptive and injunctive
norms. Finally, self-efficacy and perceived control which are the components of
perceived behavioral control. This behavior defined it as a "person’s perception of the
ease or difficulty of performing the behavior of interest”. This study also discussed the
students' profiles that includes age, gender, and specialization which influences the two
key variables in this study. This study will also examine the association between
entrepreneurial abilities and student intentions, as this is the primary variable required to
be prepared to become an entrepreneur.
The researchers did this study to determine the mastery of entrepreneurial skills of
students and to determine what are their intentions and/or motivations in wanting to be
entrepreneurs. The research study also focuses on the entrepreneurial skills and intentions
of grade 12 senior high students in selected public senior high schools in Candelaria,
xxx
Quezon. In addition, the goal of this study is to evaluate and determine the
entrepreneurial skills and intention of grade 12 senior high school students to be ready to
become an entrepreneur
The researchers believed that the theories used in this study are sufficient and
appropriate to support the data and information presented. And they believed that through
these theories the researchers can create new ideas that are relevant to support and
examine the whole study since they believed that these theories have the same idea as
they would like to discover.
Conceptual Framework
Figure 4.
Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools
in Candelaria Quezon: A Comprehensive Guide in Entrepreneurial Readiness

xxxi
This section illustrates the relationship of variables used in this study. It can be
derived from framework that there are factors affecting the Entrepreneurial Readiness of
Senior High School Students namely (1) Entrepreneurial Skills which includes different
areas such as (a) problem-solving, (b) communication, (c) planning, (d) decision-making
and (e) leadership; and (2) Entrepreneurial Intention with the following factors and/or
behaviors: (a) attitude towards becoming an entrepreneur with sub components such as
(a.1) Affective attitudes, (a.2) instrumental attitudes, (b) Subjective Norms which
includes (b.1) injunctive norms, (b.2) descriptive norms, and (c) perceived behavioral
control with the following factors (c.1) self-efficacy and (c.2) perceived control. Upon
gathering relevant and related studies and literature, the researchers claim that those two
main variables are affected by the senior high school student’s profile which includes
(a) age, (b) gender and (c) specialization.
Limitation of the Study
This research, like many other studies, may have some limitations in terms of
sampling, data collection, and generalization of the findings. Some of the limitations are
the following.
● The data collection is done face-to-face. The researchers used checklist survey
questionnaires to gather information to qualified respondents needed for this study.
● The study cannot examine the population due to cost constraint thus, an appropriate
sample size is used in this study. The researchers carefully planned, calculated, and
selected the sample size from the population. The sample is selected based on Slovin's
formula, and the researchers believed that sample is sufficient to represent the population.
xxxii
● This study focuses on examining the entrepreneurial skills and the Entrepreneurial
intention to become an entrepreneur among grade 12 senior high students in Selected
Public Senior High Schools in Candelaria Quezon. Specifically, this study aims to
identify the key entrepreneurial skills that are important for success in entrepreneurship
and to explore the extent to which senior high school students possess these skills.
Furthermore, this study seeks to understand the factors that influence the intention of
senior high school students to become entrepreneurs and to identify the barriers that may
prevent them from pursuing an entrepreneurial career. The study may only consider a
limited scope of entrepreneurial skills, which could limit the ability to capture the full
range of skills required for success in entrepreneurship.
● This study is conducted only in Selected Public Senior High Schools in Candelaria
Quezon which are Bukal Sur National High School, Dolores Macasaet National High
School, Dr. Panfilo Castro National High School and Sta. Catalina National High School.
It means that results cannot be applied to other area/s with similar setups unless another
study is conducted in that area.
● The respondents involved in this study are the Grade 12 Senior High Students in Selected
Public Senior High Schools in Candelaria Quezon that consists of Bukal Sur National
High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High
School and Sta. Catalina National High School.
Statement of the Problem
1. What is the socio- demographic profile of the Grade 12 Senior High School students in
Bukal Sur National High School in terms of:
1.1 Age;
xxxiii
1.2 Gender; and
1.3 Specialization?
2. What is the level of entrepreneurial skills of the Grade 12 senior high students in selected
public senior high schools in terms of:
2.1 Problem Solving;
2.2 Communication;
2.3 Planning;
2.4 Decision Making; and
2.5 Leadership skills?
3. What is the level of entrepreneurial intentions of Grade 12 senior high students in
selected public senior high schools in terms of:
3.1 Attitude toward becoming an entrepreneur;
3.1.1 Affective attitude
3.1.2 Instrumental attitudes
3.2 Subjective Norms; and
3.2.1 Injunctive norms
3.2.2 Descriptive norms
3.3 Perceived behavioral control?
3.3.1 Self-efficacy
3.3.2 Perceived control
4. Is there any significant relationship between entrepreneurial skills and entrepreneurial
intentions of Grade 12 senior high students in selected public senior high schools?
xxxiv
5. Based on the result, what guide can be formulated to be used by students for
entrepreneurial readiness?
Hypothesis
H 0 1: There is no significant relationship between entrepreneurial skills and
entrepreneurial intention.
CHAPTER II
METHODS
This chapter discusses the research design, research ethics, location of the study,
participants, instruments, data collection processes, research instruments, and data
analysis. These were the methods or procedures that the researchers employed to collect
data for the study.
Research Design
The researchers in this study employed the descriptive method to examine the phenomena
or population being studied. Calderon (2006), described descriptive research as a methodical
technique for gathering, obtaining, interpreting, categorizing and tabulating data about current
conditions activities, processes, trends, and cause-and-effect relationships and then providing
adequate and correct interpretations of such data with or without, or sometimes with limited,
xxxv
statistical approaches. Furthermore, this methodology also focuses on the “what” of the subject
matter rather than “why”. Thus, the researchers assumes that this method is the most suitable in
this study since the researchers aim to know the level of entrepreneurial skills and
entrepreneurial intentions of grade 12 senior high school students in Bukal Sur National High
School who are enrolled for the year 2022-2023.
This type of research design was used by the researchers to get firsthand data from the
respondents in order to draw appropriate conclusions and recommendations for the study. In
connection with this, a direct-data survey through survey questionnaire is used to obtain
trustworthy and sufficient information. To answer the questionnaire the respondents are given
enough time to complete and finish it.
Research Ethics
Ethical norms and principles have several benefits for both researchers and
participants. It included first, it helps to promote the general aims of research, such as the
search for knowledge and the intention to avoid error. Second, ethics promote values that
are central to successful collaboration, including respect, trust, and accountability. Lastly,
this is an important part of holding researchers accountable to societies and communities,
which in turn builds public trust in and support for research. (Boyland, 2020)
The basis of all research is uncompromising honesty in presenting all information
gathered. The researchers of this study will keep the information detailed and accurate
records of primary data as unalterable documentation of the research. Participants remain
anonymous, and the information they provide are carefully handled. The researchers keep
xxxvi
participants' research information confidential. The prospective study participants are
informed about what will be done with their data, and the participant information
document should explicitly state the confidentiality requirement.
Locale of the Study
This research was conducted in Selected Public Senior High Schools in
Candelaria, Quezon which are Bukal Sur National High School, Dolores Macasaet
National High School, Dr. Panfilo Castro National High School and Sta. Catalina
National High School. The respondents are genuine grade 12 Senior High School
students enrolled in the 2022-2023 academic year. The researchers assumed that the
students at this institution had already taken the entrepreneurship course, which is
required to study and build information about entrepreneurial abilities. As a result, they
are qualified to act as a research site for this project, which will evaluate the
entrepreneurial skills and intentions of Senior High School students.
Participants
Sampling method is one of the most important aspects determining the accuracy of a
study. Hence, sampling is defined as a process for selecting a sample from a large group of
population for a specific study purpose (Bhardwaj, 2019). Stratified random sampling method
will be used in this research. This technique selects a sample by dividing a population into
groups based on the strands of students. The researchers believed that it is the most appropriate
and applicable approach for selecting participants in the current study since they targeted Grade
12 Senior High Students in Bukal Sur National High School, Dolores Macasaet National High
School, Dr. Panfilo Castro National High School and Sta. Catalina National High School.
xxxvii
Accordingly, the computed number of respondents that is used are 284 derived from population
of 983.
From the population, the researchers will derive a reasonable sample size using Slovin’s
Formula.
Formula:
Where:
n = Sample size
N = Population Size
e = error of tolerance or margin of error
The researchers used 5% margin of error to decrease the risk accompanied by the sample
of the population as shown at the computation below.
Where:
N = 983
e=5 %
983
n=
1+ 983(0.05)2
n=284
In order to compute the sample size in every strand in public senior high schools
in Candelaria Quezon the researcher used stratified sampling formula.

xxxviii
Formula:
Stratified Random Sampling=Total Sample ¿ ¿ Entire population X Population of Subgroups¿
The table below pertains to the sample size of senior high student from selected
public senior high schools in Candelaria, Quezon which includes Bukal Sur National
School and Sta. Catalina National High School. As stated in the table below, the sample
size in Bukal Sur National High School is forty- four (44) wherein, the eleven (11) of it
are students form ABM, nineteen (19) students from HUMSS, and fourteen (14) students
from TVL and zero (0) in STEM since they do not offer this strand in their school.
In Dolores Macasaet National High School that has 57 sample sizes in which the
twenty-seven (27) students are from ABM and thirty (30) students from HUMSS while
zero (0) in TVL strand because the students from here are not available since they are
busy in their work immersion; and zero (0) in STEM because they also do not offer this
strand.
In Dr. Panfilo Castro National High School that has 55 sample sizes wherein
twenty-two (22) students are from ABM, thirty (30) students from HUMSS and three (3)
students are from TVL, while in STEM is still zero (0) since they also do not offer this
strand.
In Sta. Catalina National High School that has 128 sample size that consist of
fourteen (14) students from ABM, fifty-one (51) students are from HUMSS, fifty (50)
students are from TVL, and thirteen (13) students are from STEM.
Table 2.
xxxix
Respondents in Selected Public Senior High Schools in Candelaria, Quezon
Selected Public Senior High ABM HUMSS TVL STEM Sample

Schools in Candelaria
Quezon
Bukal Sur National High 11 19 14 0 44
School
Dolores Macasaet National 27 30 0 0 57
High School
Dr. Panfilo Castro National 22 30 3 0 55
High School
Sta. Catalina National High 14 51 50 13 128
School
TOTAL 74 130 67 13 284
Instruments
The main instrument of this study will be a checklist survey questionnaire
including a five-point Likert-type scale. The questions were developed using a model
during the literature review and some theoretical models. The questionnaire is divided
into three sections. The first section includes inquiries concerning the socio-demographic
profile of Grade 12 Senior High School students in Public Schools in Candelaria Quezon
which are Bukal Sur National High School, Dolores Macasaet National High School, Dr.
Panfilo Castro National High School and Sta. Catalina national High School. The second
section comprises questions about the level of entrepreneurial skills of Grade 12 Senior
High School students. This is used to determine how skilled the students are in terms of
entrepreneurship. The final section includes questions concerning the level of

xl
entrepreneurial intentions. Wherein, these questions are designed to learn about the
students' motivations for becoming young entrepreneurs.
Data-Gathering Procedures
To gather the information required for the study, the researchers adapted majority
of the questions and constructed some of it to form a set of standardized questions to
guarantee that all data is presented in such a way that they generate the information that is
required to comprehend the study. These questionnaires help bring greater structure to the
research, which can help maximize the success of whatever researchers are trying to
investigate and answer.
Researchers will distribute the well-designed questionnaires face-to-face through
checklist survey questionnaires and after the accomplishment of the survey, the
researchers will analyze and interpret the data given by the respondents.
Data Analysis
As soon as the information was obtained from the respondents, it will be safely checked,
processed, and analyzed. To assess quantitative data, descriptive statistics were utilized. In
addition, the research questions serve as the foundation for data analysis.
1. Evaluation and Scoring.
The researchers will apply Likert’s five-point grading to measure the attitude,
knowledge, and perceptions, values, and behavioral changes of senior high school students in
xli
public schools. A Likert-type scale consists of a set of statements from which respondents
can select to rate their responses to evaluative questions (Vogt, 1999).
Table 3.
Likert’s five-point evaluation and scoring
RATING SCALE INTERVALS VERBAL

INTERPRETATION
1 1.00 – 1.49 VERY LOW

2 1.50 – 2.49 LOW
3 2.50 – 3.49 SOMEWHAT HIGH
4 3.50 – 4.49 HIGH
5 4.50 – 5.00 VERY HIGH
2. Statistical Treatment of Data
A. Percentage - the researchers will start with evaluating the socio-demographic
profile of senior high school students in selected public schools using
frequency distribution and percentage statistics.
Formula:
Where:
P = percentage
f = frequency of responses
xlii
N = total number of respondents
B. Weighted Mean - this statistical method was utilized to determine the
entrepreneurial skills and intentions of senior high school students in selected
public schools. The responses will be interpreted according to appropriate
point scale based on the nature of the data employed in this study.
Formula:
Where:
𝑊 = weighted mean
𝑛 = number of terms to be average
w i = weights applied to x value
X i = data values to be averaged
C. T-test – this will be used to compare two different sets of values. It is
generally performed on a small set of data. T-test is generally applied to
normal distribution which has a small set of values. This test compares the
mean of two samples. T-test uses means and standard deviations of two
samples to make comparison.
Formula:
xliii
Where:
Table 4.
Scale of Significance
SIGNIFICANCE LEVEL SPECIFICATION
p ¿ 0.05 Not Significant

p ≤ 0.05 Significant
p ≤ 0.01 Very Significant
p ≤ 0.001 Highly Significant
Statistical treatment per component of SOP
In connection with the statement of the problem, the researchers will apply the
following methods to interpret the data gathered:
Problem no. 1: Frequency distribution and percentage statistics.
Problem no. 2 & 3: Weighted mean
Problem no. 4: T-Test

xliv
CHAPTER III
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of gathered data through the research
instruments provided for the study in determining “Entrepreneurial Skills and Intention of Grade
12 Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon”. Data
xlv
were reflected in the form of graphs and tables and were organized according to research
problems.
PART I. Basic information of Grade 12 Senior High students
Problem No. 1: What is the socio- demographic profile of the Grade 12 Senior High School
students in Bukal Sur National High School in terms of:
The quantitative research results of the study are summarized as follows:
1. Name/Section of the Participants
On this question, researchers gave the students the freedom to choose whether to
not to complete it, as the information of this question would not be used. As mentioned in
the research instrument of this study, respondents were assured that the information that
was obtained would be treated as confidential and that the results would be used for
research purposes only.
2. Age
The purpose of this question is to determine the age of each participant, wherein
the age of students may determine the level of their entrepreneurial skills and intention
that influence them in becoming an entrepreneur.
The age of the Grade 12 Senior High students is presented in figure 4.

xlvi
Figure 4. Age of Grade 12 Senior High Students in Selected

Senior High Schools in Candelaria, Quezon
3%
23% 16-18 yrs old
19-21 yrs old
22 yrs old and above
74%
Figure 4 shows the age of grade 12 senior high students in selected public senior high
schools in Candelaria, Quezon. This data gives the age of students in senior high school. As
what the graph indicates, seventy-four percent (74%) or two hundred nine (209) students
from selected senior high schools has the age of 16-18 years old, and twenty-three percent
(23%) or sixty-five (65) students has the age of 19-21 years old, while the remaining three
percent (3%) or ten students (10) has the age of 22 years old and above.
3. Gender
The purpose of this question is to determine the sexuality of students in selected
public senior high schools in Candelaria, Quezon.
Figure 5. Gender of Grade 12 Senior High Students in Selected

Public Senior High Schools in Candelaria, Quezon
43%
Male
57%
Female
xlvii
Figure 5. shows the gender reference of the respondents, which stated that forty-
three percent (43%) or one hundred twenty-one (121) students are male, while the
remaining fifty-seven percent (57%) or one hundred sixty-three (163) students are
female.
It means that most of the respondents of this study are female who were from
different public schools in Candelaria, Quezon.
In order to show more specific information regarding gender, the researchers
provide other graphs that will show concrete and more detailed information
Figure 6. Male Senior High Students in Selected Public Senior

High Schools in Candelaria, Quezon
Bukal Sur National High
School
15% Dolores Macasaet Na-
tional High School
44%
21% Dr. Panfilo Castro Na-
tional High School
Sta. Catalina National
20%
High School
Figure 6. shows the percentage of male senior high student from selected public
senior high schools in Candelaria, Quezon. The table above indicates that the fifteen
percent (15%) or eighteen (18) male students are from Bukals Sur National High School,
twenty-one percent (21%) or twenty-six (26) male students are from Dolores Macasaet
National High School, twenty percent (20%) or twenty-four (24) male students are from
xlviii
Dr. Panfilo Castro National High School, and the remaining forty-four percent (44%) or
fifty-three (53) male students are from Sta. Catalina National High School.
This means that the Sta. Catalina National High School has the largest number of
male respondents in this study.
Figure 7. Female Senior High Students in Selected Public Senior

High Schools in Candelaria, Quezon
School
tional High School
19%
tional High School
19%
High School
Figure 7. shows the percentage of female senior high student from selected public
senior high schools in Candelaria, Quezon. The table above indicates that the sixteen
percent (16%) or twenty-six (26) female students are from Bukals Sur National High
School, nineteen percent (19%) or thirty-one (31) female students are from Dolores
Macasaet National High School, and Dr. Panfilo Castro National High School, and the
remaining forty-six percent (46%) or seventy-five (75) female students are from Sta.
Catalina National High School.
This means that the Sta. Catalina National High School has the largest number of
female respondents in this study.

xlix
4. School
The purpose of this question is to know the specific location of the participants.
Figure 8. Grade 12 Senior High Students in Selected Public

Senior High Schools in Candelaria, Quezon
School
tional High School
45% Dr. Panfilo National
20%
High School
19% Sta. Catalina National
High School
Figure 8. shows the percentage of grade 12 senior high students from selected public
senior high schools in Candelaria, Quezon. This figure stated that sixteen percent (16%) or forty-
l
four (44) senior high students are from Bukal Sur National High School, the twenty percent
(20%) or fifty-seven (57) students are from Dolores Macasaet National High School, the
nineteen percent (19%) or fifty-five students (55) are from Dr. Panfilo National High School,
while the remaining forty-five percent (45%) or one hundred twenty-eight was from Sta. Catalina
National High School.
This means that the majority of the respondents of this study was from Sta. Catalina
National High School.
5. Specialization
The purpose of this question is to know the specific strand or specialization of the
students.
Figure 9. Specialization of Grade 12 Senior High Students in Se-

lected Public Senior High Schools in Candelaria Quezon
Accountancy, Business and
Management (ABM)
4%
24% 26% Humanities and Social
Sciences (HUMSS)
Technical - Vocational -
Livelihood (TVL)
46%
Science, Technology,
Engineering and Mathe-
mathics
li
Figure 9. shows the overall percentage of specialization of grade 12 senior high
students in selected public senior high schools in Candelaria, Quezon. This figure
indicates that the twenty-six percent (26%) or seventy-four students (74) from different
public school in Candelaria, Quezon are ABM students, forty-six percent (46%) or one
hundred thirty (130) are HUMSS students, and twenty-four percent (24%) or sixty-seven
(67) are TVL students and the remaining four percent (4%) or thirteen (13) are STEM
students.
Thus, most of the respondents of this study are students who are taking up
Humanities and Social Sciences as their specialization.
In order to show more specific information regarding specialization or strands that
offer by different schools, the researchers provide other graphs that will show concrete
and more detailed information.
Figure 10. Grade 12 - ABM Senior High Students in Selected

Public Senior High Schools in Candelaria Quezon
School
19% 15% Dolores Macasaet Na-
tional High School
Dr. Panfilo Castro Na-
30% 36% tional High School
High School
lii
Figure 10. show the Grade 12 – ABM senior high students in selected public
senior high schools in Candelaria, Quezon. This figure stated that the fifteen percent
(15%) or eleven (11) students are from Bukal Sur National High School, thirty-six
percent (36%) or twenty-seven (27) students are from Dolores Macasaet National High
School, thirty percent (30%) or twenty-two (22) students are from Dr. Panfilo Castro
National High School, while the remaining nineteen percent (19%) or fourteen students
are from Sta. Catalina National High School.
It means that the Dolores Macasaet National High School has the biggest number
of respondents when it comes in this specialization which is Accountancy, Business and
Management (ABM).
Figure 11. Grade 12 - HUMSS Senior High Students in Selected

School
39% tional High School
tional High School
23%
High School
liii
Figure 11. show the Grade 12 – HUMSS senior high students in selected public
senior high schools in Candelaria, Quezon. This figure indicates that fifteen percent
(15%) or nineteen (19) students are from Bukal Sur National High School, then both
twenty- three percent (23%) or thirty (30) students are from Dolores Macasaet National
High School and Dr. Panfilo Castro National High School, while the remaining thirty-
nine percent (39%) or fifty-one (51) students are from Sta. Catalina National High
School.
It means that the Sta. Catalina National High School has the largest number of
respondents when it comes in this specialization which is Humanities and Social
Sciences.
Figure 12. Grade 12 - TVL Senior High Students in Selected

School
tional High School
4% Dr. Panfilo National
High School
75% Sta. Catalina National
High School
liv
Figure 12. show the Grade 12 – TVL senior high students in selected public
senior high schools in Candelaria, Quezon. This figure stated that the twenty-one percent
(21%) or fourteen (14) students are from Bukal Sur National High School, zero percent
(0%) for Dolores Macasaet National High School since the student from here are not
available because they are busy in their work immersion. Then, four percent (4%) or
three students from Dr. Panfilo Castro National High School and the remaining seventy-
five percent (75%) or fifty students (50) are from Sta. Catalina National High School.
This means that Sta. Catalina National High School has the largest number of
respondents when it comes in this specialization which is Technical-Vocational-
Livelihood (TVL).
lv
Figure 13. Grade 12 - STEM Senior High Students in Selected

School
Dolores Macasaet Na-
tional High School
Dr. Panfilo Castro Na-
tional High School
100%
High School
Figure 13. show the Grade 12 – STEM senior high students in selected public
senior high schools in Candelaria, Quezon. This figure indicates that the three schools
which are Bukal Sur National High School, Dolores Macasaet National High School and
Dr. Panfilo National High School got zero percent (0%) respondent in this specialization
because they do not offer this strand. This means that Sta. Catalina National High School
is the only public school which offer this specialization which have thirteen (13) students
who participate in this study.
Thus, Sta. Catalina has the largest number of respondents in Science, Technology,
Engineering and Mathematics since it got one hundred percent (100%).
In order to show more detailed information about specialization of grade 12 senior
high students, the researcher make a table that will show a summarized information about
to the number of respondents per strand in each selected public senior high schools in
Candelaria, Quezon.
lvi
Table 3.
Specialization in Selected Public Senior High Schools in Candelaria, Quezon
ABM % HUMS % TVL % STEM % SAMPLE

S SIZE
BSNHS 11 15% 19 15% 14 21% 0 0% 44
DMNHS 27 36% 30 23% 0 0% 0 0% 57
DPCNHS 22 30% 30 23% 3 4% 0 0% 55
SCNHS 14 19% 51 39% 50 75% 13 100% 128
TOTAL 74 100% 130 100% 67 100% 13 100% 284
The table above pertains to the sample size of senior high student from selected
public senior high schools in Candelaria, Quezon which includes Bukal Sur National
School and Sta. Catalina National High School. As stated in the table below, the sample
size in Bukal Sur National High School is forty- four (44) wherein, the fifteen percent
(15%) or eleven (11) of it are students form ABM, fifteen percent (15%) or nineteen (19)
students from HUMSS, and twenty-one percent (21%) or fourteen (14) students from
TVL and 0 in STEM since they do not offer this strand in their school.
In Dolores Macasaet National High School that has 57 sample sizes in which the
thirty six percent (36%) or twenty-seven (27) students are from ABM and twenty-three
percent (23%) or thirty (30) students from HUMSS while zero (0) in TVL strand because
the students from here are not available since they are busy in their work immersion; and
zero (0) in STEM because they also do not offer this strand.
lvii
In Dr. Panfilo Castro National High School that has 55 sample size wherein the
thirty percent (30%) or twenty-two (22) students are from ABM, twenty-three percent
(23%) or thirty (30) students from HUMSS and four percent (4%) or three (3) students
are from TVL, while in STEM is still zero (0) since they also do not offer this strand.
In Sta. Catalina National High School that has 128 sample size that consist of
nineteen percent (19%) or fourteen (14) students from ABM, thirty-nine percent (39%) or
fifty-one (51) students are from HUMSS, seventy-five percent (75%) or fifty (50)
students are from TVL, and thirteen (13) students are from STEM.
PART II. Level of Entrepreneurial Skills of Grade 12 Senior High Students
Problem No. 2: What is the level of entrepreneurial skills of the Grade 12 senior high students in
selected public senior high schools in terms of:
Table 4.
PROBLEM- VL L SH H VH WM VERBAL RANK OVERALL

SOLVING INTERPRETATION RANKING
STATEMENT 1 16 23 140 84 21 3.25 SOMEWHAT HIGH 5
OVERALL WEIGTHED MEAN 3.34 SOMEWHAT HIGH 5
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
in Candelaria, Quezon in terms of Problem-Solving Skills

lviii
Table 4. shows the data about the Level of Entrepreneurial Skills of Grade 12
Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon in
terms of Problem-Solving. As shown in the table, Statement 4 “I can generate and give
different solutions when it comes in problem-solving” ranked no. 1 with a weighted mean of 3.43
and verbal interpretation of Somewhat High. Statement 5 “I have effective problem-solving
skills” ranked no. 2 with a weighted mean of 3.40 and verbal interpretation of Somewhat High.
Statement 2 “I can be critical and reflective in thinking” ranked no. 3 with a weighted mean of
3.35 and verbal interpretation of Somewhat High. Statement 3 “I have strong and analytical
skills” ranked no. 4 with a weighted mean of 3.28 with a verbal interpretation of Somewhat
High. Statement no. 1 “I can generate and give different solutions when it comes in problem-
solving” ranked no. 5 with the weighted mean of 3.25 with a verbal interpretation Somewhat
High.
lix
In general, the problem-solving skills of Grade 12 Senior High Students in
Selected Public Senior High Schools in Candelaria, Quezon, having an overall weighted
mean of 3.34 with a verbal interpretation of Somewhat High, ranked no. 5 as the highest
level of entrepreneurial skills of senior high students to be ready to become entrepreneur.
Table 5.
COMMUNICATION VL L SH H VH WM VERBAL RANK OVERALL

SKILLS INTERPRETATION RANKING
STATEMENT 1 5 29 54 120 76 3.82 HIGH 1
in Candelaria, Quezon in terms of Communication Skills
terms of Communication Skills. As shown in the table, Statement 1 “I can communicate
with others and listen with an open and positive attitude” ranked no. 1 with a weighted
mean of 3.82 with a verbal interpretation of High. Statement 2 “I can effectively
communicate in verbal and non-verbal ways” ranked no. 2 with a weighted mean of 3.41
with a verbal interpretation of Somewhat High. Statement 5 “I can effectively use
gestures and facial expressions when talking” ranked no. 3 with a weighted mean of 3.37
with a verbal interpretation of Somewhat High. Statement 4 “I can get the attention of
lx
others and convince them easily” ranked no. 4 with a weighted mean of 3.31 with a
verbal interpretation of Somewhat High. Statement 3 “I can speak English fluently”
ranked no. 5 with a weighted mean of 3.08 with a verbal interpretation of Somewhat
High.
In general, the communication skills of Grade 12 Senior High Students in
Table 6.
PLANNING SKILLS VL L SH H VH WM VERBAL RANK OVERALL

INTERPRETATION RANKING
STATEMENT 1 6 28 122 104 24 3.39 SOMEWHAT HIGH 2.5
STATEMENT 5 4 26 86 124 44 3.63 HIGH 1
lxi
in Candelaria, Quezon in terms of Planning Skills
terms of Planning Skills. As shown in the table, Statement 5 “To achieve goals, I plan all
the steps to be followed” ranked no. 1 with a weighted mean of 3.63 with a verbal
interpretation of High. Statement 1 “I can generate ideas” and Statement 2 “I always
plan everything” both ranked no. 2.5 with a weighted mean of 3.39 with a verbal
interpretation of Somewhat High. Statement 4 “I know I can set my short-term and long-
term goals” ranked no. 4 with a weighted mean of 3.38 with a verbal interpretation of
Somewhat High. Statement 3 “I like to set goals and targets to feel challenged” ranked
no. 5 with a weighted mean of 3.37 with a verbal interpretation of Somewhat High.
lxii
In general, the planning skills of Grade 12 Senior High Students in Selected
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.43 with a verbal interpretation of Somewhat High, ranked no. 2 as the highest level of
entrepreneurial skills of senior high students to be ready to become entrepreneur.
Table 7.
DECISION-MAKING VL L SH H VH WM VERBAL RANK OVERALL

in Candelaria, Quezon in terms of Decision -Making
terms of Decision - Making. As shown in the table, Statement 3 “I make decision by
considering others’ opinions” ranked no. 1 with a weighted mean of 3.48 with a verbal
interpretation of Somewhat High. Statement 1 “I can make effective decisions regarding
business in the future and Statement 4 “I remain calm when I need to make decisions
quickly” both ranked no. 2.5 with a weighted mean of 3.45 with a verbal interpretation of
Somewhat High Statement 5 “I rely on gut feelings when making decision” ranked no. 4
lxiii
with a weighted mean of 3.40 with a verbal interpretation Somewhat High. Statement 2
“I plan as fast as possible” ranked no. 5 with a weighted mean of 3.32 with a verbal
interpretation Somewhat High.
In general, the decision-making skills of Grade 12 Senior High Students in
Table 8.
LEADERSHIP SKILLS VL L SH H VH WM VERBAL RANK OVERALL

STATEMENT 2 19 31 74 78 82 3.61 HIGH 1
STATEMENT 3 10 24 106 95 49 3.52 HIGH 2
in Candelaria, Quezon in terms of Leadership Skills
terms of Leadership Skills. As shown in the table, Statement 2 “As a leader, I am willing
to listen in any suggestions from others about how to do things differently” ranked no. 1
with a weighted mean of 3.61 with a verbal interpretation of High. Statement 3 “I can
lxiv
convince people to overcome conflicts and work as a team to achieve a particular result”
ranked no. 2 with a weighted mean of 3.52 with a verbal interpretation High. Statement 5
“I am often chosen as a leader in school or professional activities” ranked no. 3 with a
weighted mean of 3.46 with a verbal interpretation of Somewhat High. Statement 4 “I
can encourage people to perform tasks for which they are motivated” ranked no. 4 with a
weighted mean of 3.45 with a verbal interpretation of Somewhat High. Statement 1 “I
can lead and motivate others” ranked no. 5 with a weighted mean of 3.38 with a verbal
interpretation of Somewhat High.
In general, the leadership skills of Grade 12 Senior High Students in Selected
entrepreneurial skills of senior high students to be ready to become entrepreneur.
PART III. Level of Entrepreneurial Intention of Grade 12 Senior High Students
Problem No. 3 What is the level of entrepreneurial intentions of Grade 12 senior high students
in selected public senior high schools in terms of:
Table 9.
A. ATTITUDE TOWARD BECOMING ENTREPRENEUR

AFFECTIVE VL L SH H VH WM VERBAL RANK OVERALL
ATTITUDE INTERPRETATION RANKING
STATEMENT 1 8 19 110 93 54 3.58 HIGH 3
STATEMENT 2 4 19 85 91 85 3.82 HIGH 1
STATEMENT 3 7 19 114 70 74 3.65 HIGH 2
OVERALL WEIGTHED MEAN 3.69 HIGH 1
lxv
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
School in Candelaria, Quezon in terms of Attitude Toward becoming Entrepreneur (Affective
Attitude)
Table 9. shows the data about the Level of Entrepreneurial Intention of Grade 12
terms of a.) attitude toward becoming entrepreneur that consist of Affective Attitude. As
shown in the table, Statement 2 “If I had the opportunity and resources, I would love to
start a business” ranked no. 1 with a weighted mean 3.82 with a verbal interpretation of
High. Statement 3 “Being an entrepreneur would give me great satisfaction” ranked no.
2 with a weighted mean of 3.65 with a verbal interpretation of High. Statement 1 “A
career as an entrepreneur is totally attractive to me” ranked no. 3 with a weighted mean
of 3.58 with a verbal interpretation of High.

lxvi
In general, the affective attitude of Grade 12 Senior High Students in Selected
3.69 with a verbal interpretation of High, ranked no. 1 as the highest level of
entrepreneurial intention of senior high students to be ready to become entrepreneur.
Table 10.
A. ATTITUDE TOWARD BECOMING ENTREPRENEUR

INSTRUMENTAL VL L SH H VH WM VERBAL RANK OVERALL
ATTITUDE INTERPRETATION RANKING
STATEMENT 3 5 19 119 100 41 3.54 HIGH 1
School in Candelaria, Quezon in terms of Attitude Toward becoming Entrepreneur
(Instrumental Attitude)
terms of a.) attitude toward becoming entrepreneur that consist of Instrumental Attitude.
As shown in the table, Statement 3 “Being an entrepreneur gives more positive than
negative outcomes” ranked no. 1 with a weighted mean of 3.54 with a verbal
interpretation of High. Statement 1 “Being an entrepreneur implies more advantages
than disadvantages to me” ranked no. 2 with a weighted mean of 3.49 with a verbal
interpretation of Somewhat High. Statement 2 “Entrepreneurship would present more

lxvii
upside than downside” ranked no. 3 with a weighted mean of 3.41 with a verbal
In general, the instrumental attitude of Grade 12 Senior High Students in Selected
Table 11.
School in Candelaria, Quezon in terms of Subjective Norms (Injunctive Norms)
B. SUBJECTIVE NORMS
INJUNCTIVE VL L SH H VH WM VERBAL RANK OVERALL
NORMS INTERPRETATION RANKING
STATEMENT 2 14 24 88 107 51 3.55 HIGH 1
terms of b.) subjective norms that consist of injunctive norms. As shown in the table,
Statement 2 “My immediate family would approve of the decision to start a business”
ranked no. 1 with a weighted mean of 3.55 with a verbal interpretation of High.
Statement 1 “My friends would approve of my decision to start a business” ranked no. 2
with a weighted mean of 3.45 with a verbal interpretation of Somewhat High. Statement 3
lxviii
“My colleagues would approve of the decision to start a business” ranked no. 3 with a
weighted mean of 3.37 with the verbal interpretation of Somewhat High.
In general, the injunctive norms of Grade 12 Senior High Students in Selected
Table 12.
School in Candelaria, Quezon in terms of Subjective Norms (Descriptive Norms)
B. SUBJECTIVE NORMS
DESCRIPTIVE VL L SH H VH WM VERBAL RANK OVERALL
NORMS INTERPRETATION RANKING
STATEMENT 1 15 68 128 48 25 3 SOMEWHAT HIGH 2
terms of b.) subjective norms that consist of descriptive norms. As shown in the table,
Statement 2 “My professional goal is to be an entrepreneur because almost all my
colleagues want to be entrepreneurs” ranked no. 1 with a weighted mean of 3.24 with a
verbal interpretation of Somewhat High. Statement 1 “My friend is starting a business, so
I want to start a business” ranked no. 2 with a weighted mean of 3 with a verbal

lxix
In general, the descriptive norms of Grade 12 Senior High Students in Selected
Table 13.
School in Candelaria, Quezon in terms of Perceived Behavioral Control (Self-Efficacy)
C. PERCEIVED BEHAVIORAL CONTROL

SELF-EFFICACY VL L SH H VH WM VERBAL RANK OVERALL
terms of c.) perceived behavioral control that consist of self-efficacy. As shown in the
table, Statement 3 “I am confident that I would succeed as an entrepreneur” ranked no. 1
with a weighted mean of 3.44 with a verbal interpretation of Somewhat High. Statement 1
“If I wanted to, I could easily pursue a career as an entrepreneur” ranked no. 2 with a
weighted mean of 3.32 with a verbal interpretation of Somewhat High. Statement 2 “If I
tried to start a business, I would have a high chance of being successful” ranked no. 3
with a weighted mean of 3.29 with a verbal interpretation of Somewhat High.

lxx
In general, the self-efficacy of Grade 12 Senior High Students in Selected Public
Senior High Schools in Candelaria, Quezon, having an overall weighted mean of 3.35
with a verbal interpretation of Somewhat High, ranked no. 4 as the highest level of
Table 14.
School in Candelaria, Quezon in terms of Perceived Behavioral Control (Perceived Control)
A. PERCEIVED BEHAVIORAL CONTROL

PERCEIVED VL L SH H VH WM VERBAL RANK OVERALL
CONTROL INTERPRETATION RANKING
terms of c.) perceived behavioral control that consist of perceived control. As shown in
the table, Statement 3 ‘As an entrepreneur, I would have complete control over the
situation” ranked no. 1 with the weighted mean of 3.41 with a verbal interpretation of
Somewhat High. Statement 1 “I can control the creation process of a new firm” ranked
no. 2 with a weighted mean of 3.24 with a verbal interpretation of Somewhat High.
Statement 2 “The number of events outside my control which could prevent me from
lxxi
being an entrepreneur are very few” ranked no. 3 with a weighted mean of 3.18 with a
verbal interpretation of Somewhat High.
In general, the perceived control of Grade 12 Senior High Students in Selected
PART IV. Accepting/Rejecting Hypothesis
Problem No. 4: Is there any significant relationship between entrepreneurial skills and
entrepreneurial intentions of Grade 12 senior high students in selected public senior high
schools?
In order to test the research hypothesis, T-test was used to determine if there is
significant relationship between entrepreneurial skills and entrepreneurial intentions of
Grade 12 senior high students in selected public senior high schools.
STD.
STD. ERROR T- CRITICAL T-TEST (p-
VARIABLES MEAN VARIANCE
DEVIATION OF STAT. VALUE value)
MEAN
ENTREPRENEURIAL
SKILLS 194.008 7.8584 1.5717 61.7549
3.2706 1.7109 0.001617631
ENTREPRENEURIAL
INTENTION 131.7440 92.6825 18.5365 8590.0484
Table 15.
Relationship of Entrepreneurial Skills and Entrepreneurial Intention of Grade 12 senior high
students in selected public senior high schools
This table shows the results of T-test of entrepreneurial skills and entrepreneurial
intention of Grade 12 Senior High Students in selected public senior high schools in
lxxii
Candelaria, Quezon. Wherein, it has t-score of 3.2706 and critical value of 1.7109 which
rejected the null hypothesis of this study since the t-score is higher than the critical value.
In addition, this table shows the result of T-test p-value is 0.001617631 which is less than
in alpha 0.05 level of significance which can be interpreted highly significant. Therefore,
the researchers concluded that there is a significant relationship between entrepreneurial
skills and entrepreneurial intention entrepreneurial readiness of the students.
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATION

lxxiii
This chapter presents the summary of findings, generated conclusions, and offers
recommendations based on the analysis of the results obtained from the study.
Conclusions that are made were based on the results of the study and recommendations
were formulated based on the given conclusions.
Summary of Findings
1. Basic information of Grade 12 Senior High students
Name or Section of the Participants
Researchers gave the students the freedom to choose whether to not to complete it, as the
information of this question would not be used.
Age
 16 – 18 years old – seventy-four percent (74%)
 19 – 21 years old – twenty-three percent (23%)
 22 years old and above - three percent (3%)
Gender
Gender of Grade 12 Senior High Students in Selected Public Senior High Schools in
Candelaria, Quezon
 Male – forty-three percent (43%)
 Female – fifty-seven percent (57%)
In order to show more specific information regarding gender of selected public senior
high schools in Candelaria, Quezon the researchers provide other graphs that will show
concrete and more detailed information.

lxxiv
Male Senior High Students in Selected Public Senior High Schools in Candelaria,
Quezon
 Bukal Sur National High School - fifteen percent (15%)
 Dolores Macasaet National High School - twenty-one percent (21%)
 Dr. Panfilo Castro National High School - twenty percent (20%)
 Sta. Catalina National High School. - forty-four percent (44%)
Female Senior High Students in Selected Public Senior High Schools in
Candelaria, Quezon
 Bukals Sur National High School - sixteen percent (16%)
 Dolores Macasaet National High School - nineteen percent (19%)
 Dr. Panfilo Castro National High School - nineteen percent (19%)
 Sta. Catalina National High School. - forty-six percent (46%)
School
 Bukals Sur National High School - sixteen percent (16%)
 Dolores Macasaet National High School - twenty percent (20%)
 Dr. Panfilo Castro National High School - nineteen percent (19%)
 Sta. Catalina National High School. – forty-five percent (45%)
Specialization
lxxv
Specialization of Grade 12 Senior High Students in Selected Public Senior High
Schools in Candelaria Quezon
 Accountancy, Business and Management (ABM) - twenty-six percent (26%)
 Humanities and Social Sciences (HUMSS) - forty-six percent (46%)
 Technical-Vocational-Livelihood (TVL) - twenty-four percent (24%)
 Science, Technology, Engineering, Mathematics (STEM) - four percent (4%)
In order to show more specific information regarding specialization or strands that
offer by different schools, the researchers provide other graphs that will show concrete
and more detailed information.
Grade 12 - ABM Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
 ABM in Bukal Sur National High School - fifteen percent (15%)
 ABM in Dolores Macasaet National High School - thirty-six percent (36%)
 ABM in Dr. Panfilo Castro National High School - thirty percent (30%)
 ABM in Sta. Catalina National High School - nineteen percent (19%)
Grade 12 - HUMSS Senior High Students in Selected Public Senior High Schools
in Candelaria Quezon
 HUMSS in Bukal Sur National High School - fifteen percent (15%)
 HUMSS in Dolores Macasaet National High School - twenty- three percent (23%)
 HUMSS in Dr. Panfilo Castro National High School - twenty- three percent (23%)
 HUMSS in Sta. Catalina National High School – thirty-nine percent (39%)

lxxvi
Grade 12 - TVL Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
 TVL in Bukal Sur National High School - twenty-one percent (21%)
 TVL in Dolores Macasaet National High School - zero percent (0%)
 TVL in Dr. Panfilo Castro National High School - four percent (4%)
 TVL in Sta. Catalina National High School - seventy-five percent (75%)
Grade 12 - STEM Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
 STEM in Bukal Sur National High School - zero percent (0%)
 STEM n Dolores Macasaet National High School - zero percent (0%)
 STEM in Dr. Panfilo Castro National High School - zero percent (0%)
 STEM in Sta. Catalina National High School – one hundred percent (100%)
2. Level of Entrepreneurial Skills of Grade 12 Senior High Students
 Problem – Solving –ranked no. 5 in overall ranking of entrepreneurial skills, with a
weighted mean of 3.34 with a verbal interpretation of “Somewhat High”
 Statement no. 1 “I can generate and give different solutions when it comes in
problem-solving” ranked no. 5 with the weighted mean of 3.25 with a verbal
interpretation Somewhat High.
 Statement 2 “I can be critical and reflective in thinking” ranked no. 3 with a
weighted mean of 3.35 and verbal interpretation of Somewhat High.

lxxvii
 Statement 3 “I have strong and analytical skills” ranked no. 4 with a weighted
mean of 3.28 with a verbal interpretation of Somewhat High.
 Statement 4 “I can generate and give different solutions when it comes in
problem-solving” ranked no. 1 with a weighted mean of 3.43 and verbal
 Statement 5 “I have effective problem-solving skills” ranked no. 2 with a
weighted mean of 3.40 and verbal interpretation of Somewhat High.
 Communication Skills - ranked no. 4 in overall ranking of entrepreneurial skills, with a
weighted mean of 3.40 with a verbal interpretation of “Somewhat High”
 Statement 1 “I can communicate with others and listen with an open and positive
attitude” ranked no. 1 with a weighted mean of 3.82 with a verbal interpretation
of High.
 Statement 2 “I can effectively communicate in verbal and non-verbal ways”
ranked no. 2 with a weighted mean of 3.41 with a verbal interpretation of
Somewhat High.
 Statement 3 “I can speak English fluently” ranked no. 5 with a weighted mean of
3.08 with a verbal interpretation of Somewhat High.
 Statement 4 “I can get the attention of others and convince them easily” ranked
no. 4 with a weighted mean of 3.31 with a verbal interpretation of Somewhat
High.
 Statement 5 “I can effectively use gestures and facial expressions when talking”
Somewhat High.
lxxviii
 Planning Skills - ranked no. 2 in overall ranking of entrepreneurial skills, with a
weighted mean of 3.43 with a verbal interpretation of “Somewhat High”.
 Statement 1 “I can generate ideas” ranked no. 2.5 with a weighted mean of 3.39
with a verbal interpretation of Somewhat High.
 Statement 2 “I always plan everything” ranked no. 2.5 with a weighted mean of
 . Statement 3 “I like to set goals and targets to feel challenged” ranked no. 5 with
a weighted mean of 3.37 with a verbal interpretation of Somewhat High.
 Statement 4 “I know I can set my short-term and long-term goals” ranked no. 4
with a weighted mean of 3.38 with a verbal interpretation of Somewhat High.
 Statement 5 “To achieve goals, I plan all the steps to be followed” ranked no. 1
with a weighted mean of 3.63 with a verbal interpretation of High.
 Decision – Making - ranked no. 3 in overall ranking of entrepreneurial skills, with a
 . Statement 1 “I can make effective decisions regarding business in the future”
ranked no. 2.5 with a weighted mean of 3.45 with a verbal interpretation of
Somewhat High.
 . Statement 2 “I plan as fast as possible” ranked no. 5 with a weighted mean of
3.32 with a verbal interpretation Somewhat High.
 Statement 3 “I make decision by considering others’ opinions” ranked no. 1 with
 Statement 4 “I remain calm when I need to make decisions quickly” ranked no.
2.5 with a weighted mean of 3.45 with a verbal interpretation of Somewhat High.
lxxix
 Statement 5 “I rely on gut feelings when making decision” ranked no. 4 with a
weighted mean of 3.40 with a verbal interpretation Somewhat High.
 Leadership Skills - ranked no. 1 in overall ranking of entrepreneurial skills, with a
 Statement 1 “I can lead and motivate others” ranked no. 5 with a weighted mean
of 3.38 with a verbal interpretation of Somewhat High.
 Statement 2 “As a leader, I am willing to listen in any suggestions from others
about how to do things differently” ranked no. 1 with a weighted mean of 3.61
with a verbal interpretation of High.
 Statement 3 “I can convince people to overcome conflicts and work as a team to
achieve a particular result” ranked no. 2 with a weighted mean of 3.52 with a
verbal interpretation High.
 Statement 4 “I can encourage people to perform tasks for which they are
motivated” ranked no. 4 with a weighted mean of 3.45 with a verbal interpretation
of Somewhat High.
 Statement 5 “I am often chosen as a leader in school or professional activities”
Somewhat High.
3. Level of Entrepreneurial Intention of Grade 12 Senior High Students
A. Attitude toward becoming an entrepreneur
 Affective Attitude - ranked no. 1 in overall ranking of entrepreneurial intention, with a
weighted mean of 3.69 with a verbal interpretation of “High”.

lxxx
 Statement 1 “A career as an entrepreneur is totally attractive to me” ranked no. 3
with a weighted mean of 3.58 with a verbal interpretation of High.
 Statement 2 “If I had the opportunity and resources, I would love to start a
business” ranked no. 1 with a weighted mean 3.82 with a verbal interpretation of
High.
 Statement 3 “Being an entrepreneur would give me great satisfaction” ranked
no. 2 with a weighted mean of 3.65 with a verbal interpretation of High.
 Instrumental Attitude - ranked no. 2 in overall ranking of entrepreneurial intention, with
a weighted mean of 3.48 with a verbal interpretation of “Somewhat High”.
 Statement 1 “Being an entrepreneur implies more advantages than disadvantages
to me” ranked no. 2 with a weighted mean of 3.49 with a verbal interpretation of
Somewhat High.
 Statement 2 “Entrepreneurship would present more upside than downside”
Somewhat High.
 Statement 3 “Being an entrepreneur gives more positive than negative outcomes”
ranked no. 1 with a weighted mean of 3.54 with a verbal interpretation of High.
B. Subjective Norms
 Injunctive Norms- ranked no. 3 in overall ranking of entrepreneurial intention, with a
 Statement 1 “My friends would approve of my decision to start a business”
Somewhat High.
lxxxi
 Statement 2 “My immediate family would approve of the decision to start a
business” ranked no. 1 with a weighted mean of 3.55 with a verbal interpretation
of High. Statement 1 “My friends would approve of my decision to start a
business” ranked no. 2 with a weighted mean of 3.45 with a verbal interpretation
of Somewhat High.
 Statement 3 “My colleagues would approve of the decision to start a business”
ranked no. 3 with a weighted mean of 3.37 with the verbal interpretation of
Somewhat High.
 Descriptive Norms- ranked no. 6 in overall ranking of entrepreneurial intention, with a
 Statement 1 “My friend is starting a business, so I want to start a business”
ranked no. 2 with a weighted mean of 3 with a verbal interpretation of Somewhat
High.
 Statement 2 “My professional goal is to be an entrepreneur because almost all
my colleagues want to be entrepreneurs” ranked no. 1 with a weighted mean of
C. Perceived Controllability
 Self-efficacy - ranked no. 4 in overall ranking of entrepreneurial intention, with a
 Statement 1 “If I wanted to, I could easily pursue a career as an entrepreneur”
Somewhat High.
lxxxii
 . Statement 2 “If I tried to start a business, I would have a high chance of being
successful” ranked no. 3 with a weighted mean of 3.29 with a verbal
 Statement 3 “I am confident that I would succeed as an entrepreneur” ranked no.
1 with a weighted mean of 3.44 with a verbal interpretation of Somewhat High.
 Perceived control - ranked no. 5 in overall ranking of entrepreneurial intention, with a
 Statement 1 “I can control the creation process of a new firm” ranked no. 2 with
 Statement 2 “The number of events outside my control which could prevent me
from being an entrepreneur are very few” ranked no. 3 with a weighted mean of
 Statement 3 ‘As an entrepreneur, I would have complete control over the
situation” ranked no. 1 with the weighted mean of 3.41 with a verbal
4. The correlation of Grade 12 Senior High Student’s entrepreneurial skills and
entrepreneurial intention.
The t-test p value for the relation between entrepreneurial skills and entrepreneurial
intentions was 0.001617631. This is statistically significant in 0.05. Thus, the researchers rejected
the null hypothesis and therefore concluded that there is significant relationship between
entrepreneurial skills and entrepreneurial intention of grade 12 senior high students in selected
public senior high schools in Candelaria, Quezon.

lxxxiii
Conclusion
After evaluating the findings of the study, the following conclusions were drawn.
1. According to the data gathered, majority of Grade 12 Senior High Students in Selected
Public Senior High Schools in Candelaria are sixteen (16) to eighteen (18) years of age.
Moreover, most of the participants are female senior high students. Almost of the
respondents of this research are from Sta. Catalina National High School since they have
the greatest number of students among the three public schools. In addition, most of the
respondents of this study are students who are taking up Humanities and Social Sciences
(HUMSS) as their specialization.
2. Based on the information gathered, the level of entrepreneurial skills of Grade 12 senior
high students are:
a.) According to the result, students are skilled enough when it comes in problem-
solving pertaining that they can generate and give different solutions, they can be
critical and reflective in thinking, they also have enough analytical skills and
enough ability in finding creative solutions to the problem they encounter.
b.) Communication skills, senior high students have high skills in terms of
communicating with others and listening with an open and positive attitude.
c.) Planning skills, these students have high skills when it comes in achieving goals
since they are planning all the steps that they must followed.
d.) Decision-making, these senior high students are skilled enough pertaining that
they can make effective decisions regarding business in the future, they can
decide as fast as possible, they can make decision by considering other’s opinions,
lxxxiv
they can remain calm when they need to make decisions quickly and they can rely
on their gut feeling when making decision.
e.) Leadership skills in which senior high students in selected public senior high
schools have high skills in since as a leader they are willing to listen to any
suggestions from other people about how to do things differently and convincing
people to overcome conflicts and work as a team to achieve a particular result.
In general, according to the results from the data gathered, the grade 12 senior high
students from selected public senior high schools have enough skills when it comes in
entrepreneurial skills. However, to be a successful entrepreneur these students should
improved and hone their skills even more, because the higher skilled they become the
more chances they can start a business.
3. The result of the level of entrepreneurial intention of Grade 12 senior high students in
selected public senior high schools in Candelaria, Quezon in terms of:
a.) Attitude toward becoming entrepreneur that consist of 1.) affective attitude shows
that senior high students have high intention in becoming entrepreneur because
according to the collected information they are totally attractive in the career as an
entrepreneur, they would like also to put up a business when they had the
opportunity, and because for them being an entrepreneur would give great
satisfaction. 2.) Instrumental attitude, students have high intention in becoming
entrepreneur because based on the result they believed that being an entrepreneur
will give more positive than negative outcomes.
b.) Subjective Norms which include 1.) injunctive norms pertains that grade 12
students have high intention in being an entrepreneur if their immediate family

lxxxv
would approve on their decision to start a business. 2.) Descriptive norms,
students have slight intention in becoming an entrepreneur in the reason that their
decision would be based on what their friends and colleagues. Since according to
the result students wants to start a business if their friends and colleagues want to
put up a business and want to be an entrepreneur.
c.) Perceived controllability that consists of 1.) self – efficacy in which grade 12
senior high students have quite intention in becoming entrepreneur because based
on the gathered data if they wanted to, they could easily pursue a career as an
entrepreneur, they are also confident that if they tried to start a business, they
would have high chance of being successful. 2.) Perceived control, in which these
students have enough intention in starting a business or becoming entrepreneur
since based on the results they believed that they can control the creation of their
new firm, and they believed that the number of events outside of their control
which could prevent them from being an entrepreneur are very few. Lastly, they
believed that they have complete or full control over the business or situation.
In general, based on the result students from selected public senior high schools have
intention to be entrepreneur. However, to become a real entrepreneur students should
have high eagerness and intention to be ready to become an entrepreneur because deeper
intention will lead to deeper determination.
4. Based on the tabulated statistic computation showing that the p-value is 0.001617631
meaning the result is significant at p <0.05. On the other hand, the entrepreneurial skills,
and entrepreneurial intentions of grade 12 senior high students in selected public senior
lxxxvi
high school in Candelaria, Quezon are highly significant, thus the study found that there
is significant relationship between these two variables.
Recommendations
Based on the conclusions, the following recommendations were formulated.
1. To grade 12 senior high students, since the entrepreneurship have a great help on them
in developing their entrepreneurial skills and increasing their entrepreneurial intentions,
they should continue to understand and learned well about this subject because it will
help them in preparing their selves in becoming entrepreneur in the future. It will also
help them to explore more about their skills and abilities that can equip them to be a
successful entrepreneur.
2. To educators and school policymakers, they are responsible in teaching and making
well policy for the sake of their students. So, through the help of this study the
researchers recommend them to develop programs and initiatives that can foster the
development of the skills among senior high students because that is the way in boosting
and increasing the level of entrepreneurial skills and intention of the students that will
help them to be ready to be entrepreneur.
3. To future researchers, more research must be done in other areas in order to increase its
applicability and significance. So, the researchers recommended to expand the study into
further subjects to determine whether entrepreneurship can contribute to the expansion of
knowledge regarding entrepreneurial skills and intention studies since it can serve as a
related study for them to explore the same topic.

lxxxvii
Entrepreneurial Readiness Program (ERP)
The entrepreneurial readiness program is an educational program for senior high
students. This program is the answer for those students who want to have advanced
lessons and improvement. With ER program session every Saturdays, the students
become better and active in terms of entrepreneurship. Moreover, this program is
designed to provide students with the additional education, knowledge, and skills they
need to be ready to become entrepreneurs.
Table. 16
Program Registration
PROGRAM OBJECTIVES PLAN OF ACTIONS

COMPOSITION
Registration Process To let the students be aware Provide enrollment form for
of the registration process students who are participating
in the program.
Posting of Official To give sense of Utilization of social media in
Participants accomplishments and posting (e.g., Facebook,
recognition for participating. Instagram & etc.).
Table 16 shows the guide for registration process in Entrepreneurial Readiness
Program of senior high students. This part will serve as their steppingstone to hone their
skills and knowledge regarding entrepreneurship.
Table. 17
Entrepreneurial Readiness Program Design

COMPOSITION
Orientation To create a welcoming Discuss information about
environment for students and Entrepreneurial Readiness
parents and encourage in Program (ERP).
lxxxviii
them a positive attitude

towards ERP. Discuss the program policies.
To inform the students on

what should they expect in
this program.
To provide information on
the rules, and regulations, of
this program.
Actual Classes and activities To increase their Depending on the capacity of
entrepreneurial competence. public schools’ facilities and
providing equipment needed
To encourage the spirit of in the class.
self-employment among
grade 12 senior high students Assign task that will increase
and the development of their entrepreneurship skills
businesses. and give enough activities
and assignments based on
To help them to be ready to their needs and capacities.
become entrepreneur.
Always acknowledge and
praise the students in every
improvement that they got in
the class.
Entrepreneurial Club To help students to have a Provide students with the

great way in connecting with opportunity to learn about
other students with different entrepreneurship and business
strand who are interested in ideas to their peers.
entrepreneurship and learn
from guest speakers and
advisors.
Attending entrepreneurial To learn from successful Provide students a valuable

events and conferences entrepreneurs and get inspired insights, experience, and
by their stories. networking opportunities.
Regular Entrepreneurial To determine whether the Provide an assessment form

Readiness Assessment students are ready to start where the students can
their own business. answer multiple questions
regarding entrepreneurship.
To know if the students are
motivated in becoming
entrepreneur.
lxxxix
To know their concerns

regarding this program and
address the problem they
have encountered.
Team Building Activities To enhance students’ Implement games and

entrepreneurial skills and activities which is stress
intentions or motivations and reliever but valuable and
build a strong bond among insightful at the same time.
other students with different
strands. Provide budget for prizes and
other expenses.
To relieve the stress and
fatigue of students by giving
them a fun and meaningful
rest from their schoolwork’s
and activities.
Table 17 shows the prescribed guide for Entrepreneurial Readiness Program. This
part will be the students’ foundation in improving their entrepreneurial skills and
intention to be ready to become entrepreneur. Wherein, this section serves as a special
part in conducting this program. Since, aside from actual classes and activities; and other
important events and activities as well as assessments such as entrepreneurial club and
entrepreneurial conferences, are suggested in order to provide good opportunities and
learning benefits. entrepreneurial readiness assessment in order to assess if the students as
ready to become entrepreneur. This program is response to their needs because the study
showed that there should have high improvements to be ready to become entrepreneur.
Table. 18
Awarding of Participation
COMPOSITION
Awarding of certificates To formally recognize the Award the certificate of
xc
participation, hard works, and participation in

efforts of students. Entrepreneurial Readiness
Program in every student and
recognized the most
performing students in the
program, if applicable.
Provide a simple token of

appreciation for their effort to
learn and improve to be ready
to become entrepreneur.
Students Satisfaction To know the program’s areas Provide solutions and actions
Survey of improvement and to based on the survey. Make
enhance learning experience. some adjustments if
necessary.
Table 18 shows the prescribed guide on giving awards of participation and other
awards for top performing students after the completion of the said program. Giving this
kind of opportunity and recognition for the students lead to learner engagement. This
event will boost their confidence level as a student since they received an award as their
token for completing the program. Moreover, the student’s satisfaction survey which
seeks to evaluate the school’s performance and effectiveness after the program.
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xcvii
APPENDICES
xcviii
APPENDIX A
DEFINITION OF TERMS
The following terms were defined conceptually so that the readers will be guided on.
Attitude. Define as the way of thinking or feeling of an individual in intrepreneurship.
Communication Skills. it is the ability that is crucial for becoming an entrepreneur since this is
the needed skills to communicate with other people especially to the client.
Decision-Making. it is essential abilities that facilitate entrepreneurs in deciding solutions to
problems to help the business to grow.
Entrepreneurship. It is the subject or course that hone the skills and knowledge of students.
Entrepreneur. It is the person who owned a business.
Entrepreneurial Skills. These are the set of abilities that a person should possess to be
entrepreneur.
Entrepreneurial Intention. This is the drive or motivation of a person to start a business and
become entrepreneur.
Entrepreneurial Readiness. It is the state where the individual is prepared to be an
entrepreneur in which they have skills and intention to put up a business.
Gender. It is the characteristics of person that differs to other people.
Leadership Skills. It is the ability of an individual to lead a group of people to achieve goals.
xcix
Planning Skills. It is the ability of a person to think and plan an action before during certain
works.
Perceived behavioral control. It is the perception of a person on the ease or difficulty of
performing the behavior of interest.
Problem-Solving. It is the skill in which an individual can think critically and creatively when it
comes in solving problems.
Specialization. It is the strand or specialized course of the students.
Subjective Norms. These are the factors that affects the intention of the students to start a
business.
c
APPENDIX B
LETTER TO THE RESPONDENTS
Dear Respondents,
Greetings!
We, the 4th-year students taking up Bachelor of Science in at Tayabas Western
Academy are currently conducting a research study as our final requirements. Our research
entitled “Entrepreneurial Skills and Intentions of Grade 12 Senior High Students in Selected
Public Senior High Schools in Candelaria, Quezon”
In line with the thrust of this study, we would like to request for your participation to be
our respondents in the said research study. Your honest and sincere answer to our questionnaire
will certainly contribute so to our goal to come up with a credible and reliable research.
Rest assured that all of your responses will be kept with utmost confidentiality and will
only be used for this study.
We anticipate with deepest gratitude, your favorable response to the scholarly matter.
Thank you so much!
Respectfully yours,
MS. ZUSETTE H. COSICO
MS. JANINE MONIQUE A. TATEL
MS. MARIA CRISTA MAE M. UMALI
Researchers
Noted by:
MR. JAYPEE D. DE VILLA, LPT, DBA Candidate

Research Adviser
ci
APPENDIX C
LETTER FOR THE PRINCIPALS
Tayabas Western Academy

Founded 1928
Recognized by the Government
COLLEGE DEPARTMENT
Candelaria, Quezon
May 22, 2023
VIOLETA T. CATAPIA
Principal
Bukal Sur National High School
Buenavista West, Candelaria, Quezon
Ma’am Atienza:
This is to request permission from your good office to allow the conduct of research in your
school, the Dolores Macasaet National High School.
The research is entitled "Entrepreneurial Skills and Intention of Grade 12 Senior High
Students in Selected Public Senior High Schools in Candelaria, Quezon". This research will
assess the entrepreneurial skills and intentions of graduating senior high school students for the
academic year 2022–23. The objective of the research is to assess the areas of entrepreneurship
that need enhancement and seek solutions to strengthen our students' ability to become
successful entrepreneurs.
Rest assured that data gathering will be conducted at the most convenient time for our learner-
respondents, and no class will be disrupted by this research.
Attached herewith is the research questionnaire for your perusal.
We look forward to your favorable response.
Sincerely yours,
Ms. Zusette H. Cosico

Ms. Janine Monique A. Tatel
Ms. Maria Crista Mae M. Umali MR. JAY PEE D. DE VILLA, LPT, DBA Candidate
Researchers Adviser
cii

Founded 1928
COLLEGE DEPARTMENT
Candelaria, Quezon
ANALYN V. ATIENZA
Principal
Dolores Macasaet National High School
Brgy. Pahinga Norte, Candelaria, Quezon
Ma’am Atienza:
school, the Dolores Macasaet National High School.
Sincerely yours,

Researchers Adviser
ciii

Founded 1928
COLLEGE DEPARTMENT
Candelaria, Quezon
NELIA B. ESPIRITU
Principal
Dr. Panfilo Castro National High School
Brgy. Mangilag Norte Candelaria, Quezon
Ma’am Espiritu:
school, the Dr. Panfilo Castro National High School.
Sincerely yours,

Researchers Adviser
civ

Founded 1928
COLLEGE DEPARTMENT
Candelaria, Quezon
BUENAVENTURA D. LUCES
Principal
Sta. Catalina National High School
Brgy. Sta. Catalina Sur, Candelaria, Quezon
Ma’am Espiritu:
school, the Dr. Panfilo Castro National High School.
Sincerely yours,

Researchers Adviser
APPENDIX D
cv
RESEARCH QUESTIONNAIRE
PART I. Basic information of Grade 12 Senior High students
Name/Section: (optional)________________________________________
Direction: Kindly check (☑) the appropriate box that corresponds to your answer.
Age: 16 - 18yrs old 19 - 21yrs old 22yrs old and above
Sex: Male Female
School: Bukal Sur National High School

Dolores Macasaet National High School
Dr. Panfilo National High School
Sta. Catalina National High School
Specialization: Accountancy, Business and Management (ABM)

Humanities and Social Sciences (HUMSS)
Technical-Vocational-Livelihood (TVL)
Others _______________________________
PART II. Level of Entrepreneurial Skills of Grade 12 Senior High Students

Direction: The statements below is a list of an entrepreneurial skills of senior high school
students in selected public school. Read each of the following statements and check (☑) your
answer with a comprehensive understanding.
Legends: 1 Very low
2 Low
cvi
3 Somewhat high
4 High
5 Very high
Problem solving 1 2 3 4 5 Citations

1. I can generate and give Developed by
different solutions when it Authors
comes in problem-solving.
2. I can be critical and
reflective in thinking.
3. I have strong analytical
skills.
4. I always find creative Rocha & Freitas
solutions to the problem I (2014)
encounter.
5. I have effective problem- Gustavo et al.
solving skills. (2017)
Communication Skills
1. I can communicate with Developed by
others and listen with an open Authors
and positive attitude.
2. I can effectively
communicate in verbal and
non-verbal ways.
3. I can speak English
fluently.
4. I can get the attention of Nellas (2023)
others and convince them
easily.
5. I can effectively use S. Hacıcaferoğlu,
gestures and facial (2014)
expressions when talking.
Planning 1 2 3 4 5
1. I can integrate ideas. Ignacio et al.
(2016)
2. I always plan everything. Schmidt &
Bohnenberger
(2009); Rocha &
Freitas (2014)
3. I like to set goals and Gustavo et al.
targets to feel challenged. (2017)
4. I know I can set my short-
term and long-term goals.
cvii
5. To achieve goals, I plan all Rocha & Freitas

the steps to be followed. (2014)
Decision-making
1. I can make effective Hidayet &
decisions regarding business Zincirkıran, (2014)
in the future.
2. I plan as fast as possible. Chegg
3. I make decision by
considering others' opinions.
4. I remain calm when I need
to make decisions quickly.
5. I rely on “gut feelings”
when making decisions.
Leadership
1. I can lead and motivate Nellas (2023)
others.
2. As a leader, I am willing to L. N. S. Perera &
listen to any suggestions from S.A.C.L. Senarath,
others about how to do things (2016)
differently.
3. I can convince people to Schmidt &
overcome conflicts and work Bohnenberger
as a team to achieve a (2009); Rocha &
particular result. Freitas (2014)
4. I can encourage people to Schmidt &
perform tasks for which they Bohnenberger
are unmotivated. (2009)
5. I am often chosen as a Schmidt &
leader in school or Bohnenberger
professional activities. (2009); Rocha &
Freitas (2014)
PART III. Level of Entrepreneurial Intentions of Grade 12 Senior High Students

Direction: The statements below is a list of an entrepreneurial skills of senior high school
students in selected public school. Read each of the following statements and check (☑) your
answer with a comprehensive understanding.
Legends: 1 Very low
2 Low
3 Somewhat high
4 High
5 Very high
cviii
A. Attitude toward becoming entrepreneur Citations

Affective attitude 1 2 3 4 5
1. A career as an Liñán, F., & Chen,
entrepreneur is totally Y.-W. (2009)
attractive to me.
2. If I had the opportunity
and resources, I would love
to start a business.
3. Being an entrepreneur
would give me great
satisfaction.
Instrumental attitude
1. Being an entrepreneur Liñán, F., & Chen,
implies more advantages than Y.-W. (2009)
disadvantages to me.
2. Entrepreneurship would Maes, J., Leroy, H.,
present more upside than & Sels, L. (2014)
downside.
3. Being an entrepreneur Developed by
gives more positive than Authors
negative outcomes.
B. Subjective norms
Injunctive norms
1. My friends would approve Mmakgabo (2014)
of my decision to start a
business.
2. My immediate family
would approve of the
decision to start a business.
3. My colleagues would
approve of the decision to
start a business
Descriptive norms
1. My friend is starting a Developed by
business, so I want to start a Authors
business too.
2. My professional goal is to
be an entrepreneur because
almost all my colleagues
want to be entrepreneurs.
C. Perceived behavioral control
Self- efficacy
1. If I wanted to, I could Kolvereid, L., &
easily pursue a career as an Isaksen, E. (2006)
cix
entrepreneur.
2. If I tried to start a business, Guerrero et al.
I would have a high chance (2009)
of being successful.
3. I am confident that I would Grundstén et al.
succeed as an entrepreneur. (2001)
Perceived control
1. I can control the creation Liñán, F., & Chen,
process of a new firm. Y.-W. (2009)
2. The number of events Kolvereid, L., &
outside my control which Isaksen, E. (2006)
could prevent me from being
an entrepreneur are very few.
3. As an entrepreneur, I
would have complete control
over the situation.
APPENDIX E
cx
VALIDATOR’S STATEMENT
ENTREPRENEURIAL SKILLS AND INTENTION OF GRADE 12 SENIOR HIGH
STUDENTS IN SELECTED PUBLIC SENIOR HIGH SCHOOLS IN CANDELARIA
QUEZON
Name:_______________________________________________________________________
Degree:______________________________________________________________________
Position:______________________________________________________________________
No. of years in teaching:_________________________________________________________
To the evaluator: Please check the appropriate box for your ratings.
Scale: 5 - Excellent 4 - Very-Good 3 – Good 2– Fair 1 -
Poor
(Adopted from Davao Institute for Educational Research Development & Consultancy)
5 4 3 2 1
1. Clarity and direction of items.
The vocabulary level, language, structure, and conceptual level of
participants. The test directions and the items written in a clear and
understandable manner.
2. Presentation and Organization of Items.
The items are presented and organized in a logical manner.
3. Sustainability of Items.
The item appropriately presented the substance of the research.
The questions are designed to determine that are supposed to be
measured.
4. Adequateness of the Content.
The number of questions per area is a representative enough to all
the questions needed for the research.
5. Attainment of Purpose.
The instrument as a whole fulfills the objectives needed for the
research.
6. Objective.
Each item questions requires only one specific answer or measure,
only one behavior is or no aspects of the questionnaires suggests
in the past of the researchers.
7. Scale and Evaluating Rating.
The scale adapted is appropriate for the item.
REMARKS:___________________________________________________________________
_________________________________________________________________
_____________________________
Signature Over Printed Name
cxi
APPENDIX F
STATISTICIAN’S STATEMENT
This is to certify that this undergraduate thesis entitled “ENTREPRENEURIAL SKILLS
AND INTENTION OF GRADE 12 SENIOR HIGH STUDENTS IN SELECTED PUBLIC
SENIOR HIGH SCHOOLS IN CANDELARIA QUEZON” prepared and submitted by Zusette
H. Cosico, Janine Monique A. Tatel and Maria Crista Mae M. Umali in partial fulfilment of the
requirements for the degree of Bachelor of Science in Accountancy has been statistically
reviewed, read, and examined, given recommendation and was thoroughly edited by the
undersigned.
Issued this ______day of__________ 2023.
_______________________
Research statistician
cxii
APPENDIX G
LINGUIST’S STATEMENT
This is to certify that the undersigned has reviewed and went through all the pages of the
thesis entitled entitled “ENTREPRENEURIAL SKILLS AND INTENTION OF GRADE 12
SENIOR HIGH STUDENTS IN SELECTED PUBLIC SENIOR HIGH SCHOOLS IN
CANDELARIA QUEZON” by Zusette H. Cosico, Janine Monique A. Tatel and Maria Crista
Mae M. Umali, aligned with the set of structural rules that govern the composition of sentences,
phrase, and words in the English language.
Issued this _____ day of __________ 2023.
_______________________
Grammarian
cxiii
Research Blueprint
Thesis Title : Entrepreneurial Skills and Intention of
Grade 12 Senior High Students in Selected
Public Senior High Schools in Candelaria
Quezon
Type of Research (Qualitative/Quantitative) : Quantitative
Number of references used in REVLIST : 38
Number of Theory model/s used :3
Respondents : 983
Sample size : 284
Year : 2023
Researchers : Cosico, Zusette H.
Tatel, Janine Monique A.
Umali, Maria Crista Mae M.

cxiv
Statement of the Problem (SOP) Locator
Factors/Variables (the one Review of Theory Models (figure
being asked/itemized in Literatures/Studies number, model name,
your SOP) (Author, year, and page author, and year)
number)
Socio- demographic profile
Age RTV Online (2021), pp. 3
K-12 Primer (2011), pp. 4
Lorna L. Nellas (2023), pp. 4
Gender Julie Uba Njoku (2020), pp. 5
S. Karimi, H. J. A. Biemans,
T. Lans, M. Chizari, M.
Mulder (2014), pp. 6
J. Kickul, F. Wilson, D.
Marlino, S. D. Barbarosa
(2008), pp. 6
Z. Acs, P. Arenius, M. Hay,
M. Minniti (2005), pp. 6
V. K. Gupta, A. B. Goktan,
G. Gunay (2014), pp. 6
Specialization
cxv
Officialgazett (2023), pp. 6 &
mcm.edu.ph (2022), pp. 7
Lorna L. Nellas (2023), pp. 7
Entrepreneurial Skills Holwerda Jibbe (2018), pp. 7 Figure 1, Abey Francis
(2013)
Problem-solving Stevenson & Jarillo (1990),
pp. 7
Hamzah B. U. (2008), pp. 7
Dalyono M. (2012), pp. 7
Crebert G. Patrick C. J.
Cragnolini V, Smith C.
Worsfolod K. and Webb F.
(2011), pp. 8
Anton Lucanus (2017), pp. 8
Minna Autio, Erkko Autio,
and Jenni-Erica Latvala
(2023), pp. 8
Nurra Arimany-Serrat, and
Planning Josep Llados-Masllorens
(2017), pp. 9
cxvi
Peter F. Drucker (1999), pp.
10
Decision-making Jenifer Herrity (2020), pp. 10
Naitulie, K., Naitulie, G., &
Wegulo, F. (2012), pp. 10

Leadership
Smborowsk (2006), pp. 11
Bishop Tyrell Angelican
College (2023), pp. 11

cxvii
Entrepreneurial Intention Tubbs, M. E., & Ekeberg, S. Figure 2, Icek Ajzen (1991)
E. (1991), pp. 11 Figure 3, Hagger and
Chatzisarantis (2005)
Attitude toward becoming an Icek Ajzen (1991), pp. 11
entrepreneur Hannan, M., Hazlett, S.-A.,
Leitch, C. (2004), pp. 12
GuzmaŃ-Alfonso, C.,
&amli; GuzmaŃ-Cuevas,
J.N. (2012), pp. 12
Santos, F. J., Roomi, M. A.,
& Liñán, F. (2016), pp. 12
Liñán, F., Rodríguez-Cohard,
J. C., & Rueda-Cantuche, J.
M. (2011), pp. 12
Icek Ajzen (1991), pp. 12
Subjective Norms Cialdini, Robert (2003), pp.
12
Yoon J. Lee & Soyeon Kim
(2020), pp. 13
Icek Ajzen (1991), pp. 13

Vasiliki Vamvaka,
cxviii
Chrysostomos
Stoforos, Theodosios
Palaskas Charalamos Botsaris
(2020), pp. 13
Santos, F. J., Roomi, M. A.,
& Liñán, F. (2016), pp. 13
Liñán, F., Rodríguez-Cohard,
J. C., & Rueda-Cantuche, J.
M (2011), pp. 13
Bosnjak, M., Ajzen, I. &
Schmidt, P. (2022), pp. 14
Zaidatol (2009), pp. 14
Ruhle, Mühlbauer,
Grünhagen, and Rothenstein
(2010), pp. 14
Relationship of Fini, R., Grimaldi, R.,
Entrepreneurial Skills and Marzocchi, G. L., & Sobrero,
Entrepreneurial Intention M. (2009), pp. 14
Sookhtanlo, M., Rezvanfar,
A., Hashemi, S. M., & Karaj,
I. (2009), pp. 14
Liñan F. (2008), pp. 14

cxix
Conceptual Framework Matrix
Conceptual Framework No. Adopted from (ideas derived from):
(include a percentage of Review of Theory Model/s (figure
ideas copied/derived from Literatures/Studies number, model name,
REVLIST and Theory (Ideas/Variables copied, author, and year)
Models) Author, year, and page
number)
Research Paradigm (Figure 4) 40% from REVLIST 60% from Theory Models
Socio-demographic Profile: Figure 1, Abey Francis
Age (2013)
RTV Online (2021), pp. Figure 2, Icek Ajzen (1991)
3 Figure 3, Hagger and
K-12 Primer (2011), pp. Chatzisarantis (2005)
Lorna L. Nellas (2023),
pp. 4
cxx
Gender
Julie Uba Njoku (2020),
pp. 5
S. Karimi, H. J. A.
Biemans, T. Lans, M.
Chizari, M. Mulder
(2014), pp. 6
J. Kickul, F. Wilson, D.
Marlino, S. D. Barbarosa
(2008), pp. 6
Z. Acs, P. Arenius, M.
Hay, M. Minniti (2005),
pp. 6
V. K. Gupta, A. B.
Goktan, G. Gunay
(2014), pp. 6
Specialization
Officialgazett (2023), pp.
6&7
mcm.edu.ph (2022), pp.
Lorna L. Nellas (2023),

cxxi
pp. 7
Entrepreneurial Skills:
Problem-solving
Stevenson & Jarillo
(1990), pp. 7
Hamzah B. U. (2008),
pp. 7
Dalyono M. (2012), pp.
Crebert G. Patrick C. J.
Cragnolini V, Smith C.
Worsfolod K. and Webb
F. (2011), pp. 8
Anton Lucanus (2017),
pp. 8
Minna Autio, Erkko
Autio, and Jenni-Erica
Latvala (2023), pp. 8

cxxii
Planning
Nurra Arimany-Serrat,
and Josep Llados-
Masllorens (2017), pp. 9
Decision-making
Peter F. Drucker (1999),
pp. 10
Jenifer Herrity (2020),
pp. 10
Leadership
Naitulie, K., Naitulie, G.,
& Wegulo, F. (2012), pp.
10
Smborowsk (2006), pp.
11
Bishop Tyrell Angelican
College (2023), pp. 11
Entrepreneurial Intention:
Attitude toward becoming an
entrepreneur
Icek Ajzen (1991), pp.

cxxiii
11
Hannan, M., Hazlett, S.-
A., Leitch, C. (2004), pp.
12
GuzmaŃ-Alfonso, C.,
&amli; GuzmaŃ-
Cuevas, J.N. (2012), pp.
12
Santos, F. J., Roomi, M.
A., & Liñán, F. (2016),
pp. 12
Liñán, F., Rodríguez-
Cohard, J. C., & Rueda-
Cantuche, J. M. (2011),
pp. 12
Subjective Norms
12
Cialdini, Robert (2003),
pp. 12
Yoon J. Lee & Soyeon
Kim (2020), pp. 13

cxxiv
13
Vasiliki Vamvaka,
Chrysostomos
Stoforos, Theodosios
Palaskas Charalamos
Botsaris (2020), pp. 13
Santos, F. J., Roomi, M.
A., & Liñán, F. (2016),
pp. 13
Liñán, F., Rodríguez-
Cohard, J. C., & Rueda-
Cantuche, J. M (2011),
pp. 13
Bosnjak, M., Ajzen, I. &
Schmidt, P. (2022), pp.
14
Zaidatol (2009), pp. 14
Ruhle, Mühlbauer,
Grünhagen, and
Rothenstein (2010), pp.

cxxv
14
Relationship of
Entrepreneurial Skills and
Entrepreneurial Intention
Fini, R., Grimaldi, R.,
Marzocchi, G. L., &
Sobrero, M. (2009), pp.
14
Sookhtanlo, M.,
Rezvanfar, A., Hashemi,
S. M., & Karaj, I. (2009),
pp. 14
Liñan F. (2008), pp. 14
Review of Literature and Studies (REVLIST) Matrix
Topic/Variable Author URL/Publisher Year
Introduction Age RTV Online RTV Online 2021
K-12 Primer K-12 Primer 2011
Lorna L. Nellas https:// 2023
www.academia.edu/
36439821/
cxxvi
DEVELOPING_ENTREP
RENEURIAL_SKILLS_O
F_GRADE_11_STUDEN
TS_IN_SAMBOAN_NAT
IONAL_HIGH_SCHOOL
_IN_SAMBOAN_CEBU_
PHILIPPINES
Gender Julie Uba Njoku Global Journal of 2020
Education
S. Karimi, H. J. A. European Journal of 2014
Biemans, T. Lans, Training and Development
M. Chizari, M.
Mulder
J. Kickul, F. Journal of Small Business 2008
Wilson, D. Entrepreneurship
Marlino, S. D. Development
Barbarosa
Z. Acs, P. Arenius, Global Entrepreneurship 2005
M. Hay, M. Minniti Monitor
V. K. Gupta, A. B. Journal of business 2014
Goktan, G. Gunay Venturing
Specialization officialgazette.gov. https:// 2023
ph www.officialgazette.gov.p
cxxvii
h/k-12/
mcm.edu.ph https://mcm.edu.ph/the- 2022
importance-of-choosing-
the-right-senior-high-
school-track-or-strands/
Lorna L. Nellas https:// 2022
www.academia.edu/
36439821/
DEVELOPING_ENTREP
RENEURIAL_SKILLS_O
F_GRADE_11_STUDEN
TS_IN_SAMBOAN_NAT
IONAL_HIGH_SCHOOL
_IN_SAMBOAN_CEBU_
PHILIPPINES
Body Entrepreneurial Holwerda Jibbe https://www.theseus.fi/ 2018
skills bitstream/handele/
10024/150602/The
%20Relationship
%20between
%20Entrepreneurial
%20Skills%20and
%20intentions.pdf?
isAllowed=y&sequence=1
cxxviii
Problem-solving Stevenson & Jarillo https://link.springer.com/ 1990
chapter/10.1007/978-
3540-48543-8_7
Hamzah B. U. Journal (Jakarta: Rineka 2008
Cipta)
Dalyono M. Journal (Jakarta: Bumi 2012
Aksara)
Crebert G. Patrick Problemsolving Skills 2011
C. J. Cragnolini V, Tooklit 2nd Edition
Smith C. (Quensland: Griffith
Worsfolod K. and University)
Webb F.
Communication Anton Lucanus https:// 2017
skills collegepuzzle.stanford.edu
/oral-communication-
skills-are-important-for-
students/
Minna Autio, https:// 2023
Erkko Autio, and www.researchgate.net/
Jenni-Erica Latvala publication/
30363124_The_Effect_of_
Communication_Skills_on
_Entrepreneurial_Intention
cxxix
Planning Nurra Arimany- https:// 2017
Serrat, and Josep www.researchgate.net/
Llados-Masllorens publication/
348300897_Entrepreneuri
al_intentions_and
_behaviours _of _students
_in _Catalonia_the _Role
_of _planning_skills
Decision- Peter F. Drucker Warszawa: PWE 1999
making
Jenifer Herrity https://www.indeed.com/ 2020
career-advice/career-
development/decision-
making-skills
Leadership Naitulie, K., International Journal of 2012
Naitulie, G., & Business and Public
Wegulo, F. Management
Smborowsk Dissertation Abstract 2006
International
Bishop Tyrell https:// 2023
Anglican College www.btac.nsw.edu.au/
news/test-article
cxxx
Entrepreneurial Tubbs, M. E., & Academy of Management 1991
Intention Ekeberg, S. E. Review
Attitude toward Icek Ajzen https://doi.org/ 1991
becoming an 10.1016/0749-
entrepreneur 5978(91)90020-T.
Hannan, M., Queen´s University Belfast 2004
Hazlett, S.-A.,
Leitch, C.
GuzmaŃ-Alfonso, Journal of Organizational 2012
C., & amli; Guzma Change Management
Ń-Cuevas, J.N.
Santos, F. J., Journal of Small Business 2016
Roomi, M. A., & Management
Liñán, F.
Liñán, F., International 2011
Rodríguez-Cohard, Entrepreneurship and
J. C., & Rueda- Management Journal
Cantuche, J. M.
Subjective Icek Ajzen https://doi.org/ 1991
norms 10.1016/0749-
5978(91)90020-T.
Cialdini, Robert doi:10.1111/1467- 2003
8721.01242
cxxxi
Yoon J. Lee & https:// 2020
Soyeon Kim scholar.google.com.ph/
scholar?=
%22Entrepreneurial+intent
ion+among+university+stu
dents+in+south+korea+Th
e+role+of+perceived+subj
ective+norms&hl=en&as_
sdt=0&as_vis=1&oi=schol
art
Perceived Icek Ajzen https://doi.org/ 1991
behavioral 10.1016/0749-
control 5978(91)90020-T.
Vasiliki Vamvaka, https://doi.org/10.1186/ 2020
Chrysostomos s13731-020-0112-0
Stoforos, Theodoss
Palaskas
Charalamos
Botsaris
Santos, F. J., Journal of Small Business 2016
Roomi, M. A., & Management
Liñán, F.
Liñán, F., International 2011

cxxxii
Rodríguez-Cohard, Entrepreneurship and
J. C., & Rueda- Management Journal
Cantuche, J. M
Bosnjak, M., Europe's Journal of 2020
Ajzen, I. & Psychology
Schmidt, P.
Zaidatol A. P. http://apjeas.apjmr.com/ 2009
wp-content/uploads/
2014/05/APJEAS-2014-1-
025.pdf
Ruhle, Mühlbauer, RePEc:bwu:schdps:sdp100 2010
Grünhagen, and 04
Rothenstein
Closing Relationship of Fini, R., Grimaldi, Journal The Department of 2009
Entrepreneurial R., Marzocchi, G. Management of the
Skills and L., & Sobrero, M. University of Bologna
Entrepreneurial
Intention
Sookhtanlo, M., Journal of Agriculture and 2009
Rezvanfar, A., Biological Sciences
Hashemi, S. M., &
Karaj, I.
Liñan F. International 2008

cxxxiii
Entrepreneurship and
Management Journal
cxxxiv
CURRICULUM
VITAE
Zusette H. Cosico
Mayabobo, Candelaria, Quezon
09569462983
[email protected]
Personal Information
Age: 21
Date of Birth: December 10, 2001
Place of Birth: Candelaria, Quezon
Sex: Female
Summary Qualifications
Civil Status: Single
Adobe Photoshop User for about 1 Nationality: Filipino
year. Religion: Born Again Christian
Language/s Spoken: Filipino and English
cxxxv
Academic Affiliations Character References

cxxxvi
Janine Monique A. Tatel

Mangilag Sur Candelaria, Quezon
09567609071
[email protected]
Age: 21
Date of Birth: October 6, 2001
Place of Birth: Batangas City
Summary Qualifications Sex: Female
Proficient in Microsoft Word, Excel, Nationality: Filipino
and PowerPoint. Religion: Roman Catholic
Fast learner can manage time
effectively and efficiently. Educational Background
Has a willingness to work and learn Tertiary Education Present
with individual or team. Tayabas Western Academy
De Gala St., Poblacion, Candelaria, Quezon
Achievements
 Consistent Honor Student Secondary Education 2018-2020
 NCIII Bookkeeping Passer –
Certified Bookkeeper Tayabas Western Academy
Corner Nadres and Del Valle St., Poblacion,
 Dean’s Lister
Candelaria, Quezon
Accountancy, Business and Management,
Senior High School - With High Honors
Tayabas Western Academy 2014-2018

Junior High School - With Honors
Elementary Education 2008-2014

cxxxvii

cxxxviii
Maria Crista Mae M. Umali

Masalukot 1 Candelaria, Quezon
09281569701
[email protected]
Age: 21
Date of Birth: March 8, 2002
Place of Birth: Candelaria, Quezon
Summary Qualifications Sex: Female
Willingness to learn new things and Nationality: Filipino
can work under pressure. Religion: Roman Catholic
Seeking to used earned skills and
knowledge. Educational Background
Excellent in verbal and written Tertiary Education Present
communication skills. Tayabas Western Academy
Achievements De Gala St., Poblacion, Candelaria, Quezon
 Consistent Honor Student
 NCIII Bookkeeping Passer – Secondary Education 2018-2020
Certified Bookkeeper
 Dean’s Lister Tayabas Western Academy
Corner Nadres and Del Valle St., Poblacion,
Candelaria, Quezon
Accountancy, Business and Management
Senior High School - With Honors
Tayabas Western Academy 2014-2018

Junior High School
Elementary Education 2008-2014

cxxxix
cxl
 TWA Junior Philippines Institutes Dr. Joseph Alfred M. Reyroso

of Accountants College Instructor
Local Chapter Tayabas Western Academy
Candelaria, Quezon Poblacion Candelaria, Quezon - Quezon
Member: Present Province, Philippines
09063359605
Atty. Edgardo Benitez

College Instructor
Poblacion Candelaria, Quezon - Quezon
Province, Philippines
09104603937
I hereby certify that the above information is

true and correct.
MARIA CRISTA MAE M. UMALI

Applicant

Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools in Candelaria Quezon A Comprehensive Guide in Entrepreneurial Readiness

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i

Senior High Schools in Candelaria Quezon

A Research Paper Presented to the Faculty of the College of Accountancy

TAYABAS WESTERN ACADEMY

In Partial Fulfillment of the Requirement for the Degree of

Bachelor of Science in Accountancy

Tatel, Janine Monique A.

Umali, Maria Crista Mae M.

Jay Pee D. De Villa

Students in Public Schools in Candelaria Quezon prepared and submitted by Zusette H.

JAYPEE D. DE VILLA, MBA

DR. JOSEPH ALFRED M. REYROSO, CMA

Bachelor of Science in Accountancy.

DR. RUFINO L. TANIO

people for their outstanding assistance and support.

were successful because of his grace and constant love.

do so without his guidance and involvement in this study.

as bold and driven to complete this study with them.

We appreciate our instructors' expertise, knowledge, and insightful knowledge on this

with the tools we needed to complete this study.

explore the same topic.

Keywords: entrepreneurial skills, entrepreneurial intentions, Grade 12 Senior High

Students in Selected Public Senior Schools in Candelaria, Quezon.

Working Title Page i

List of Figures vii

Chapter I: THE PROBLEM AND REVIEW OF LITERATURE 1

Review of Literature and Studies 3

Limitation of the Study 21

Statement of the Problem 22

Chapter II: METHODS 24

Locale of the Study 25

Table No. Pages

1 Current Education System used since June 6, 2011 4

2 Entire Respondents in Public Schools in Candelaria West District 27

3 Respondents in Bukal Sur National High School 28

4 Respondents in Dr. Panfilo Castro National High School 29

5 Likert’s five-point evaluation and scoring 31

6 Scale of Correlation Coefficient 33

Figure No. Pages

1 5 Essential Entrepreneurial Skills, Francis (2013) 15

2 Theory of Planned Behavior, Ajzen (1991) 16

3 Decomposed Theory of Planned Behavior, Haggar & Chatzisarantis 17

4 Entrepreneurial Skills and Intention of Grade 12 Senior High 20

School Students in Public Schools in Candelaria West District: A

Comprehensive Guide in Entrepreneurial Readiness

THE PROBLEM AND REVIEW OF LITERATURE

their chosen career.

for self-employment. Moreover, entrepreneurship activities and experience can truly

develop the entrepreneurial skills and intention of students which is needed in

current situation, it is important to remember that student unemployment is widespread

To be ready in becoming entrepreneurs especially among senior high students in

skills and intention of becoming entrepreneur.

Accordingly, this research was conducted to examine the entrepreneurial skills

intention of senior high school students to become entrepreneurs. Although, public

of students to be ready to become entrepreneur.

Ultimately, this research study aims to contribute to the development of a more

entrepreneurial society by empowering the next generation of entrepreneurs.

Review of Literature and Studies

The students’ engagement in entrepreneurship assists them in becoming self-

competitive environment. Learning about entrepreneurship and invention improves one's

competence obtained in school. Therefore, the researchers gathered related information to

solving, communication, planning, decision-making, and leadership. Furthermore, the