Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools in Candelaria Quezon A Comprehensive Guide in Entrepreneurial Readiness
Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools in Candelaria Quezon A Comprehensive Guide in Entrepreneurial Readiness
Entrepreneurial Skills and Intention of Grade 12 Senior High Students in Selected Public
Candelaria, Quezon
By:
Cosico, Zusette H.
2023
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APPROVAL SHEET
The research entitled “Entrepreneurial Skills and Intention of Grade 12 Senior High School
Cosico, Janine Monique A. Tatel and Maria Crista Mae M. Umali who hereby recommended for
oral examination.
Approved by the Committee on Oral Examination on April 30, 2023 with the grade of
__________.
APPROVED and ACCEPTED in partial fulfillment of the requirements for the degree of
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
We thank Almighty God for giving us the power and wisdom to complete this study. We
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
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
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.
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
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
TABLE OF CONTENTS
Page No.
Approval Sheet ii
Acknowledgment
Dedication
Abstract iii
Table of Contents iv
List of Tables vi
Introduction 1
Theory Models 14
Synthesis 18
Conceptual Framework 20
Hypothesis 23
Research Design 24
Research Ethics 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
LIST OF FIGURES
(2005)
CHAPTER 1
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
Entrepreneurship provides young people with critical core knowledge and skills
such as emotional intelligence and risk-taking. It also helps them appreciate opportunities
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
(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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selected public senior high schools requires wide understanding when it comes learning
entrepreneurship because through this, they can acquire great knowledge and hone their
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
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
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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sufficient and channeling their creativity into creating something unique in this
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
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-
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
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
17 and 18 (K-12 Primer, 2011). In addition, according to Nellas (2023), in her study
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.
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
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
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
significant predictor to the business management skills, technical, accounting, and ICT
compliance skills in business enterprise so that gender should be considered first before
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
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
Specialization
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
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:
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
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,
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
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
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
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,
friendships, which in turn aids the learning process. Overall, communication skills drive
others, and these qualities will stand students in good stead in their professional lives
Seeking Behavior" by Autio et al. (2023), this study investigates the relationship between
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
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
this study investigates the relationship between planning skills and entrepreneurial
intentions among university students in Catalonia, Spain. The study found that planning
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
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
Entrepreneurial Intention
objective or goal one is striving for and the action plan one intends to follow to achieve
control.
study focused on several variables and how they affect the attitude of students towards
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
they will be the next generation of entrepreneurs and the wheel of fortune. Overall,
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
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
are typically performed. They normally refer to the perception of others' behavior.
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
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
students. Specifically, the study found that the more supportive significant others (e.g.,
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
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.
Ajzen (1991) highlighted the perceived behavioral control as the third and most
antecedent element that can predict intention and defined it as a "person’s perception of
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
The study conducted by Zaidatol (2009) and Ruhle, Mühlbauer, Grünhagen, and
entrepreneurial intentions. For instance, the study of Zaidatol (2009) indicates that
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
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
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
entrepreneurial skill. The findings imply that significant entrepreneurial intention among
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
abilities and intentions. Carsrud and Brännback (2009), who claimed that 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.
needed skills. These entrepreneurial skills are problem solving, communication, planning,
Figure 1.
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'
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
Figure 2.
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
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
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
Figure 3.
addresses attitude in two ways. First, there is instrumental attitude, which is a result of an
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
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
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
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
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,
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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
Conceptual Framework
Figure 4.
Entrepreneurial Skills and Intention of Grade 12 Senior High School Students in Public Schools
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
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
● 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.
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● This study focuses on examining the entrepreneurial skills and the Entrepreneurial
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
● 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
● 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
1. What is the socio- demographic profile of the Grade 12 Senior High School students in
1.1 Age;
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1.3 Specialization?
2. What is the level of entrepreneurial skills of the Grade 12 senior high students in selected
2.2 Communication;
2.3 Planning;
3.3.1 Self-efficacy
intentions of Grade 12 senior high students in selected public senior high schools?
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5. Based on the result, what guide can be formulated to be used by students for
entrepreneurial readiness?
Hypothesis
entrepreneurial intention.
CHAPTER II
METHODS
This chapter discusses the research design, research ethics, location of the study,
analysis. These were the methods or procedures that the researchers employed to collect
Research Design
The researchers in this study employed the descriptive method to examine the phenomena
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
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
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,
which in turn builds public trust in and support for research. (Boyland, 2020)
gathered. The researchers of this study will keep the information detailed and accurate
anonymous, and the information they provide are carefully handled. The researchers keep
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informed about what will be done with their data, and the participant information
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
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
The researchers used 5% margin of error to decrease the risk accompanied by the sample
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
Formula:
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
High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High
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
Instruments
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
entrepreneurial intentions. Wherein, these questions are designed to learn about the
Data-Gathering Procedures
To gather the information required for the study, the researchers adapted majority
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
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.
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
Table 3.
Formula:
Where:
P = percentage
f = frequency of responses
xlii
point scale based on the nature of the data employed in this study.
Formula:
Where:
𝑊 = weighted mean
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
Formula:
xliii
Where:
Table 4.
Scale of Significance
In connection with the statement of the problem, the researchers will apply the
CHAPTER III
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.
Problem No. 1: What is the socio- demographic profile of the Grade 12 Senior High School
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
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
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
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
provide other graphs that will show concrete and more detailed information
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
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.
This means that the Sta. Catalina National High School has the largest number of
4. School
The purpose of this question is to know the specific location of the participants.
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
This means that the majority of the respondents of this study was from Sta. Catalina
5. Specialization
The purpose of this question is to know the specific strand or specialization of the
students.
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
offer by different schools, the researchers provide other graphs that will show concrete
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
It means that the Dolores Macasaet National High School has the biggest number
Management (ABM).
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
Sciences.
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
Livelihood (TVL).
lv
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
Thus, Sta. Catalina has the largest number of respondents in Science, Technology,
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.
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
High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High
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.
Problem No. 2: What is the level of entrepreneurial skills of the Grade 12 senior high students in
Table 4.
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
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
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
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
Table 5.
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
Table 5. 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
with others and listen with an open and positive attitude” ranked no. 1 with a weighted
communicate in verbal and non-verbal ways” ranked no. 2 with a weighted mean of 3.41
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
ranked no. 5 with a weighted mean of 3.08 with a verbal interpretation of Somewhat
High.
Selected Public Senior High Schools in Candelaria, Quezon, having an overall weighted
mean of 3.40 with a verbal interpretation of Somewhat High, ranked no. 4 as the highest
Table 6.
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
Table 6. 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 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
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
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
Table 7.
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
Table 7. 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
considering others’ opinions” ranked no. 1 with a weighted mean of 3.48 with a verbal
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
Selected Public Senior High Schools in Candelaria, Quezon, having an overall weighted
mean of 3.41 with a verbal interpretation of Somewhat High, ranked no. 3 as the highest
Table 8.
Entrepreneurial Skills of Grade 12 Senior High Students in Selected Public Senior High School
Table 8. 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 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
can encourage people to perform tasks for which they are motivated” ranked no. 4 with a
can lead and motivate others” ranked no. 5 with a weighted mean of 3.38 with a verbal
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.48 with a verbal interpretation of Somewhat High, ranked no. 1 as the highest level of
Problem No. 3 What is the level of entrepreneurial intentions of Grade 12 senior high students
Table 9.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
Attitude)
Table 9. shows the data about 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 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.
career as an entrepreneur is totally attractive to me” ranked no. 3 with a weighted mean
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.69 with a verbal interpretation of High, ranked no. 1 as the highest level of
Table 10.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
(Instrumental Attitude)
Table 10. shows the data about 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 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
than disadvantages to me” ranked no. 2 with a weighted mean of 3.49 with a verbal
upside than downside” ranked no. 3 with a weighted mean of 3.41 with a verbal
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.48 with a verbal interpretation of Somewhat High, ranked no. 2 as the highest level of
Table 11.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
B. SUBJECTIVE NORMS
INJUNCTIVE VL L SH H VH WM VERBAL RANK OVERALL
NORMS INTERPRETATION RANKING
STATEMENT 1 13 35 95 93 48 3.45 SOMEWHAT HIGH 2
STATEMENT 2 14 24 88 107 51 3.55 HIGH 1
STATEMENT 3 7 33 119 98 27 3.37 SOMEWHAT HIGH 3
OVERALL WEIGTHED MEAN 3.46 SOMEWHAT HIGH 3
Table 11. shows the data about the Level of Entrepreneurial Intention of Grade 12
Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon in
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
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.46 with a verbal interpretation of Somewhat High, ranked no. 3 as the highest level of
Table 12.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
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
STATEMENT 2 8 54 115 75 32 3.24 SOMEWHAT HIGH 1
OVERALL WEIGTHED MEAN 3.12 SOMEWHAT HIGH 6
Table 12. shows the data about the Level of Entrepreneurial Intention of Grade 12
Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon in
terms of b.) subjective norms that consist of descriptive norms. As shown in the table,
colleagues want to be entrepreneurs” ranked no. 1 with a weighted mean of 3.24 with a
I want to start a business” ranked no. 2 with a weighted mean of 3 with a verbal
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.12 with a verbal interpretation of Somewhat High, ranked no. 6 as the highest level of
Table 13.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
Table 13. shows the data about the Level of Entrepreneurial Intention of Grade 12
Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon in
terms of c.) perceived behavioral control that consist of self-efficacy. As shown in the
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
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.
Entrepreneurial Intention of Grade 12 Senior High Students in Selected Public Senior High
Table 14. shows the data about the Level of Entrepreneurial Intention of Grade 12
Senior High Students in Selected Public Senior High Schools in Candelaria, Quezon in
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
Public Senior High Schools in Candelaria, Quezon, having an overall weighted mean of
3.27 with a verbal interpretation of Somewhat High, ranked no. 5 as the highest level of
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
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.
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,
CHAPTER IV
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
Summary of Findings
Researchers gave the students the freedom to choose whether to not to complete it, as the
Age
Gender
Gender of Grade 12 Senior High Students in Selected Public Senior High Schools in
Candelaria, Quezon
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
Male Senior High Students in Selected Public Senior High Schools in Candelaria,
Quezon
Candelaria, Quezon
School
Specialization
lxxv
offer by different schools, the researchers provide other graphs that will show concrete
Grade 12 - ABM Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
ABM in Dr. Panfilo Castro National High School - thirty percent (30%)
Grade 12 - HUMSS Senior High Students in Selected Public Senior High Schools
in Candelaria Quezon
HUMSS in Dolores Macasaet National High School - twenty- three percent (23%)
HUMSS in Dr. Panfilo Castro National High School - twenty- three percent (23%)
Grade 12 - TVL Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
TVL in Dr. Panfilo Castro National High School - four percent (4%)
Grade 12 - STEM Senior High Students in Selected Public Senior High Schools in
Candelaria Quezon
STEM in Dr. Panfilo Castro National High School - zero percent (0%)
STEM in Sta. Catalina National High School – one hundred percent (100%)
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
Statement 3 “I have strong and analytical skills” ranked no. 4 with a weighted
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.
Somewhat High.
Statement 3 “I can speak English fluently” ranked no. 5 with a weighted mean of
Statement 4 “I can get the attention of others and convince them easily” ranked
High.
Statement 5 “I can effectively use gestures and facial expressions when talking”
Somewhat High.
lxxviii
Statement 1 “I can generate ideas” ranked no. 2.5 with a weighted mean of 3.39
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
Statement 4 “I know I can set my short-term and long-term goals” ranked no. 4
Statement 5 “To achieve goals, I plan all the steps to be followed” ranked no. 1
ranked no. 2.5 with a weighted mean of 3.45 with a verbal interpretation of
Somewhat High.
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
Statement 1 “I can lead and motivate others” ranked no. 5 with a weighted mean
about how to do things differently” ranked no. 1 with a weighted mean of 3.61
achieve a particular result” ranked no. 2 with a weighted mean of 3.52 with a
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.
Somewhat 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.
to me” ranked no. 2 with a weighted mean of 3.49 with a verbal interpretation of
Somewhat High.
Somewhat High.
ranked no. 1 with a weighted mean of 3.54 with a verbal interpretation of High.
B. Subjective Norms
Somewhat High.
lxxxi
business” ranked no. 1 with a weighted mean of 3.55 with a verbal interpretation
business” ranked no. 2 with a weighted mean of 3.45 with a verbal interpretation
of Somewhat High.
ranked no. 3 with a weighted mean of 3.37 with the verbal interpretation of
Somewhat High.
High.
C. Perceived Controllability
Somewhat High.
lxxxii
. Statement 2 “If I tried to start a business, I would have a high chance of being
Statement 1 “I can control the creation process of a new firm” ranked no. 2 with
from being an entrepreneur are very few” ranked no. 3 with a weighted mean of
situation” ranked no. 1 with the weighted mean of 3.41 with a verbal
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
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
2. Based on the information gathered, the level of entrepreneurial skills of Grade 12 senior
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
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
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
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
improved and hone their skills even more, because the higher skilled they become the
3. The result of the level of entrepreneurial intention of Grade 12 senior high students in
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
entrepreneur because based on the result they believed that being an entrepreneur
b.) Subjective Norms which include 1.) injunctive norms pertains that grade 12
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
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
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
have high eagerness and intention to be ready to become an entrepreneur because deeper
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
Recommendations
1. To grade 12 senior high students, since the entrepreneurship have a great help on them
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
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
knowledge regarding entrepreneurial skills and intention studies since it can serve as a
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
designed to provide students with the additional education, knowledge, and skills they
Table. 16
Program Registration
Program of senior high students. This part will serve as their steppingstone to hone their
Table. 17
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.
Table 17 shows the prescribed guide for Entrepreneurial Readiness Program. This
part will be the students’ foundation in improving their entrepreneurial skills and
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
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
PROGRAM OBJECTIVES PLAN OF ACTIONS
COMPOSITION
Awarding of certificates To formally recognize the Award the certificate of
xc
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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APPENDICES
xcviii
APPENDIX A
DEFINITION OF TERMS
The following terms were defined conceptually so that the readers will be guided on.
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.
Entrepreneurship. It is the subject or course that hone the skills and knowledge of students.
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.
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.
Problem-Solving. It is the skill in which an individual can think critically and creatively when it
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:
APPENDIX C
LETTER FOR THE PRINCIPALS
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.
Sincerely yours,
ANALYN V. ATIENZA
Principal
Dolores Macasaet National High School
Brgy. Pahinga Norte, 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.
Sincerely yours,
NELIA B. ESPIRITU
Principal
Dr. Panfilo Castro National High School
Brgy. Mangilag Norte Candelaria, Quezon
Ma’am Espiritu:
This is to request permission from your good office to allow the conduct of research in your
school, the Dr. Panfilo Castro 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.
Sincerely yours,
BUENAVENTURA D. LUCES
Principal
Sta. Catalina National High School
Brgy. Sta. Catalina Sur, Candelaria, Quezon
Ma’am Espiritu:
This is to request permission from your good office to allow the conduct of research in your
school, the Dr. Panfilo Castro 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.
Sincerely yours,
APPENDIX D
cv
RESEARCH QUESTIONNAIRE
Name/Section: (optional)________________________________________
Direction: Kindly check (☑) the appropriate box that corresponds to your answer.
3 Somewhat high
4 High
5 Very high
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
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.
_______________________
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
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,
_______________________
Grammarian
cxiii
Research Blueprint
Quezon
Respondents : 983
Year : 2023
number)
S. Karimi, H. J. A. Biemans,
T. Lans, M. Chizari, M.
J. Kickul, F. Wilson, D.
Marlino, S. D. Barbarosa
(2008), pp. 6
V. K. Gupta, A. B. Goktan,
Specialization
cxv
(2013)
pp. 7
Crebert G. Patrick C. J.
Cragnolini V, Smith C.
(2011), pp. 8
Communication skills
Anton Lucanus (2017), pp. 8
(2023), pp. 8
(2017), pp. 9
cxvi
10
Decision-making Jenifer Herrity (2020), pp. 10
Entrepreneurial Intention Tubbs, M. E., & Ekeberg, S. Figure 2, Icek Ajzen (1991)
Chatzisarantis (2005)
Guzma´N-Alfonso, C.,
&amli; Guzma´N-Cuevas,
M. (2011), pp. 12
12
(2020), pp. 13
Chrysostomos
Stoforos, Theodosios
Palaskas Charalamos Botsaris
(2020), pp. 13
M (2011), pp. 13
Ruhle, Mühlbauer,
(2010), pp. 14
I. (2009), pp. 14
number)
Research Paradigm (Figure 4) 40% from REVLIST 60% from Theory Models
Age (2013)
pp. 4
cxx
Gender
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.
pp. 6
V. K. Gupta, A. B.
Goktan, G. Gunay
(2014), pp. 6
Specialization
6&7
pp. 7
Entrepreneurial Skills:
Problem-solving
(1990), pp. 7
Hamzah B. U. (2008),
pp. 7
Crebert G. Patrick C. J.
Cragnolini V, Smith C.
F. (2011), pp. 8
Communication skills
pp. 8
Planning
Nurra Arimany-Serrat,
Decision-making
pp. 10
pp. 10
Leadership
10
11
Entrepreneurial Intention:
entrepreneur
11
12
Guzma´N-Alfonso, C.,
&amli; Guzma´N-
12
pp. 12
Cantuche, J. M. (2011),
pp. 12
Subjective Norms
12
pp. 12
13
Vasiliki Vamvaka,
Chrysostomos
Stoforos, Theodosios
Palaskas Charalamos
pp. 13
Cantuche, J. M (2011),
pp. 13
14
Ruhle, Mühlbauer,
Grünhagen, and
14
Relationship of
Entrepreneurial Intention
14
Sookhtanlo, M.,
pp. 14
www.academia.edu/
36439821/
cxxvi
DEVELOPING_ENTREP
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F_GRADE_11_STUDEN
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PHILIPPINES
Education
M. Chizari, M.
Mulder
Wilson, D. Entrepreneurship
Marlino, S. D. Development
Barbarosa
ph www.officialgazette.gov.p
cxxvii
h/k-12/
importance-of-choosing-
the-right-senior-high-
school-track-or-strands/
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36439821/
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skills collegepuzzle.stanford.edu
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skills-are-important-for-
students/
30363124_The_Effect_of_
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International
news/test-article
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becoming an 10.1016/0749-
entrepreneur 5978(91)90020-T.
Hazlett, S.-A.,
Leitch, C.
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norms 10.1016/0749-
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scholar?=
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Stoforos, Theodoss
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Schmidt, P.
wp-content/uploads/
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Rothenstein
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Intention
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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
Personal Information
Age: 21
Date of Birth: October 6, 2001
Place of Birth: Batangas City
Summary Qualifications Sex: Female
Civil Status: Single
Proficient in Microsoft Word, Excel, Nationality: Filipino
and PowerPoint. Religion: Roman Catholic
Language/s Spoken: Filipino and English
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
Bachelor of Science in Accountancy
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
Personal Information
Age: 21
Date of Birth: March 8, 2002
Place of Birth: Candelaria, Quezon
Summary Qualifications Sex: Female
Civil Status: Single
Willingness to learn new things and Nationality: Filipino
can work under pressure. Religion: Roman Catholic
Language/s Spoken: Filipino and English
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
Bachelor of Science in Accountancy
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