MARIVELES SENIOR HIGH SCHOOL – SITIO MABUHAY

Cabcaben, Mariveles, Bataan

_____________________________________________________________________
ANALYZING THE RELATIONSHIP BETWEEN ABM STUDENTS’ BUSINESSS
KNOWLEDGE AND ENTREPRENEURIAL MINDSET IN MARIVELES SENIOR
HIGH-SCHOOL – SITIO MABUHAY

AY 2024 – 2025

A Research Proposal
Presented to
the Faculty of Senior High School
MARIVELES SENIOR HIGH-SCHOOL – SITIO MABUHAY

In Partial Fulfilment
of the Requirements for the Applied Subject
Practical Research 2

ABM-Group IV

Yasar, Mariel S.

Las Piñas, Justin Ken P.

Saito, Reina R.

Ocenar, Jeylyn B.

Ilano, Mariz A.

Maque, Kenway L.

Lovitos, Mary Grace P.

Antone Maria Victoria L.

DECEMBER 2024
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

"Knowledge is only potential power. It becomes power only when, and if, it is organized

into definite plans of action and directed to a definite end." This statement, according to the book

of Napoleon Hill's 'Think and Grow Rich' (1937), implies how knowledge and mindset

correspond to each other. In the business world, everyone, including young entrepreneurs, has a

set of plans and actions for the benefit of the business, but in order to achieve it, developing a

settled mindset and a sum of skills and capabilities plays a big role first and is key to making it

successful. Specifically, these young entrepreneurs could be students with the goal of entering

the concept of entrepreneurship, and most importantly, those students who are specialized in

Accounting, Business, and Management (ABM) in Senior High School. Furthermore, Wibowo,

Narmaditya, et al (2020) show that understanding the concept of entrepreneurial knowledge and

mindset can lead to the entrepreneurial preparation of students, especially ABM students,

wherein it plays a crucial part in the success of the entrepreneurship world.

In recent times, much attention has been given to entrepreneurship, and people have an

urge to start businesses and own an enterprise of their own. As indicated by Gadzali et al. (2023),

although there is an interest in entrepreneurship, becoming an entrepreneur requires more than

aspiration, as it needs an entrepreneurial mindset. The entrepreneurial mindset entails attitude,

values, and skills that are of essence in starting a business and running one. Successful
entrepreneurs can face their challenges and make decisions that are risky with efficacy.

Nevertheless, not everyone has the same amount of entrepreneurial mindset, which may affect

business results a lot. In fact, business results can be very much affected by how much a person

has an entrepreneurial mindset. This is so important and thus becomes the reason for studying the

relationship between entrepreneurial mindset and business knowledge. This paper, by Meari

Welhelmina Nisriani Manafe et al., attempts to explore in detail: what constitutes an

entrepreneurial mindset, the role of an entrepreneurial mindset in business success, and how such

a mindset could be inculcated among potential entrepreneurs through entrepreneurship

education.

Delim, Caras (2022) Research shows that ABM students possess strong traits in goal-

setting and information-seeking, which are considered vital entrepreneurial competencies.

Students might have a solid theoretical understanding of business principles but struggle to apply

this knowledge practically. Based on an article of Caro, Chioco, et al. (2022), one of the

variables that contribute to a country's entrepreneurial growth is the involvement of academic

institutions in the implementation of entrepreneurship education. As the interest of the Filipino

youth in entrepreneurship continues to progress with the need for a stronger economy fueled by

innovative enterprises, the Department of Education thought to provide pre-university

entrepreneurship education through the K to 12 Program, where students are expected to develop

the competencies and mindset needed to ignite among students the desire to put up a business in

the future.
 Recognizing the importance of entrepreneurship in terms of economic growth and

employment, therefore acquiring entrepreneurship skills is the best option for every student who

is interested in being an entrepreneur in the future. It is important because it contributes to a

variety of benefits and functions that change an individual's life (Abdul-Rahman, 2019; Sidek,

2020). The growth of the country depends on the economist that runs the Gross Domestic

Product (GDP). These are the measurements of how students like ABM will turn out to be useful

and fundamental economists of our nation. It cannot be denied that knowledge of

entrepreneurship is important because of its crucial importance to the economy. Many people

and government have seen that entrepreneurial education is seen as a response to the

increasingly complex world we live in, requiring all people and organizations in society to be

increasingly equipped with entrepreneurial competencies (Gibb, 2022) Furthermore, the study

suggested that increasing entrepreneurial training within the school will be valuable to ABM

students in developing entrepreneurial competencies, particularly for characteristics belonging to

the moderate level.

Section 5 of Republic Act No. 10533, or the "Enhanced Basic Education Act of 2013", the

Department of Education (DepED) shall ensure that the K to 12 curriculums shall be supported

by programs on entrepreneurship and financial literacy: Provided, that at the elementary level,

the programs referred to shall principally focus on the ideal values necessary to become

successful entrepreneurs. The Republic Act No. 10679 known as "Youth Entrepreneurship Act"

aimed to promote youth entrepreneurship and financial literacy program shall be inculcated in all

levels of education nationwide. The Commission on Higher Education (CHED) and the

Technical Education and Skills Development Authority (TESDA) shall ensure the promotion of
programs on entrepreneurship and financial literacy. These articles are aligned with the

researchers' aim to enhance business knowledge and entrepreneurial mindset for students who

want to be an entrepreneur in the future.

In the focus areas of the study regarding the correlation between ABM students’ business

knowledge and their entrepreneurial attitude, the researchers will determine the extent by which

ABM students acquire business knowledge and the extent to which this influences an

entrepreneurial mindset. The researchers are of the opinion that to unleash the strengths of the

ABM students, it is necessary to understand how their enthusiasm for venture creation is linked

with their aptitude for business management. From their travels the researchers noted that having

a good academic basis as the subject that prepared them for the work really is necessary, but the

real combination of success in the business is observingly based on an entrepreneurial mindset

that is born of creativity and persistence. This study is relevant to the curriculum of the ABM

Strand because it aims at preparing the students for the business and management careers. This

study will also offer various practices and suggestions in improving the knowledge and mindset a

student can have. Through this study, educators can apply the results of this research of business

knowledge and entrepreneurial incentives to control the educational process and methods among

the teaching of entrepreneurship applicants. Lastly, the researchers will adopt the Statement of

the Problem (SOP) to ensure a comprehensive and relevant approach to the research question.
Statement of the problem

This study seeks to determine the relationship between ABM student's business knowledge

and entrepreneurial mindset at Mariveles Senior High School-Sitio Mabuhay.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the students in terms of:

1.1 Age and Gender

1.2 Grade Level.

2. What is the level of entrepreneurial attitude in terms of:

2.1 Achievement;

2.2. Autonomy;

2.3. Tendency;

2.4. Risk Taking; and

2.5. Drive and Determination

3. What is the level of entrepreneurial intention in terms of:

 3.1. Attitude towards the behavior;

3.2. Subjective norms

3.3. Behavioral control

4. Is there a significant relationship between ABM student’s business knowledge and

entrepreneurial mindset?

5. What impact do the findings of this study have on educators teaching entrepreneurship?

Significance of the study

The results of the study aim to serve as a guide about how business knowledge correlates

to entrepreneurial mindset.

Knowledge of the outcome may be expected to be beneficial to the following:

ABM Students. The study will provide insights about how business knowledge is

correlated with entrepreneurial mindset. By gaining a deeper understanding of the study, ABM

students can apply this knowledge to real-life situations to better prepare for future careers.

Furthermore, the study can help the students directly enhance their education about

entrepreneurship and can develop a better contribution to the business world.

 Aspiring entrepreneurs. The research findings can help to enhance their knowledge and

mindset in terms of entrepreneurship which are necessary in sustaining business ventures. By

the help of the study, these aspiring entrepreneurs can identify key areas in terms of business that

they need to develop and to improve before entering entrepreneurship. Moreover, this study

prepares them before facing challenges in starting their own business in a way that is more

effective.

Educators. This study will benefit the educators by enhancing better understanding about

the importance of including entrepreneurial thinking and practical business knowledge into their

curricula. Educators gain from this method because it gives them the business knowledge and

entrepreneurial mindset needed to succeed in the modern economy. Teachers themselves acquire

knowledge on how to create a dynamic classroom that promotes business acumen and original

problem-solving. Ultimately, this integration improves educators' employability and

entrepreneurial potential while preparing them for issues they may face in the real world.

Education Policy Makers. Education policy makers can benefit from studying business

knowledge and entrepreneurial mindset by assisting and to comprehend education. With these

benefits in mind, it can assist education policy makers to be a more dynamic and efficient system

in education in preparing the student for success. Education policy makers can go a long way

towards the improvement of the students on the basis of the knowledge they have of business and

willingness of the entrepreneurs, and the potential benefits of all the teachers and the whole

society.
 Future Employers. Future Employers can use the study to identify applicants with a good

entrepreneurial mindset and business knowledge, which are valuable attributes in many fields.

This may also help the employer understand the worth of nurturing future leaders with an

entrepreneurial mindset. In addition, the study can use to guide companies in developing a

training program that improves skills and knowledge among their employees.

Future Researchers. This study will serve as a guide to the future researchers as they take

the same problem. Future researchers can significantly benefit from studying business

knowledge and the entrepreneurial mindset by gaining valuable insights and skills applicable

across various research fields. This combination equips researchers with a unique perspective

and practical tools for conducting impactful research.

Scope and Delimitation

This study aims to determine the relationship between business knowledge and

entrepreneurial mindset of ABM students in Mariveles Senior High School-Sitio Mabuhay S.Y

2024-2025. Among the different strands open in Sitio Mabuhay, the researchers have chosen the

ABM strand as their respondents. The researchers used Total Population Sampling in selecting

the students in the study.

 The research respondents will be ABM students of Mariveles Senior High School-Sitio

Mabuhay. Students from other strands will not be included. There are Grade 11 ABM-Pendon

students, Grade 11-Pineda students, Grade 12-Buenaventura students, and Grade 12-Cruz

students excluding the researchers of the study. The researchers will use Total Population

Sampling Techniques wherein the whole population will serve as the total number of

respondents. The research will use Google Form as an online tool in questionnaires. The

researchers will guarantee that all the respondents will be able to use Google Form, so that the

researchers will meet the data needed. For the respondent's privacy, the researchers alone will

have access to all collected data. The age, gender, and grade level of the students were among the

demographic profiles examined in the study. Every student will receive the same questionnaire

with questions related to the study the students must honestly respond to.

The study will identify the level of business knowledge, demographic profiles, and

students' level of entrepreneurial mindset. Following the collection of data, the researchers will

sum up the respondents' responses to make sure that every respondent is able to answer the

questions posed by the researchers and that the researchers will have access to the necessary

data. Lastly, the researchers will assess it in order to reach a fair and a rational conclusion.
Notes in Chapter 1

Ari, S., Agus, W.., Bagus, N., Rr Ponco Dewi, K., Heri, Y., (2020). Does entrepreneurial

education matter for Indonesian students’ entrepreneurial preparation: The mediating role of

entrepreneurial mindset and knowledge. Cogent Education 7 (1), 1836728, 2020

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725602120101&u=%23p%3DbnMaHkV_LdUJ

G.,Muhammad Ade K. H., & Abu Muna A. A., (2023). Exploring the Relationship Between

Entrepreneurial Mindsets and Business Success: Implications for Entrepreneurship Education.

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ccess_Implications_for_Entrepreneurship_Education?

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fbclid=IwZXh0bgNhZW0CMTEAAR3LhnANZJQbD6rcwJSLebLQQm_6woFqirD1fVGqfnax

Z7pYZEC6goRyjBw_aem_0rC4xO0lMCgQeizAIGPFfg

Saadat Soroush, Aliakbari A., Alizadeh M. A.

,& Bell R., (2022). The Effect of Entrepreneurship Education on Graduate Students'

Entrepreneurial Alertness and the Mediating

Role of Entrepreneurial Mindset.

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Shemmaiah, D.., Je-Ann Mae, C.., Rosanna Marie, D.., Rebekah, U.., Manuel, T.., (2022). The

effects of pre-university entrepreneurship education on entrepreneurial intention as mediated by

acquired competencies and mindset. Journal of Positive School Psychology 6 (8), 3185-3203,

2022. https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&q=highlighting+the+problem+between+ABM+Students+business+kno

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Ryan, F.., (2018). Knowledge is Not Power, It is Potential Power.

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Michela, L.., Marco, C.., & Maria, D.., (2014). Entrepreneurs' and students' knowledge

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 CHAPTER ll

THEORETICAL FRAMEWORK

Relevant Theories

The study was anchored on the following theories: Human Capital Theory by Becker

and Schultz (1960), Experiential Learning Theory by Kolb (1984), and Cognitive Development

Theory by Piaget (1936).

Human Capital Theory by Gary Becker and Theodore Schultz (1960)

An economist named Gary Becker and Theodore Schultz developed the Human Capital

Theory (1960) which indicates that education and training contribute to the productivity of an

individual. In the context of entrepreneurship, this theory suggests that education and training

particularly in business could be beneficial to the enhancement of knowledge and skills of an

individual and even the society. Through the source of greater education and skills training,

productivity can be obtained, which helps the organization work innovatively and creatively.

Business requires more than just a machine for the company to operate; the human capital of an

employee will also be necessary for the company to function.

 In the context of this study, Human Capital Theory (1960) provides a framework for

understanding how the accretion of business knowledge among ABM students influences their

entrepreneurial mindset. With accordance to the theory, the knowledge and the skills acquired

through business education can serve as a valuable asset to be use for engaging with

entrepreneurial activities such as evaluating business opportunities in the future. The theory

highlights that the more business knowledge an individual has, the more possibilities of thinking

entrepreneurially an individual can be.

Human Capital Theory is specifically applicable to this research study because it provides

a clear framework for analyzing how education that leads to knowledge contributes to the

entrepreneurial outcomes that improves the mindset of an individual. The ABM curriculum

which aims to prepare students for business and entrepreneurship aligns with the theory's focus

on knowledge and skill. By the help of this theory, the study can effectively analyze how the

business knowledge of an ABM student affects their entrepreneurial mindset. Additionally, this

theory is beneficial in analyzing the findings of the study since it provides a clear knowledge

about how education promotes entrepreneurship

Experiential Learning Theory by David Kolb (1984)

The Experiential Learning Theory (1984) proposed by David Kolb shows that learning is

created and developed through experiences often in a cyclical process of grasping experiences

and transforming experiences. ELT emphasizes how experiences such cognition, environmental
factors, and emotions, influence the process of learning. In order to form knowledge, engaging in

practical experiences will be a crucial part first. In the context of entrepreneurship, this theory

suggests that through real-world applications which can lead to gaining knowledge, can shape

the mindset of every individual in the business world.

Experiential Learning Theory explains how experiences provide reflection which

applies to the research study. ELT provides an understanding of how the practical application of

business knowledge develops the entrepreneurial mindset of an ABM student. As the student

starts to engage with experiential learning activities—such as business simulations and training

practices—the students gain skills including creativity, critical thinking and problem solving,

adaptability, innovation which are essential for improving an entrepreneurial mindset. This

process allows the students to reflect and learn from experiences which can apply to future

situations especially in entrepreneurship.

The said theory by David Kolb specifically applies to the study because the theory

explained the relationship between business knowledge and entrepreneurial mindset by

emphasizing the role of experience leading to behavioral outcomes and acquired skills. Through

practical business experiences, ABM students could learn abilities necessary for

entrepreneurship which can apply to future purposes when entering the business world. By the

help of this theory, the study can provide insights into how learning starts from knowledge

through experiences to skills through reflection which correlates to the study. Furthermore, this
theory is beneficial for the study to interpret its findings because it offers a clear understanding

of how knowledge fosters skills.

Cognitive Development Theory by Jean Piaget (1936)

Cognitive Development Theory (1936) developed by the Swiss psychologist Jean Piaget

states that a child’s intelligence is not stagnant, it is rather dynamic which changes as the child

grows. Jean Piaget also said that children go through various stages of mental development

which influences their thinking, decision and reasoning. Cognitive development in children is not

just about acquiring knowledge, children need to build and develop a mental model of their

surrounding in order to acquire cognitive skills (Miller, 2011). In the context of entrepreneurship,

the theory can be relevant to explain how business education is one of the key tools in

developing cognitive skills that are crucial for entrepreneurial thinking.

The theory developed by Jean Piaget entitled Cognitive Development Theory (1936)

provides insights that are applied to the research study. CDT helps explain how the acquisition of

business knowledge enhances the student's cognitive skills, which are efficient for

entrepreneurship. This theory suggests that an individual's cognitive processes, such as creativity,

problem-solving and decision making develop through stages of learning experiences. As ABM

students learned about business concepts or knowledge including financial knowledge,

marketing strategies, budgeting, they engage in levelling up their thinking. By the help of these

cognitive development, students become more flexible in applying their knowledge to real-world

business situations allowing them to be capable in entrepreneurship.

Cognitive Development Theory (1936) is particularly applicable to the research study

because it provides a clear understanding of how business knowledge impacts entrepreneurial

mindset by showing how cognitive growth affects entrepreneurial behavior. As students learn to

obtain business knowledge, they develop the mental frameworks essential for approaching

business challenges strategically, creatively, and innovatively—the key tool of an entrepreneurial

mindset. Therefore, the said theory could be essential for the study to interpret its findings

because it shows how business knowledge helps in improving an individuals' cognitive ability,

which helps an individual to think entrepreneurially and to become better equipped to engage in

entrepreneurial activities that could lead to the success of business ventures.

Related Studies

The researcher culled the following studies to provide insights into the present investigation.

Local Studies

According to Malolos (2017) ASEAN Economic Integration becomes more competitive

especially for professional jobs. ASEAN aims to strengthen the region by making member

nations work. However, it is also essential to bring a stronger desire to support students and
graduates in becoming entrepreneurs rather than merely workers, that regardless of degree,

entrepreneurial abilities are still obtained.

Entrepreneurship plays an essential role in the growth of an economy. It is an essential

tool in empowering the underprivileged and giving wings to our nation's growth and innovation

push. Magnaye (2022) conducted a study focused on the a) personal, b) social, c) technological,

d) economic, e) psychological and f) political-legal enabling environment factors of

entrepreneurship capability and sought to determine if there was any significant differences in

these enablers when they were grouped as to profile variables. Responding to the study's results,

it was found that whereas respondents were in wide agreement on the nature of social,

psychological, political and legal determinants; their judgment as regards the personal, economic

and technological factors which catalyze entrepreneurship fell short. The respondents assessed

how these tech features affected the growth of their entrepreneurship when placed in accordance

with their average family income. Regarding the technological aspects which play a contagious

role to frame entrepreneurship, family income of respondents matters a lot.

Moreover, as stated by Cruz (2024)"The Influence of the Entrepreneurial Mindset of

Negosyo Center Matnog on Micro Small and Medium Enterprises".Entrepreneurial mindset

basically includes newness and innovation in the business, risk-taking, adaptability and readiness

to bounce back, persistence, and resourcefulness. Investigating the extent of implementation and

the effectiveness of the conduct of entrepreneurial mindset was the objective of this research.

The research discussed how the conduct of entrepreneurial mindset intervened for the MSMEs.
These challenges and problems that occurred for the MSMEs were disclosed, and an action plan

was suggested to install a better entrepreneurial mindset. The descriptive survey method was

used in this study, of which two instruments were used: the survey questionnaire and an

unstructured interview. 25 MSMEs, ages 18-50 years old, were the respondents of this study,

using a weighted mean and rank in statistically treating the data. Results show with a total mean

rating of 4.36 that there is a full implementation in the conduct of entrepreneurial mindset to the

MSMEs that instill an entrepreneurial mindset. A highly effective entrepreneurial mindset was

created for the MSMEs with a total weighted mean outcome of 4.41, which indicated the high \

effectiveness of the program. 10 issues were pinpointed in this research that led to access to

finance or capital as the primary issue, having a sum rank of 30. Findings indicated that no

degree of entrepreneurial mindset being conducted to the MSMEs will change the perspective of

the MSMEs of running a business that made the financing of capital the main issue. Resolving

the main problems and challenges by the proposed action plan was very entrepreneurial mindset

10 the MSMES portant to intensify the conduct of entrepreneurial mindset to the MSMEs.

Furthermore, the research report "AN ANALYSIS OF THE ENTREPRENEURIAL

MINDSET AND GOALS AMONG SENIOR HIGH SCHOOL STUDENTS IN REGION 10,

PHILIPPINES" cites Gonzales (2023). The entrepreneurial attitudes and intentions of the senior

high school students in Northern Mindanao, Philippines: An exploratory study of

entrepreneurship is the practice of initiating and maintaining a business. Entrepreneurship has

been widely viewed as one of the most salient factors influencing economic growth. However,

there are no concrete systematic studies assessing students' attitudes toward this crucial

enterprise. Therefore, this study was designed with a descriptive non-experimental quantitative
research methodology. Questionnaires were sent out to 158 senior high school students from 12

Region 10 schools through Google Forms. Generally, results of the overall attitudes towards

entrepreneurship reveal a very positive attitude on the part of the students, though they lack

confidence in managing their own businesses due to a lack of knowledge, skills and confidence.

Findings of the study could be helpful in curriculum design with potential for better preparation

of future students to become entrepreneurs. Also, the study can remind the students why they

should be in the Bachelor of Science in Entrepreneurship, Technology, and Management

program.

Likewise, according to Damianus et al. (2022) in their article "The effect of

entrepreneurial mindset, work environment on employees' work performance". The study aims to

investigate the influence of the entrepreneurial mindset and the work environment on the

individual's work performance. In order to expand the comprehension of the concepts and to try

to formulate the theories of the study, literature was consulted. A descriptive assessment and

correlation research design were used in the study. Total enumeration sampling was the sampling

design of the study. Thus, the population to which the study applies is all employees of Divine

Word College of Laoag. The total number of members was 169 employees. The data were

gathered using questionnaires. To determine the correlation, the ANOVA was used. The results

shown are that entrepreneurial mindset and work environment as well as individual work

performance stand high, and the result of the correlation found that both entrepreneurial mindset

and work environment are significantly correlated to the individual work performance. The study

aims to investigate the influence of the entrepreneurial mindset and the work environment on the

individual's work performance. In order to expand the comprehension of the concepts and to try
to formulate the theories of the study, literature was consulted. A descriptive assessment and

correlation research design were used in the study. Total enumeration sampling was the sampling

design of the study. Thus, the population to which the study applies is all employees of Divine

Word College of Laoag. The total number of members was 169 employees. The data were

gathered using questionnaires. To determine the correlation, the ANOVA was used. The results

shown are that entrepreneurial mindset and work environment as well as individual work

performance stand high, and the result of the correlation found that both entrepreneurial mindset

and work environment are significantly correlated to the individual work performance.

Also, in a study Hasibuan et.al. (2022) entitled” Intrapreneurship: As the Outcome of

Entrepreneurship Education among Business Students”.With today’s times, entrepreneurship is a

subject that attracts attention for all levels of majors within the higher education field. Yet, what

remains contentious is the determinacy of the learning outcomes in entrepreneurship education,

particularly if such studies concern non-entrepreneurship majors. The purpose of this study is to

1) determine the role attitude toward entrepreneurship, proxied by entrepreneurial mindset, plays

in intrapreneurship belief among business students, and 2) measure motivation affecting attitude

toward entrepreneurship among business students. The researcher used data obtained from

surveys of business students from State University of Medan, during data collection. The

questionnaires with a 7-Likert scale were distributed through an electronic questionnaire.

Distributed with the help of snowballing through student study groups, the questionnaires are

self-explanatory. The researcher had collected 205 data which were further analyzed using

variance-based SEM under the simple random sampling technique. Results The results show that

the cognitive element was a determining instrument in intrapreneurship belief among students.
Meanwhile, motivation is a determining factor that shapes attitude toward entrepreneurship. This

study recommends a meaningful learning process that shapes entrepreneurial cognition. This is

because the learners are now instilling entrepreneurship within themselves and not through the

belief of experience and family background but through the skills acquired and explained

rationally.

In addition, a study conducted by Dias et. Al (2016) did the title”.Fostering an

Entrepreneurial Mindset by Using a Design Thinking Approach in Entrepreneurship Education”.

Small and medium-sized businesses have been known to favorably contribute to an increase in

economic growth, jobs, innovations, and wealth creation. As a result, much attention has been

seen on entrepreneurship education over the last decades. Since the first entrepreneurship course

was hosted at Harvard University in 1947, thousands of programs and courses have been

developed and taught all over the world. However, many open issues regarding the scope, goals,

and practices most appropriate for the purpose of instilling an entrepreneurial mindset prevail.

Through case study research methods, this article discusses whether “design thinking” is an

appropriate teaching approach in entrepreneurship education. The new one-semester curriculum

unit was taught during the 2012–13 academic year to 66 undergraduate students in five courses,

using the instructional approach adapted from the method of design thinking. On completion of

the semester, a survey was administered to gain the opinions of the students about the unit.

According to the outcome, it can be concluded that their motivation and overall level of

satisfaction with their performance had been positively influenced by design thinking.
 According to Abun (2018), entitled Measuring entrepreneurial knowledge and

entrepreneurial intention of ABM Grade XII, senior high school students at Divine Word

Colleges in Region I, Philippines, this study aims to identify the entrepreneurial knowledge of

grade XII ABM students and their entrepreneurial intentions. The study applies the quantitative

descriptive research design and explanation research to describe and explain the entrepreneurial

knowledge and intentions. For this to be made possible, a set of questionnaires has been made

and distributed among the 162 respondents, the total number of grade XII ABM students of the

three schools. Pearson r was used to find the correlation between these two variables. The study

found that the entrepreneurial knowledge and entrepreneurial intention of the students are high,

and it is also found that there is a significant correlation between entrepreneurial knowledge and

entrepreneurial intentions of the students.

Foreign Studies

Based on Cui et. al. (2021) in their study, entitled “The impact of entrepreneurship

education on the entrepreneurial mindset of college students in China: The mediating role of

inspiration and the role of educational attributes” Apart from exploring the EE-EM link, this

paper seeks to establish the moderating role of entrepreneurial inspiration in the research model.

The study shows that EE has a positive impact on the extent of entrepreneurial inspiration which

promotes EM among the 1428 Chinese higher education students. This mediating effect explains

why inspiration should be fostered within EE programs. Moreover, this work examines how

learning experiences, course types and activities impacting the EM development. In this case, the

results show a positive significance for the extracurricular activities and a negative impact for the

curriculum attendance. At the same time, these findings advance knowledge regarding the effects
of EE on EM in higher education environments and serve as useful information in the creation

and assessment of subsequent EE initiatives.

Likewise, as studied by Ari, et al. (2020), demanding new ventures is a universal problem

and the government addresses it by entering entrepreneurial education. Despite the growing

interest in the topic of entrepreneurship, there have been a limited number of studies that focuses

on how students who are becoming entrepreneurs are prepared through entrepreneurial

education. The respondents of the study selected by Ari et al. (2020) were treated from

vocational students (SMK) in Jakarta of Indonesia. The study established that there is an

important role of Entrepreneurial education to act as the key to defining knowledge and

entrepreneurial mindset therefore preparing the students for entrepreneurship. The finding also

confirmed the positive relationship between entrepreneurial knowledge and the entrepreneurial

mindset, entrepreneurial preparation and successfully mediates the impact of entrepreneurial

education, and the entrepreneurial preparation.

Moreover, Soroush, et al. (2022) study aims at examining the impact of entrepreneurship

education in the establishment of know-how pertaining to entrepreneurial cognition on graduate

students’ entrepreneurial alertness; and the moderating influence of the entrepreneurial mindset.

The qualitative data was collected from graduate students at an Iranian University who had some

interaction with the concept of entrepreneurship education. In the revealing of the results, it was

showed that entrepreneurship education had a positive and significant influence of

entrepreneurial alertness and entrepreneurial mindset. Furthermore, positive and significant

moderating influence was established between the variables under study, that is,

entrepreneurship education and entrepreneurial alertness through entrepreneurial mindset. This

clearly supports the notion that educators need to consciously attempt to cultivate an

entrepreneurial perspective as part of any teaching of entrepreneurship, as well as furthering the

argument that improving ‘entrepreneurial alertness’ is best served by concentrating on the

identification and recognition of opportunity. The findings contribute to education as a practice

since students’ awareness is a significant factor in venture formation.

Additionally, based on Mustafa Din et. al. (2020) in their study, entitled

“Entrepreneurship Education: Impact on Knowledge and Skills on University Students in

Malaysia” Entrepreneurship Education has been a vital tool in Malaysia’s desire to become

developed high-income nation as it acknowledges the importance of EE as the means of

developing a competitive and innovative nation. This emphasis can be observed from the

Malaysian Education Blueprint 2015-2025 for Higher Education which embodies the nation’s

goals to produce holistic, entrepreneurship focused and well-balanced graduates. Hence, EE has

been introduced as a compulsary subject to the undergraduate students at the National University

of Malaysia (UKM). From the university there has been an effort to adopt new methods of

teaching and learning that incorporate teaching technologies in a more digitized environment.

Research aimed at comparing these approaches in terms of student knowledge and skill

improvement identified that, though there was no positive change of the knowledge test results,

there was a significant improvement of the entrepreneurial skills including coming up with

business ideas, marketing, sales and cash flow and project management skills. Considering the

above analysis, it can be deduced that envisaged changes in teaching and learning processes
enhance students’ entrepreneurial competencies. However, future research work should be

oriented and advanced to uncover more understanding of EE pedagogy at UKM so that it could

be equipped to develop knowledge as well as skills of students which in the long run the country

desired the implementation of entrepreneurial graduates as depicted in the Malaysian Education

Blueprint.

Furthermore, as stated in the article Hidayatulloh et al. (2022) titled "Creativity and

Entrepreneur Knowledge to Increase Entrepreneurial Intent among Vocational School Students".

The change of mentality, in satisfying all life needs, one does not necessarily have to work as an

employee or employee, but instead can play a role as a business pioneer. This study aims at

finding out the level of contribution of entrepreneurship education and creativity taking into

consideration factors that promote entrepreneurs' intents. The investigation was ex post facto in

nature and quota sampling technique of 76 vocational high school students. The instruments used

in data collection were tests to measure entrepreneurial knowledge and instruments to measure

entrepreneurial intentions. The data analysis technique involved the use of a regression test in

determining the relationship and the magnitude of influence between variables. The study has

found out that entrepreneurial education has a positive correlation with students' intent in

entrepreneurship. The contribution of change in entrepreneurship education partly to intent in

entrepreneurship was 32.60%. There is a positive contribution to creativity in students' intents in

entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is

partially 18.40%. This suggests a positive contribution between entrepreneurship education and

creativity in students' intent toward entrepreneurship, implying self-efficacy and locus of control.
 Manafe et al. (2023) "Exploring the Relationship Between Entrepreneurial Mindsets and

Business Success: Implications for Entrepreneurship Education". The purpose is to understand

the relationship between the entrepreneurial mindset and success in business and how it relates to

the training of entrepreneurs. The method used was qualitative research. In particular, students

can focus on the nature of entrepreneurs. It can help them to acquire skills and eventually reach

the level of entrepreneurship as compared to other studies. In addition, creating a business with

an entrepreneurial mindset suggests that people who do so are more likely to be successful.

In addition, Briga et.al. (2022) in the study titled “Entrepreneurial Education: Maker or

Breaker in Developing Students’ Entrepreneurial Confidence, Aptitude and Self-Efficacy”.

Researchers, policy makers, and the media have been advocating with fervour for the

strengthening of students’ entrepreneurial confidence, aptitude, and self-efficacy irrespective of

disciplines. They view it as an important form of social organization that is central to the

development of employment, social cohesion, economic growth and development, and the

transformation of work. Because of the critical role that it plays in nurturing entrepreneurial

attitudes and behaviors, this study favors the proposition that entrepreneurship education (EE) is

a core, essential field that should be continued and studied systematically. The main purpose of

this study is to measure and quantify how EE impacts entrepreneurial ability, self-efficacy, and

confidence. First, the paper discusses how being exposed to or participating in EE changes or

influences students’ perception of entrepreneurship as a profession, their ability, confidence, and

self-efficacy regarding that profession. In effect, it explores ways in which EE influences the

capacity of students to become entrepreneurs. The third section of the study examines how EE
influences self-efficacy-that is, belief in ability and motivation to start an entrepreneurial

venture-after participants have completed a targeted EE program.

Related Literatures

Age and Gender

According to Haski-Leventhal et. al. (2017), in the study entitled "The role of gender and

age in business students’ values, CSR attitudes, and responsible management education:

Learnings from the PRME international survey". As the demand increases among groups

interested in ethical business education at business schools grows steadily over time; it becomes

crucial to grasp how students view corporate social responsibility (CSR). By applying theories of

orientation and development principles as a guide; they explored how gender and age influence

the moral perspectives of business students regarding values and attitudes towards CSR, within

educational settings that prioritize responsible management education (RMF). According to a

survey that received 1300 responses and followed the principles supported by the United Nations

for responsible management education (PRME) it was found that female students tended to

prioritize ethical responsibilities more than male students overall. Furthermore, female students

showed openness towards curriculum adjustments centered around Corporate Social

Responsibility (CSR) studies or Responsible Management Education (PRME) compared to their

male counterparts. Moreover, the older age groups rated values and positive attitudes towards

CSR more highly than the younger age groups did. They also discovered that breaking down the

age factor into groups revealed clearer distinctions in the decisions made by participants
regarding the four aspects of a student's moral perspectives. The implications of the discoveries

for Religious and Moral Education (RME) business schools and other interested parties are

delved into.

Achievement

Some argue that achievement motivation is the primary determinant of entrepreneurship.

According to Henry Sykes (2018), the Thematic Perception Test was used in which subjects

were required to write a short story about an image to coin the term "need for achievement." As

mentioned by Cherry (2019) later elaborates on the theory, saying that people with high levels of

autonomy have a strong desire to assume personal responsibility, set and achieve moderately

challenging goals, and receive performance feedback. He argued that achievement training

should be given to developing countries instead of financial aid since he believed

entrepreneurship was important to economic success (Acosta, Fulgencio, & Decena III, 2019).

Abun's analysis of need satisfaction revealed that it is an essential component of

entrepreneurship. Furthermore, Abun contended that entrepreneurship and economic expansion

were directly linked, and for any government wishing to accelerate the expansion of the

economy, there must be concern for the increase in standards of achievement within its

borders.Achievement some argue that achievement motivation is the primary determinant of

entrepreneurship.

Autonomy
 Autonomy refers to the ability to decide on one's own choices according to Deci and Ryan

(2018). According to Assor, Kaplan, and Roth (2020), autonomy refers to the action of following

one's interests, values, and desires. One kind of autonomy greater than free will is self-

awareness. This paper primarily discusses awareness of one's intent and purpose followed by

acting. Autonomy and entrepreneurship are complementary because they are decision-making

flexible (Decena III & Abellanosa, 2022). Entrepreneurs, regardless of whether they have an

employee-owned business or are independent contractors, have access to these liberties. Other

reasons might demand autonomy, though. One needs to have his own space. The majority of

successful business owners rely on their independence for success. It's partly because

entrepreneurship studies more often than not focus on financial performance, despite how well-

known the significance of factors such as autonomy and challenge is (Stephan, 2018). Research

has actually shown that the benefit to well-being of having control comes into being (Williamson

et al., 2021).

Tendency

Tendency According to Morris (2022), emphasizes the value of having an entrepreneurial

mindset in students, which can help them uncover small company prospects and generate

creative concepts to meet unmet market demands. An entrepreneurial mentality is defined by a

strong desire for success, a willingness to take risks, and the capacity to develop, plan, and carry

out activities to attain entrepreneurial objectives. According to studies, an entrepreneurial

mindset is developed over time and employed regularly, accompanied by the ability to organise,

plan, and execute new projects as well as a high sense of fulfilment. This approach is critical for
students to recognize and fulfil unmet market demands, and it is an important aspect in

accomplishing entrepreneurial ambitions.

Risk Taking

According to Caird (2020) conduct is difficult to distinguish from creativity and invention

because they both thrive in an open environment. Thompson (2019) Starting a company is a

dangerous venture, and research and data analysis are essential for understanding and achieving

corporate goals (Choo & Wong, 2019). Successful entrepreneurs can take calculated risks when

making decisions and face challenges head-on (Rembulan et al., 2023). Risk-taking involves

taking a chance, trying something new, and maybe succeeding or failing. Self-sufficient

entrepreneurs are essential for starting and growing businesses, and students who have an

entrepreneurial mindset can develop the ability to take calculated risks (Putri et al., 2022).

Drive and Determination

Drive and determination inspire people to take chances and step outside of their comfort

zones. Successful business requires a high level of desire and dedication. Psychologists call this

entrepreneurial perseverance in pursuing a goal in the face of challenges "determination." The

drive is an individual trait that motivates people to question and accept the status quo. People

follow this drive to achieve higher goals. Because of their ambition, they are happy with what

they have and are always looking for more (Miami Business Plans, 2018). The motivation pushes

people to step outside of their comfort zones and look for new chances that could lead to success.

According to research (Utama & Syaiful, 2020), having an entrepreneurial mindset is the
essence, personality, and character of a person's motivation to pursue original and unique ideas in

the real world to succeed. Dora (2019) states that a person with an entrepreneurial attitude is

defined by their nature and character, which reflect the attitude and conduct of entrepreneurs.

"Determination" is a psychological term that describes a person's tenacity in adhering to a goal in

the face of obstacles.

Attitude towards behavior

According to the expected performance value model, a person's attitude toward a behavior

is determined by a full range of accessible behavioral beliefs connected to a range of events and

results. This is due to the model calculates the relative benefits and drawbacks of a behavior.

Inferred assessed attitudes could be used as targets for and a more accurate predictor of behavior.

suitable measures. However, it synthesizes a substantial amount of research. examining the

ability of attitudes that are measured implicitly to forecast behavior. Long-term Behavior

modification therapies usually aim to bring about change (Kurdi et al., 2018). Aside from the fact

that the majority of research are satisfied with determining if behavioral change is noticeable

over a brief period of time, the formation of current habits is only occasionally stated clearly as

an intervention. Only a few technologies are made expressly to serve the goal of making the

changed behavior durable. According to Ober and Planck (2020), interventions have the potential

to optimize long-term behavioral change by fostering the habituation of new and desirable

behaviors and imparting qualities like persistence and insensitivity to contradictions

Subjective Norms
 As stated by Minton et. al., (2018) the study entitled “The subjective norms of sustainable

consumption: A cross-cultural exploration”. Although extensive research has explored aspects of

sustainable consumption, such as specific sustainable behaviors and motivations for participating

in sustainable activities, little research has examined the role of national culture and how

pragmatism influences sustainable consumption. Sustainable consumption can encompass both

sustainable attitudes and sustainable behaviors, and in this research, two types of social norms

related to sustainable consumption (normative and self-enhancing) are also included and

examined across three nations (France, Japan, and US). The findings suggest that differences in

consumption are explained, in part, by the country's level of pragmatism, a cultural value

(Hofstede, 1991). Building off the theory of reasoned action, findings also show that sustainable

attitudes mediate the relationship between the level of pragmatism of a respondent's nation and

sustainable behaviors.

Behavioral Control

Their behavioral control is a reflection of their values, hopes for future success, and

preferences Taylor (2018). The best indicator of any planned activity is intentions. included

being an entrepreneur. Knowing the reasons behind intentions enhances our comprehension of

the intended activity. Behavior is impacted by attitudes through influencing plans. Intentions are

affected by both the circumstance and the person. sentiments. Purposeful models therefore

predict behavior far more accurately than a human. (identification, for example) or situational

characteristics related to business position. The flexibility and durability of Intention models

promote the use of thorough, theory-driven, and verifiable procedures. models used in studies on
entrepreneurship (MacMillan & Katz, 2018). Intentional actions outlines and illustrates the

reasons why many business owners decide to launch their venture before looking for for chances.

Impact of the study on educators

Nadelson, et al. (2018) study entitled "Developing next generation of innovators: Teaching

entrepreneurial mindset elements across disciplines" sought to find out in what ways and at what

points in the curriculum faculty members across the curriculum engage with teaching the

entrepreneurial mindset directly or indirectly. The researchers begin by outlining what they mean

by entrepreneurship in terms of a continuum, though they also recognize the situational and

cognitive aspects inherent in the term. They created a survey for faculty members to assess their

understanding of entrepreneurship and their involvement in teaching aspects of the

entrepreneurial mindset, which includes both quantitative and qualitative questions. They

conducted a survey of the staff members at a predominantly teaching college in the western

United States. The survey was completed by sixty-four faculty members, which represents

approximately 20% of the total faculty across different disciplines. The findings of the study

discovered limited understanding of entrepreneurship, signs of incorporating aspects of the

entrepreneurial mindset in teaching, and restricted assignment methods for encouraging

entrepreneurial thinking. The need that arises from the research findings is significant.
Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the students in Data Gathering Technique: Develop training activities

terms of: age and grade level. Total Population Sampling for students that focus on

business knowledge, aiming

Level of ABM student’s Data Collection: to foster a stronger

entrepreneurial attitude in Through Survey entrepreneurial mindset.

terms of: Achievement, Questionnaires

Autonomy, Tendency, Risk Provide recommendations for

Taking, Drive and Data analysis: curriculum improvements,

Determination Correlation analysis to extra-curricular activities, or

indicate a relationship interventions that could

Level of ABM student’s between ABM student’s strengthen the entrepreneurial

entrepreneurial intention in business knowledge and mindset among ABM

terms of: Attitude towards entrepreneurial mindset students.

behavior, Subjective Norms,

and Behavioral Control Janse et al. (2021) discuss

that the correlation

 coefficient is frequently

utilized in studies to indicate

a relationship between

variables or to compare two

methods.

Trustworthiness

Consideration

Transferability

Credibility

Dependability

Confirmability

Ethics of the Study

Prioritize the ethical principle

of participants

Be transparent about the

study’s purpose, procedures,

and data usage, and, if

applicable

FIGURE 1. Paradigm of the study

 The input consists of the students' profiles, including their age and grade level, as well as

their business knowledge in areas such as budgeting, financial planning, economic awareness,

business ethics, and technology. Additionally, the entrepreneurial mindset is assessed through

various traits, including comfort with risk, creativity and innovation, critical thinking and

problem-solving, initiative and self-reliance, communication and collaboration, future

orientation, opportunity recognition, and flexibility and adaptability.

In the process phase, data will be gathered using a total population sampling technique

and collected through questionnaires. A correlation analysis will be conducted to evaluate the

relationship between the students' business knowledge and their entrepreneurial mindset,

drawing on insights from existing literature, such as the work by Jase et al. (2021).

Trustworthiness will be ensured through considerations of transferability, credibility,

dependability, and confirmability. Ethical principles will be prioritized, emphasizing

transparency regarding the study's purpose, procedures, and data usage.

The output of the study aims to develop training activities that focus on enhancing

business knowledge to foster a stronger entrepreneurial mindset. Recommendations will be

provided for curriculum improvements, extra-curricular activities, and interventions that can

effectively cultivate an entrepreneurial mindset among ABM students.

Hypothesis of the Study

Ho: There is no significant relationship between ABM Student’s Business knowledge and

Entrepreneurial Mindset.

Definition of Terms

Age - An individual's development measured in terms of the year's requisite for like development

of an average individual. It is also defined as a demographic variable that may influence the

individuals' exposure to business concepts.

Grade Level - It is the level of educational program studied by a student. In the study, grade

level refers to the specific year of schooling for ABM students, specifically grade 11 and 12.

Achievement - Refers to the success achieved by persons who have planned Organised and

successfully launched a commercial or social venture Entrepreneurial endeavour.

Autonomy - Refers to the level of flexibility an entrepreneur has in making decisions. about the

operations associated with their venture, including what duties to accomplish and how How to

approach them and when to execute them.

Tendency - This is a combination of individual and contextual effects. An individual's

determination and dedication to carrying out their business duty.

Risk Taking - Emphasizes the significance of entrepreneurs' willingness to accept measured

risks and make decisions with unknown outcomes for the benefit of the business.

Drive and Determination - Reflecting entrepreneurs' energy and resilience, allowing them to

continue and progress in the face of unavoidable setbacks and obstacles

Attitude towards behavior - According to the expectancy-value model, this idea is influenced

by a person's accessible beliefs that connect a specific behavior—in this example,

entrepreneurship—to a range of experiences and results.

Subjective norms - Refers to the idea that people feel pressured to carry out the directives or

demands of others when it comes to being involved in what is commonly referred to as

"entrepreneurship"

Behavioral Control - This depicts the decision-making process involved in commencing

Various elements can influence a business venture.

Notes in Chapter II

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171-190.

CHAPTER III

RESEARCH METHODOLOGY

This chapter introduces the research methods that will be used in the collection, analysis,

and interpretation of data for the study. It specifically covers the methodology and techniques,

population and sample, research instruments, instrument development and validation, data

collection procedure, and data analysis.

Methods and Techniques of the Study

 This study aims to determine the underlying correlation between the business knowledge

and the entrepreneurial mindset of ABM students in Mariveles Senior High School Sitio-

Mabuhay. It utilized Pearson's r. The Pearson correlation coefficient (r) is a statistical tool of

measuring a linear correlation between two variables. It will measure the strength and direction

of the relationship between business knowledge and entrepreneurial mindset

According to Zhi et al. (2017) in “Research on the Pearson correlation coefficient

evaluation method of analog signal in the process of unit peak load regulation" Pearson

correlation coefficient method is a method for estimating the correlation between two variables

in the field of statistics. In the field of statistics, Pearson correlation coefficient method is studied

and applied as a new evaluation method to evaluate analog signals in the peak load control

process. The operation data of the simulation machine was extracted and the characteristics of

the curve were analyzed to obtain the evaluation results of the curve, and the validity and

effectiveness of the Pearson correlation coefficient method in the evaluation of analog signals in

the deep peak load control process were confirmed.

An article titled "Correlation Coefficients: Appropriate Use and Interpretation" by

Schober (2018). Correlation is a measure of the relationship between variables, usually expressed

as the Pearson correlation coefficient between two continuous variables. Spearman's rank

correlation is used for non-normally distributed data or outliers. The range of both coefficients is

-1 to 1, with 0 indicating no relationship or monotonicity. Hypothesis tests and confidence

intervals can be used to test the significance of results and measure the strength of relationships

in population samples.

According to Stewart (2024), Pearson’s correlation coefficient, a measurement quantifying the stre
Population and Sample of the Study

The population of the study are Accountancy Business and Management students of

Mariveles Senior Highschool- Sitio Mabuhay. The total population of grade 11 and 12 ABM

students of Mariveles Senior Highschool- Sitio Mabuhay is 143 as determined by the office of

the school registrar. From the population of ABM students of grade 11 in MSHS-SM. (1) Grade

11- ABM Pendon–37, (2) Grade 11–Pineda 28 and section of grade 12 students of MSHS-SM.

(1) Grade 12- Buenaventura- 40. (2) Grade 12- Cruz- 38.

Table 1 presents the population and sample size of Accountancy Business and

Management students in Mariveles Senior Highschool- Sitio Mabuhay A.Y. 2024-2025.

Table 1

Population and Sample size

Respondents Population Sample size

 Accountancy, Business and

Management of Students in 143 136

Mariveles Senior High

School Sitio Mabuhay

The sample size of the study was the one hundred thirty-six (136) grade 11 and 12 ABM

students in Mariveles Senior High-School- Sitio Mabuhay in the province of Bataan who were

selected using Total Population Sampling by utilizing inclusion, exclusion, and withdrawal

criteria that the researcher considered in looking for the participants of the study.

According to Smith, J (2025), total population would refer to the totality of all the

individuals or entities that one is studying in order to determine whether business knowledge

goes in tandem with an entrepreneurial mindset. It would encompass every potential

entrepreneur in a specified demographic or geographic location and, therefore, would qualify

researchers to generalize conclusions on the role business knowledge plays in entrepreneurial

thinking and behavior.

The total population is the group from which data was collected and analyzed. Population

is a statistical term that describes the group from which the sample is taken for investigation.

This means that it is difficult in terms of cost and time to collect the necessary data for the entire

population, so samples are used for decision making.

A sample of the population must be randomly selected in order to accurately represent the results

of the study as a whole. Valid statistics can be obtained from a sample or survey of the entire

population (MOMOH, 2024)

 From data provided by the European Union (EU), according to Eurostat (2023). The

normal resident population, which is the total population in a given area, is the recommended

definition. Population registries or data from the most recent census, modified by factors

contributing to population change since the last census, can be used to determine the population.

A calendar year's average population is determined by taking the arithmetic mean of the

populations of two years in a row. In addition, several "per capita" metrics and demographic data

such as crude rates per 1,000 people are computed using the average population.

The following qualities were linked by the ABM students who were chosen as study

participants. However, according to the study’s policies, students may decline to respond to

questions if the questions may be found offensive. If the students feel it is improper to respond,

they may be entitled to not react at all. If they choose not to participate, they can avoid being

included in the sample.

The researchers collected data by using a sampling technique, namely total population

sampling, which was deemed the most appropriate collection method for the prevailing study.

Researchers can obtain profound insights into the phenomenon as entire population sampling

includes every member of the population of interest. There is less chance of overlooking

important insights from members who are left out because of the population's wider coverage.

The researchers chose this sample strategy because they reasoned that total population sampling

would reduce selection bias, which may suggest scientific misconduct.

Therefore, respondents from the aforementioned location will be chosen using a total

population sampling technique to extract the necessary data in order to precisely identify the

demographic profile and the relationship between business knowledge and entrepreneurial
mindset of Accountancy Business and Management students in Mariveles Senior High School-

Sitio Mabuhay.

Table 2

Distribution of Respondents in each section using

Total Population Sampling

Grade & Section Population Sample

11 – ABM Pendon 37 37

11 – ABM Pineda 28 28

12 – ABM Buenaventura 40 40

12 – ABM Cruz 38 31

Data Gathering Instruments

In order to gather data, the researchers will use a survey-questionnaire, which includes a

set of specific questions based on the research topic and about the criteria that respondents will

answer.

According to Kuphanga (2024), The questionnaire method is a cost-effective, accessible,

and diverse data collection tool for quantitative research. Despite challenges like low response

rates and potential bias, it remains valuable for gaining insights and contributing to knowledge

advancement in various fields.

 Survey-Questionnaires offers step-by-step guidance for students conducting surveys using

questionnaires to collect factual information, measure attitudes, and evaluate products, services,

and programs. It provides easy-to-follow guidelines, numerous examples, and exercises to

practice skills (Patten, 2016)

A set of common questions laid out in a standard and logical form to record data from

respondents. Instructions show the interviewer or the respondent how to move through the

questions and complete the schedule. It could be printed on paper or on a computer screen

(Hussain, 2022)

The survey-questionnaire for the ABM students in Mariveles Senior High School Sitio-

Mabuhay, will consist of two (2) parts or sets. Part 1 will consist mainly of the students’

demographic profiles which include age, gender, and grade level. In Part 2, the primary inquiry

will be a questionnaire comprising multiple variables, each of which will contain a set of

questions focused on the relevant subject. A questionnaire is a kind of research instrument that

has a series of questions designed to collect information from participants. There are also closed-

ended questions employed, like the Likert scale. As stated by Elliot (2021). The Likert scale is a

widely used survey tool that offers a range of text-based response options, enabling researchers

to gauge respondents' views and opinions. Rensis Likert created it in the 1930s, and it provides a

more complex analysis than binary questions by allowing researchers to evaluate various degrees

of agreement, significance, and other variables. A variety of rating scales are referred to

collectively by the title "Likert scale" informally.

The Likert Scale was used to elicit a measurable response from ABM students. This scale

has four possible responses and values are assigned ranging from 1 to 4. In the absence of a
neutral option, researchers employ Likert scales to gather severe answers. Researchers can add

four extreme options without a neutral option by using a 4-point Likert scale for priority.

Scale Equivalent Range Interpretation

4 Strongly Agree 4.00-4.99 Very Proficient

3 Agree 3.00-3.99 Proficient

2 Disagree 2.00-2.99 Less Proficient

1 Strongly Disagree 1.00-1.99 Not Proficient.

Construction and Validation of Research Instrument

The researchers manually checked a variety of reference sources such as published

books, journals, theses and dissertations to be able to find relevant internet sources. Before the

questionnaire was constructed, focus groups and observations were conducted. In addition, the

researchers thoroughly examined all study equipment before dispersing them. The investigators

analyzed all the data before it was released during the research instruments. The research

instrument was adopted from research studies discovered online.

Following modifications, the survey instrument was sent back to the specialists. It has to

be filtered through the final clearance and representation before responding, if it can go

unfortunately. The researchers verified the content of survey tools including questionnaires.

Although this method improves the experimenter's ability to measure changes within a given

observation, it is particularly useful for experiments that are unit-level studies.

Data Gathering Procedures

 The study will take place at Mariveles Senior High School in Sitio-Mabuhay. This

makes it possible for the researchers to get the information they need from the responders. In this

investigation, total population sampling will be used. To explain, the total population sampling

will examine the entire population that have a particular set of characteristics.

Respondents will be given thorough instructions before completing the Google Form

survey, along with help on how to complete it, as answering an online survey is more convenient

for them. Furthermore, the resources are only a short distance away due to their easy

accessibility. Its objective is to obtain answers from study participants that are dependable and

genuine.

Participants will be informed that their answers will only be used for this research project

before they complete the questionnaire. Their personal information was also pledged to be kept

private as part of the ethical considerations of the original study; pseudonyms were adopted

because this study was published for public consumption. In order to analyze the research, the

data are gathered, processed, and examined using the proper analytic methodology.

Data Processing and Statistical Treatment

After being collected via the standardized online survey, all of the data will be processed

using an acceptable statistical method in order to identify the various concerns that the study will

raise. Using the Pearson’s R technique, which measures the linear correlation between the two

variables. The gathered data would be totaled, assessed, analysed, and offered for treatment.
Researchers would also be able to discern, arrange, and carry out an exact examination of the

data presentation thanks to the method.

In particular, frequency count and percentage will be used to determine the majority of

respondents' age and grade level. Mean and standard deviation is used to determine the level of

business knowledge, such as budgeting, financial planning, economic awareness, business ethics

and technology, as well as the level of entrepreneurial mindset, such as comfort with risk,

creativity and innovation, critical thinking and problem solving, initiative and self-reliance,

communication and collaboration, future orientation, opportunity recognition and flexibility and

adaptability. Also, the strong correlation between ABM students' business knowledge and

entrepreneurial mindset. Additionally, according to Murugan & Govindarajan (2022), Statistical

package for the social sciences (SPSS) statistical software developed by IBM for data

management, advanced analytics, multivariate analysis, business intelligence, and criminal

investigation. And IBM acquired it in 2009. SPSS consists of a feature through which internal

file structure, data types, data processing, and matching files, together can simplify

programming. SPSS statistics can read and write data also spreadsheets, database and statistics

packages. If there is a significant relationship between the variables, pearson correlation

coefficient R will measure the strength, direction and probability of the linear association

between two interval or ratio variables. (Chee, 2015). Understanding that relationship is useful in

the aforementioned operation because we can use the value of one variable to predict the value of

the other variable. The researcher would be able to determine using this method whether the

ABM students’ business knowledge will have an impact on ABM students' entrepreneurial

mindset.
 According to Heuvel & Zhan (2022), Pearson's correlation coefficient is a measure of

linear association between two random variables, but it is not suitable for nonlinear monotonic

associations. Alternatives like Spearman's rank and Kendall's tau are recommended. This article

demonstrates that these opinions are incorrect and suggests that Pearson's correlation should be

used for nonlinear monotonic associations. It also presents examples of bivariate distribution

functions with nonlinear monotonic associations.

According to Chee (2015), Pearson’s product moment correlation coefficient, or

Pearson’s r was developed by Karl Pearson (1948) from a related idea introduced by Sir Francis

Galton in the late 1800’s. In addition to being the first of the correlational measures to be

developed, it is also the most commonly used measure of association. All subsequent correlation

measures have been developed from Pearson’s equation and are adaptations engineered to

control for violations of the assumptions that must be met in order to use Pearson’s equation

(Burns & Grove, 2005; Polit & Beck, 2006). Pearson’s r measures the strength, direction and

probability of the linear association between two interval or ratio variables.

Ethical consideration

The researchers must prioritize the ethical standards of the essential participants in order

to perform a successful study. At the time the data were gathered, the relevant study participants

had granted their consent to the researchers. These people suffered no harm or injury as a result

of the data collection procedure. Pritha Bhandari (2022) scientists and researchers must always

adhere to a set of ethical guidelines when collecting data from people. Furthermore, they must

not sustain any kind of harm. The researchers conducting the study should ensure a satisfactory

degree of anonymity.
 In order to ensure the privacy of the respondents, the researchers must abide by privacy

laws. The respondent must not provide their personal address and data to the researchers.

Geographic location, money, and others are the numerous variables that might have a role.

Additionally, the researcher should refrain from pressuring respondents to submit their responses

in a particular way.

It is necessary to inform the respondents on a regular basis that their personal data will be

collected. Data would be gathered. Control over the information's use should belong to the

respondent. The responder should attest to the veracity and correctness of the data collected. It is

necessary to adequately protect the acquired data. How extremely ethically sound this study was

is demonstrated by the fact that the researchers conducted it in accordance with all regulations.

Trustworthiness Considerations

According to Pilot and Beck (2014), trustworthiness is the level of confidence in the data,

interpretation, and procedures used to guarantee a study's quality. For a study to be deemed

valuable by readers, it is imperative that it clearly outline the techniques and methodologies

employed. Credibility, transferability, dependability, and confirmability are characteristics that

Lincoln and Guba (1985) added to the concept of trustworthiness.

a.) Credibility

Credibility assessed the precision and correctness of the study's conclusions, or its truth

value. This is due in part to the methods used by the researchers as well as their personal
credibility. The employment of procedures like as triangulation, prolonged interaction with the

data, persistent observation, negative case analysis, member checks, and referential adequacy can

enhance the trustworthiness of qualitative investigations.

b.) Transferability

Transferability evaluates whether or not the study's conclusions are relevent in other

contexts. It is also observable from a generalizability perspective. Thick description can be used

in qualitative research to demonstrate transferability by providing enough details about the

study's participants, location, and methods of data collecting. This makes it easier for other

researchers to evaluate if the results are applicable or transferable to other contexts. Even though

transferability cannot be shown beyond an absolute certainty, you can show that it is likely to

confirm the findings and support the validity.

c.) Dependability

According to Braun and Clarke (2021) dependability is the capacity of the research

process to remain stable and consistent throughout time and in a variety of circumstances,

including data collection, analysis, and interpretation. It is important to record the specific

methods used for data collection, processing, and interpretation so that the study may be

theoretically replicated by other researchers and yield trustworthy results. Screening criteria

might be utilized as a substitute to guarantee the dependability of research.

d.) Confirmability

Confirmability is the extent to which other people can validate the results. The term

"confirmability" is synonymous with the word objectivity. Confirmability can be increased in a

number of ways. The researcher can record the procedures for verifying data twice throughout

the study. Another researcher can take a "devil's advocate" stance about the results and record the

methodology. The researcher is able to actively seek out and characterize those that contradict

prior findings. Following the study, a data analysis can be performed to evaluate the methods

employed to gather and process the data and provide conclusions regarding the possibility of bias

or distortion.

Notes in Chapter III

Research on the Pearson correlation coefficient evaluation method of analog signal in the process

of unit peak load regulation. (2017, October 1). IEEE Conference Publication | IEEE Xplore.

https://ieeexplore.ieee.org/document/8265997

Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation Coefficients: appropriate use and

interpretation. Anesthesia & Analgesia, 126(5), 1763–1768.

https://doi.org/10.1213/ane.0000000000002864
Stewart, K., (2024). Pearson’s correlation coefficient.

https://www.britannica.com/topic/Pearsons-correlation-coefficient

Momoh, O., (2024). Population: Definition in Statistics and How to Measure It.

https://www.investopedia.com/terms/p/population.asp

Wylon, M. (2021). Problematyka definicji miasta i ludności miejskiej w Chińskiej Republice

Ludowej. Prace Geograficzne, 164, 91–103. https://doi.org/10.4467/20833113pg.21.001.13426

Patten, M., (2016). Questionnaire research: A practical guide.

https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&as_yhi=2024&q=survey+questionnaire+guide&btnG=#d

=gs_qabs&t=1728790252619&u=%23p%3Dwa035eUArloJ

Kuphanga, D., (2024). Questionnaires in Research: Their Role, Advantages, and Main Aspects.

DOI: 10.13140/RG.2.2.15334.64325.

https://www.researchgate.net/publication/378868278_Questionnaires_in_Research_Their_Role_

Advantages_and_Main_Aspects

Hussain, A., (2022). What is a Questionnaire?.

DOI: 10.13140/RG.2.2.34333.79842.

https://www.researchgate.net/publication/364093373_What_is_a_Questionnaire

Murugan, S., Govindarajan, B., (2023). Statistical Package for the Social Science

January. International Journal of Business and Economics Research 8(4):616-618.

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ce
Elliott, R., (2021).Likert Scale Examples and Definition. https://www.geopoll.com/blog/likert-

scale-examples-definition/