CHAPTER I
THE PROBLEM AND LITERATURE REVIEW
INTRODUCTION
Entrepreneurship has always been crucial when it comes to the development of nonexisting ideas especially in the economic industry. This applied subject, as implored in
the senior high school program education of the Philippines, conveys primarily the
importance for career opportunities for the graduating high school students. The word
itself also manifests a person’s charisma when pursuing his/her own choices on one’s
life. Based from McCullough and Medina (2019), entrepreneurship is always paired with
uncertainty and less guarantees. It thoroughly shows that this discipline enables people
to be free of expressing their innovative ideas regardless of all the risks and rewards
associated with that enterprise.
The
Department
of
Education
(DepEd)
has
included
the
subject
of
Entrepreneurship in the basic education curriculum in the academic track, particularly in
the Science, Technology, Engineering, Mathematics (STEM) strand and Accountancy,
Business and Management (ABM) strand. It is dependent upon the school’s
implementation of the subject if they will put it in either grade 11 or 12. However, the
inclusion of the subject in the strands shall be conducted 80 hours in a semester where
all of the principles are expected to be discussed to the students. In line with this, the
topics held in the subject will prove its relevance towards any other fields in the industry.
2
This study will mainly focus upon the mastery level of entrepreneurial principles
between Accountancy, Business and Management (ABM) strand and Science,
Technology, Engineering and Mathematics (STEM) strand.
LITERATURE REVIEW
Definition and importance of entrepreneurship
Entrepreneurship, in its expansive definition, is the process of discovering new
ways of combining resources (Sobel, Munger, Norton, Ehrbar, & Hardin, n.d.). By this
definition, this discipline enables a person to create a raw idea to an innovative endeavor
with all of the necessary time and effort needed that would eventually lead to a possible
success or failure of a person’s choice. Being an entrepreneur is not something about
consistency as where a person starts out does not necessarily, where he/she will end up
(Ferreira, 2019). Entrepreneurs hustle and sacrifice their way towards a life-changing
opportunity independently.
In the economic industry, where entrepreneurship is considered as a technical
term, entrepreneurs had their personal views of entrepreneurship. In Onuoha’s definition
(as cited in Eroglu & Picak, 2011), entrepreneurship is the practice of founding
organizations or revitalizing existing organizations, concluding all to a new business
venture for response to identified opportunities. On the other hand, for Schumpeter (as
cited in Eroglu & Picak, 2011), entrepreneurs are individuals seeking adventure through
technical or organizational innovation. Entrepreneurship deals with the exploration of a
venture or organization to become a viable start-up of a life-changing opportunity.
Entrepreneurship in education also has its own view of describing the discipline.
According to Erkkila (as cited in Lackeus (2015), entrepreneurial education is used to
3
unify both education and entrepreneurship. Entrepreneurial education aids people in
broader ranging skills such as adaptability, effective communication, and confidence
(Constantine , 2017). This aspect of entrepreneurship enhances people their soft skills as
vital in any field.
In this proposed study of the researchers, the definition that would be used in this
term paper is based on its usage to education. Therefore, focusing on the
entrepreneurship as meant in an academic institution. The pursuit of this study makes it
a big deal in the scope of forming a developmental stage for future entrepreneurs from
nurturing them to be the competitive workers in the next generations.
STEM and ABM as academic tracks of K-12 program in the Philippines
On May 15, 2013, former president Benigno Aquino III approved the Republic Act
(RA) 105 that emphasizes the K to 12 program; it aims to enhance the quality of education
by adding 2 more years in the secondary level. It consists of 4 tracks namely: Academic,
Technical-Vocational Livelihood, Arts and design and sports. This research study focuses
on two focal strands under the academic track. The researchers chose the Science,
Technology, Engineering, and Mathematics (STEM) and Accountancy, Business and
Management (ABM) strand because Entrepreneurship is present in both strands in their
graduating year.
STEM strand is intended for students who are engaged in the fundamental
concepts of engineering, science, and math. As stated by Larson (2017), STEM education
focuses students to be business and industry leaders and that STEM jobs are suspected
to increase in the next generations. On the other hand, ABM strand enhances students’
4
skills in basic concepts of business management, financial management, and corporate
operations (Nucum, 2018). In these stated fundamentals, it has been observed by the
researchers that entrepreneurship is a common denominator between these two strands.
Moreover, as authored by Hermozura (2017), being an ABM student requires analytical
skills, creativity, and logical skills that improves the students’ strategic ways of solving
problems.
The K-12 Program was not solely built for the modification of the curriculum per
year level. It also aides the needs of the students in preparation of their pursuable careers
in college. With ABM and STEM strands, students are required to choose a track choice,
which will prepare them for such deeper units in tertiary school. There is a high
expectancy of these strands to dominate the management courses in college. Thus, it will
preview them the basics of different entrepreneurial principles to be fully equipped of the
scope of entrepreneurship.
Entrepreneurship of ABM/STEM strand
In the SHS curriculum guide of Department of Education (DepEd) for ABM and
STEM Strand, Entrepreneurship is considered as an applied/contextualized track subject
for the Grade 11 or Grade 12 year level. Applied subjects are subjects that all SHS
students will take (“Senior High School in the Philippines: Curriculum Breakdown”, n.d.).
However, applied subjects are designed to focus on the specific applications of certain
subjects on the students’ chosen track or strand. With that being said, the course outline
of applied track subjects are said to be the same as taking a college degree although the
complexity of the lessons are not equivocal.
5
In the suggested scheduling of subjects of DepEd, entrepreneurship is held to
class for 80 hours in a semester for any strand, making it identical for the volume of
competencies learned by the students.
It is being implied in this section that there are similarities and differences when it
comes to the methodical ways of teaching entrepreneurial principles in STEM and ABM
strands. These could be the huge factors in instilling them the mastery of
entrepreneurship in college level.
Entrepreneurial skills of STEM and ABM students
Entrepreneurship are inseparable with the business, marketing and financial skills.
However, there are skills seemingly unnoticed that could also contribute to the growth of
a business venture. For instance, STEM skills have proven their values to entrepreneurs
especially in the teamwork and collaboration, resilience, and ability to establish
relationships in the areal flaws of a project (Horn, 2018). Moreover, a blog post from CEO
Blog nation stated that those people enrolled in the STEM education and pursuing its
industry has the ability to understand technicalities, problem solving, and analytical
mindset that are qualities of an entrepreneur (n.d., 2016). The qualities of a good
entrepreneur are present when it comes to STEM students. With a good quality of
education of entrepreneurship education, STEM students will definitely cope up through
their entrepreneurial opportunity identification and self-efficacy (Gonzales, HoyosRoperto, Pomales-Garcia, and Amador-Dumois, 2019). In terms of marketing-information
management, STEM students also ace the progressive marketing as the contemporary
period already utilizes the digital media (Cook, 2018).
6
On the other hand, ABM students are technically inclined to basics of financial
management and business operations. However, it is being overlooked that this strand
also enhances the potential of its students in their leadership, organizational behavior,
and time management abilities that are important in any field of work (Ocampo, 2019).
Furthermore, a research held by Abun, Foronda, Belandres, Agoot, and Magallanez
(2018) concluded that ABM students have high entrepreneurial knowledge and
entrepreneurial intentions. ABM strand has its clause on providing their students a good
education of entrepreneurship.
With these linking evidences, it is concluded that both of these strands have what
it takes to covey entrepreneurial principles. It is highly preferred that this type of study
should always depend from a current data of testing rather than overlooking a past
semestral grade of the students to create a vague conclusion.
CONCEPTUAL FRAMEWORK
Figure 1. Conceptual Framework
7
Figure 1 above shows the conceptual framework of the expected phenomena of
this research study. As shown in the illustration, STEM and ABM strands are the two
variables being tested in terms of their mastery level of entrepreneurial principles as both
of these strands have entrepreneurship subject. Both strands will be tested in terms of
their mastery level of these principles through the enlisted indicators to see if there are
identity or discrepancy in the test scores.
STATEMENT OF THE PROBLEM
The study aims to evaluate the test scores on various entrepreneurial principles
between grade 12 STEM and ABM students in Marikina City. It specifically answers the
following research questions:
1. What are the levels of mastery in entrepreneurial principles of STEM and ABM
students based on the following indicators:
1.1 communication skills;
1.2 economics;
1.3 financial analysis;
1.4 marketing-information management; and
1.5 promotion?
2. Is there a significant difference on the mastery in entrepreneurial principles of
STEM and ABM students based on the following indicators:
2.1 communication skills;
2.2 economics;
2.3 financial analysis;
8
2.4 marketing-information management; and
2.5 promotion?
3. Is there any significant difference on the overall mastery in entrepreneurial
principles between STEM and ABM students?
HYPOTHESIS
There is no significant difference between the test scores of STEM and ABM
students in their entrepreneurial principles.
SIGNIFICANCE OF THE STUDY
This study may have significant results that may be beneficial to some group of
people.
Students. The results from this study will provide data representing the capacity of ABM
and STEM students towards their knowledge on entrepreneurial principles that can be
used as a guide for incoming Grade 12 students on choosing their strand.
Teachers. Teachers are the ones who guide students towards their academic path. With
this, the study can provide data about the learning competencies the educators would
focused more in the scope of entrepreneurship.
Education System. The results gained from this study will aid in providing insights on
the betterment of the lesson plan of the K-12 basic education program.
9
Future Researchers. Future researchers may use this research in the analysis of
difference between senior high school strands based on the education system.
SCOPE AND DELIMITATIONS OF THE STUDY
This research aims to analyze if the chosen strand has an effect on the students’
understanding of the principles of entrepreneurship. The study will only focus on standard
competencies of entrepreneurship. The paper will only be limited to Grade 12 ABM and
STEM students. Twenty students per strand will be chosen. A test questionnaire will be
given for the students to take and answer. The study will be conducted for the academic
year of 2019-2020.
DEFINITION OF TERMS
The following words will be used in the study as:
1. ABM Students. Students who are enrolled in Accountancy, Business, and
Management strand and currently taking Business Mathematics as their core subject.
Most of these students here are engaged to being business leaders and
entrepreneurs.
2. Entrepreneurship. It is a process of creating something new regardless of all the
risks and rewards of the entrepreneur.
3. Entrepreneurial Principles. The practice of ethical ways of entrepreneurship residing
all technical skills.
4. STEM Students. Students who are enrolled in Science, Technology, Engineering,
and Mathematics strand and currently taking Business Mathematics as part of the
semester in the core subject of General Mathematics.
10
CHAPTER II
THE METHODOLOGY
RESEARCH DESIGN
This study used descriptive design in its pursuit of establishing the mastery level
based on test scores between STEM and ABM students. This was to determine their
understanding of different entrepreneurial principles. Based on the article of McCombes
(2019), descriptive research has the objective in accurately, systematically describing its
variables. Aside from that, this research design also has the capability to determine the
frequency and trends in a certain population. Thus, the accumulated data were expected
to be objective in the expectations of having credible results.
RESEARCH LOCALE
The study had been conducted inside the premises of the following public
schools: Sta. Elena High School and Parang High School. Researchers had decided to
this locality because it offers the two strands needed as variables in this study. These
academic institutions are located in Marikina City.
SAMPLING TECHNIQUE AND PARTICIPANTS
This research study used Stratified Random Sampling (SRS) in gathering its
participants. According to Hunt and Jyrrell’s work (as cited in KENPRO, 2012). SRS is a
sampling method involving the researchers’ randomly chosen representation in a
population. It will ensure that estimates can be made with equal accuracy in different parts
of the region. This technique enabled the researchers to administer the methodology
efficiently and accurately.
11
DATA GATHERING INSTRUMENTS
The researchers collated a test questionnaire based on the DECA’s 2017-2018
Competitive Events Program developed by the MBA Research Center. This questionnaire
was assured that all items inserted in the examination were comprehensible as verified
also with an entrepreneurship professor, The test questionnaire was distributed to the
participants of the study. The questionnaire prepared by the researchers of this study
consisted of 30 items of a multiple-choice type of exam. The test questionnaire that was
given is courtesy of the entrepreneurship subject teacher as per consultation. Each
question will be scored a point for each correct answer and the test will be conducted for
thirty minutes.
12
DATA GATHERING PROCEDURE
Preparation of the Questionnaire
and Agreement forms
Approval of Letter of Permission
from the School Heads of Chosen
Locale and Research Adviser
Randomly select students
Fill-up the agreemeent forms
Conduction of the examination
for the students
Analyze test results
Figure 2. Data Gathering Procedure
The researchers prepared a questionnaire via a marketing cluster exam, which is
readily available in the internet as authored by the MBA Research Center, and distributed
by the school’s entrepreneurship teacher. A confidentiality agreement was provided for
the formality and anonymity that is required in the ethics of research. The researchers
seek for the approval of the higher authorities in selected schools in Marikina City, where
the study was conducted. The authorities allowed the researches to proceed the
instrumentation with specified schedule. Afterwards, the researchers was able to gather
13
the data that they needed through their questionnaire. The data was gathered from the
questionnaire had been analyzed and evaluated by the researchers.
DATA ANALYSIS
The statistical treatment that was use in this study was the independent t-test since
the data required to determine if there are discrepancy between the level of mastery of
STEM and ABM students as based on their test results. Moreover, in a dissertation of
Stone (n.d.), he stated that the number of observations in t-test are treated by estimating
the population mean of each group, in which the groups in this study will be the STEM
and ABM strands. By using independent t-test, the researchers was able to describe and
compare the difference between their mastery in entrepreneurial principles.
ETHICAL CONSIDERATIONS
The Participants
In this research, the researchers were obliged to have human intervention with
their chosen participants from the participating schools. A test questionnaire containing
solely the technicalities of business mathematics were tested to the participants. In this
matter, an informed consent form was a must in ensuring that the participants are wellinformed as if it is onto their decision to participate voluntarily on the possible risks and
benefits of the research. This form contains the brief purpose of the research to the
participants.
Aside from the said form, a statement of confidentiality was also inclusive of the
consent forms to the students to assure their anonymity and indicate the participants’
14
response on whom they can discuss the study. Personal information and anecdote of the
participants was held confidential within the researchers and participants only.
The Procedure
This study required the researchers to go out of their school premises, which was
accredited by the research adviser and the school administration. The researchers
conducted surveys, questionnaires, and forms including the letter of confidentiality with
supervision to assure that no protocol is being by-passed.
The researchers seek the approval of the higher authorities in their chosen schools
in Marikina City where the study will be conducted. Afterwards, the researcher proceeded
to their designated schools located in Marikina City and conducted their research by
handing out the questionnaires.
15
CHAPTER III
RESULTS AND DISCUSSION
This chapter presented the data gathered from the performed methodology, the
results from the statistical treatment, and the interpretation of the findings. The study
aimed to evaluate the test scores on various entrepreneurial principles between grade 12
STEM and ABM students in Marikina City. It specifically answered the following research
questions:
1. What are the levels of mastery in entrepreneurial principles of STEM and ABM
students based on the following indicators:
1.1 communication skills;
1.2 economics;
1.3 financial analysis;
1.4 marketing-information management; and
1.5 promotion?
2.
Is
there
a
significant
difference
on
the
mastery
in
entrepreneurial
principles of STEM and ABM students based on the following indicators:
2.1 communication skills;
2.2 economics;
2.3 financial analysis;
2.4 marketing-information management; and
2.5 promotion?
3. Is there any significant difference on the overall mastery in entrepreneurial
principles between STEM and ABM students?
16
LEVEL OF MASTERY IN ENTREPRENEURIAL PRINCIPLES OF STEM AND ABM
STUDENTS
Entrepreneurial principles, may also be labeled as the performance indicators,
were used to define the parameters written in the marketing cluster exam as used by the
researchers in this study. In addition, these indicators are based on intensive research
and available readings from the online webpages and print literature (Thomas, 2014). In
this research, the following indicators were tested in a concealed manner on the test
questionnaire given: communication skills, economics, financial analysis, marketinginformation management, and promotion. Table 1 shows the mean scores and standard
deviation from each principles for both strands.
Table 1. Group statistics for entrepreneurial principles of STEM and ABM strand
Marketing
Communication
STEM and ABM
STEM
Mean
N
Std. Deviation
ABM
Mean
N
Std. Deviation
Total
Mean
N
Std. Deviation
Skills
Economics
Financial
Information
Analysis
Management
Promotion
4.63
3.28
2.63
2.10
2.63
40
40
40
40
40
1.295
1.261
1.427
1.172
1.314
3.50
2.80
2.73
1.58
2.03
40
40
40
40
40
1.359
1.506
1.320
1.130
1.459
4.06
3.04
2.68
1.84
2.33
80
80
80
80
80
1.435
1.400
1.367
1.174
1.412
As shown from table 1, STEM strand got a higher mean of scores for the five
criteria except for the financial analysis. In the standard deviation row, it is inferred that
the scores of ABM strand were a bit scattered as compared to the scores of STEM strand
for the following indicators: communication skills, economics, and promotion. On the other
17
hand, marketing cluster exams of DECA requires a minimum grade of 70% for them to
certify that the exam taker is able to pass the entrepreneurial operations standards on a
100-item exam. However, since the questionnaire did only contain 30 questions, each
principle was contained to six questions only.
Table 2. Interpretation for the Level of Mastery in Entrepreneurial Principles of
STEM and ABM Strand
STEM
Interpretation
ABM
Mean
Mean
Score
Score
Interpretation
Communication
4.63
Passed
3.50
Did not pass
Economics
3.28
Did not pass
2.80
Did not pass
Financial Analysis
2.63
Did not pass
2.73
Did not pass
Marketing-
2.10
Did not pass
1.58
Did not pass
2.63
Did not pass
2.03
Did not pass
Information
Management
Promotion
SIGNIFICANT DIFFERENCE ON THE MASTERY IN ENTREPRENEURIAL
PRINCIPLES OF STEM AND ABM STRAND
To know the discrepancy within the data, the researchers used independent
samples t-test to determine if there were prior discrepancy in the scores solely from the
indicators. Table 2 presented the accumulated t-test statistic scores for the indicators.
18
Table 2. Independent t-test for each Entrepreneurial Principles
Independent Samples T-Test
Levene's Test for Equality of
Variances
t-test for Equality of Means
Sig.
(2-
F
Communication Skills
Equal variances
assumed
Sig.
.310
t
.579
Equal variances not
assumed
Economics
Equal variances
assumed
1.525
.221
Equal variances not
assumed
Financial Analysis
Equal variances
assumed
.401
.529
Equal variances not
assumed
Marketing-Information
Equal variances
Management
assumed
.122
.727
Equal variances not
assumed
Promotion
Equal variances
assumed
Equal variances not
assumed
.843
.361
df
tailed)
3.791
78
.000
3.791
77.819
.000
1.530
78
.130
1.530
75.664
.130
-.325
78
.746
-.325
77.536
.746
2.039
78
.045
2.039
77.893
.045
1.933
78
.057
1.933
77.169
.057
As shown from table 2, all entrepreneurial principles had a significance of greater
than 0.05 (according to Levene’s test), which meant that the variability in the two
conditions was not significantly different. Through this, the researchers already
determined the interpretation of the data from the two-tailed significance column. There
was a significant difference in the communication skills and marketing-information
management since the Sig value were less than 0.05. Moreover, it was concluded that
19
the STEM students than the ABM students aced these two performance indicators during
the test. According to Wilkins, Bernstein, and Bekki (2015), STEM students are highly
capable to improve themselves in critical interpersonal communication skills due to their
moderate to high internal consistency in the said skill. In addition, there is also a need for
STEM education to be improved in terms of entrepreneurship to aid the needs of students
in marketing-information management as marketing profession often involves
progressive marketing especially in awareness of science, technology, engineering, and
math (Cook, 2018).
SIGNIFICANT DIFFERENCE ON THE OVERALL MASTERY OF STEM AND ABM
STRAND
The overall scores of the 30-item exam were also computed for each student to
determine if there was a significant difference in the overall mastery of entrepreneurial
principles between STEM and ABM students. Table 3 explains the group statistic for the
overall scores of the two groups of participants.
Table 3. Group statistic for overall scores of STEM and ABM strand
As evident in table 3, both of the strands had the same number of samples to
maintain accuracy in the results. There was a point differential of 2.62 for the mean scores
in favor of the STEM strand. Nevertheless, ABM strand had a much dispersed scores
than the STEM strand having a higher standard deviation.
20
The overall scores for the mastery of entrepreneurial principles were also tested
by independent samples t-test. Table 4 shows the overall accumulated t-test statistic
scores from the two strands.
Table 4. Independent t-test score for all entrepreneurial principles of STEM and
ABM strand
Independent Samples Test
Levene's Test for Equality of
Variances
F
Score_Total
Equal variances assumed
t-test for Equality of Means
Sig.
2.548
Equal variances not
assumed
t
.114
df
Sig. (2-tailed)
2.931
78
.004
2.931
75.744
.004
In this table, it appears that the significance for the equality of variances of 0.114
is greater than the confidence level of 0.05, which meant that the variability in the two
conditions was also not significantly different. Since the Sig (two-tailed) value was less
than the confidence level, it was concluded that there was statistically a significant
difference between the two strands in favor of the STEM strand. Based on the study of
Gonzales, et al. (2019), Entrepreneurship Education Program (EEP) for STEM students
and teachers have a positive impact on the self-efficacy of the learners based on the
mean scores of their pre-test and post-test examination.
IMPLICATIONS OF THE STUDY
The results significantly contributed to the conventional perception towards ABM
students that they were somewhat predominant when it comes to entrepreneurial
principles. The test scores showed that STEM students got higher scores compared to
ABM students from Sta. Elena High School and Parang High School. In line with this,
21
incoming grade 12 students may use this study as a guide in choosing their academic
strand. Nonetheless, their overall test scores did not satisfy the passing rate for the
standardized exam. It would also aid the students to place themselves to a strand where
they could explore the broad scope of entrepreneurship that would eventually settle them
to their own expertise in the field. On the other hand, teachers may use the data to
improve learning competencies regarding the principles of entrepreneurship. They could
reform their lesson plan according to these principles needed by the students. Lastly, the
outcome of the study will be able to contribute to providing insights into the betterment of
the K-12 basic education program.
22
CHAPTER IV
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY OF THE FINDINGS
Based on the analysis and interpretation of gathered data in this study, the
following results were determined:
1.
Although STEM strand got a higher mean of scores for the five criteria except
for the financial analysis, only the principle of communication skills was passed
for the overall examination. As for the ABM strand, none of the principles were
passed during the examination.
2.
There was a significant difference in the principle of communication skills and
marketing-information management between STEM and ABM strands as they
got a p-value of 0.000 and 0.045, which is less than the confidence level of
0.05.
3.
There was a significant difference on the overall mastery of the entrepreneurial
principles between STEM and ABM strands as it got a p-value of 0.004, which
is less than also the confidence level of 0.005. This was apart from their mean
scores of 15.25 and 12.63, respectively.
CONCLUSIONS
1. Out of five principles, STEM strand had a discrepancy of scores as compared
to the ABM strand in terms of the communication skills and marketinginformation
management.
STEM
students
were
much
capable
in
23
understanding the concepts, strategies, and systems used to obtain and
convey ideas and information. In addition, they were also more enhanced in
Understands the concepts, systems, and tools needed to gather, access,
synthesize, evaluate, and disseminate information for use in making business
decisions.
2. STEM strand was more equipped of understanding entrepreneurial principles
as they were able to explore opportunities and self-efficacy. Nonetheless,
ABM strand still have entrepreneurial knowledge that was more focused on
the technicalities of entrepreneurship and business operations.
3. The level of mastery for both of these strand still needed to be improved, not
only to the enlisted principles but for all principles acquired by an entrepreneur.
RECOMMENDATIONS
1. The study focuses on specific entrepreneurial principles, which are communication
skills, economics, financial analysis, marketing-information management, and
promotion.
It
is recommended
that
future
researchers consider
other
entrepreneurial principles aside from the enlisted factors. Lastly, they could also
provide a more number of items for the examination to increase the accuracy of
their mastery level.
2. The participants of the study are from the STEM and ABM strands. The
researchers recommend that future studies expand their scope and locale.
3. Future researchers are advised to take precautions especially in dealing with the
officers in charge. Respect should be present at all times.
24
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APPENDICES
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Appendix A: Data Gathering Instrument
29
Appendix B: Assent Form
30
Appendix C: Informed Consent Form
31
Appendix D: Endorsement Letter from Division Office
32
Appendix E: Letter to the Principal of Sta. Elena High School
33
Appendix F: Letter to the Principal of Parang High School
34
Appendix G: Anti-Plagiarism Checker
35
Appendix H: Actual Testing
36
Appendix I: Curriculum Vitae A
37
Appendix J: Curriculum Vitae B
38
Appendix K: Curriculum Vitae C