ASSEMBLYWOMAN FELICITA G.

BERNARDINO

MEMORIAL TRADE SCHOOL

ATTITUDES OF AN ENTREPRENEUR THAT CAN BE ADOPTED

BY ABM STUDENTS

A Research
Presented to the Teachers of
PRACTICAL RESEARCH 1
Assemblywoman Felicita G. Bernardino Memorial Trade School
Lias, Marilao, Bulacan

In Partial Fulfilment of the Requirements

to complete Grade 11

Submitted by:

De Leon, Mark Carlos

Mahilom, Jeremy
Rizaldo, Joven
Sanchez, Angel
Venturina, Blessy

Submitted to:

Catherine R. Laririt, D. E. M.

MARCH 2024
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CHAPTER 1

The Problem and its Background

Introduction

Many students in this current age are eager to enter entrepreneurship

and start their own businesses. Mostly, these students are

Accountancy Business Management students. Usually, those in the

ABM strand want to be an entrepreneur. They take this strand to help

them in their journey in the business world. But entrepreneurship isn't all

that straightforward. Many succeed, and on the other hand, many fail.

That is the case for many students who start their own business. They

often fail since they do not have enough knowledge. Another reason for

this case is that they don't have the same mindset as an entrepreneur or

they do not think critically like one. One of the main reasons why

many students who start their own businesses fail is due to a lack of

knowledge and experience. These students often lack the necessary skills

and knowledge to run a successful business. This is particularly true for

students in the Accountancy Business Management (ABM) strand, as they

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may not have the same mindset as an entrepreneur or may not think

critically like one. To overcome this issue, it is important for students to

gain the necessary skills and knowledge before starting their own

businesses. Additionally, students can learn from successful

entrepreneurs by seeking their advice and guidance. Another crucial

aspect to consider is the mindset of an entrepreneur. Students should

develop a strong mindset that is focused on success and resilience.

This mindset will enable them to overcome obstacles and challenges that

may arise during the course of their business venture and this will enable

them to increase their chances of success and contribute positively to

their business. It is important to Grade 11 students taking in the

Accountancy, Business, and Management (ABM) track to learn about and

gain an entrepreneurial mindset. Building an entrepreneurial attitude can

help students succeed in their goals and make major improvements to

the economy and society as they get ready to start their future professions

in business and finance. In order to support their personal and

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professional development, Grade 11 ABM students may accept the

specifics of entrepreneurial attitudes, which is the focus of this study.

This study looks at important characteristics like an ability to take risks,

the ability to see opportunities, and persistence in order to try to give

useful advice and tactics that are specific to the requirements and

goals of young, aspiring business owners. The goal of this study is to

identify and examine the attitudes and entrepreneurial behaviors that

can be adopted by 11th grade ABM (Accountancy, Business, and

Management) students. The research aims to provide insights

and recommendations for fostering entrepreneurial mindset and skills

among these students, to better prepare them for their future careers

and potential ventures. The focus is on understanding the attitudes

and behaviors of successful entrepreneurs, and how they can be

effectively taught and adopted by students. During the presentation

the researchers will identify the specific attitudes and behaviors that are

common among successful entrepreneurs, and exploring ways in which

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these can be effectively taught and adopted by grade 11 ABM students.

The researchers also provide recommendations for educators and

students on how to foster an entrepreneurial mindset and develop the

skills needed to succeed in their business. According to Thomas Cochran

(1965) proposed that entrepreneurs are influenced by their own

attitudes toward their occupation, and the expectations of groups

facilitating new ventures, as well as the difficulty level of the

operational requirements of the career. He argues that both

attitudes of potential entrepreneurs and the expectations of investors

are "culturally determined". The researchers can think in positive,

negative, or any combination of these ways. A positive attitude allows you

to see the possibilities in a given circumstance, whereas a negative

mindset might cause you to become blinded by doubt and uncertainty.

This provides you with a more comprehensive understanding of the

problem, enabling you to adjust and take an original approach. The

result of this study demonstrate that ABM students have the potential
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to become successful entrepreneurs, and that by fostering a positive

entrepreneurial attitude and providing opportunities for students to

develop their skills and knowledge, educators can help students to achieve

their entrepreneurial goals.

Statement of the Problem

The objective of the study is to learn more about The Attitude of an

Entrepreneur that can be adopted by ABM students Specifically the study

aims to answer the following:

1. What are the basic entrepreneurial attitudes that ABM students should

acquire

2. What are the advantages of these entrepreneurial attitudes to ABM

students?

3. What are the disadvantages of these entrepreneurial attitudes to ABM

students?
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Scope and Limitations

The scope of the research topic "attitude of an entrepreneur that can

be adopted by grade 11 ABM (Accountancy, Business, and Management)

this could include studying various entrepreneurial attitudes such as

risk-taking, creativity, resilience, and adaptability. This could involve

exploring how these attitudes contribute to entrepreneurial success and

how grade 11 ABM students develop them. But still, this research topic

may have limitations such as the difficulty of correctly measure attitudes,

the possibility of personal interpretations of attitudes, and the difficulties

of applying findings to other traditions and economic environments. Also,

the study might be limited by its small sample size and ability to adjust

for other factors that might affect students' attitudes on entrepreneurship.

Theoretical Framework

Researchers have investigated the influence of cultural values on

entrepreneurial behavior in various contexts. Studies have examined how

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cultural dimensions such as individualism-collectivism, uncertainty

avoidance, and power distance affect entrepreneurial intentions,

opportunity recognition, and risk-taking behaviors ( Shane, 1993;

Hofstede, 2001). Role Expectations and Entrepreneurial Identity: Research

has explored how societal expectations shape entrepreneurial identity

and behavior. Studies have examined how entrepreneurs navigate societal

roles and expectations, including the role of gender, social status, and

cultural norms in shaping entrepreneurial identities ( Gupta et al.,

2019; Marlow and McAdam, 2013). Social Sanctions and Entrepreneurial

Legitimacy: Scholars have investigated the role of social sanctions in

influencing entrepreneurial legitimacy and acceptance within society.

Research has explored how social networks, institutional pressures, and

cultural norms impact the perception and acceptance of entrepreneurs

and their ventures (DiMaggio and Powell, 1983; Suchman, 1995).

Modal Personality and Entrepreneurial Behavior: Studies have examined

the psychological, neurological, and cultural factors underlying

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MEMORIAL TRADE SCHOOL

entrepreneurial behavior. Research in psychology, sociology, and

anthropology has explored personality traits, cognitive processes, and

cultural influences that contribute to entrepreneurial success and

innovation ( Rauch and Frese, 2007; Shane and Venkataraman,

2000). Operational Requirements and Entrepreneurial Performance:

Empirical investigations have examined the operational challenges and

performance outcomes of entrepreneurship. Research has explored factors

such as resource availability, market conditions, and industry dynamics

that influence entrepreneurial performance and venture survival

(Davidsson and Honig, 2003; Delmar and Shane, 2004). By connecting

Cochran's theory of entrepreneurship to empirical research, scholars can

deepen their understanding of the complex interplay between individual

characteristics, societal influences, and environmental factors in shaping

entrepreneurial behavior and outcomes. Moreover, empirical studies

contribute to the validation and refinement of theoretical frameworks

like Cochran's theory,

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enhancing their practical relevance and applicability in real-world contexts.

Conceptual Framework

The conceptual framework for exploring the attitudes of an

entrepreneur adopted by ABM (Accountancy, Business, and Management)

students revolves around identifying key entrepreneurial traits and their

impact on academic and practical outcomes. This framework considers the

integration of theoretical concepts from entrepreneurship studies into the

ABM curriculum, emphasizing the cultivation of a proactive mindset, risk-

taking propensity, innovation appreciation, and resilience. By examining

the correlation between these attitudes and academic success, as well as

future career achievements, the framework aims to shed light on the

transferability of entrepreneurial attitudes from theory to practice within

the educational context of ABM students.

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Significance of the Study

The result of the study has significant contributions to the following:

For the students,

The research will inform the students about the importance of

entrepreneurial education and self-efficacy in shaping their

entrepreneurial intentions that will help them to understand it more and

to know what they should do about it.

For the teachers

This study may be used by the teachers to help the

students understand the effective entrepreneurship education programs

and to be able to discuss what can be done about it.

For future researchers

Future researchers can get extra knowledge about how

students' attitudes and beliefs shape their entrepreneurial intentions

which they can used for their study as a literature.

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Definition of Terms

Entrepreneur – This refers to the group of people that ABM students

aspires to be.

11 ABM students – Refers to the students of the academic track ABM that

want to be an Entrepreneur

Entrepreneurship – In this research this is the career path that many

11-ABM students want to venture.

Entrepreneurial Attitude - these is/are the attitudes that 11-ABM

students need to adopt to succeed in becoming successful entrepreneurs.

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IPO

Input:

Survey questionnaire designed to gauge attitudes of entrepreneurs. ABM

(Accounting, Business, and Management) student participants. Relevant

literature and studies on entrepreneurial attitudes and ABM education.

Research instruments for data collection (e.g., online survey platforms).

Process:

1. Literature Review: Review existing literature on entrepreneurial attitudes

and ABM education to identify relevant theories and concepts.

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2. Questionnaire Development: Develop a survey questionnaire based on

the identified theories and concepts. Ensure the questionnaire is clear,

concise, and capable of measuring attitudes effectively.

3. Participant Recruitment: Recruit ABM students from various

educational institutions to participate in the study. Ensure the sample size

is adequate for meaningful analysis.

4. Data Collection: Administer the survey questionnaire to the recruited

participants. Collect responses through online survey platforms or

in-person interviews.

5. Data Analysis: Analyze the collected data using appropriate statistical

methods. Identify patterns, correlations, and trends related to

entrepreneurial attitudes among ABM students.

6. Interpretation: Interpret the findings in the context of existing literature

and theories. Discuss implications for ABM education and potential

benefits of adopting entrepreneurial attitudes.

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7. Conclusion and Recommendations: Summarize the key findings of the

study. Provide recommendations for educators and policymakers based on

the research outcomes.

Output:

Research paper documenting the study's objectives, methodology,

findings, and conclusions. Presentation slides summarizing the research

findings for academic or professional conferences. Academic articles

submitted to relevant journals for publication. Policy briefs or

recommendations for educational institutions based on the research

outcomes.