SPECTRUM OF PERSPECTIVES OF GRADE 12 STUDENT ENTREPRENEURS

OF ATENEO DE DAVAO UNIVERSITY - SENIOR HIGH SCHOOL

ON THEIR ACADEMIC AND SOCIAL ACTIVITIES:
A PHENOMENOLOGICAL STUDY

A Qualitative Research

Presented to the Faculty of Ateneo de Davao University Senior High School

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Ma. Daniellah Paula A. Dismas

Nicole Kimberly K. Pajaron
Angelo Jose C. Torregosa
Joanna Marie B. Franken
Virgil D. Raquedan
Gwyneth B. Bunda

Grade 12- Anchieta

Frances Elaine Palou, LPT

Research Adviser

October, 2018
 ATENEO de DAVAO UNIVERSITY
SENIOR HIGH SCHOOL
Jacinto St., Davao City, Philippines

APPROVAL SHEET

In Partial Fulfillment of the requirements for the course subject Practical Research 1
under Accountancy, Business, and Management, this study is entitled:

SPECTRUM OF PERSPECTIVES OF GRADE 12 STUDENT ENTREPRENEURS

OF ATENEO DE DAVAO UNIVERSITY - SENIOR HIGH SCHOOL
ON THEIR ACADEMIC AND SOCIAL ACTIVITIES:
A PHENOMENOLOGICAL STUDY

Has been prepared and submitted by Ma. Daniellah Paula A. Dismas, Nicole Kimberly
K. Pajaron, Angelo Jose C. Torregosa, Joanna Marie B. Franken, Virgil D.
Raquedan, Gwyneth B. Bunda who are recommended for the CULMINATING
PERFORMANCE TASK.

Frances Elaine Palou, LPT

Research Adviser

APPROVED in partial fulfillment of the requirements for the course subject Practical
Research 1, under Accountancy, Business, and Management by the Office of the Chair.
Aimee Bisnon
Chairperson – ABM

ACCEPTED in partial fulfillment of the requirements for the subject Practical Research
2 and Applied Inquiries and Investigations

October 20, 2018 __________________________

Date Ms. Aujefel Amor Y. Lee
Assistant Director for Academics
Senior High School Unit

i
 ATENEO de DAVAO UNIVERSITY
SENIOR HIGH SCHOOL UNIT
Jacinto St., Davao City, Philippines

Declaration of Originality

We, Gwyneth B. Bunda, Ma. Daniellah Paula A. Dismas, Joanna Marie B.

Franken, Nicole Kimberly K. Pajaron, Virgil D. Raquedan, and Angelo Jose C.
Torregosa, declare that this research is original to the best of our knowledge. We
declare further that this activity was undertaken by us.

Bunda, Gwyneth B.

Dismas, Ma. Daniellah Paula A.

Franken, Joanna Marie B.

Pajaron, Nicole Kimberly K.

Raquedan, Virgil D.

Torregosa, Angelo Jose C.

Researchers

September 25, 2018

Date Signed

ii
 ACKNOWLEDGEMENT

We acknowledge with sincere appreciation and gratitude to all the assistance

and encouragement afforded us by the following persons without which this humble

work would not have found recognition and fulfillment and whom God used to show His

divine order for the success of this study:

Frances Elaine Palou, LPT, our thesis adviser, who despite of her busy schedule

rendered her time, patience, and consideration to all of us. We would like to thank her

for unselfishly sharing her thoughts, insights, expertise and her sympathetic guidance

on this work.

Ma’am Ericka Jan S. Gadat, LPT and our fellow teachers, for their inspiring

comments and valuable suggestions which greatly helped in the completion of this

research and to Ms. Aujefel Amor Y. Lee, for allowing us to conduct the study.

Furthermore, we would like to acknowledge our families and peers for morally

and financially supporting us during the study. To those who were not mentioned but, in

some ways, helped the researchers, thank you very much.

. Finally, we would like to thank God for the protection and guidance He has

provided in all of His great glory. Eternal gratitude and adoration to the Lord, the source

of blessings and wisdom, for giving them the courage, the strength and perseverance in

the accomplishment of this work.

The Researchers

iii
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration in continuing this wonderful journey, being our source of

strength in times when we felt like giving up and for continuously providing us their

moral, emotional, spiritual and financial support. To our beloved mentor, Ms. Frances

Palou, friends, classmates, and family members, we thank you for guiding and advising

us all throughout the making of this paper and encouraging us to finish this paper.

Lastly, to the Almighty God, we thank you for giving us the strength to overcome all the

difficulties that came with the making of this paper, for giving us knowledge and

understanding as well as giving us good health in mind and body which were all

essential to being able to finish this.

“Success is something that you seek, not just something you find.” - Anonymous

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 ABSTRACT

A certain number of SHS students in Ateneo de Davao University have pursued

entrepreneurship to gain benefits; however, this practice may also have given them

disadvantages. The purpose of this study is to explore the experiences and

perspectives of student entrepreneurs with regards to their academic and social

standing. The study is a Phenomenological study under Qualitative approach. The

researchers used personal interviews and observation on the participants to gather

data. The gathered data from the interviews are reviewed and transcribed. Then, from

the transcribed data, the researchers analyzed the content to extract major themes and

core ideas. The themes that have been developed are: Independence and Sense of

Responsibility, Training Ground for Future Career, Balancing Student Life and Business,

Application of Strand Learning to Business, Business as a Distraction to Studies, Time

Management, Avenue for Social Interaction, Absence from Other Social Activities, and

Initiative to Cope with Social Life. Student entrepreneurs may also encounter difficulties

since students focus both on balancing their student life and business. This study is

worth noticing since it gives insights about the advantages and disadvantages if

students pursue entrepreneurship in the future. This study can also help understand the

perspectives of student entrepreneurs in terms of their academic and social standing.

Keywords: SHS students, Ateneo de Davao University, Phenomenlogical, Qualitative,

Independence and Sense of Responsibility, Training Ground for Future Career,
Balancing Student Life and Business, Application of Strand Learning to Business,
Business as a Distraction to Studies, Time Management, Avenue for Social Interaction,
Absence from Other Social Activities, Initiative to Cope with Social Life

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 TABLE OF CONTENTS

APPROVAL SHEET ..............................................................................................i

DECLARATION OF ORIGINALITY ...................................................................... ii
ACKNOWLEDGEMENT ...................................................................................... iii
DEDICATION ....................................................................................................... iv
ABSTRACT ..........................................................................................................v
I. INTRODUCTION ............................................................................................... 1
BACKGROUND OF THE STUDY ................................................................................ 1
THEORETICAL LENS .............................................................................................. 4
RESEARCH QUESTIONS ......................................................................................... 6
SIGNIFICANCE OF THE STUDY ................................................................................ 6
Students ......................................................................................................... 6
Faculty Members ............................................................................................ 7
Households .................................................................................................... 7
Philippine Economy ........................................................................................ 8
Future Researchers........................................................................................ 8
SCOPE AND DELIMITATION ..................................................................................... 8
Definition of Terms ....................................................................................... 10

II. REVIEW OF RELATED LITERATURE .......................................................... 12

STUDENT ENTREPRENEURSHIP ............................................................................ 12
WORKS OF A STUDENT ENTREPRENEUR ................................................................ 13
INTENTIONS / REASONS BEHIND THE PURSUIT OF STUDENT ENTREPRENEURSHIP ...... 15
STUDENT ENTREPRENEURSHIP AND ACADEMIC ACTIVITIES ..................................... 16
FACTORS AFFECTING ONE’S STANDING ACADEMICALLY .......................................... 17
COPING MECHANISMS TOWARDS ACADEMIC ACTIVITIES .......................................... 19
STUDENT ENTREPRENEURSHIP AND SOCIAL ACTIVITIES .......................................... 21
FACTORS AFFECTING ONE’S STANDING SOCIALLY .................................................. 23
COPING MECHANISMS TOWARD SOCIAL ACTIVITIES ................................................ 25

III. METHODOLOGY .......................................................................................... 29

RESEARCH DESIGN ............................................................................................. 29
RESEARCH PARTICIPANTS ................................................................................... 30
ROLE OF THE RESEARCHER ................................................................................. 31
DATA SOURCE .................................................................................................... 32
DATA COLLECTION .............................................................................................. 33

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 DATA ANALYSIS .................................................................................................. 35
TRUSTWORTHINESS OF THE STUDY ...................................................................... 36
ETHICAL CONSIDERATION .................................................................................... 38
IV. PRESENTATION OF RESULTS .................................................................. 41
V. DISCUSSION AND IMPLICATIONS ............................................................. 54
THE EXPERIENCES AND INTENTIONS OF STUDENT ENTREPRENEURS ........................ 54
ACADEMIC OPPORTUNITIES AND ADVERSITIES ENCOUNTERED BY STUDENT ENTREPRENEURS
........................................................................................................................ 56
SOCIAL OPPORTUNITIES AND ADVERSITIES ENCOUNTERED BY STUDENT ENTREPRENEURS
........................................................................................................................ 58
IMPLICATIONS ON THE RESEARCH AGENDA ........................................................... 60
IMPLICATIONS ON ABM EDUCATION ....................................................................... 61
CONCLUDING REMARKS ...................................................................................... 62

APENDICES ...................................................................................................... 64
REFERENCES ..................................................................................................... 64
LETTER OF REQUEST
FORMS OF INFORMED CONSENT
INTERVIEW GUIDE
CURRICULUM VITAE

vii
 Chapter 1

INTRODUCTION

This chapter presents the background of the study, statement of the problem, the

significance of the study, and scope and delimitations of the study to supply a general

opening knowledge and information to the readers to better understand the basis of this

study.

The gradual rise of the values of commodities in the Philippines burdens each

Filipino household's budget scheme. Because of this, households have no choice but to

cushion the negative impact of higher prices by cutting down on their expenditures

which affects their children. As an effect of these times of financial practicality in the

Philippines, it has been observed that a significant number of students have decided to

become entrepreneurs. This action is motivated by the need to satisfy their necessities

and the necessities of their family as cost sharing and a sense of responsibility for one's

own needs has been honed by children.

On a global scale, student entrepreneurship is seen as both a survival response

and a career rehearsal (Ndirangu, 2004). Hermens and Marchand (2014) emphasize in

their study that student entrepreneurs are not just students attending classes; they are

students conducting revenue-generating entrepreneurial activities within the campus

while simultaneously attending formal university courses. Students perceive themselves

as dream merchants who build emerging businesses rather than continue existing

businesses at a young age. (Purewal, 2001; Baghai, Coley, & White, 2000). In South
1
Africa, the crisis on the erosion of job opportunities due to the rising rate of

unemployment pushes students to take entrepreneurship as their best-career option. It

has been seen as a tool to overcome poverty (Shambare, 2013). This scenario can

further be supported by a research paper published by Fueglistaller, Sieger, Zellweger

(2016) wherein they have concluded that the rate of the pursuit of student

entrepreneurship is considerably high in developing countries than in developed

countries.

In a developing country like the Philippines, student entrepreneurship is likely to

be pursued as an opportunity in order to generate money. An article from Entrepreneur

Philippines (2011) has featured Shine Veracruz, a student from the University of the

Philippines, who transformed her passion in designing jackets to establishing a

successful business which she used to provide for herself and her family. A study

conducted by Malolos (2017) also revealed that students, regardless of their college

course, in Western Philippines University in Puerto Princesa, Palawan have developed

high levels of entrepreneurial competencies and abilities which they apply in the

execution of their respective inside-campus businesses to earn funds. It is common

between these entrepreneurial endeavors that these students' intention is to generate

revenues which alleviates their expenditures.

The Philippines' southernmost island, Mindanao, experiences the harshest

realities of poverty. The Philippine Statistics Authority (PSA) released the 2015 Family

Income and Expenditure Survey (FIES) which listed that four out of the top five poorest

2
regions in the country are located in Mindanao. One of its more well-known regions,

Region XI (Davao Region) had a poverty incidence of 26.7%. In order to counter this

pressing issue, students in Davao City have come up with building small-time

businesses in order to provide their needs. The Philippine Women's University (PWU) in

Davao City boasts their students’ entrepreneurs who are empowered by the Young

Entrepreneurs Society (YES) in the country. It has become a venue for learning, a

catalyst for professional growth and an opportunity for creating a network. All of these

are tied to lessen the impoverished state of the region (YES Philippines Organization,

n.d.).

Given the situations of the globe's macro to micro dimensions, student

entrepreneurship has really been a trend to stimulate holistic growth, even financial.

However, it is undeniable that the feat of balancing work as an entrepreneur, academic,

and social life as a student, however, is anything but undemanding. Yet most students

find themselves incapable of giving up their entrepreneurial roles as involvement is

dictated by necessity rather than an opportunity. Business and school balance are one

of the barriers faced by student entrepreneurs. Studying and concentrating on getting

good grades is tough enough without throwing in another responsibility into the mix,

even more so when social demands get in the way (Fatoki, 2014). Students juggle their

working, studying, and socializing lives which may result in the dissatisfaction and non-

fulfillment of any of the three (Frierson, 2016).

3
 With the particular scenarios painted, it is imperative to pursue this study to

address the situation of student entrepreneurs. Not only that, but the lack of

understanding and study on these participants has made us interested to dig on this

particular phenomenon. This paper aims to analyze the different perspectives of

selected student entrepreneurs in Ateneo de Davao University - Senior High School. It

addresses the intentions of the students in practicing entrepreneurship as well as their

experience academically and socially and elaborating their perspectives in handling

their job as well as their student life.

Theoretical Lens

To further fortify this study with supports, we patterned it with several existing

theories on the global scale. The study is parallel to two theories: Mclelland’s

Achievement Theory (1961) and Lorenz’s The Butterfly Effect Theory (1972).

First, McClleland’s (1961) Achievement Motivation Theory states that

entrepreneurs are driven by three major aspects: achievement, affiliation, and power.

Entrepreneurs possess a need for achievement which urges them to pursue

entrepreneurship. When entrepreneurs have this need, they intend to have a higher

performance for a long period of time to accomplish their goals. Entrepreneurs are

motivated as well by the need for affiliation which allows them to have an effective

relationship with the people present around them. However, according to McClelland,

they are more likely to avoid highly competitive, risky situations and uncertainty because

they desire to receive acceptance and not rejection. Furthermore, entrepreneurs also

4
have the need for power because they want recognition and the ability to influence

others. According to McClelland, the need for power is the people’s desire to be able to

control one’s and other people’s actions.

In relation to McClelland’s theory, this research primarily focuses on the

perspective of student entrepreneurs about why they pursue entrepreneurship despite

the risks on their academic and social well-being. It aims to understand certain factors

that make students driven to pursue businesses such as the need for achievement,

affiliation, power, and etc. This study is not only limited by the given factors for it also

seeks to know other motives on why students pursue entrepreneurship. The said theory

may also predict the qualities that the participants, student entrepreneurs, have in the

pursuit of entrepreneurship. Furthermore, it presents the causes that influence student

entrepreneurs’ decision to set up a business despite the difficulties they may encounter

such as their maintenance of healthy academic and social activities.

In addition, the theory called The Butterfly Effect also known as Chaos Theory by

Edward Lorenz (1972) has highlighted that small events or actions can have a very

significant effect on any given outcome in the future. This means that every cause has

an effect or consequence. This theory is dependent on initial conditions and nonlinear

causal relationships; a small change at one place in a complex dynamic system can

lead to large and unexpected consequences. In short, the butterfly effect suggests that

the pursuit of a particular event may ripple huge and dramatic effects on other aspects.

5
 In connection with the theory, the causing event that results to big impacts is

student entrepreneurship. This study aims to relate the theory that executing student

entrepreneurship will have a domino effect on one’s academic and social standing. The

Butterfly Effect theory can be of help by providing necessary information relating to the

circumstances that may occur if student entrepreneurs continue their businesses.

Research Questions

Given that there is an existing phenomenon on student entrepreneurs and their

academic and social activities, a lack in the research in this area, and an established

significance to pursue this topic, this study, therefore, aims to find out the perspectives

of student entrepreneurs of Ateneo de Davao University - Senior High School on their

academic and social activities.

Specifically, it will aim to answer the following questions:

1. What are the experiences of student entrepreneurs and their intentions in pursuing

student entrepreneurship?

2. What are the opportunities and adversities encountered by student entrepreneurs

academically?

3. What are the opportunities and adversities encountered by student entrepreneurs

socially?

6
Significance of the Study

Students. In the perspective of the student, entrepreneurship is an activity that

can enhance their success academically, beyond that it also strengthens confidence as

well as instill qualities and skills conducive to success. Student entrepreneurs have the

first-hand experience which makes their education more meaningful, expand their

personal connections by the people they get to encounter and at the same time they are

obligatory to become conscious of their time management and become diligent with

their study time. By starting this early, they get to develop their skills making them

armed for the real world. The process of being a good entrepreneur includes having

numerous working experiences since it is learned by the act of doing.

Faculty Members. For the case of the faculty members, specifically Accounting

& Business Management (ABM) teachers, they are able to see and observe how their

students will be able to apply the lessons in real life situations and not limiting the

learners in a classroom setting. Activities that students can experience first-hand can

help them quickly learn. The lesson is best understood once it impacts the students and

that they are able to see the importance of it. Knowing how and why the lesson is

important makes the student more engaged with their environment and teachings; thus,

improving their knowledge of business-related activities.

Households. The households affected by student entrepreneurship become

proficient in handling money and budgeting schemes as well as enhancing self-

discipline through time management and encouragement of frugality. There is an

7
increased family interaction between members, specifically parent and child practicing

entrepreneurship, due to the fact that the student entrepreneur may ask for professional

advice from working parents on how to properly handle the responsibilities of the

business they have created. Parents may be considering the practice of student

entrepreneurship as an achievement since the student has gained independence

through the initiative to sell, earn his or her own money, and no longer or rarely ask for

financial support from them.

Philippine Economy. The youth is the foundation of the future of the economy.

By the early practice of entrepreneurship, the students are molded into becoming

business persons in the future who can contribute to the booming economy. These

student entrepreneurs are more likely to open up their business in the future which will

increase the economy’s employment rates and national income.

Future Researchers. As for future researchers, they will be provided with

additional information for studies regarding student entrepreneurship. Future

researchers will be able to have a reliable evaluation regarding the student

entrepreneurs of Ateneo de Davao University - Senior High School of school year 2018

to 2019 and can create a comprehensive connotation involving the student

entrepreneurs involved in this research and other researches that will follow that also

involve student entrepreneurship. It can also help future researchers set parameters on

their own study that the current researchers failed to recognize.

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Scope and Delimitation

This study emphasizes the varying perspectives of student entrepreneurs of

Ateneo de Davao University - Senior High School on their academic and social activities

only. The study automatically dismisses other kinds of activities other than the

aforementioned activities. The research focuses on four selected participants that have

undergone thorough interviews for data collection. The study involves only student

entrepreneurs who are bona fide Grade 12 students, currently enrolled at Ateneo de

Davao University - Senior High School (Jacinto Campus). Therefore, preschool, grade

school, junior high school, Grade 11, and college students of the mentioned university

were not included as participants. This is because we, the researchers, believe that the

aimed participants experience heavier academic and social responsibilities compared to

the lower years. The college students were not included in the study for the researchers

limited the study to only the senior high students for a quicker gathering of the data.

Also, since the aimed participants study on the same campus, it made the data

collection more convenient for us given that the duration of the study was limited.

Furthermore, teachers and other school personnel were excluded from the study since

the subjects are only limited to student entrepreneurs while school personnel are

already profiting individuals. This study was not limited to a particular type of business;

rather, it allows variation for it focuses on the mere perspectives of student

entrepreneurs on their academic and social status. Hence, the type of business and the

value of income of the participants did not directly affect the results of the study. We did

not limit the participants to any specific standard such as age, gender, religion, grades,
9
and etc. for the only criterion in this study is for the aimed participants to have existing

and functioning businesses.

Definition of Terms

To further understand the research, the following terms are defined as used in

the study:

Student entrepreneurship – Students engaging in different forms of

businesses. It can be during academic hours or not. They are the participants of the

study.

AdDU – Stands for Ateneo de Davao University; the chosen locale and target of

the study.

ABM – Stands for Accountancy, Business, and Management Strand of the

Academic Track of Senior High School learners; the track has nine specialization

subjects designed for learners who aim to take up business, accountancy, or

management in college.

Allowance – It refers to the money given to the students that can be used for

their daily needs and expenses; their parents or guardians give it daily or weekly.

Inflation rate – Rate at which the level of prices for goods and services rises and

consequently, the purchasing power of the currency is falling.

10
 Financial practicality – The sense of good judgment of students’ regarding

starting businesses

Academic activities – The home works, lessons, assignments, projects, and

tasks given by teachers to be fulfilled by students.

Social activities – The activities that make up the social life of a person

including hangouts, conversations, interactions, and leisure time.

Finance – The management of a large amount of money that students must

learn in order to plan wisely on the usage of money.

Financial management – Defined as the efficient and effective use of money.

Expenditures – The amount of money that students spend on buying a specific

thing or paying for services.

Income – The money that student entrepreneurs earn from their businesses.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies that contain existing

similar ideas taken from various sources and further establishes the focus of the study.

It revolves around the elaboration on the participants, their goals, and their challenges.

Moreover, this section will be essential for the better comprehension and knowledge of

the topic underlined in this study.

Student Entrepreneurship

Csorba (2014) states that a student is a person who attends school while an

entrepreneur is the one who organizes, manages, and assumes the risks of a business

or enterprise. Thus, a student entrepreneur is a combination of both definitions which is

a student who engages in business endeavors. Entrepreneurship prepares students for

long-term academic and works achievement. It is an activity that cannot only enhance

students' success academically but strengthen their confidence as well as instill

qualities and skills conducive to success upon graduation. Imsadmin (2018) elaborates

the importance of entrepreneurship in which it improves the creativity, management,

networking, branding, and critical thinking skills of an individual. Becoming a student

entrepreneur is not an easy task to do but it strengthens their individual and contextual

determinants to influence their propensity to start a business. Valerio, Parton, and Rob

(2014) disclose that student entrepreneurship is a practice of skills that is needed if an

individual pursues business in the future. Involvement in the business world whilst still
12
going to school withholds the student of exposure to first-hand experiences to be able to

truly become an entrepreneur early on. Also, this gives them access to connections that

may help their business to grow and that they may be beneficial in terms of learning and

applying business ideas and strategies. Since students lack experience and proper

orientation, they lean on role models as well as mentors in handling their businesses.

Moreover, Mars, Rhoades, and Slaughter (2008) mention in their article that

having to handle a double life as a student as well as an entrepreneur makes them

diligent and wise in time management because they have more responsibilities to focus

on. Additionally, they develop life skills such as negotiations, project management,

resilience, and a creative imagination. In the aspect of financial capability to fund their

own business, students have to have a capital from investors whether their parents or

other potential business partners to jump start. Students are able to learn the principles

of effective business development and besides that, they are also acting as capitalists

who are able to leverage their entrepreneurial expertise for personal profit.

Works of a Student Entrepreneur

Anderson and Atkinson (2013) emphasize that a student entrepreneur is able to

balance their academia while working on their business. To make that work, they are

faced with great responsibility. They are given an important role as student

entrepreneurs to always be willing to go out of their comfort zone and take risks at an

early age and by that, they develop their risk appetite which will strengthen the way they

handle failure and rejections in their overall career. Having to dream big and making

13
their dreams a reality not minding the possible hindrances that may come their way is

an essential job. A student entrepreneur must be patient and should be able to put

equal effort into every aspect of their company. A new entrepreneurial pursuit is still in

its early stages as it requires a lot of attention; thus, it needs to be addressed with long

nights and sacrifices. They are always hungry for more learnings whether it may be

experiences or anything that may help broaden their understanding. On another note,

College Life (2017) specifies in their page that in order to overcome all the challenges

that come along being a student entrepreneur, one needs confidence in making his or

her craft well and are progressive enough to stay in the right path while being flexible

enough to make immediate decisions. Nearly all student entrepreneurs that set up a

physical store business will need to send a self-assessment return. This is the return to

be submitted yearly to accurately figure out how much money is needed to set aside for

tax, as well as the need to do bookkeeping. This means keeping a record of any money

spent on the business, income received from clients or customers, and expenses that

may be able to claim. Budgeting is a vital element that is needed to bring into your

personal finances to make the business a success.

In terms of the work hours of the student entrepreneurs, Worall (2014) published

in his article that student entrepreneurs work 6 to 11 hours every day to pursue their

business activities. In a weekly scale, the focus actors spend 60 to 80 hours in order to

execute their business operations. Combined with this is their stress to meet high

academic standards in order to meet their responsibilities as students. This particular

scenario pushes students to be physically and mentally taxed. All of these times spent
14
on entrepreneurial activities, student entrepreneurs earn differently as they pursue

varying businesses and balance their responsibilities in different ways. IRS Agency

(2014) stresses that the kind of business that an entrepreneur pursues will determine

his income. They also mentioned that the type of business structure will contribute as a

factor in how the income will be used and divided.

Intentions/reasons behind the pursuit of Student Entrepreneurship

Reasons behind student entrepreneurship vary from student to student. The

environment of the student is also influential on whether the person will start

entrepreneurship. Lucie and André Chagnon Foundation (2009) writes that an

independent person is an individual that is able to take care of his/her own need and to

make and assume responsibility for his/her decisions. Most student entrepreneurs

engage in start-up businesses to express their sense of independence, especially in

financial matters. Kathuria (2017) stated that entrepreneurs are responsible for the

outcomes of their actions whether it may be positive or negative. According to

Bergmann, Hundt, and Sternberg (2016), the influence of organizational and regional

context creates a different effect from that of innate characteristics. There is the

consideration of variables such as familial context and physical characteristics of the

person which are part of the criteria which a student takes into consideration when

beginning a small business. Also, there are the findings of Sieger, Fueglistaller, and

Zellweger (2011) wherein the possible internal motives of a student to begin business

practices early would be the following: for the realization of own dreams, for the feeling

15
of achievement, for profit, and for the improvement of the self. Although there is an

increased workload, the sense of self-fulfillment and pride is present within a student

entrepreneur once he or she has achieved his or her possible goal. Additionally, in

relation to the possible internal motivations of student entrepreneurship, Halter, Sieger,

and Zellweger (2010) say that career intent varies on how independent and self-efficient

the person is. Confidence in one’s skills enables a person to reach farther than most

people. Various factors, internal and external, push a student to pursue

entrepreneurship and each one is a factor that motivates him or her into beginning a

venture.

Student Entrepreneurship and Academic Activities

Entrepreneurship may enhance the student’s academic performance. Brussels

(2012) highlights that entrepreneurship enhances the individual’s creativity, innovation,

risk-taking behavior, and his or her ability to manage duties in order to achieve his or

her own objectives. First, student entrepreneurship improves creativity and

innovativeness through enhancing the ability of an individual to think critically to solve

various problems. Entrepreneurs tend to adopt views from different perspectives

enabling them to try out new possibilities. Second, it improves their risk-taking behavior

since risk propensity is highly dominant in entrepreneurship. It enhances their mindset

in times of failure and increases their decision-making skills to cope up with the risks

they may face. Lastly, entrepreneurship improves a student’s ability to manage duties to

achieve his or her own objectives since it enhances the self-efficacy of an individual or

16
his or her belief to perform tasks successfully. Gerba (2012) writes in the research

paper entitled Impact of entrepreneurship education on entrepreneurial intentions of

business and engineering students in Ethiopi, students who had backgrounds regarding

entrepreneurship education have a higher rate in engaging in student entrepreneurship

and have the opportunity to apply their learnings in start-up businesses. Stamboulis and

Barlas (2014) express in their research paper entitled Entrepreneurship education

impact on student attitudes that in Tunisia, business-related education enabled youth to

gain skills and create their own jobs in the future. It is an essential attribute that

entrepreneurs have in order for them to reach their goals even if they encounter risks.

Given these points, entrepreneurship has an impact on a student’s academic

performance in terms of improving their skills and behavior.

Factors affecting one's standing academically

Student’s performance can be affected by various factors. One of its factors is the

socio-economic status which is the social standing or class of an individual or group and

measured by the combination of education, income, and occupation. According to the

study of Berhanu et al. (2011), the higher level of socio-economic status (SES) is the

best indicator that contributes towards the student’s academic performance. A high SES

of an individual leads to a high performance of students in their studies. The study also

emphasizes that parental education has effects on student’s academic performance

while parental occupation has only a little effect.

17
 In addition, another factor that affects student performance is gender. Females

have a different mindset than boys in terms of “locus of control” which means that the

belief of success and failures of an individual is the product of their own behavior.

Ghazvini and Khajehpour (2011) highlight that males use learning strategies lesser than

the females. Furthermore, females take greater responsibility in their failures together

with greater learning strategies which enable them to perform better academically.

However, despite females showing more motivation in academics compared to males,

Ghazvini and Khajehpour assert that there are circumstances wherein males perform

better.

Another influence on the academic performance of a student is peer pressure.

According to the study of Ezzarrouki (2016), there is a strong relationship between the

academic performance of both the student and his or her peer groups. It was found that

grade point average (GPA) of a student correlates with his or her peers. This entails that

students that have low GPA have peers with also low GPA while students who have

high GPA also have peers with high GPA. This study further elaborates that social

interactions have an impact on a person’s behavior and decisions. Individuals have their

decisions affected by their dependence towards peers when they have a collectivistic

culture or a value that prioritizes group over self. Given these points, it entails that peer

pressure can either improve academic performance or deteriorate it.

Family background is also an influence on the student’s academic performance.

According to the study of Muthoni (2013), children who have a strong relationship with

18
their family perform better academically regardless of the marital status of the parents.

Vollmar (n.d.), as cited in Muthoni (2013), highlights that children perform better in a

unified family than a conflictive family. This entails that it is better if an individual is in a

single-parent home which enables them to perform better rather than if they are in a

two-parent conflictive family. Furthermore, the financial status of the family affects the

academic success of a student (Kim, n.d., as cited in Muthoni, 2013). If a family has

enough financial support, it enables their child to have a better learning experience

which improves their academic capabilities. Lastly, the level of education of parents has

a significant relationship on the academic achievement of their children. Iverson and

Walberg, as cited in Muthoni (2013), highlight that the abilities and achievements of

students are closely linked to the environment and stimulation in their home. This entails

that student learning capabilities are highly influenced by their parents and the

environment that they live in.

Coping mechanisms for academic activities

Lonis (2014) states that an entrepreneur often lacks the time to get things done,

the necessary resources needed, and the manpower to do the work. With this, it

becomes difficult for student entrepreneurs to balance their studies and their start-up

businesses. There are various ways to cope with stress when dealing with school

responsibilities and business work. The coping mechanisms to when pressure arises

vary from person to person; however, there are general strategies that are similar to

each participant. Some students resort to handling different responsibilities at once in

19
order to keep up with both business and academic tasks. However, the self cannot be

easily managed, and multitasking is more detrimental rather than it is helpful. Moreau

and Leathwood (2007) expose that students who are currently into business-related

activities tend to have more difficulties in terms of balancing their work and studies since

they focus both on their business and academics instead of prioritizing on one field.

According to Paridon and Kaufmann (2010), multitasking in work and stress related

situations lead to mental strain, a higher rate of performance error, and may cause

accidents within the environment the person is exposed to. In order to avoid such

outcomes, according to Martinez, Ordu, Della Sala and McFarlane (2013), students

should apply purposeful management of responsibilities and create trade-offs on which

side to sacrifice in order to prioritize the other. The importance of each responsibility

should be recognized in order to sort which tasks are urgent and which are imperative.

The brain needs time to sort itself and an overload of information all at once will only

create more problems. Putting off one task improves the student’s performance and

result for the other. Student entrepreneurs have both negative and positive coping

mechanisms which cannot be avoided given the stressful environment they currently

reside on. Student entrepreneurs all have different coping mechanisms, but some do

more harm than good. The student should not feel more stress; instead, they should

feel that their task has gotten easier.

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Student Entrepreneurship and Social Activities

Entrepreneurship and social activities are directly proportional in terms of its

connection to student entrepreneurship. Nelson, Lima, and Nassif (2016) state that

various social classes are equipped with diverse social and cultural capital that

formulates different entrepreneurial visions. According to Greve and Salaff (2003),

social connections have several benefits for entrepreneurs. Engaging in businesses

allows student entrepreneurs to facilitate relationships and build connections with

numerous people. Strauss and Howe (1991) state that members of Generation Z seek

for a feeling of fulfillment and excitement within their jobs and are out exploring the

world searching for opportunities and gaining experience as well as preferring person to

person contact. Entrepreneurial activities are one of the grounds of the movement of an

individual from one social class to another. According to Greve and Salaff (2003), social

connections have several benefits for entrepreneurs. Thus, social class affects student

entrepreneurs’ intent to start small businesses. The family social class also affects the

motivations and perceptions of individuals through entrepreneurial traditions of families

and status aspiration cultivated in the family context. Ordeñana & Arteaga (2012) assert

that entrepreneurship is linked to social strata and mobility stating that most

entrepreneurs see themselves belonging to the higher class, rather than middle class

proving the point that most individuals who want to pursue entrepreneurship belong to

the middle and social class levels of the society. Lower class levels lack enough

knowledge regarding entrepreneurship that positions a barrier for individuals to enter

the entrepreneurial world.

21
 To be a student entrepreneur takes a series of steps to comprehend. The first

step to becoming a student entrepreneur is to know how to manage time. According to

Weinmann (2016), there are methods that a student entrepreneur must learn in order to

manage time. One of the methods is for a student entrepreneur to make a list of the

things to do and weigh its level of importance and urgency. Additionally, the creation of

timetables is essential to student entrepreneurs in order to make a list of priorities that

need to be accomplished within the given time. Thus, a task should be done before

proceeding to the next one to avoid confusion regarding the priorities.

Friendship is one thing that is hard to find when it comes it business. According

to Hudson (2014), start-up entrepreneurs expect full support from the people they

consider as friends, just like when starting a Facebook page, they expect those friends

to hit that like button and share it to others, however, what really happens is the total

opposite. Only a few of the people whom individuals think are considered friends will

actually support the businesses that they create and some are just good at beginnings

and are not consistent with the support. The reason is that people are innately

egocentric. People would value their own well-being before others. That is why some

entrepreneurs lose friends whenever they start-up businesses and some do not even

have one at all. Additionally, some individuals get bothered when people around them

are succeeding. The thought of people succeeding makes other people feel that they

are failing. With that mere thought, it makes people egocentric and insecure. Starting a

business is extremely stressful; it can make an entrepreneur lose everything including

his or her social standing.

22
Factors affecting one’s standing socially

A person’s social standing can be affected by various factors. One factor that

may affect one’s social activities in society is health. Health is a state of one’s physical,

mental, and social well-being. According to ACS Distance Education (2018), not only

socioeconomic status may affect a person’s health, but physical and mental well-being

can have an impact upon the different aspects of social status such as education,

wealth, income, and occupation. For instance, severe illness may cause a significant

loss in wealth; thus, affecting one’s social status.

Another possible factor that can impact a person’s social activities is family life.

Differences in family formation can affect people concerning about family values and

also for parents who are concerned with upward mobility in the society (Sawhill, 2013).

A person’s social standing can be defined by his family structure and arrangement. For

example, parents who are well-educated and have a stable job may be able to

contribute time and resources to their children. As a result, the children can be able to

have an access to a better education and lifestyle. This, in turn, affects one’s social

standing in the wider society.

In addition, religious affiliation also contributes to a person or a group’s social

standing. According to the findings of Philip Schwadel, associate professor of Sociology,

as cited by Reed (2014), evangelical Protestants continually acquire lower education,

income and occupational prestige levels than those in most other religious affiliations.

He also said that the result was a combination of younger evangelical Protestants

23
gaining social status while the other affiliations lost status. With this, it can be said that

religious affiliation can be a factor that can affect social standing.

Moreover, racial categories can also influence the categorization of social

groups. Indicators of socioeconomic status such as education are all patterned by race.

The identification of racial categories over time has been primarily driven by social and

political aspects and historical phenomena (Williams, Priest & Anderson, 2016).

Consequently, categorization according to race has also greatly affected one’s

socioeconomic status and social standing. As racial categories and social status are

clearly related, a person’s social stratification can be affected by different outcomes.

Since race also reflects one’s social status, it can be said that a person’s status can rely

depending on the racial category they belong and are exposed to.

Lastly, one’s social standing in the society can also be indicated by gender.

According to McGinn and Oh (2017), because gender can reflect the division of labor

both in private and public spheres, there is a dynamic interplay between gender and

class. They further explain that social status can be determined through considering

gendered environments in homes and workplaces. One example of this is women’s

employment beliefs and practices. As women’s experiences at work and at home are

shaped by social classes, some may tend to exhibit other-oriented behavior rather than

self-driven behavior. Thus, gender-class differences may reflect in a person’s behavior

and beliefs, which in turn, affect one’s social standing in the society.

24
 Even so, the mentioned factors above are only some of the various aspects that

contribute in determining one’s social standing. There are many factors that can greatly

create an impact on one’s social status. For this reason, it cannot be denied that one’s

social status or stratification in the society may continue to vary depending on the

environment he or she is living in.

Coping mechanisms toward social activities

Student entrepreneurs encounter different challenges regarding time

management that need a series of coping mechanisms. According to Bregman (2010),

based on reality TV shows, people often believe that they do not have to be worried

about how they affect others in order for them to win. He retaliated that if one is looking

for a job, the one best way is referrals from friends. To further elaborate, student

entrepreneurs encounter challenges especially when they have to manage their time for

their businesses and allot particular schedules to hang out and meet up with peers.

According to thoughtLEADERS, LLC (2018), by growing social networks, one can

acquire useful perspectives from his or her friends, families, and colleagues. Through

cultivating relationships with people and other entrepreneurs, thoughtLEADERS, LLC

states that it would be particularly helpful in overcoming entrepreneurial stress and

coping up with social life. In addition, as time management plays a vital role in a student

entrepreneur’s life, Singh (2016) posits that setting a time-table can allow him or her

plan his or her day accordingly; thus, being able to have enough time aside for business

activities, for friends and family, as well as for self. According to Cramer (2015), coping

25
mechanisms are strategies that individuals use when facing stress or trauma that help

manage difficult and painful emotions. Thus, coping mechanisms help people adjust to

traumatic events while maintaining their emotional well-being. Furthermore, the ability of

an individual to use effective coping skills can help in improving mental and emotional

well-being. People who have adjusted to stressful situations through productive coping

mechanisms are less likely to experience anxiety, depression, and other mental health

issues because of stressful events.

Having friends will definitely be a challenge to student entrepreneurs because not

only do they have to manage their time and allot particular schedules to hang out and

meet up with friends and their families but entrepreneurs also need to think of the

businesses that they plan to start or continue. According to a study of Aldrich and Cliff

(2003), there is a lack of attention to families as more entrepreneurial opportunities

emerge. According to Toren (2013), an entrepreneur is not like other people,

entrepreneurs put efforts and talents into ventures that motivate the ideas stored in the

minds of future business individuals. However, there are methods in coping up with

social life while being an entrepreneur. Firstly, entrepreneurs should learn to set up

dates. Entrepreneurs should put aside time for their friends, family, community, their

love interest and mostly themselves. It is fortunate if the business that an entrepreneur

is practicing is correlated to personal passions. However, there should be a time

allocated well for socialization. Secondly, entrepreneurs should get out of the comfort

zone they are in. An entrepreneur should know when to separate the business world

into the real world. Overworking for the business may be counterproductive and result to
26
numerous failed results. Thirdly, an entrepreneur should know how to stay in touch. To

be an entrepreneur may mean needing to cancel plans to focus on the business and

some of the people may get irritated, however, an entrepreneur should be the one to

always keep in touch with their friends knowing that the businesses they startup are the

reasons for plans being canceled. Lastly, an entrepreneur should learn how to make

commitments. If one can make commitments to their partners in the business, one

should also know how to make commitments for their social lives.

To sum up, student entrepreneurship is the practice of pursuing business

activities while attending school. Student entrepreneurs juggle their responsibilities as a

student while executing the operations of his or her business in order to earn income. A

student entrepreneur spends a lot of time in balancing business and student life. On a

deeper sense, student entrepreneurship exists because students want to earn money to

support and supply for themselves as well as their family. Another reason may also be

the fact that executing entrepreneurship in school will serve as a training ground for

them as they can pursue the business in the future after graduating.

However, it also has its own disadvantages. Student entrepreneurship has been

perceived by some sources as hindrances to one's academic and social activities. As

students, academic standing determines how one does well in school. It can be

measured by one's GPA or other grading systems. Pursuing business will hinder one's

academic activities as one lacks time in studying and doing other necessary academic

stuff as a student. In terms of social activities, one can measure it by the interaction

27
made to established relationships. Not only that, some factors include one's socio-

economic standpoint and connections. In light of this study, both of these issues are

provided with coping mechanisms. We list various ways to cope up academically and

socially by doing time management, planning ahead of time, and executing

responsibilities effectively.

All of these data gathered from various resources are relevant to the discussion

of the study. Knowing these will help the audience better understands the case that this

study pursues, and how the study will flow and answer the questions asked.

Furthermore, the data are essential in the comprehension of the study as a whole, its

process, and its possible outcomes.

28
 Chapter 3

METHODOLOGY

In this chapter, we, the researchers, explained the consequential method and

processes completed in order to answer the research questions and accomplish the

objective of the case study.

Research Design

This study aims to have an in-depth understanding of a particular sector in the

research locale, Ateneo de Davao University - Senior High School, specifically the

perspectives of the existing student entrepreneurs in the institution. This particular topic

on student entrepreneurship was broken down to the experiences of the participants in

operating their businesses inside the campus, their opportunities and threats, and the

factors that affect their business operations. In order to accomplish the study effectively,

the researchers used a basic qualitative research design, particularly the

phenomenological study design, which Center for Innovation in Research and Teaching

(n.d.) fully recommends as it allows us to delve into the perceptions, perspectives,

understandings, and feelings of those people who have actually experienced or lived

the phenomenon or situation of interest.

Biddix (2009) states that the basic research design will generally be based on a

social constructivism perspective rather than statistical records and computations.

Therefore, the data collection involved interview and collection of archival (content)

data, which were interpreted based on a combination of researcher perspective and

29
data collected. On a specific note, this case study design narrowed down the broad field

of student entrepreneurship by breaking down the complex issue about student

entrepreneurship through detailed contextual analysis. Also, since the aforementioned

study lacks attention and sufficient researches, the design is an efficient research

design since one of its essential uses is to provide descriptions of detailed and rare

cases. However, this type of research design also has its drawbacks. Heale and

Twycross (2017) emphasize that since this type of design only necessitates a few

number of participants, the study may offer only little basis for establishing the findings

which may not be representative of the larger issue being investigated. Additionally,

since this study is an uncommon focus of discussion, the interpretation of the findings

can only be applicable to the particular case.

Research Participants

According to Crouch & McKenzie (2006), small number of participants in a

qualitative study helps a researcher build and maintain a close relationship and

thus, improve an open and intimate exchange of information. For this Case study, we

selected four student entrepreneurs to be the participants of the study.

This study employs an inclusive criterion in determining the participants of the

study. We selected four student entrepreneurs who are Grade 12 students, currently

enrolled at Ateneo de Davao University – Senior High School (Jacinto Campus). The

participants were selected through purposive sampling to guarantee that necessary

information will be provided accordingly, having respondents with experiences of being

30
student entrepreneurs. We chose four participants since we are concerned with the

availability of the student entrepreneurs in the locale. Furthermore, we, the researchers,

were also concerned with the time constrain for the research that lead to choosing only

four participants to focus on.

Given that we used purposive sampling, the criteria for selection will be as

follows; the participants must be Grade 12 students of Ateneo de Davao University and

he or she must be a student entrepreneur. These given criteria are essential to consider

ensuring that the questions asked during the interview are answered.

Role of the Researcher

Due to the approach of the research being qualitative, we, the researchers, were

directly involved in the gathering of information from the chosen participants who fit the

criterion of what we consider as a student entrepreneur of Ateneo de Davao University

– Senior High School (Jacinto Campus) in Grade 12 department. According to Yilmaz

(2013), qualitative studies are based on context, interpretation, and understanding as

well as thorough inductive reasoning; thus, making our goal to capture the experiences

of the participants using their own words which shall be the basis of interpretation for

the research. We conducted thorough interviews with the participants regarding the

nature of student entrepreneurship and what it means to become one in an intense

academic environment. We, the researchers, were also tasked with recording the data

from the participants and transcribing the gathered accounts as well as interpreting the

answers of the participants from the discussion.

31
 As instruments of data collection, we, the researchers, had directly received the

data from their participants through interview, observation, and discussion instead of the

use of questionnaires and forms. There is direct communication between the two

parties; thus, the data received is first-hand. There is a smooth flow of conversation and

clarifications are easily made as well as expansion of questions and answers. Since

there is direct confrontation, we were able to get a more accurate interpretation of

answers from the participants.

The data collected were recorded and transcribed for validity of information as

well as to obtain the thoughts and biases of the participants regarding the topic of

student entrepreneurship. The records obtained from the participants were solidified in

order for us to review the answers and thoroughly evaluate their answers from surface

level right down to the core of their biases. There is the avoidance of relying on memory

for it may leave out or forget valuable information; thus, rendering the interpretation of

the obtained accounts invalid.

Data Source

There are various ways of data collection in a case study research. According to

Stake (1995), there are three ways to collect data in a case study research which is

through interview, observation and document review. Firstly, interviews involve in asking

questions from a participant with regards to the chosen topic of the researcher. It is

also the most common type of data collection in a case study research. Secondly,

observations involve keeping a record of the events that is taking place during

32
interviews to further analyze the data. In other words, observations involve the process

of taking important notes or details from the participants during the interview of the

research. Lastly, Document Review is a way of collecting data through reviewing

existing documents. In simple terms, it is when the researcher gathers data from

potential documents that could further support the study such as academic papers,

journals, achievement reports, and many more.

In this study, the primary sources of data that we, the researchers, utilized were

personal interviews and observations. Through personal interviews of the participants,

we gathered data regarding their experiences and perspectives in student

entrepreneurship, while observation enabled us to keep record of important details

during the interview for further analysis and interpretation. In addition, we, the

researchers, gathered secondary sources of data such as online books, journals, and

articles to further support this study.

Data Collection

The Grade 12 Senior High School students of Ateneo de Davao University -

Senior High School have thorough experiences in relation to our study. Through them,

we, the researchers, gathered information that strengthened our aims and solidified the

study.

We, the researchers, were aware of the importance of taking steps in the

collection of data, thus, the following steps were followed:

33
 First, we started to find four student entrepreneurs for the interview and

observation by asking different Grade 12 students if they are pursuing any kind of

business or if they know other senior high school students who pursue a business

inside the campus.

Second, we introduced and explained the study to the student entrepreneurs. We

elaborated the objectives and emphasized the importance of the interview and

observation to be conducted. We, the researchers, also demonstrated the necessary

methods to be executed in the interview and observation. Thereupon, we read the

informed consent and asked the students if they are interested and willing to participate

in the study.

Third, we, the researchers, and the participants set the specific time, date, and

place for the interview and observation.

Fourth, during the interview and observation, one of us asked a set of questions

while others observed and recorded the answers of the participants through a phone

recorder and also wrote down the answers on a piece of paper for a back-up source of

data. We also asked some follow-up questions to the four participants for additional

data.

Fifth, the data gathered from the recorder were reexamined and saved. The

written data were encoded and saved using a word processing program to be used as a

back-up source in case of emergency.

34
Data Analysis

The data gathered from the interviews are reviewed thoroughly one by one to

assure that the data collected will not be altered nor will it be misinterpreted. After the

review of data, it is then disseminated to the members for further checking. According to

Inoue (2017) the process of conducting the analysis to produce the best results for the

decisions to be made is an important part of the process, as is appropriately presenting

the results. The process undergone by the data is to guarantee its preciseness and

accuracy. Subsequently, the data is then transcribed as well as translated. Each

member will be given a copy of the data to assure proper dissemination and the data

gathered that are in the Filipino language will be translated to English for better

understanding. The data from transcribed interviews will undergo the process of

organizing to produce an analysis. One of the most common qualitative analysis is

known as thematic analysis which allows the researchers to gain insight and knowledge

from data gathered as well as enables them to develop a deeper appreciation for the

phenomenon they are researching (Komori, n.d.).

Through analysis, the documents are examined in accordance to the purpose of

the topic of the study, which is about the spectrum of perspectives of student

entrepreneurs of Ateneo de Davao University. Aside from analysis, the documents are

also evaluated in order to elaborate and articulate the ideas and themes given by the

participants. The data gathered will then be classified by their main points and this will

also be collated altogether. This will enable us to incorporate our own understanding

35
from the given ideas and themes. Lastly, citations that are relevant taken from the data

are included to support the participant’s ideas and themes.

Trustworthiness of the Study

We, the researchers, have chosen to utilize the widely accepted criteria

introduced by Yvonna Lincoln and Egon Guba to demonstrate and establish

trustworthiness in our study. According to Lincoln and Guba as cited in Robert Wood

Johnson Foundation (2008), trustworthiness of the study is important in evaluating a

research study’s worth. They assert that trustworthiness involves establishing credibility,

transferability, dependability, and confirmability.

Credibility. As indicated in Robert Wood Johnson Foundation (2008), Lincoln and

Guba state that credibility signifies the certainty of legitimacy of the data collected from

the respondents. We, the researchers, wanted to be precise and accurate all throughout

the duration of our study. The data collection process complied with all the necessary

information needed in order to for us to properly analyze the given data by the

participants. As stated by Stake (2008), a qualitative research gains credibility by

thoroughly triangulating the descriptions and interpretations, not just in a single step but

continuously throughout the period of study. This refers to the adequate dissemination

of the information given which should closely reflect from its original source.

Transferability. Trochim (2006) writes that transferability refers to the degree to

which the results can be generalized or transferred to another contexts and setting

showing the applicability of the information. Therefore, if there is another study related
36
to the notion, it can be utilized in terms of relating the findings to other studies and in

making own positions. Lincoln and Guba (1985) propose that it is the responsibility of

the researchers to ensure that sufficient and contextual information are presented in the

study to enable the transferability of the information. Determining where the data in the

study is based is important to guarantee the legitimacy of the information for it to be

applicable for referencing of other researches. Thus, the results of the study must be

understood for it to be assessed as realistic and legitimate. Hence, transferability can

also be used to check the validity of the research and if the findings presented in

research are reliable.

Dependability. Lincoln and Guba (1985) highlight that dependability is a criterion

of a research that shows that findings are consistent and could be repeated.

Furthermore, Shenton (2004) emphasizes that dependability is assessed by reporting

the processes of the study in a detailed structure, thereby enabling future researchers to

repeat the work even if not necessarily to gain the same results. The issue of

dependability in this study has been addressed through accurate and detailed

explanation of the data or findings which would enable future researchers to repeat or

use this study for future references, if not necessarily to gain the same results.

Confirmability. Personal biases are unavoidable and will always occur no matter

what the situation. However, as stated by Lincoln and Guba (1985), confirmability is the

degree of neutrality to which the data obtained in a study are solely based on the

participants and not of the researchers. Confirmability is present in order to control our

37
predispositions to a minimum and focus on the inclinations of the respondents. It is in

relation to Shenton (2004), wherein the qualitative investigator’s equivalent concern to

objectivity is confirmability. It is to ensure that the research paper retains the impression

of impartiality due to the nature of the study being qualitative and relying heavily on

interpretation on the researcher’s part. Confirmability does not seek after the credentials

of the participant but rather the experience he or she has gone through which aligns

with the other respondents. The responses are subjective in nature but the analysis is to

be objective to retain confirmability.

Ethical Consideration

In order to make this study credible with fair societal principles applicable to the

creation of research studies, we, the researchers, guaranteed that this study conducted

in Ateneo de Davao University - Senior High School is within the conformity of ethical

standards. We formulated and conducted the study in accordance with informed

consent, anonymity, objectivity and honesty, and proper citing.

First, we, the researchers, provided informed consents that are necessary in

preserving the individual autonomy of the participants, as well as the integrity of the

research itself. Shahnazarian (n.d.) mentions that the principle of autonomy implies that

responsibility must be given to the individual to make the decision to participate. We let

participants report to their acceptance regarding their participation in the research

through a signed consent and a briefing and withdrawal letter. The aim of both letters is

to orient the participants of the objectives and procedures in conducting the study, to

38
inform them about the potential risks and their benefits in participating, and to reassure

respondents that their participation in the research is voluntary and that they will be free

to withdraw from it at any point for any reason. Moreover, we guaranteed that the

answers of the participants will be treated as confidential matter and protected solely for

academic purposes.

Second, we, the researchers, preserved the anonymity of the participants of the

study to assure that their image and representation through their statements will be

protected. Society for Research in Child Development (2018) specifies that this

particular standard is important in order for the participants' statements to be fully

secured and not be used against them. To preserve anonymity, we assured that the

names of the participants will not be divulged and their anonymity will be maintained

through the use of alternate names such as Participant 1, Participant 2 and the

following. Since the study has also necessitated audio records of the participants'

interviews, their voices will be heavily edited to make their identities indistinguishable.

Third, after acquiring the data from the participants, we, the researchers, strived

for honesty and objectivity in presenting and interpreting their statements. Resnik (2015)

presents that researchers should always report data, results, methods and procedures,

and publication status honestly and interpret data objectively to make the research

effective and reliable. We were parallel to this and did not, in any way, fabricate, falsify,

or misrepresent the data. We, the researchers, also avoided bias in data interpretation,

39
paraphrasing, and summarizing in order to preserve trustworthiness and to have the

best possible outcomes.

Lastly, we assured that sources of the information acquired are recognized to

avoid plagiarism. Resnik (2015) further tells that essential data such as borrowed

articles from sources, and audio records with written statements by the participants

should be given proper acknowledgement or credit for all their contributions to research.

They should be addressed through in-text citations and the reference list in the proper

APA format to maintain the integrity of the research study.

40
 Chapter 4

PRESENTATION OF RESULTS

This chapter discussed the results of the study concerning the lived experiences

of the student entrepreneurs of Ateneo de Davao University - Senior High School in

their daily entrepreneurial activities. From the results, several themes emerged which

are further supported through the verbatim statements of the participants.

We conducted an interview with the four student entrepreneurs and ascertained

the following data based on the set of questions asked:

Table 1. The experiences of student entrepreneurs and their intentions in pursuing

student entrepreneurship.

Major Themes Core Ideas

 It is the responsibility to provide for one's own

Independence and expenses.

Sense of Responsibility  It is a way for an individual to not always depend

his/her costs to his/her parents.

 Student entrepreneurship is starting a business as

Training Ground early as now and getting the early experience of

for Future Career selling goods to customers.

 It is an edge in terms of business skills because

41
 one learns how to maximize resources and

generate ideas.

 A student entrepreneur is one who can balance

Balancing Student Life his/her business, studies, and social life.

and Business  Business is a rewarding process because one gets

to earn his/her own money.

From the interview conducted regarding the study, we found out that there were

three major themes, generated by core ideas that transpired amongst experiences and

intentions of the student entrepreneurs in pursuing student entrepreneurship:

Independence and Sense of Responsibility, Training Ground for Future Career,

and Balancing Student Life and Business.

Independence and Sense of Responsibility. Based from the data, student

entrepreneurs perceive that student entrepreneurship is their avenue of expressing their

Independence and Sense of Responsibility. This theme was backed up by two core

ideas: "it is the responsibility to provide for one's own expenses," and "it is a way for an

individual to not always depend his/her costs to his/her parents."

This can be supported by the statement of Student Entrepreneur 1:

"Maliit lang allowance ko tapos ang family ko hindi nagabigay sa akin if for other

activities... sa school nagabigay sila (allowance) pero pag other activities na ako na

bahala niyan and may mga needs din ako and wants na gusto ko."
42
 (I have a little amount for my allowance because my family does not give me

money for other activities other than for school. For other activities, it will be my

responsibility and same goes for my other needs and wants.)

Additionally, Student Entrepreneur 3 also mentions that:

"Ang intention ko is just.. to own my own allowances with parang may pang

gastos din gud ako for everything tas ano… parang di gud mag depend always sa

parents."

(My intention was to make my own allowance and to be able to provide for my expenses

and to not always depend on my parents.)

Training Ground for their Future Career. The student entrepreneurs also see

the activity as their training ground for their future career. This is because, one, they see

that "student entrepreneurship is starting a business as early as now and getting the

early experience of selling goods to customers," and two, that "it is an edge in terms of

business skills because one learn how to maximize resources and generate ideas."

Student Entrepreneur 4 gives evidence through his/her statement:

"(Student entrepreneurial) experiences... you get to earn your own money. Tapos

ang benefits kay marami... may edge ka... with those things (business experiences)

tapos nagarun talaga ang mga ideas and stuff."

43
 (You get to experience how to earn your own money. And the benefit is that you

have that edge. You have an advantage regarding those things and you easily generate

ideas which are important for business.)

Moreover, Student Entrepreneur 2 emphasizes that:

"Yung parang... trying to start a business as early as now... while one is still a

student… he can only do so much with the limited resources that he has."

(A student entrepreneur is someone who is trying to start a business as early as

now. And since that student entrepreneur is still a student, he can only do so much with

the limited resources that he has.)

Balancing Student Life and Business. Lastly, the researchers learned that for

student entrepreneurs, student entrepreneurship is balancing student life and business

for student entrepreneurs. This was supported by their ideas that "a student

entrepreneur is one who can balance his/her business, studies, and social life," and

"business is a rewarding process because one gets to earn his/her own money."

This can be underpinned by the statement of Student Entrepreneur 4:

"My definition of a student entrepreneur is... a student who can balance...

business and studies at the same time and like earning your own allowances and just

balancing student life and like the entrepreneur side."

44
 (My definition of a student entrepreneur is a student who can balance business

and studies at the same time. It also means being able to earn your own allowance

while balancing school and the business.)

Student Entrepreneur 4 further extends this by stressing that:

"It’s really hard to balance school and (business)... but it’s really rewarding kasi...

you get to earn your own money."

(It’s really hard to balance school and business but it’s really rewarding as well

because you get to earn your own money.)

Table 2. The opportunities and adversities encountered by student entrepreneurs

academically.

Major Themes Core Ideas

 The lessons in class (student entrepreneurs under

Application of Strand
ABM) are applicable to student entrepreneurial
Learnings to Business
activities.

 Customers interrupt student entrepreneurs while

they are still in class.

Business as a Distraction
 It hinders the time allotted for studying.
to Studies
 It adds to one's responsibilities as a student, thus,

it turns one's schedule to be more hectic.

45
  In order to cope up with the demands of
Time Management
academics, one must allot time for studying.

The results also show that two themes were common in the answers of student

entrepreneurs when asked about the opportunities and adversities they encounter

academically: Application of Strand Learnings to Business, Business as a

Distraction to Studies, and Business as a Time-Consuming Matter.

Application of Strand Learnings to their Business. From the information

gathered, we, the researchers, ascertained that the student entrepreneurs experience

the advantage of the application of strand learning to their business.

The theme was realized through one core idea: "the lessons in class (student

entrepreneurs under ABM) are applicable to student entrepreneurial activities."

This can be affirmed by the statement of Student Entrepreneur 3:

"It (student entrepreneurship) helps me gain [sic] experience in selling my

products with the help of the ABM subjects."

(The lessons I learned from my ABM subjects help me, as a student

entrepreneur, in applying the knowledge I acquired and in selling my products.)

Furthermore, Student Entrepreneur 1 supports the prior statement by saying:

46
 "Right now, sa strand ko — Abm strand (Accountancy, Business, and

Management)... mas naaply ko... mga ginaturo sa klase (to my business) tapos pag

may maturo sa klase alam ko na siya na ganyan."

(Currently, in my strand — ABM, I can apply more the things that I learn in class

(to my business). If there are also things taught in the class, I would already know

because of my experience in selling.)

Business as a Distraction to Studies. On another hand, student entrepreneurs

sometimes see business as a distraction to studies. This is because, first, they believe

that "it hinders the time allotted for studying," second, that "it adds to one's

responsibilities as a student, thus, it turns one's schedule to be more hectic," and lastly,

that "customers interrupt student entrepreneurs while they are still in class."

Student Entrepreneur 3 proves this through disclosing that:

"Distraction yung pagkabusiness kay sometimes during class kay magcall sila sa

akin ‘R**, pabili’ unya... nagateach pa gani ang teacher, nagalesson pa siya. So, ayun

madistract ako."

(Business is a distraction because, sometimes, during class hours, someone

would grab my attention and say ‘R**, I’ll buy,’ even if the teacher is in the middle of

teaching a lesson.)

Parallel to this, Student Entrepreneur 2 also cites his/her experience:

47
 "There were times… for example where I have to answer an essay and someone

wants to buy I’d have to stop and serve them... Yeah, it does take away the time that I’m

supposed to do the essay."

(There were times I had to sacrifice my academics for my business. For example,

I have to answer an essay and someone wants to buy, I have to stop writing and serve

them first. It does consume the time allotted I allotted for making my essay.)

An experience encountered by Student Entrepreneur 4 also aligns with this

theme:

"Nung Valentine's day kasi last year diba exams natin yun for... 2nd term yata ng

2nd sem midterms yata yun tapos after exam nag diretso ako duon (business) kasi

merong parang 100 na cue na like line so parang kailangan ko na mag go duon tas mag

facilitate and mag help kaya parang 'Mag sali ka dun mag deliver' tas 'Mag sali ka

hanap ng flowers' so parang marami gud masyado and I didn’t get to study that much

for our exams. So, yun."

(There was a time last year on Valentine's day during our midterms exam when I

had to go straight to the business after the exam since there were about 100 people in

cue. So, I had to facilitate and help. I was told to “Go with them to deliver” and “Go help

them find flowers” and there were lots of demands that I didn’t get to study that much for

our exams.)

48
 Time Management. According to the student entrepreneurs, the adversities that

student entrepreneurship poses necessitate coping mechanisms to academics.

Collectively, they believe that time management is the best way to cope with studies.

The idea is that "in order to cope up with the demands of academics, one must allot

time for studying."

With this, Student Entrepreneur 4 suggests that:

"Time management is very important... tapos, I list down my things to do para I

have a checklist on what to do. So, tapos, if I’m (in) school, school lang talaga. Like

hindi ako magthink about business or anything. Pero yun may magtext sa akin na may

gawin, I just say what I need to say tapos reply, ganyan. Pero if mag afterschool, at

least two hours nandoon (business) ako, so okay lang, parang- after two hours kay

school nanaman."

(Time management is very important. I have a checklist on what to do. And if I’m

in school, I only think about school, not about my business. But if someone texts me

about business, I reply back and say what needs to be said. After school, I allot two

hours of my time to my business. After two hours, I think about school again.)

Student Entrepreneur 1 shares the same experience by explaining that:

"Coping mechanisms ko kay... time management lang talaga dapat tapos if

minsan hindi ko magawa sa bahay, ginagawa ko talaga sa school like.. mabilis lang

trabaho lang talaga... mabilis ka magisip mabilis ka... mag-gawa ng task."

49
 (My coping mechanism is time management. If I cannot do my school tasks in

the house, I would do it in school. I finish my task quickly and think quickly.)

Table 3. The opportunities and adversities encountered by student entrepreneurs

socially.

Major Themes Core Ideas

 Business activities establish new networks.

Avenue for Social
 Customers recognize the student entrepreneurs
Interaction
through what they sell.

 Student entrepreneurs pursue business at the

Absence from Other Social
expense of missing out on family gatherings and
Activities
hang outs with friends.

 Student entrepreneurs constantly update

themselves with their friends through conversations

Initiative to Cope with
and discourses.
Social Life
 One should initiate plans ahead of time in order to

cope with social life.

Based on the data gathered, we determined that the perspective of student

entrepreneurs regarding the opportunities and adversities they encounter socially

50
brought two major themes: Avenue for Social Interaction and Absence from Social

Activities.

Avenue for Social Interaction. Through the interview, we, the researchers,

determined that the student entrepreneurs experience the advantage of student

entrepreneurship as an avenue for social interaction. This major theme transcended as

a result of the core ideas expressing that "business activities establish new networks,"

and that the "customers recognize the student entrepreneurs through what they sell."

On Student Entrepreneur 1's perspective, business creates network by pointing

out that:

"Madami man akong kaibigan, uhhh sociable pa rin ako ganun... ang business

kasi makahelp din kasi siya na maka network ng people so makagain ka ng friends

ganun."

(I have a lot of friends, and I am still sociable. Business is helpful since its

networks people which helps me gain friends.)

Student Entrepreneur 2 agrees with this through his statement:

"People would brand me... see me as the person who brings and sells chocolates

every day. So, when they see me, they always think of chocolates first... through this

business I could maintain my relationships with them since they too have the same

mutual respect for chocolate (Student Entrepreneur 2's business)."

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 Absence from Social Activities. The student entrepreneurs perceive student

entrepreneurship as the primary reason of their absence from social activities. This is

because "student entrepreneurs pursue business at the expense of missing out on

family gatherings and hang outs with friends." The demands of their business would

sometimes require them to miss out on social occasions.

Student Entrepreneur 4 cites his/her experience in support to this theme:

"I still go out with my friends man pero may times na sometimes I miss... our

parties ganyan, our get togethers pero as a student, my social life it’s not like really out

there pero I don’t think na like I don’t have a social life so parang balanced parin siya."

(I still go out with my friends but there are times that I miss parties, get-togethers

and such. As a student, my social life is not really out there but not to the extent that I

don’t have a social life anymore.)

The scenario also happens to Student Entrepreneur 1 as it was mentioned in his

answer:

"Kunwari sa family... hindi ako nag sama sa kanilang laag kay may ano ako sa

aking business... may gawin ako sa aking business hindi lang kasi pag sell lang

business ko like naga promote din ako ng club kaya yun hindi ako makasama."

(I do not spend outings with my family that much since I have a lot of things to do

in my business. Also, selling is not my only business I also promote clubs that is why I

cannot go with their outings.)

52
 Initiative to Cope with Social Life. Student Entrepreneurs declare that their

respective businesses take away their time from their friends and family. But, in order to

avoid this, all of the participants insist that they have the initiative to cope with social life

in order to get along with the time they missed out. This coping mechanism was

catalyzed by two core ideas: "student entrepreneurs constantly update themselves with

their friends through conversations and discourses," and, "one should initiate plans

ahead of time in order to cope with social life."

According to Student Entrepreneur 2, he/she starts the talk with his/her friends

and family in order to cope:

"I would just talk to them since I’m very talkative and very sociable... to them

(family and friends). So, if I want to maintain my relationship with the [sic], I would just

approach them."

(I would just talk to others since I’m very talkative and sociable. I would just

approach my classmates if I want to maintain my relationship with them.)

Furthermore, Student Entrepreneur 4 also observes this theme and copes in a

different way:

"I initiate plans with my friends tapos... I reach out to them even though yang

busy ako masyado sa schedule tas like... I just take initiative to hangout."

(I initiate plans with my friends ahead of time and I reach out to them despite my

hectic schedule in order for me to be able to still hang out with them.
53
 Chapter 5

DISCUSSION AND IMPLICATIONS

In this chapter, we, the researchers, provided significant explanations on how the

results are vital to the factors of the study. We also presented the conclusions of our

study.

The experiences of student entrepreneurs and their intentions in pursuing

student entrepreneurship.

This section explained the major themes in relation to the experiences of student

entrepreneurs and their reasons for pursuing student entrepreneurship. The major

themes include Independence and Sense of Responsibility, Training Ground for

Future Career, and Balancing Student Life and Business.

Independence and Sense of Responsibility. Student entrepreneurs tend to be

independent due to the fact that they provide for their own needs. They also have a

sense of responsibility since they accept the accountabilities for the actions they have

made. Lucie and André Chagnon Foundation (2009) writes that an independent person

is an individual that is able to take care of his or her own need and to make and assume

responsibility for his or her decisions. In addition, Kathuria (2017) states that

entrepreneurs are responsible for the outcomes of their actions whether it may be

positive or negative. Thus, this shows that being student entrepreneurs, they must

54
provide for their own needs, make their own decisions, and take all the responsibilities

for their own actions.

Training Ground for Future Career. Student entrepreneurship enables

business minded individuals to have an early experience of selling and setting up a

business. It also enables them to enhance their business skills because they have been

trained from the early start. Valerio, Parton, and Rob (2014) disclose that student

entrepreneurship is a practice of skills that is needed if an individual pursues business

in the future. Early practice of entrepreneurship enables students face beforehand the

issues that they may encounter in their future businesses and necessary skills to run a

business. Furthermore, Imsadmin (2018) elaborates the importance of entrepreneurship

in which it improves the creativity, management, networking, branding, and critical

thinking skills of an individual. Thus, it shows that entrepreneurship improves an

individual’s set of skills for the preparation in making his or her own business.

Balancing Student Life and Business. When a student entrepreneur pursues a

business, they cannot disregard their academic performance and social life. A student

entrepreneur is an individual who can manage their business, studies, and social life

despite encountering hardships. Moreau and Leathwood (2007) expose that students

who are currently into business related activities tend to have more difficulties in terms

of balancing their work and studies since they focus both on their business and

academics instead of prioritizing one field. However, it improves their relationship with

other people because socializing is a vital role in pursuing a business. Student

55
entrepreneurs must learn to cope up with their business, academics, and social

responsibilities. Martinez, Ordu, Della Sala, and McFarlane (2013) state that students

should apply purposeful management of responsibilities and create trade-offs on which

side to sacrifice in order to prioritize the other. This means that student entrepreneurs

must sort which tasks are urgent and imperative to efficiently cope up with problems

that may occur in pursuing business while prioritizing their academics and social life.

The opportunities and adversities encountered by student entrepreneurs

academically.

This section discussed the major themes in relation to the opportunities and

adversities encountered by student entrepreneurs academically. The major themes

include Application of Strand Learnings to Business, Business as a Distraction to

Studies, and Time Management.

Application of Strand Learnings to Business. Student entrepreneurs may

apply their strand learnings, especially those in ABM strand in creating start-up

businesses in school. Stamboulis and Barlas (2014) express in their research paper

entitled Entrepreneurship education impact on student attitudes that in Tunisia,

business-related education enabled youth to gain skills and create their own jobs in the

future. The entrepreneurship lessons allowed the students to improve their skills and

develop a more business-oriented perspective. Furthermore, Gerba (2012) writes in the

research paper entitled Impact of entrepreneurship education on entrepreneurial

intentions of business and engineering students in Ethiopia, students who had

56
backgrounds regarding entrepreneurship education have higher rate in engaging in

student entrepreneurship and have the opportunity to apply their learnings in start-up

businesses. This proves that student entrepreneur use the knowledge they acquire from

the business-oriented subjects in their schools to have a more linear perspective in

terms of creating start-up businesses.

Business as a Distraction to Studies. A business requires student

entrepreneurs to allot excessive amount of time and attention. According to Paridon

and Kaufmann (2010), to multitask in work and stress related situations lead to mental

strain, higher rate of performance error, and may cause accidents within the

environment the person is exposed to. Moreover, Lonis (2014) states that an

entrepreneur often lacks the time to get things done, the necessary resources needed,

and the manpower to do the work. Student entrepreneurs have to manage a full class

schedule and expectations from peers along with meeting deadlines of academic

requirements. Thus, some customers interrupt student entrepreneurs when they are in

class. This shows that being a student entrepreneur requires plenty of time that it

hinders the students to focus on their academic performance.

Time Management. Student entrepreneurs encounter complications regarding

academic responsibilities and business work. Martinez, Ordu, Della Sala, and

McFarlane (2013) state that student entrepreneurs should apply appropriate

management of responsibilities and make trade-offs on which side to prioritize first. The

importance of each responsibility should be recognized in order to sort which tasks are

57
urgent and which are imperative. Additionally, Weinmann (2016) writes that timetables

should be created for it is essential for student entrepreneurs in order to make a list of

priorities that need to be accomplished within the given time. Thus, a task should be

done before proceeding to the next one to avoid confusion regarding the priorities. This

implies that student entrepreneurs must be equipped with adequate skills in managing

time in order to be able to excel in academic performances and business matters.

The opportunities and adversities encountered by student entrepreneurs socially.

This section pointed out the major themes in relation to the opportunities and

adversities encountered by student entrepreneurs socially. The major themes include

the Avenue for Social Interaction, Absence from other Social Activities, and

Initiative to Cope with Social Life.

Avenue for Social Interaction. Starting-up a business means starting up new

relationships with other people. Whatever types of business one pursues, may it be

selling goods or rendering services, socializing is an important aspect one needs to

practice for the sake of his or her business. A business cannot be sustained when the

entrepreneur or businessperson has no relationship established among the people.

According to Greve and Salaff (2003), social connections have several benefits for

entrepreneurs. One is size which refers to having a numerous number and widespread

of acquaintances as a source of information. Second is positioning which talks about

where the person is in the social hierarchy which indicates how fast the information will

reach the entrepreneur. Lastly is the relationship structure which determines what type

58
of activity the person does with the entrepreneur. These factors are easily present

amongst student entrepreneurs especially those of this generation. Strauss and Howe

(1991) state that members of Generation Z seek for a feeling of fulfilment and

excitement within their jobs and are out exploring the world searching for opportunities

and gaining experience as well as preferring person to person contact. This implies that

the youth of today, the current student entrepreneurs, is fully capable of being

entrepreneurs socially and globally.

Absence from other Social Activities. As one pursues entrepreneurship, it is

inevitable to often miss out on family gatherings and hang outs with friends. Student

entrepreneurs usually pay more attention to their business activities; thus, they tend to

lose focus on other social activities outside of their businesses. As a result, student

entrepreneurs do not have enough time to socialize and bond with their peers and

families because of their businesses. According to a study of Aldrich and Cliff (2003),

there is a lack of attention to families as more entrepreneurial opportunities emerge.

Student entrepreneurs venture out for business activities; ergo, having not enough time

for their families to interact with them. However, Aldrich and Cliff assert that the two

institutions, family and entrepreneurship, are connected and that family perspective in

entrepreneurship should be considered as it will pave a way for more business ventures

and opportunities. According to Bregman (2010), based on reality TV shows, people

often believe that they do not have to be worried on how they affect others in order for

them to win. He retaliated that if one is looking for a job, the one best way is referrals

from friends. To further elaborate, student entrepreneurs encounter challenges

59
especially when they have to manage their time for their businesses and allot particular

schedules to hang out and meet up with peers. Since not all can balance their time well,

this results to an absence in social gatherings with their friends.

Initiative to Cope with Social Life. In pursuing a business, student

entrepreneurs need to be able to adapt and manage their time for their business and

also for their social life. For this reason, one should be able to have the initiative to plan

ahead of time and constantly update themselves with their friends and families through

discourses. According to thoughtLEADERS, LLC (2018), by growing social networks,

one can acquire useful perspectives from his or her friends, families, and colleagues.

Through cultivating relationships with people and other entrepreneurs,

thoughtLEADERS, LLC states that it would be particularly helpful in overcoming

entrepreneurial stress and coping up with social life. In addition, as time management

plays a vital role in a student entrepreneur’s life, Singh (2016) posits that setting a

timetable can allow him or her plan his or her day accordingly; thus, being able to have

enough time aside for business activities, for friends and family, as well as for self.

Implications on the Research Agenda

This study focuses on the field of social enterprise. The study highlighted student

entrepreneurs who are directly involved in the selling of goods and earning profits to

reach their supposed personal and societal purposes and goals. This study provides the

aspiring student entrepreneurs’ insights with regards in pursuing a business based on

the data that have been gathered. Student entrepreneurs are given different

60
perspectives on how to balance work and life, and different ways to maintain a healthy

lifestyle whilst doing multiple activities at once. There is a deeper insight and a chance

for student entrepreneurs to understand that the business activities they conduct are not

solely for the sake of profit but rather for reasons such as family support and

preparation for actual enterprises.

Implications on ABM Education

The Accountancy, Business and Management (ABM) strand is under the

Academic track for Senior High School wherein the students who choose this strand will

be equipped with fundamental concept for business related courses. It focuses on the

basic concepts of financial management, business management, corporate operations,

and all things that are accounted for. This will be a great step for students who are

interested in the business world and who are likely to engage in entrepreneurship.

Students who are educated through this strand will be equipped with basic knowledge

and skills that may be useful for their business endeavors. A research study entitled

Entrepreneurship Education and Training Programs around the World: Dimensions for

Success by Alexandria Valerio, Brent Parton, and Alicia Robb (2014) discloses that

student entrepreneurs are practicing the skills that they need to have if they want to

pursue businesses in the future. Additionally, the study reveals that practicing student

entrepreneurship determines the potential business that will be present in the future.

The student entrepreneurs also get to face beforehand the issues that they may

encounter in their future businesses and learn the necessary attributes to continue the

61
business effectively. In connection to the ABM strand, this will be a stepping stone in

order for them to enhance their capabilities. It acts as a platform of creativity and

innovation in terms of real-life application of the knowledge gained. This is beneficial for

students who are inclined to choose a business course for college and will help them

grow into their full potential. As to student entrepreneurs, they are able to apply their

learning early on and they are able to boost their business into something big and

successful while still going to school. They are able to achieve their purpose as to why

they chose to be a student entrepreneur in the first place, which is to gain profit and be

financially independent. This enables them to provide for themselves and get first-hand

experiences in handling a business. Lastly, this gives them an edge in terms of the

academia’s teachings since they are already exposed to the application and the ABM

strand will only help them learn the proper way of doing things since it is technical and

based on principles.

Concluding Remarks

The entire process was difficult and exhilarating for us. Conflicts arose and time

decreased, however, the work, done with full effort, was finished and submitted. But

despite the complications and complaints, the level of difficulty was adequate for us to

finish the task yet obtain a new learning to grow as students of Ateneo de Davao

University – Senior High School and as scholars of research.

Multiple challenges were encountered all throughout the project. One of the

hardest challenges experienced, if not the most difficult, would be the expectations and

62
standards established by the mentors of research. We, the researchers, had to work

with hard work, effort, and extreme caution as to not leave even one mistake behind to

fit within the standards provided. Of course, no one is perfect; however, we have gone

beyond the goal of meeting the expectations of the educators and achieved standards

beyond student level. Along with breaking through expected quality, we, the

researchers, have discovered that there is a silver lining in the activity of student

entrepreneurship. The participants have answered that they see their business as a

training ground and a way to socialize among their peers. These benefits overpower the

disadvantage of falling behind schoolwork, since majority of the time, if not always, they

integrate their learning within their activity. The perspectives of the participants

corrected our beliefs wherein we thought that student entrepreneurship is more of a

burden than it is an asset. The study overall was a learning process that gave new

teachings as the research progressed.

The activity did not limit us to difficulties but also gave way to new experiences

that could not have been discovered in any other activity. The interview activity, which

was necessary to the activity, was a first-time endeavor to us. There was the new

experience of approaching strangers and asking questions regarding their work life.

Whilst interviewing, we, the researchers, have encountered and conversed with

productive student entrepreneurs who did not limit themselves to small-time school

businesses but expanded their horizons outside of the learning institution and became a

citywide activity.

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September 5, 2018

AUJEFEL AMOR Y. LEE

Assistant Director for Academics
Ateneo de Davao University
Senior High School Department

Dear Ms. Lee:

Greetings!

We, the researchers from Grade 12 - Anchieta of Ateneo de Davao University - Senior High
School, are currently working on our research paper entitled "Spectrum of Perspectives of
Student Entrepreneurs of Ateneo de Davao University on their Academic and Social Status: A
Case Study ," in partial fulfillment for our requirements in Practical Research. Our study aims to
provide an in-depth understanding on the experiences of student entrepreneurs in pursuing their
business activities in-campus. It also aims to ascertain their intentions of practicing student
entrepreneurship and how it affects them through their academic and social responsibilities.

In connection to this, we would like to ask for your approval and permission to allow us to
conduct an interview with the Grade 12 student entrepreneurs of Ateneo de Davao University
who are currently pursuing active businesses inside the institution. For your convenience,
attached herewith are the interview guide and the informed consent. Rest assured that this
study will observe ethical consideration standards in interviewing the participants. Should this
study merit your approval and permission and should there be any more questions, you may
contact our lead researcher, Angelo Jose Torregosa, through the number listed below.

Thank you for your kind consideration and favorable response to our request.

Respectfully yours,

ANGELO JOSE TORREGOSA

Lead Researcher
Ateneo de Davao University - SHS
+63 956 6312 345

77
Noted by:

FRANCES ELAINE PALOU

Practical Research Adviser
Ateneo de Davao University - SHS

78
 INFORMED CONSENT FORM

Spectrum of Perspectives of Student Entrepreneurs of Ateneo de Davao University on their

Academic and Social Status: A Case Study

September 5, 2018

Greetings, Participant!

We, the researchers from Grade 12 - Anchieta of Ateneo de Davao University - Senior High
School, are currently working on our research paper entitled "Spectrum of Perspectives of
Student Entrepreneurs of Ateneo de Davao University on their Academic and Social Status: A
Case Study ," in partial fulfillment for our requirements in Practical Research.

In connection to this, we would like to ask for your full participation in our interview which will
involve questions regarding your personal experiences, as a student entrepreneur, in pursuing
business activities in-campus. Furthermore, we will be asking about your intentions in practicing
student entrepreneurship and how the entrepreneurial activity affects you both academically and
socially.

Your participation is entirely voluntary. If at any time you wish to discontinue the study, your
results will be invalidated. Results may be published but your identity will not appear in any form
in the documents.

This research has already been permitted and approved by Ms. Aujefel Amor Y. Lee, Assistant
Director for Academics of Ateneo de Davao University, and Ms. Frances Elaine Palou, Practical
Research Adviser. If you have further questions concerning this research study, please do not
hesitate to contact our lead researcher, Angelo Jose Torregosa, through this number:
+639566312345, or through this email: angelo.torregosa@gmail.com.

Thank you for your cooperation. Your participation in our study will be very much valued.

Upon agreeing to participate in this study, we would like to request you to fill up the necessary
information below:

I, _____________________, will voluntarily and willingly participate in this study.

79
 (Complete Name)

______________________ ________________________

Signature Date Signed

80
 INTERVIEW GUIDE

Spectrum of Perspectives of Student Entrepreneurs of Ateneo de Davao University on their

Academic and Social Status: A Case Study

Date Interviewed:

Time Started:

Time Finished:

I. Socio-Demographic Profile

Name: (Optional)

Age:

Gender:

1. Experiences of Student Entrepreneurs and their reasons for pursuing Student

Entrepreneurship.

A. What is your definition of a student entrepreneur?

B. As a student entrepreneur, what is/are your business activity/ies?

C. When, at what time, and how often do you pursue your business activities?

D. How much do you earn in your business? (optional)

E. What are your reasons or intentions in pursuing student entrepreneurship?

F. What are your experiences, perks, and struggles as a student entrepreneur?

81
2. Difficulties encountered by Student Entrepreneur academically.

A. How would you describe your academic status as a student?

B. How does being a student entrepreneur affect your academics?

B. 1. Were there times that you pursued your business at the expense of missing out
on your lessons?

B.2. Do you still have time to study your lessons and finish your academic requirements?

C. What are your coping mechanisms for your academic status?

3. Difficulties encountered by Student Entrepreneurs socially.

A. How would you describe your social status as a teenager?

B. How does being a student entrepreneur affect your social life?

B. 1. Were there times that you pursued your business at the expense of missing out to
your friends, family, social activities?

B.2. Do you still have time to socialize and maintain good relationships with other
people?

C. What are your coping mechanisms for your social status?

82
Curriculum Vitae

Gwyneth B. Bunda

Date of Birth : 2nd November 2000

Age : 17 years old

Gender : Female

Height : 5’2’’

Weight : 42 kgs.

Birthplace : Isulan, Sultan Kudarat

Religion : Roman Catholic

Civil Status : Single

City Address : YL Dormitory, #185 Padre Faura, Artiaga St. Davao City

83
Parents

Father : Joel B. Bunda

Mother : Mary Jane B. Bunda

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao University Senior High S.Y. 2017-Present

Notre Dame of Surala Junior High S.Y. 2013-2016

Notre Dame of Surala Grade School S.Y. 2011-2013

CLUB/ORGANIZATION

Club Position School Year

Art Club Secretary S.Y. 2012-2013

Math-Sci Club President S.Y. 2016-2017

Elysian Member S.Y. 2017-2018

MASKARA Member S.Y. 2018-Present

SEMINARS AND TRAININGS ATTENDED

Seminar Venue School Year

Leadership Training St. Paul College, Pasig City 2016 – 2017

84
 MA. DANIELLAH PAULA A. DISMAS

Date of Birth : March 13, 2001

Age : 17 years old

Gender : Female

Height : 5’2”

Weight : 53 kgs.

Birthplace : Davao City, Davao Del Sur

Religion : Roman Catholic

Civil Status : Single

City Address : 05 Jade St. Diamond Village Phase 2, Lanang, Davao City

Parents

Father : Jeffrey L. Dismas

85
 Mother : Susannah Marie A. Dismas

EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao University Senior High S.Y. 2016-Present

Assumption College of Davao Junior High S.Y. 2012-2016

Assumption College of Davao Grade School S.Y. 2007-2012

CLUB/ORGANIZATION

Club Position School Year

YCLC Member S.Y. 2016-2018

SEMINARS AND TRAININGS ATTENDED

Seminar Venue School Year

4th Ignatian Conversation AdDU – Jacinto Campus S.Y. 2017-2018

Leadership Training AdDU – Jacinto Campus S.Y. 2018-2019

86
 JOANNA MARIE B. FRANKEN

Date of Birth : 7th of June 2000

Age : 18 years old

Gender : Female

Height : 5’4

Weight : 53 kgs.

Birthplace : Silang, Cavite

Religion : Roman Catholic

Civil Status : Single

City Address : Mabini street, Davao City

Parents

Father : Joachim Gerardus Maria D. Franken

Mother : Fritzy M. Balaan

87
 EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao University Senior High. S.Y. 2017-Present

Maryknoll College of Panabo, Inc Junior High S.Y. 2013-2017

Maryknoll College of Panabo, Inc Grade School S.Y. 2007-2013

Colegio San Agustin Pre- School S.Y. 2005-2007

CLUBS AND ORGANIZATIONS

Club Position School Year

Ateneo Pep Squad Member S.Y. 2018-2019

Drum and Lyre President S.Y. 2015-2016

Supreme Students Council President S.Y. 2015-2016

88
 NICOLE KIMBERLY K. PAJARON

Date of Birth : JUNE 06, 2000

Age : 18 years old

Gender : Female

Height : 5’1”

Weight : 53 kgs.

Birthplace : Davao City, Davao Del Sur

Religion : Roman Catholic

Civil Status : Single

City Address : Block 28 Lot 12, Alicante Street, Las Terrazas, Ma-a

Parents

Father : Jaime B. De Gorostiza

Mother : Brenilma K. Pajaron

89
 EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo de Davao University Senior High S.Y. 2016-Present

Ateneo de Davao University Junior High S.Y. 2012-2016
Ateneo de Davao University Grade School S.Y. 2007-2012

CLUB/ORGANIZATION

Club Position School Year

Culinary Arts Club President S.Y. 2015-2017

Member S.Y. 2013-2015
Archery Club Member S.Y. 2017-2018
Boardgames Club Member S.Y. 2018- Present

SEMINARS AND TRAININGS ATTENDED

Seminar Venue School Year

Sui Generis Leadership Camp AdDU – Matina Campus S.Y. 2016-2017

90
 VIRGIL D. RAQUEDAN

Date of Birth : September 19, 2000

Age : 18

Gender : Male

Height : 5'9

Weight : 62 kg

Birthplace : General Santos City, Philippines

Religion : Christian

Civil Status : Single

City Address : Block 13 Lot 7, Antigua St., Camella Homes Phase 1, Brgy.

San Isidro, General Santos City

Parents

Father : Adorencio S. Raquedan

91
 Mother : Janora D. Raquedan

EDUCATIONAL ATTAINMENT

Notre Dame Siena - College of General Santos City

Junior High School - 2013 - 2017

Grade School, 2007 - 2013

Pre-school , 2005 – 2007

Ateneo de Davao University – Senior High School

Senior High School – 2017- Present

CLUB/ORGANIZATION

Institutional Communications and Promotions Office of Ateneo de Davao

University

Editorial Team - Volunteer, 2018

The Voluntree Project

Finance Officer, 2018

Ateneo Debate Club

Member, 2017 – 2018

92
 SEMINARS AND TRAININGS ATTENDED

Yaong Atong Kabatan-onan Atong Paglambuon

Ateneo de Davao University - 2018 - 2019

93
 ANGELO JOSE CAÑADA TORREGOSA

Date of Birth : 12th May 2000

Age : 18 years old

Gender : Male

Height : 5’5

Weight : 70 kgs.

Birthplace : Davao City

Religion : Roman Catholic

Civil Status : Single

City Address : Blk 5 LT 40 Mckinley St. Ph 2 Wellspring Village, Davao city

Parents

Father : Gelacio P. Torregosa Jr.

Mother : Caroline C. Torregosa

94
 EDUCATIONAL ATTAINMENT

School Level School Year

Ateneo De Davao University Senior High S.Y. 2016-Present

San Pedro College Basic Education Junior High S.Y. 2013-2017

Precious International School of Davao Grade School S.Y. 2007-2013

CLUBS AND ORGANIZATIONS

Club Position School Year

Table Tennis Club Member S.Y. 2018–Present

Swimming Club Member S.Y. 2017-2018

95