Entrepreneurial Intention of Accountancy, Business and Management (ABM) Students in Nueva Ecija, Philippines

— The Philippines began a senior high school (K-12) curriculum in 2016 with the purpose of developing entrepreneurial students who are holistically developed, equipped with 21st-century skills, and prepared for the future. This study assessed the Accountancy, Business and Management (ABM) students’ entrepreneurial intentions, its influencing factors, motivators, and obstacles. The quantitative-descriptive research technique was utilized in this study. This study surveyed total of 89 senior high school students (comprising of 37 Grade 11 students and 52 Grade 12 students) of Accountancy, Business and Management (ABM) Strand from private schools in Nueva Ecija. This study assessed the ABM students’ entrepreneurial intentions, its influencing factors, motivators, and obstacles. It was then concluded that (1) rather than working as an employee in a corporation, student – respondents want to start their own business and be their own boss; and the course they attended had an effect on their self-efficacy in making professional selections; (2) they looked up to their family for advice on how to become an entrepreneur one day, which could be because their family has a business experience; (3) motivation factors show that student – respondent do not dwell on focusing personal gaining of status they will achieve then they become entrepreneurs as they are motivated to give support for potential entrepreneurs, use their creative talent, and take risk; and (4) to establish a business, one needs have sufficient savings to employ as capital, as well as entrepreneurial skills. It is also crucial to have the right mindset while starting a business because there are dangers and uncertainties to consider.


INTRODUCTION
The Philippines began a senior high school (K-12) curriculum in 2016 with the purpose of developing entrepreneurial students who are holistically developed, equipped with 21st-century skills, and prepared for the future. Entrepreneurship is a critical aspect in economic and social development, as it is a primary generator of job creation and national prosperity (Van Praag & Versloot, 2007).
To foster an entrepreneurial culture, educational systems must be structured to highlight and value entrepreneurship (do Paço et al., 2011). There is research suggesting that educational programs can influence entrepreneurial attributes favorably (Athayde, 2009) and that many entrepreneurship programs and curricula are capable of increasing awareness of entrepreneurship as a career choice and encouraging favorable attitudes toward entrepreneurship (Anderson and Jack, 2008). Entrepreneurial intention is influenced by a variety of factors; however the primary personality traits such as selfefficacy, risk-taking, initiative for business start-up, a favorable attitude toward business, behavioral control, the need for achievement, and an internal locus of control can be developed through education (Remeikiene et al., 2013). Education programs should place an emphasis on favorably impacting students' attitudes toward entrepreneurship and building their self-efficacy for starting a new business (Mariano et al., 2012).
Educational programs have been deemed extremely promising in terms of increasing the supply of potential entrepreneurs (i.e., increasing public awareness and interest in this career option) and emerging entrepreneurs (making more people try to start a new venture) (Liñán et al., 2011).
Entrepreneurship programs should not be limited to entrepreneurship classes, but should incorporate classroom and market experience, as well as student and entrepreneurial networks (Mueller, 2011). Also, students should be motivated by government officials, nongovernmental organizations, and financial institutions to provide financial help, marketing infrastructure, and other infrastructure such as information technology, as well as advice or counsel on entrepreneurship (Achchuthan & Kandaiya, 2013).
In light of these results, there is a need to assess senior high school students' entrepreneurial intent, particularly those enrolled in the Accountancy, Business, and Management (ABM) strand.

OBJECTIVES OF THE STUDY
This study assessed the Accountancy, Business and Management (ABM) students' entrepreneurial intentions, its influencing factors, motivators, and obstacles.

II. METHODOLOGY
The quantitative-descriptive research technique was utilized in this study, which comprises the description, recording, analysis, and interpretation of a real-world condition. When gathering knowledge on the current state of circumstances, the descriptive technique is acceptable (Creswell, 2014). This study employed convenience sampling. This study surveyed a total of 89 senior high school students (comprising of 37 Grade 11 students and 52 Grade 12 students) ofAccountancy, Business and Management (ABM) Strand from private schools in Nueva Ecija. The questionnaire was adopted from Samuel et al. (2013).  Table 1 shows the entrepreneurial intention of ABM students. The studentrespondents got an average weighted mean of 3.97 that has a verbal interpretation of "Agree". They strongly agreed on Statement 8 "I want to be my own boss." (Mean = 4.34), Statement 4 "I'll put every effort to start and run my own business." (Mean = 4.41), and Statement 2 " I prefer to be an entrepreneur rather than to be an employee in a company" (Mean = 4.38). The results indicate that student -respondents' entrepreneurial intention is to putting their own business and becoming the boss rather than serving as an employee in a company. This means that the course where the studentrespondents enrolled in their course gives an impact to their self-efficacy in making career decisions. The analysis validates that prior exposure to entrepreneurship education has a beneficial effect on students' views toward a career in entrepreneurship as well as their perceived behavioral control or entrepreneurial self-efficacy, according to Ajzen's (1991) model.    Table 3 shows the motivation factors of the ABM students of their entrepreneurial intentions. Among the following, the top three motivation factors are "Support for potential entrepreneurs" (82.43 %), "I enjoy taking risk" (82.26 %), and "To take advantage of my creative talent" (81.49 %). This results show that personal motivation factors emerged the top priority of the studentrespondents. On the other hand, the lowest three motivation factors are "To provide employment" (50.77%), "To challenge myself" (50.95 %), and "Increase my prestige and status" (55.72 %). These factors show that studentrespondent do not dwell on focusing personal gaining of status they will achieve then they become entrepreneurs. The analysis supports the claim of Samuel, Ernest, and Awuah, (2013) that motivators are to take advantage of creative talent, to earn reasonable living, and to provide employment.  Table 4 shows the obstacles of the ABM students of their entrepreneurial intentions. Among the following, the top three obstacles are "Lack of savings" (83.14 %), "Future uncertainty" (82.64 %), and "Lack of business skills (financial, marketing)" (81.49 %). On the other hand, the least among the obstacles are "Lack of assets for collateral" (50.87%), and "Fear of starting business due to risk involve" (51.09 %), and "Lack of information about how to start a business" (52.39%). The results indicate that to start a business, one must have savings to be used as capital and he /she must have the business skills. Proper mindset is also important to start a business because risks involve and uncertainties may come. This confirms the findings of Olufunso (2010) in South Africa in which the biggest obstacle was lack of savings and difficulties in obtaining bank finance.

IV. CONCLUSIONS AND RECOMMENDATIONS
This study assessed the ABM students' entrepreneurial intentions, its influencing factors, motivators, and obstacles. It was then concluded that (1) rather than working as an employee in a corporation, studentrespondents want to start their own business and be their own boss; and the course they attended had an effect on their self-efficacy in making professional selections; (2) they looked up to their family for advice on how to become an entrepreneur one day, which could be because their family has a business experience; (3) motivation factors show that studentrespondent do not dwell on focusing personal gaining of status they will achieve then they become entrepreneurs as they are motivated to give support for potential entrepreneurs, use their creative talent, and take risk; and (4) to establish a business, one needs have sufficient savings to employ as capital, as well as entrepreneurial skills. It is also crucial to have the right mindset while starting a business because there are dangers and uncertainties to consider.
The researcher recommends that ABM students should be given proper education and training to deepen understanding in starting business and to develop their entrepreneurial skills such as creativity, risk taking, communication, and invention while they are in the academe. The schools build linkages to government and private business sectors where students can find a place for work immersion. Family support is also important and students should be open to their family regarding their career decisions and plans.