ABSTRACT

This study focused on students' perceptions of entrepreneurship, their motivation for starting a business in terms of coping with life, particularly in relation to their abilities, qualities, and experiences with poverty, and the challenges they encountered as entrepreneurs. It further aimed to determine the relationships between perception, motivation, and their demographic profile. The study employed a descriptive-correlational and survey method with 100 respondents, comprising 50 purposively selected students from each of the two campuses of Isabela State University: Ilagan Campus and Cauayan Campus.

Findings revealed that student-entrepreneurs had a high level of perception of entrepreneurship and consistently high motivation for starting or setting up a business. They did not encounter any serious problems related to their business ventures. In testing relationships between variables, age was the only factor found to have a significant relationship with respondents’ perceptions of entrepreneurship. Other variables, such as gender, degree/course program, family monthly income, type of business, and source of capital, were not significantly related. Likewise, there was no significant relationship between students’ motivation and their profile.

However, the relationships between respondents’ perceptions and their motivation to cope with life through their abilities and personal qualities were highly significant. Conversely, their perception and motivation related to coping with poverty were not significantly related.

In light of the findings, it can be concluded that younger student-entrepreneurs tend to have a higher perception of entrepreneurship compared to their older counterparts. Their motivation to start a business does not depend on demographic factors but on how they view themselves in terms of coping with life through their abilities and qualities. Their strong, positive perceptions of entrepreneurship serve as an asset that can elevate them to higher entrepreneurial success, both literally and figuratively, in their future careers—particularly in navigating greater and more diverse challenges. Student entrepreneurship thus serves as an effective avenue for career rehearsal. Their high sense of self-efficacy is a clear indicator of their potential in future ventures and professional endeavors.

Based on the findings, it is recommended that student entrepreneurship be encouraged across all campuses, as it trains students to be responsible stewards of time, money, and personal assets. The University or relevant government institutions should consider allocating funds for interest-free student loans to support business start-ups. Lastly, similar studies with a broader scope and more representative samples should be conducted.

Keywords: Student Entrepreneurship, Perception, Motivation, Career Rehearsal, Coping Mechanisms, Descriptive-Correlational

DOI 10.5281/zenodo.15828340

ABSTRACT

Science education at the elementary level plays a crucial role in developing foundational scientific literacy and critical thinking skills among young learners. However, many Grade III pupils continue to perform below mastery levels in national assessments, highlighting a gap in instructional effectiveness and learner readiness. Thus, this study assessed the National Achievement Level in Science among Grade III pupils at Rizal Elementary School, Makati City, during the school year 2010–2011. Specifically, it aimed to determine pupils’ Science performance in the National Achievement Test (NAT), examine their academic difficulties, and explore the relationship between achievement and selected profile variables, namely age, gender, parents’ educational attainment, socio-economic status, and parents’ employment status. Utilizing a descriptive research design, the study analyzed NAT results through documentary analysis and applied statistical tools, including mean, percentage, and chi-square test. The respondents comprised 30% of the Grade III population. Findings revealed that the majority of pupils demonstrated fair to satisfactory performance in Science III, though NAT scores reflected low mastery in Science concepts. Difficulties were linked to teacher-centered strategies (e.g., heavy memorization), lack of instructional materials, and limited understanding of learning competencies. Significant relationships were found between achievement and most profile variables. Based on the findings, an intervention program was proposed, emphasizing teacher training, enhanced instructional support, and parental involvement to improve Science learning outcomes among pupils. The study recommends targeted remediation to bridge learning gaps and promote Science proficiency.

Keywords: Science achievement, National Achievement Test (NAT), Grade III pupils, Learning difficulties, Intervention program

DOI 10.5281/zenodo.15829101

ABSTRACT

Science education at the elementary level plays a crucial role in developing foundational scientific literacy and critical thinking skills among young learners. However, many Grade III pupils continue to perform below mastery levels in national assessments, highlighting a gap in instructional effectiveness and learner readiness. Thus, this study assessed the National Achievement Level in Science among Grade III pupils at Rizal Elementary School, Makati City, during the school year 2010–2011. Specifically, it aimed to determine pupils’ Science performance in the National Achievement Test (NAT), examine their academic difficulties, and explore the relationship between achievement and selected profile variables, namely age, gender, parents’ educational attainment, socio-economic status, and parents’ employment status. Utilizing a descriptive research design, the study analyzed NAT results through documentary analysis and applied statistical tools, including mean, percentage, and chi-square test. The respondents comprised 30% of the Grade III population. Findings revealed that the majority of pupils demonstrated fair to satisfactory performance in Science III, though NAT scores reflected low mastery in Science concepts. Difficulties were linked to teacher-centered strategies (e.g., heavy memorization), lack of instructional materials, and limited understanding of learning competencies. Significant relationships were found between achievement and most profile variables. Based on the findings, an intervention program was proposed, emphasizing teacher training, enhanced instructional support, and parental involvement to improve Science learning outcomes among pupils. The study recommends targeted remediation to bridge learning gaps and promote Science proficiency.

Keywords: Science achievement, National Achievement Test (NAT), Grade III pupils, Learning difficulties, Intervention program

DOI 10.5281/zenodo.15829101