University of Caloocan City: The Problem and Its Background

UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., 12th Avenue East Caloocan City

SENIOR HIGH SCHOOL
CHAPTER I
The Problem and its Background
This chapter includes the Background of the study, Statement of
the problem, Hypothesis, Significance of the study, Scope and
delimitation of the study and Definition of terms.
Introduction
Senior High School (SHS) covers the last two years of the Kto12
program and includes grade 11 and 12. In SHS, students will go through
a core curriculum and subjects under a track of their choice and one of
the choices is ABM (Accountancy, Business, and Management Strand.
The Accountancy, Business, and Management (ABM) strand is
designed as a starting course for the students who take Accountancy,
Business, and Management. The ABM strand trained students to think
logically and scientifically and are acquainted with the basics of
Accountancy, Business, and Management concepts and principles to
prepare them to pursue college degrees that focus on business and
industry where their contribution as future accountants, entrepreneurs,
and business leaders are vital to the progress and development of the
economy and critical to the promotion of a sustainable business, the
ABM specialized courses that focus on application and measurable
learning outcomes for students complemented by technology addition.
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This strand is comprised of eight (8) specialized subjects -
Business Math, Organization and Management, Applied Economics,
Business
Ethics and Social Responsibility, Principles of Marketing, Business
Finance, and Fundamentals of Accountancy Business and Management
1, and Fundamentals of Accountancy Business and Management 2 -
which will all passing a strategic business mindset for students coupled
with entrepreneurship and principled business leadership.
It lead SHS students to have a career on management and
accounting which could be sales manager, human resources, marketing
director, project officer, bookkeeper, accounting clerk, internal auditor,
and a lot more.
It can also requires all students to accomplish the Business
Enterprise Simulation which will be a platform to showcase students’
creativity and innovation in handling real life business situations.
It will boost the skills and competencies of Senior High School
students ambitious to take Accountancy, Business Administration and
Management in college.
It contributes knowledge to enhance the potential of every student
to deal with enterprise and to be success, because dealing enterprise is
very, but through ABM strand, every student can be success facing
enterprise by tactical and strategic decision which you link in real life
business situations.
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The ABM curriculum will allow SHS students to get a deeper
appreciation of the fantastic world of accounting and business
management without the hassle of going to Algebra, Geometry,
Trigonometry, and other specialize mathematical subjects that they won’t
need.
Subjects in the ABM will give SHS students the tools they will need
on their journey to success in the corporate world. Expect that they will
be studying financial and management accounting alongside the legal,
business and organizational contexts that they will be encountering
enterprise. In taking this strand, also they will be able to analyze assets,
interpret profitability, understand financial positions, and prepare audit
accounts.
Statement of the Problem
This study aims determine the Contribution of Accountancy,
Business and Management strand to the students of Caloocan City in
facing real life business situations. It sought to answer on the following
question:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
2. What are the important of the ABM strand in facing real life business
situations, in terms of:
2.1 Dealing enterprise
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2.2 Managing business
2.3 Careers
2.4 Goals
2.5 Performances
2.6 Perceptions in business
3. How ABM strand enhance the students in dealing with business, in
terms of:
3.1 Creativity
3.2 Innovation
3.3 Ability
3.4 Skills
Hypothesis
Accountancy, business and management strand may help the
students to strive pertaining to business becoming proficient to selling
and dealing to the consumer and also to manipulate the big business
opportunity in forthcoming.
Significance of the Study
This study would be beneficial to the following:
To the Students. They are learners or people who attend an educational
institution. This research study would be providing the students valuable
information that could be used in facing real life business situations.
To the Teachers. These people help others, specifically students, to
acquire knowledge, competences or values. This research study would be
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beneficial to the teachers to provide knowledge regarding the students on
how they can handle problems and able to solve it with appropriate
solutions in terms of business.
To the Parents. Parents are caregivers of the offspring in their own
species. This research would be open the minds of the parents or
guardians on how the students operate and manage the business. It can
also give them brief understanding with regards to business.
To the Readers. These are the people who are willing to read articles,
books, etc. and they will be able to read this research study. This
research study would give knowledge and idea on facing real life
business situations. This can be very useful in their research study.
To the Future Researchers. This research study would also gain
insights from the result of this study. They could use this as reference
material for a more comprehensive study.
Scope and delimitation
This research studies can contribution of ABM (Accountancy,
Business and Management) strand to the students of Caloocan City in
facing real life business situation. This research will be conduct in
University of Caloocan City North Campus for the year 2017-2018. This
research obtained information about the class size of the target
population of 50 Senior High School students under Accountancy,
Business and Management (ABM).
Definition of Terms
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The following terms were defined as it were operationally used for
better understanding of the study:
ABM. Accountancy, Business and Management. This strand would focus
on the basic concepts of financial management, business management,
corporate operations, and all things that are accounted for. ABM can also
lead you to careers on management and accounting which could be sales
manager, human resources, marketing director, project officer,
bookkeeper, accounting clerk, internal auditor, and a lot more.
Accountant. A person whose job is to keep or inspect financial accounts.
Accounting Clerk. The one that performs a variety of general accounting
support tasks in an accounting department including: Verifying the
accuracy of invoices and other accounting documents or records.
Acquaint. Make someone aware of or familiar with.
Administration. The process or activity of running a business,
organization, etc.
Asset. A useful or valuable thing, person, or quality.
Auditor. A person who conducts an audit.
Bookkeeper. A person whose job is to keep records of the financial
affairs of a business.
Business. An organization or economic system where goods and services
are exchanged for one another or for money.
Competence. The ability to do something successfully or efficiently.
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Curriculum. The subjects comprising a course of study in a school or
college.
Degree. The amount, level, or extent to which something happens or is
present.
Economy. The wealth and resources of a country or region, especially in
terms of the production and consumption of goods and services.
Enterprise. A project or undertaking, typically one that is difficult or
requires effort.
Entrepreneur. A person who organizes and operates a business or
businesses, taking on greater than normal financial risks in order to do
so.
Innovation. A new method, idea, product, etc.
Leadership. The action of leading a group of people or an organization.
Management. The process of dealing with or controlling things or people.
Marketing. The action or business of promoting and selling products or
services, including market research and advertising.
Organization. An organized body of people with a particular purpose,
especially a business, society, association, etc.
Profitability. The degree to which a business or activity yields profit or
financial gain.
SHS. Senior High School
Simulation. Imitation of a situation or process.
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Strategic. Relating to the identification of long-term or overall aims and
interests and the means of achieving them.
Tactical. Relating to or constituting actions carefully planned to gain a
specific military end.
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CHAPTER II
Review of Related Literature
This chapter presents the review of related literature both foreign
and local which greatly contributes to the total conceptualization of the
study.
Foreign Literature
Raymond, and Carlson Hopkins (2011), suggest a need to
strengthen students’ communication skills, both interpersonal and
professional. Business educators should work to create classroom
experiences that better address the needs of the changing marketplace
and prepare students for modern employer expectations. Recognizing
this, several business programs, in the mean are starting to focus on CD
experience, entrepreneurship, innovation, problem solving, and creative
systematic thinking
West J. J. (2011), since both Marketing and Fashion
Merchandising are applied disciplines, students in both fields need
practical experience in order to actually gain proficiency applying learned
concepts
Lombardi, M. M. (2007), use of collaboration and integration of real
clients are both currently lacking in many business courses, meaning
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students can often graduate without gaining exposure to real-world
scenarios. Many students graduate without ever learning to be
comfortable while dealing with problems that are complex and ill defined.
Local Literature
Abatay (2016), the ABM strand is designed to equip the students
with managerial, numeracy and literacy skills necessary to meet the
competencies and demands of globally competitive entrepreneurship.
Courses on accounting, finance, marketing and management are taken
under this strand. Students graduating from the ABM strand are
expected to prepare a business plan, feasibility study or project study
and undergo work immersion to allow for the application of knowledge
and skills acquired in class.
Nelson et al., (2005), for the students to be successful in the
business world, they must be prepared to handle real-world ambiguity,
and also to engage in complex interaction, communication, and high
order analysis
Monica (2016), ABM covers a range of job opportunities in the
product and service sectors of the Philippine economy. The track
prepares students for business management programs at the collegiate
level, as well as occupations in the skilled labor force as operations
technicians and service personnel.
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Sari Wakefield (2011), in recent months, there has been much
debate surrounding whether or not business education is properly
preparing students for the real world. As what some people call "a
lifetime student," I can attest to the rigor and relevance that I have
experienced during my undergraduate and continuing graduate business
education
(all from AACSB-accredited institutions). But aside from the many
aspects of a business course, my absolute favorite activity is a project
that allows me to apply my classroom knowledge to a real-life situation
with a real business. Give me real money to work with, and real risks to
take. For instance, at the Beedie School of Business at Simon Fraser
University, undergraduates were recently given the opportunity to
manage a 5 million USD investment fund. And at Mississippi State
University (and many others around the world with entrepreneurship
programs), students have to pitch their business ideas to venture
capitalists during a 90-second elevator ride. I know that even as an
undergraduate, this type of activity is what made it all come together for
me.
In the most recent broadcast of NewsLines live, Dr. Stefanie
Lenway, dean of the Eli Broad College of Business at Michigan State
University in the United States, spoke of her support for real-life
experiences at the undergraduate level. Dr.Lenway, a dean with
experience from several schools that have successfully integrated real-life
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experiences into their programs, explained the importance of providing
students with opportunities to test what they have learned in the
classroom. She elaborated, by working with local organizations or
establishing student run enterprises, students are able to frame
problems, work with real data, deal with people, and develop project
management skills. All of which are skills that companies are looking for
from business graduates.
From a student's perspective, providing real-life experiences not
only allows me to test what I have learned in the classroom, but also
provides me with a safe place to fail. I have learned so much by working
with executives during our case competitions and consulting projects.
For instance, the first time I read Porter's Five Forces I skimmed through
it in memorization mode as it was just another model that would be on
the exam. However, the first time I actually applied Porter's Five Forces
to a business that was entering a new market (thanks to the University
of South Florida's Master of Science in Entrepreneurship in Applied
Technologies program) I was pleasantly surprised how well the model
focused my strategic thinking. I can say the same for the Value Chain
and SWOT analysis—and cash flow projections, financial ratio analyses,
the supply and demand curve, etc., etc.
Geisller (2012), interpersonal and professional communication is
often weak areas for recent graduates.
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Sojka & Fish (2008), while business classes are known for group
projects, professors often must deal with students who do not know how
to work in groups and who struggle to develop original ideas.
Ramsey (2013), when asked to elaborate on their understanding of
class concepts, in both written and oral communication, students often
struggle to use appropriate terminology when explaining their ideas;
which, in a professional setting, could come across as incompetence.
Furthermore, businesses today commonly utilize cross-department
teams in strategy development and for problem solving.
Hurson (2007) said however, few students currently get the
opportunity to work on comprehensive projects with anyone outside of
their own discipline. This can lead to one-path thinking, in which
students are not encouraged to examine issues from multiple
perspectives.
Lombardi (2007) Use of collaboration and integration of real clients
are both currently lacking in many business courses, meaning students
can often graduate without gaining exposure to real-world scenarios.
Many students graduate without ever learning to be comfortable while
dealing with problems that are complex and ill defined.
Dede, Korte, Nelson, Valdez, & Ward, 2005, for students to be
successful in the business world, they must be prepared to handle real-
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world ambiguity, and also to engage in complex interaction,
communication, and high order analysis.
The flipped classroom CD CBP was designed to help bridge the gap
between ‘student project’ work and the experience of working in real-
world professional groups and teams. For students, tasks tend to exist
within a single classroom and group of students. The interdisciplinary
group work required by the project was meant to take students out of
this frame of thinking and force them to consider projects as a whole,
rather than just as tasks within a single class. Through the project,
students could gain a better understanding of the realities of
collaborating in real work groups,
under pressure, while managing complex, ill-defined tasks and divergent
goals.
According to Pretorius (2008:408) the concept of “business failure”
“often appears ill-defined and messy for research purposes”. There is still
inadequate clarity on the phenomenon of small business failure.
Pretorius (2008:408) supports the view of researchers such as Steyn
Bruwer & Hamman (2006:8). Below are three different approaches in
which “failure” is defined by South African researchers (Table 2.2) as an
indication as to how they understand it from a local perspective. In
reviewing the definitions one notices the influence of both developed and
developing countries on South African definitions. The observation
supports views from Ladzani & van Vuuren (2002:155) who confirm
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South Africa’s late entry into entrepreneurship as possibly impacting on
the performance and failure of South African SMMEs. Despite Ladzani &
van Vuuren’s observations in 2002 there remains a dearth of journal
articles, publications and accessible information to inform appropriate
interventions to reduce the high failure rate of small businesses.
Newbert (2008) examined the importance of the characteristics of
rare and valuable resources and capabilities on the attainment of
competitive advantage and organization performance. Newbert (2008)
found a positive correlation between the attainments of competitive
advantage by a firm and better organization performance. Blending
learning from the insights of Kaplan and Norton (1992, 1996) and
Newbert
(2008) yields the propositions: "The attainment of competitive advantage
by a firm is a leading predictor of the achievement of strong organization
performance." In other words, if a company has identified their
competitive advantage, they will use it as leverage to perform in the
future.
Therefore, Competitive Advantage is not Organization Performance.
The synthesis of the literature here evidences that competitive advantage
and organization performance are different constructs with the
attainment of competitive advantage predicting strong organization
performance. Second, based on Porter's (1980, 1985) research,
competitive advantage can come from a firm making a sound decision or
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sound decisions overtime in relation to its generic position. Firm scale in
an industry can be the source of competitive advantage helping the firm
to be the lowest cost producer or have proximity to the lowest cost
producer while giving greater benefits to customers in the provision of
goods and/or services. Third, firms with rare and valuable strategy
resources give themselves the best probability of making sound
positioning choices, achieving competitive advantage and in time strong
organization performance (Newbert, 2008). Fourth, the dynamic nature of
the business environment, especially in relation to the influence of
competitors, customers, regulation, technology and supply of finance is
such that the achievement of competitive advantage is a dynamic bargain
- dynamic in terms of some firms in some circumstances being able to
achieve sustained competitive
advantage and some firms in some industries achieving only temporary
competitive advantage.
Connelly (2013) cited that schools have always played a vital role
in ensuring that students have the skills needed for the job or career
they have chosen. The key function of education is to fully prepare
students for life after schooling preparation for the world of work is a
necessary and vital part of that equation. As our society and economy
continues to evolve, it may be time to rethink how public education aids
students in choosing career and education pathways. Additionally, due
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to the present economic and social changes our government is dealing
with, it is imperative that we think more deeply about the future of those
students who will enter the workforce immediately after high school.
How can we ensure that education is the right one for the times?
Different skill sets will be required for the future. The next generation will
need to be entrepreneurial, willing to take risks and be multicultural.
(Lynch, 2013).
Waugh 2013 cited, high standard of living, is an important part of
culture and values. The education system has a significant and direct
impact on the quality of our workforce our economic productivity and
ultimately, our ability to prosper as businesses, as people, and as a
nation rely on our public schools to provide highly skilled and educated
talent. K to 12 is a solution to create opportunities that will help all
children from
the time they enter the classroom to when they join the workforce.
(McCleary, 2012)
Carotenuto et. al. (2012) stated that “stress is the response to an
event or situation.” It is part of the normal process of adaptation to
environment and consists of adaptive behavioral responses (coping).
While according to Griffin & Moorehead (2010) Stress has been defined in
many ways, but most definition says that stress is caused by a stimulus,
that the stimulus can be either physical or psychological and that the
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individual responds to the stimulus in some way. Some stress is
necessary for normal functioning. A mild level of emotional arousal
procedure alertness and interest in the task at hand was cited by Hilgard
(2007).
Business model innovation is increasingly recognized as a key to
delivering greater social and environmental sustainability in the
industrial system (e.g. Lüdeke-Freund, 2010). However, understanding of
sustainable business models and the options available for innovation for
sustainability seems limited at present. While there is extensive literature
on the theory of business models for delivering sustainability (e.g. Stubbs
and Cocklin, 2008 conducted a literature review), and examples on
specific companies (e.g. Xerox, Canon and Océ ‘pay per copy’ models,
Baines et al., 2007) there is no comprehensive view of how firms should
approach embedding sustainability in their business models.
This paper uses a systematic review approach to formalize a
categorization (the result of a process of dividing the world into groups of
entities whose members share similarity in a given context, as defined in
Jacob, 2007) of business model innovations to deliver sustainability. This
categorization aims to drive the future research agenda for sustainable
business models by proposing archetypes for new sustainable business
models, and assisting the process of embedding sustainability into
existing industrial models.
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These types of changes require a fundamental shift in the purpose
of business and almost every aspect of how it is conducted. Business
model innovation offers a potential approach to deliver the required
change through re-conceptualizing the purpose of the firm and the value
creating logic, and rethinking perceptions of value. The assertion is that
with careful business model redesign it is possible for mainstream
businesses to more readily integrate sustainability into their business
and for new start-ups to design and pursue sustainable business from
the outset, as suggested by Stubbs and Cocklin (2008) and Porter and
Kramer (2011), and business model innovations can support a
systematic, on-going creation of business cases for sustainability
(Schaltegger et al., 2012)
Growth is the result of a good administration of resources and
capacities which the companies use to promote growth. They comprise
capacities, acquired information, financial counseling and resources
(Coad et al., 2013). The establishment of growth depends on the
identification of the origin of resources, capacities and learning on
accumulation methods and the generation of sustainable profits, coupled
to the examination of
how and when the resources of industry and financing are accessed and
how the external investors may be informed on the subject. Wright &
Stigliani (2012) enhance that, from the strategic perspective, it is
important to trust people with cognitive capacities for growth since the
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holders are not the sole protagonists of growth. Further, the
entrepreneurs´ competence to get involved in networks is highly
important (Davidsson et al., 2010). Growth is affected at several levels.
For example, Wiklund et al. (2009) employed an integrative model and
explained growth by associating the variables of the agent (human
capital and attitudes), firm (resources, enterprising features and growth)
and setting (industry). Other studies revealed the influence of variables
associated to agents, firm and milieu, as follows.
The entrepreneurs´ schooling level and experience may influence
the firms´ growth (Barringer et al., 2005; Dobbs & Hamilton, 2007;
Rauch & Rijskik, 2013). Experience in the sector is highly important
(Davidsson et al., 2010), coupled to previous experiences in other
enterprises (Barringer et al., 2005; Davidsson et al., 2010). Another
aspect listed in the literature is the entrepreneurs´ rank within their
personal carrier. According to Wright & Stigliani (2012), position in
personal carrier may affect growth. In fact, highest growth expectations
are linked to the start of carrier which may coincide with age as young
people have great expectations in growth (Davis & Shaver, 2012;
Navaretti, 2014). Further, relational competence and insertion in
networks are actually growth determinants (Davidsson et
al., 2010). However, growth expectations include not only previous
experience in success but also the fear of failure (Hermans et al., 2012;
Wright & Stigliani, 2012). Fear of failure limits the capacity of the
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individual to take risks and seize opportunities which may produce
growth. On the other hand, motivation, internal control locus and
personal aims of entrepreneurs may have a positive effect on growth
(Davidsson et al., 2010; Wakkee et al., 2015).
The motivation for growth may be understood as the “aspiration to
expand business” (Delmar & Wiklund, 2008, p. 438) and comprises
cognitive, affective and behavioral factors, (Hermans et al., 2012).
Previous growth aspirations affect future motivations for growth and
suggest a mutual relationship between growth motivations and growth.
However, motivations must be stable to determine behavior. This boils
down to the fact that managers of small firms are motivated to expand
business. If success occurs, their commitment to expansion will be
strengthened. Similarly, previous negative results reduce growth
motivation. Delmar & Wiklund (2008) highlight that motivation is not the
sole determinant and should be further accompanied by resources and
strategies. Further, growth motivation may vary between fledging and
experienced entrepreneurs. Wright & Stigliani (2012) identified that
experienced entrepreneurs have excess of trust and optimism, although
further studies are needed to explain how entrepreneurs give density to
information obtained on the spot and how they decide whether to
promote the firms´
growth. Intentions are actually associated to the growth phenomenon
and are made up by the difference between “actual and intended size”
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(Hermans et al., 2012, p. 12). They constitute the “entrepreneurs´ aims
for a pathway of growth so that business would be successful” (Dutta &
Thornhill, 2008, p. 308). Growth intentions are “the subjects´ intentions
to start a new business that will be substantially greater throughout
several time periods” (Douglas, 2013, p. 636). Intentions vary according
to individuals: some aim at growth and others at autonomy, since the
cognitive style affects growth intentions. For instance, Dutta & Thornhill
(2008) investigated the relationship between growth intentions, cognitive
style and perception of competition conditions, and reported that the
cognitive style attenuates the relationship between growth intentions and
the perception of competitive conditions over time. The perception of
competitive conditions affects the manner entrepreneurs establish and
articulate their growth intentions. Results reveal that entrepreneurs are
heterogeneous in growth intentions; growth intention is associated to the
cognitive style and to the perception of competitive intentions. Growth
expectations “weave growth intentions with opportunity perceptions and
difficulties” (Hermans et al., 2012, p. 12). Intentions and expectations
represent respectively what is desired and what is expected. Although
associated, one must understand not only why entrepreneurs have their
growth expectations but also what makes them fail in transforming
intentions into expectations. In the case of the entrepreneur, growth may
mean the decrease of equilibrium between work and family (Leitch et al.,
2010) since it may require a greater devotion and time on his part.
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Perhaps that is the reason many entrepreneurs with high growth
previously defined a growth limit (Achtenhagen et al., 2010). Chart 1
gives a summary of variables associated to the individual and which may
affect growth
Theoretical Framework of the Study
This study utilized the theory of Clay Christensen which is
Disruptive Innovation. The theory deals with mapping out successful
strategies for the business. His theory was used by others as their
business principle. This provides the eight(8) principle including (1) let go
of the past, (2) encourage courage, (3) embrace failure, (4) do to the
opposite, (5) imagine the possibilities, (6) put yourself out of business, (7)
reject limits, and (8) aim beyond. Disruptive Innovation is a term for
business administration which refers to an Innovation that creates a new
market and value network and eventually disrupts an existing market
and value network, displacing established leading firms, products, and
alliances. It has been called the most influential business idea.
Christensen (2012) argued that disruptive innovation can hurt
successful, well-managed companies that are responsive to their
customers and have excellent research and development. These
companies tend to ignore the markets most susceptible to disruptive
innovation because the markets have very tight profit margins and are
too small to provide a good growth rate to a sizable firm. Thus, disruptive
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technology provides an example of an instance when the common
business world advice to focus on the customer, that is to stay close to
the customer and listen to the customer, can be strategically
counterproductive.
Conceptual Framework of the Study
The study utilized the schematic diagram to present the input of
the study, the process and the expected outcome. The input composed of
the demographic profile of respondents that includes the age and the
gender. The process which dealt with the eight principles of disruptive
innovation theory that includes: let go of the past, encourage courage,
embrace failure, do the opposite, imagine the possibilities, put yourself
out of business, reject limits and aim beyond. The expected outcome is
an effective strategy and successful performances to achieve business
growth.
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Demographic Eight Principles B

of Disruptive
Profile of The Effective U
Innovation
Respondents: Strategy S
1. Let go of the
 Age past. I
 Gender
2. Encourage N
courage.
E
3. Embrace
S
failure.
S
4. Do the
opposite.
Successful
5. Imagine the G
possibilities. Performance
R
6. Put yourself
O
out of business.
W
7. Reject limits.
T
8. Aim beyond.
H
Figure 1. Conceptual Framework of the Study
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design as well as the
instrument used. It also includes the research locale, data gathering
procedure and statistical treatment of data.
Research Design
This research study focuses on the contribution of Accountancy,
Business, and Management strand to the students of Caloocan City in
facing real life business situations. The researchers utilized qualitative
research that explains phenomena. A survey questionnaire was used as
the data gathering instrument to collect the information needed from the
target population.
Research Instrument
The researchers constructed a survey questionnaire for data
gathering instruments. The survey questionnaire consists of three parts.
First part is the respondents’ profile. All the necessary statements about
the respondents like name, age, gender as well as year and section were
listed on it. Part two consisted of statements about how ABM strand
helps the students in facing real life business situations wherein the
respondents will choose either they are Strongly Agree, Agree, Undecided,
Disagree and Strongly Disagree, while last part is all the statements
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about ABM strand as a tool for enhancement regarding in dealing
business wherein respondents will answer Yes or No.
Locale of the Study
This research was conducted in University of Caloocan City North
Campus located at 1400 Congressional Rd Ext, Novaliches, Caloocan,
Metro Manila.
Statistical Treatment of Data
Percentages are used to express numbers between zero and one. It
is used to compare thing and use it in ratios. It is denoted by the symbol
%.
Percentage formula is given as. Percentage = (f / n) x 100
Where:
f = frequency
n = total number of respondents
∑ fx
Weighted Mean formula is given as. Wm =
n
Where:
∑fx = sum of the product of frequencies
Wm =weighted mean
n = total number of respondents
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Interpretation of Weighted Mean
Interval Interpretation
5.01-6.25 Strongly Agree
3.76-5.00 Agree
2.51-3.75 Neutral
1.26-2.50 Disagree
0-1.25 Strongly Disagree
Data Gathering Procedures
The researchers conducted the following procedures in fulfilling
this research.
1. The researchers gathered information about the target
population from the give data.
2. The researchers created a total of 23 questions in survey
questionnaire for the Senior High School students in ABM.
3. The researchers conducted the survey on February.
4. The researchers tallied the results and analyzed the data
for interpretation.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, analysis and its interpretation.
The data collected through the survey questionnaire were presented in
this chapter through tables and figures. The analysis and interpretation
were organized below each presentation for better appreciation of the
readers.
Table 1. Importance of ABM strand in facing real life business
situations
Questions 5 4 3 2 1 Weighte I
d Mean
1. ABM strand contribute to 90 12 0 0 0 4.36 Agree
every students how to be 8
effective in dealing enterprise.
2. ABM strand teaches every 60 14 6 2 0 4.16 Agree
student to win in dealing 0
enterprise.
3. ABM strand helps students 90 72 6 0 0 3.36 Neutral
to attain effective managing
business.
4. ABM strand promotes to 95 11 3 4 0 4.28 Agree
manage a business. 2
5. ABM strand guides 85 11 15 0 0 4.3 Agree
students to be enlightened in 2
their future career.
6. ABM student given an 13 72 9 4 0 4.3 Agree
advanced knowledge for their 0
own business.
7. ABM strand helps the 11 76 21 2 1 4.2 Agree
students to establish their 0
own business.
8. ABM strand gives us way 70 11 21 2 0 4.1 Agree
29
SENIOR HIGH SCHOOL
for having a better career. 2
students to achieve their 4
goals.
10. ABM strand motivates the 10 80 18 6 0 4.18 Agree
students to pursue their 5
dreams.
11. ABM strand enhances the 95 10 12 4 0 4.42 Agree
skills of the students. 0
12. ABM strand can boost the 95 84 27 2 0 4.16 Agree
students’ confidence.
students to become business
minded person.
students to be wise decision 0
makers.
15. ABM strand practices the 14 68 12 0 0 4.5 Agree
students towards ethics in 5
business.
Table 2. ABM strand enhances the students in dealing with
business
Questions Frequency Percentage

1. ABM strand helps the students to have (100%)
creative skills.
Yes 49 98%
No 1 2%
2. ABM strand has the ability to make new (100%)
or think new ideas.
Yes 47 94%
No 3 6%
3. ABM strand has the quality to being (100%)
purposive.
Yes 47 94%
No 3 6%
4. ABM strand helps the students to process (100%)

new methods and innovation.
30
SENIOR HIGH SCHOOL
Yes 48 96%
No 2 4%
5. ABM strand shows a good thing of being (100%)
optimistic.
Yes 45 90%
No 5 10%
6. ABM strand gives thought to anticipate (100%)
the best possible outcome.
Yes 45 90%
No 5 10%
7. ABM strand enhances your skills for (100%)
creating a business.
Yes 46 92%
No 4 8%
8. ABM strand improves your ability to make (100%)
a decision in your business.
Yes 47 94%
No 3 6%
Analysis
This study represents the contributions of ABM strand to the
students of Caloocan City in facing real life business situations wherein
the following questions that given in the research questionnaire. Table 1
shows the result of importance of the ABM strand in facing real life
business situations that indicated the following respondents in the
research who answered the level of agreement or disagreement which
each of the questions.
The level of agreement or disagreement are 5 for strongly agree, 4-
agree, 3-neutral, 2-disagree, and 1 for strongly disagree. From the
questions from 1-15 in the table shows the corresponding students who
answered strongly agree (5) from question number 1 is 90, question
number 2= 60, question number 3= 90, question number 4= 95,

31
SENIOR HIGH SCHOOL
question number 5 = 85, question number 6 = 130, question number
7=110, question number 8=70, question number 9=75, question number
10=105,
question number 11=95, question number 12=95, question number
13=95, question number 14=75 and question number 15=145.
Next is the following students who answered from the following
questions for Agree (4) are question number 1 is equal to 128, question
number 2=140, question number 3=72, question number 4=112,
question number 5=112, question number 6=72, question number 7=76,
10=80, question number 11=100, question number 12=84, question
number 13=84, question number 14=120, and last is question number
15=68
From the following students who answered neutral (3), the results
from the question number 1 is equal to 0, question number 2=6,
14=15, and question number 15=12.
The result of the following students who answered disagree (2)
from questions are question number 1=0, question number 2=2,
32
SENIOR HIGH SCHOOL
lastly question number 15=0.
Then the following are the result of the student who answered the
given questions which is strongly disagree (1) are the question number
1=0, question number 2=0, question number 3=0, question number 4=0,
question number 14=0 and question number 15=0.
Next one from the sixth column, it indicates the weighted mean
from the questions 1-15 which is the sum of all numbers that indicated
vertically from each of these questions are divided by the total number of
respondents to get the weighted mean. The following are the result of
weighted mean from question number =4.36, question number 2=4.16,
question number 3=3.36, question number 4=4.28, question number
5=4.3, question number 6=4.3, question number 7=4.2, question
number 8=4.1, question number 9=4.2, question number 10=4.18,
question number 11=4.42, question number 12=4.16, question number
13=4.08, question number 14=4.2, lastly question number 15=4.5.
Last column of the table represents the interpretation of weighted
mean which indicated from each of the questions given from 1-15. This
33
SENIOR HIGH SCHOOL
following results are the question number 1= agree, question number
2=agree, question number 3=neutral, question number 4=agree, question
number 5=agree, question number 6=agree, question number 7=agree,
question number 8=agree, question number 9=agree, question number
10=agree, question number 11=agree, question number 12=agree,
question number 13=agree, question number 14=agree, and question
number 15=agree.
Table no.2 represents how ABM strand enhances the students in
dealing with business wherein the table has 3 columns that indicates the
questions, frequency and percentage from the following data that we
gathered.
From the column number 2 includes the frequency of the students
who answered the following questions from Yes or No. The following are
the results of frequency each of the items given from questions 1-8 are
question number 1 who answered Yes=49 while the answer No is equal
to 1, question number 2 (Yes=47, No=3), question number 3 (Yes=47,
No=3), question number 4 (Yes=48, No=2), question number 5 (Yes=45,
No=5), question number 6 (Yes=45, No=5), question number 7 (Yes=46,
No=4), and last is question number 8 (Yes=47, No=3).
Last column is the result of percentage of the students who
answered by Yes or No in the following questions given the data in the
table. To get the percentage, each of these questions from 1-8, the
frequency who answered Yes is divided by the total number of
34
SENIOR HIGH SCHOOL
respondents then multiply by 100 is the result of percentage of it, also
the frequency who answered No is divided by the total respondents and
multiply also by 100 to get the percentage of corresponding answers in
each number.
The following are indicates the result of the percentage from the
following questions are first question number 1 who answered Yes is
equal to 98% while No =2%, question number 2 (Yes=94%, No=6%),
question number 3 (Yes=94%, No=6%), question number 4 (Yes=96%,
No=4%), question number 5 (Yes=90%, No=10%), question number 6
(Yes=90%, No=10%), question number 7 (Yes=92, No=8), and lastly
question number 8 (Yes=94%, No=6%).
Interpretation
The researchers intended to determine if ABM strand can
contribute to the students with regards to facing real life business
situations as perceived by the Senior High School students in University
of Caloocan City North Campus.
Table 1 shows the result of how ABM strand plays an important
role in facing real life business situation of every student that indicated
the following respondents in that research who answered the level of
agreement or disagreement which each of these questions.
The first statement states that the ABM Strand contribute to every
students and to attain in dealing enterprise.
35
SENIOR HIGH SCHOOL
The second statement states that every ABM Students can win in
dealing enterprise.
The third statement states that the ABM Strand can help to every
student pursue effective managing business.
The fourth statement states that ABM Strand is all about on how
the students promote and manage a business.
The fifth statement states that the ABM Strand can help every
student to enlighten with regards to their future career.
The number six statement states that ABM students have advance
knowledge in terms of business.
The number seven statement states that ABM students can
established their own business.
The number eight statement states that ABM strand gives for
better career.
The number nine statement states that ABM students will achieve
their goal.
The number ten statement states that ABM strand gives
motivation to students to pursue their goal.
The number eleven statement states that the skill of ABM students
will enhance.
The number twelve statement states that the confident of ABM
students boost.
36
SENIOR HIGH SCHOOL
The number thirteen statement states that ABM students will
became business minded.
The number six statement states that wise decision maker are
ABM students.
The number fifteen statement states that ABM students know the
business ethics that already included in ABM strand practices.
Table 2 pertains to ABM strand as a tool in enhancement of
students with regard to dealing enterprise where in the table have a 3
columns that indicates the questions, frequency and percentage from the
following data that we gathered. From the column number 2 includes the
frequency of the students who answered the following questions by yes
or no.
The first statement is that ABM strand helps the students to have
creative skills. ABM can be one of the factors why a student can think
critically.
As stated in the second statement, ABM strand can help the
students to create new ideas.
Third statement states that ABM strand can be a way also to be
purposive. As a student, we always that everything has a purpose so
basically ABM strand can help a student know his/her purpose.
Innovation refers to a change how the students contributed in
terms of academic performance. Most says that ABM strand is the key to
37
SENIOR HIGH SCHOOL
success in fact that in our world today you won’t attain good life and job
if you not finish your study. While some says, as long as you know how
to be practical you will be successful. Those are the things that were
pointed out in statement number four.
Fifth statement emphasizes that ABM strand trains the students to
think optimistically in a way that it can help them to think of a
successful career rather than overthinking failures and other negative
effects.
Sixth statement pertains to ABM strand gives thought to anticipate
the best possible outcome so that students will be motivated enough to
do so.
ABM strand enhances the skills of every student for creating a
business. ABM strand is all about managing business so it will helps the
students to make the best business in the near future as described by
statement number seven.
Lastly, ABM strand can help the students to stand on their own
regarding in deciding what is best for their own business.
38
SENIOR HIGH SCHOOL
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings based on the
indicated data set for the statement of the problem. It also drafts
conclusions and recommendations based on the findings.
Summary of Findings
There are 50 random students from University of Caloocan city
who answered the survey about the contribution of ABM strand to the
students of University of Caloocan city in facing real life business
situation. Table 1 shows the collected data from the questionnaire
containing 15 statements that determines the importance of ABM strand
in facing real life situation. The first statement obtained a weighted mean
of 4.36 which implies that the students are agree on ABM strand
contribute to every students how to be effect in dealing enterprise.
Second statement obtained a weighted mean of 4.16 which the student
agreed that ABM strand can teach to win pertaining enterprise. Third
39
SENIOR HIGH SCHOOL
statement obtained a weighted mean of 3.36 which the student had a
neutral perception pertain to attain an effective managing business.
Fourth statement obtained a weighted mean of 4.28 which are the ABM
strand can promote to manage a business. Fifth statement obtained a
weighted mean of 4.3 which students agreed that ABM strand can help
the students to enlighten their future career. Sixth statement obtained a
weighted mean of 4.3 like statement number 4 students agreed that ABM
strand given advance knowledge to their own
business. Seventh statement obtained a weighted mean of 4.2 which are
the students believe that ABM strand can establish their own business.
Eighth statement obtained a weighted mean of 4.1 which are the ABM
strand can give a better career. Ninth statement obtained a weighted
mean of 4.2 which is the students agreed that ABM strand can help a
students to achieve his goals. Tenth statement obtained a weighted mean
of 4.18 which they agreed that ABM strand to motivate the students to
pursue his goals. Eleventh statement obtained a weighted mean of 4.42
which are the students agreed that ABM strand can enhance their skills.
Twelfth statement obtained a weighted mean of 4.16 which they agreed
that ABM strand can boost the students’ confidence. Thirteenth
statement obtained a weighted mean of 4.08 which they agreed that ABM
strand can help them to become business minded. Fourteenth statement
obtained a weighted mean of 4.2 which they agreed that ABM strand can
help the students to become a wise decision maker. Fifteenth statement
40
SENIOR HIGH SCHOOL
obtained a weighted mean of 4.5 which they agreed upon the ABM strand
practice towards ethics in business.
There are 50 random students who answered the survey about the
contribution of ABM strand to the student of University of Caloocan city
in facing real life business situation. Table 2, shows the collected data
containing 8 statements that determines how ABM strand enhance the
students in dealing business. The first statement obtained a 98% for Yes
and 2% are No which means that ABM strand help the students to have
creative skills. Second statement obtained a 94% for Yes and 6% for No
which means they agreed that ABM strand has an ability to think new
ideas. Third statement obtained a 94% for Yes and 6% for No, like
statement 2 they're agreed that ABM strand has a quality of being
purposive. Fourth statement obtained a 96% for Yes and 4% for No,
which they agreed upon that ABM strand helps the students to process
new methods or to innovate things. Fifth statement obtained a 90% for
Yes and 10% No, which they agreed that ABM strand shows of being
optimistic. Sixth statement obtained a 90% for Yes and 10% for No, like
in the statement 5 the same but it is many to agree that ABM strand give
anticipation for the best possible outcome. Seventh statement obtained a
92% for Yes and 8% for No, agreed that ABM strand enhance your skills
for creating a business. Eighth statement obtained a 94% for Yes and 6%
41
SENIOR HIGH SCHOOL
for No, which makes the students believe that ABM strand can improve
your ability to make a decision in their business.
Conclusions
Based on the findings on the study, the researcher therefore conclude
that ABM strand is more effective and useful for the students in facing
real-life business situations, managing a business and also established
an effective business. Those knowledge and skills from ABM strand helps
the students in decision making and having a successful business.
Recommendation
The outcomes of the research provide the viewpoint and opinions
of the students as well as their knowledge about business. In order to
make the study more productive and useful, here are some
recommendations based on the results and findings of this research.
We recommend a maintaining and improvement for enhancing
more students about their strand ABM and focused to make it effectively
and help to have a successful business. Also students help them in
facing problem and real life business situation.
Since the research was concentrated on a narrow target group and
the contribution of ABM strand in facing real life business situation in
University of Caloocan City North Campus where the study was
42
SENIOR HIGH SCHOOL
conducted, the researchers may select more number of students as
respondents and take wider places for better accuracy of results.
The future researchers may use other sampling techniques and
more general samples to make a definite conclusion possible. They may
also provide more comprehensive and responsive set of questions to
assure the credibility of the answer.
Even if this research focused on the Contribution of AMB Strand in
Facing Real-Life business situation, it can also take this as basis for
future research.
References
43
SENIOR HIGH SCHOOL
APPENDIX A
LETTER TO THE PRINCIPAL

February __, 2018
RAMONA A. PRADO, Ed. D.

School Administrator
University of Caloocan City
Dear Dr. Prado:
We, students from University of Caloocan City under Accountancy,

Business and Management strand, we are in the process of writing our
thesis “CONTRIBUTIONS OF ABM STRAND TO THE STUDENTS OF
CALOOCAN CITY IN FACING REAL LIFE BUSINESS SITUATIONS” as
requirement for our subject INQUIRIES, INVESTIGATION AND
IMMERSION.
In connection with this, the undersigned researchers would like to

request permission from your good office that we will be allowed to
conduct a survey in the University of Caloocan City on the above
mentioned topic.
44
SENIOR HIGH SCHOOL
Whatever assistance you could provide us is deeply appreciated and rest
assured whatever information gathered will be treated with utmost
confidentiality.
Thank you and more power.
Respectfully yours,
Mike Antolino
Aphrodite Bragas
Eddie Boy Gulliem
Rhea Rizza Ibo
Archie Odrunia
Michael Ordinario
Researchers Wenifreda J. Caluya., RN. MAN

Thesis Adviser
APPENDIX B
SURVEY LETTER
February __, 2018
To the Respondents;
Greetings!
We, students from ABM 12-A, are conducting a survey regarding my
thesis entitle “Contributions of ABM strand to the students in Caloocan
City in facing real life business situations”.
45
SENIOR HIGH SCHOOL
You have been chosen to be a respondent for the said study. Your
cooperation would be a great help in the making of this thesis. The
information which will be given will be treated with utmost
confidentiality. Your positive response regarding this matter is highly
appreciated.
Respectfully yours,
The Researchers
APPENDIX C
QUESTIONNAIRE
Name (optional):___________________________________Gender: ___________

Year & Section:_________________ Age:_________
DIRECTION: Please indicate your level of agreement or disagreement

with each of these questions. Place a check ( / ) mark.
(5) (4) (3) (2) (1)

Questions: Strongly Agree Neutral Disa Strongly
Agree gree Disagree
A. Dealing enterprise
1. ABM strand
contribute to every
students how to be
effective in dealing
enterprise.
46
SENIOR HIGH SCHOOL
2. ABM strand teaches
every student to win in
dealing enterprise.
B. Managing business
3. ABM strand helps

students to attain
effective managing
business.
4. ABM strand
promotes to manage a
business.
C. Careers
5. ABM strand guides

students to be
enlightened in their
future career.
6. ABM student given
an advanced
knowledge for their
own business.
7. ABM strand helps

the students to
establish their own
business.
D. Goals
8. ABM strand gives

us way for having a
better career.
9. ABM strand helps
the students to
achieve their goals.
10. ABM strand
motivates the students
to pursue their
dreams.
E. Performances
47
SENIOR HIGH SCHOOL
11. ABM strand
enhances the skills of
the students.
12. ABM strand can
boost the students’
confidence.
F. Perceptions in
business
13. ABM strand helps

the students to
become business
minded person.
14. ABM strand helps
the students to be wise
decision makers.
15. ABM strand
practices the students
towards ethics in
business.
DIRECTION: Please answer the following items using the following

variables by checking the box provided below.
QUESTIONS: YES NO
1. ABM strand helps the students to have creative skills.
2. ABM strand has the ability to make new or think new
ideas.
3. ABM strand has the quality to being purposive.
4. ABM strand helps the students to process new methods
and innovation.
5. ABM strand shows a good thing of being optimistic.
6. ABM strand gives thought to anticipate the best possible
outcome.
7. ABM strand enhances your skills for creating a
business.
8. ABM strand improves your ability to make a decision in
your business.
48

University of Caloocan City: The Problem and Its Background

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UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., 12th Avenue East Caloocan City

The Problem and its Background

This chapter includes the Background of the study, Statement of

the problem, Hypothesis, Significance of the study, Scope and

delimitation of the study and Definition of terms.

the choices is ABM (Accountancy, Business, and Management Strand.

The Accountancy, Business, and Management (ABM) strand is

designed as a starting course for the students who take Accountancy,

Business, and Management. The ABM strand trained students to think

logically and scientifically and are acquainted with the basics of

Accountancy, Business, and Management concepts and principles to

prepare them to pursue college degrees that focus on business and

industry where their contribution as future accountants, entrepreneurs,

economy and critical to the promotion of a sustainable business, the

ABM specialized courses that focus on application and measurable

learning outcomes for students complemented by technology addition.

Business Math, Organization and Management, Applied Economics,

Ethics and Social Responsibility, Principles of Marketing, Business

Finance, and Fundamentals of Accountancy Business and Management

1, and Fundamentals of Accountancy Business and Management 2 -

with entrepreneurship and principled business leadership.

It lead SHS students to have a career on management and

accounting which could be sales manager, human resources, marketing

director, project officer, bookkeeper, accounting clerk, internal auditor,

and a lot more.

It can also requires all students to accomplish the Business

Enterprise Simulation which will be a platform to showcase students’

creativity and innovation in handling real life business situations.

It will boost the skills and competencies of Senior High School

students ambitious to take Accountancy, Business Administration and

It contributes knowledge to enhance the potential of every student

to deal with enterprise and to be success, because dealing enterprise is

appreciation of the fantastic world of accounting and business

management without the hassle of going to Algebra, Geometry,

Trigonometry, and other specialize mathematical subjects that they won’t

be studying financial and management accounting alongside the legal,

business and organizational contexts that they will be encountering

interpret profitability, understand financial positions, and prepare audit

Statement of the Problem

This study aims determine the Contribution of Accountancy,

Business and Management strand to the students of Caloocan City in

facing real life business situations. It sought to answer on the following

1. What is the demographic profile of the respondents in terms of:

situations, in terms of:

2.1 Dealing enterprise

2.6 Perceptions in business

3. How ABM strand enhance the students in dealing with business, in

Accountancy, business and management strand may help the

students to strive pertaining to business becoming proficient to selling

Significance of the Study

This study would be beneficial to the following:

To the Students. They are learners or people who attend an educational

institution. This research study would be providing the students valuable

information that could be used in facing real life business situations.

To the Teachers. These people help others, specifically students, to

acquire knowledge, competences or values. This research study would be

solutions in terms of business.

To the Parents. Parents are caregivers of the offspring in their own