INTRODUCTION

Most self-driven entrepreneurs have the initial mindset of getting entrepreneurial interest, the
initial step in the entrepreneurial process that can be defined as the willingness and desire to
establish and own a business. (Elnadi and Gheith, 2021; Shahzad et al., 2021).
In this sense, Jami & Gökdeniz (2019) implied that students in universities play a fundamental
role in developing initiatives that promote entrepreneurial interest through programs that increase
students' skills and knowledge. Additionally, Alisyahbana et. al, 2020 stated that having a family
background in business results a higher intention to start a business. According to Valenzuela, et al.,
(2021) knowing this allows us to determine, who will be more motivated and who will have a greater
intention to develop new ventures.
Yet, according to the study by Castro & Zermeño (2021), it is essential to consider the
entrepreneur’s characteristics to develop. Even if the students are taking non-business programs, it is
important to identify the skills that will strengthen and develop them to reach a maturity level of
entrepreneurial talent.
This raises the question, of which didactical settings entrepreneurship education, skills,
resources and family background might contribute to the learning processes of future entrepreneurs,
whether it is from business or non-business college programs.
Moreover, this paper aims to explore and examine, what is the level of entrepreneurial interest
of the two groups of respondents from business and non-business programs. Are there any
relevancies of the course subjects offered in their education programs that support the student's
interest to become an entrepreneur?
WHY DID YOU INCLUDED BUSINESS STUDENTS AS PARTICIPANTS?
According to the article written by Bosman & Fernhaber, 2021, it is given for business students to
already have the knowledge when it comes to entrepreneurship, since they already encounter course
subjects related to it, which the entrepreneurial human capital theory implied that they are more likely
to become entrepreneurs as cited by Ni & Ye, 2018. However, they might not have entrepreneurial
because maybe, they focus on a different path. Added by (Rybnicek, Ruhri, & Gutschelhofer, 2015;
Timegate, 2017), business simulations are not just for students studying business.
Actually, Tshikovhi and Shambare (2015) wanted to see if a quick entrepreneurship course could
change the way students thought about themselves they found that entrepreneurial attitude have an
impact on entrepreneurial inclinations, eventhough they are not business students.
*research design- comparative study
WHAT IS THE SIGNIFICANCE OF THE STUDY?
According to Dreisiebner et. al (2018) entrepreneurship majorly contributes to surviving
external changes because, without entrepreneurs, there would be less productivity, less innovation,
and fewer job opportunities
Subsequently, knowing the characteristics of the student's profile in relation to his interests and
skills can help to design training programs that favor them, actually, some universities such as
Northeastern Illinois University and the University of South Florida offer entrepreneurship for Non-
Business Majors, which are designed to develop entrepreneurial skills for non-business students
interested in entrepreneurial activities in start-up and corporate organizations. Moreover, the Kapatid
mentor me program initiated by DTI is a 12-week program that consists of 10 modules that cover
product development, marketing, operations management, accounting, taxation, finance and
obligations, and contracts.
According to Valenzuela, et al., (2021) knowing this allows us to determine, who will be more
motivated and who will have a greater intention to develop new ventures.
Our study will be a basis of knowledge and additional information for whatever the result our
study will provide.
WHY DID YOU CONDUCT A COMPARATIVE STUDY BETWEEN THESE TWO VARIABLES?
Bosman and Fernhaber 2021 believed that knowledge is staple for business students
especially those who want to start their own company. Which the entrepreneurial human capital
theory implied that they are more likely to become entrepreneurs, however this is not always the
case. We used the comparative study to see if one is better than the other. According to Relational
Developmental Systems theory included in our theoretical framework, Individual and contextual
characteristics influence one another and collectively influence the event of a personality's goals and
behaviors. Moreover, Valenzuela, et al., (2021) implied that knowing this allows us to determine, who
will be more motivated and who will have a greater intention to develop new business.
WHY ARE 1ST-4TH YEAR STUDENTS ARE YOUR PARTICIPANTS?
- Youths are a new demographic cohort in the 21st century. It is due to the fact that they have
the most radical change in an ideology based on the study conducted by Huyler, Pierre, Ding,
& Norelus, (2015).
- (teenagers)
- Affected by personal characteristics, family background, and social factors (Purani, Kumar, &
Sahadev, 2019), millennials believe in the power of motivation (Au-Yong-Oliveira et al., 2018)

- Another vitally important of the millennials’ motivation is the influence of their role models,
parents, and peers (Price, McGillis Hall, Murphy, & Pierce, 2018). This leads to their ability in
planning for business start-ups and making them happen in the end.
RESEARCH GAP
- No comparative study has been conducted about entrepreneurial interest of business and non-
business, however…
- The study conducted by Susanj, Jakopec, Krecar, 2015, entitled verifying the model of
predicting entrepreneurial intention among students of business and non-business orientation
- some literature has analyzed the influence of gender, age, college programs, and education
level on social entrepreneurial intentions individually, but almost no research has explored
these variables simultaneously in a framework, (Marin, et. al (2019).

WHAT IS YOUR RESEARCH STUDY ALL ABOUT?

- Our study entitled “” is all about the two group of participants namely “” affected by their
knowledge, skills, resources and family background. We, researchers are going to test and
search the results of which set of participants have a higher entrepreneurial interest- the
willingness and desire to establish their own business.
- Evidence by the study of Valenzuela et al 2021, knowing this allows us to determine who will
be more motivated and who will have a greater intention to start a business.
Whats next after finding the results of your study?
 Aside from having additional information and a basis of knowledge of future researchers, the
study will contribute to the economic factor especially in the workforce and entrepreneurship.
 To be exact, if we found out that the students from business programs does have a higher
entrepreneurial interest, then our study proves the validity and truthfulness of the prior
researches. In addition, the institution might think of better ways to help them improve their
entrepreneurial talent through activities. Otherwise, our study will help non business students
to develop their interest and promote training programs that favor them.
LIMITATIONS
 So that the Lipa City Colleges will take full benefit after knowing the result of our study,
there might be additional programs and activities to strengthen the knowledge and skills of
both business and non-business students.

KEY POINTS (must be familiar)

 Objectives

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

1.1. Age;
1.2. Sex;
1.3. Program

2. What is the level of entrepreneurial interest of the two groups of respondents in terms of:
2.1. Knowledge
2.2. Skills
2.3. Resources
2.4. Family Background

3. Is there a significant relationship between the level of entrepreneurial interest of the two groups of
respondents?

4. Is there a significant difference between the level of the two groups of respondents when grouped according
to their profile?

5. Based on the findings of the study, what entrepreneurial awareness program can be proposed
 METHODS AND MATERIALS

Research Design

The research uses the comparative research design in order to determine the level of entrepreneurial
interest between business and nonbusiness students of Lipa City Colleges.
Comparative research design is a design where the researchers consider two variables and establish a
formal procedure to compare and conclude that one is better than the other and significant difference exists
(Villanueva, 2013). The method that will be used for collecting the quantitative information is a survey method.
The survey questionnaire is use by the researchers to collect the answers of each respondent. This method is
use to gather information in order to test hypotheses or to answer questions concerning the current status of
the subject of the study.

Participants
The study will be conducted at Lipa City Colleges, random sampling method is use to select from 1st
year to 4th-year business and non-business students. All the participants' data were collected in the school
year 2022-2023.
The total target population is two thousand three hundred ninety-six (2,396) and to know the number of
respondents, the researchers use Slovin's formula where the total population will be divided into one (1) the
total population times the margin of error of five percent (5%) raise to two. The answer will be three hundred
thirty-two (332) and it will be the total number of respondents.

Formula :
n = N
________
1 + N(e) 2
Wherein:
n = sample size
N = total population
e = margin of error

Research Instrument

The questionnaire is designed to gather information about the level of entrepreneurial interest of
business and nonbusiness students of Lipa City Colleges. The questionnaire consists of two parts. Part I is
designed to identify the demographic profile of the respondents and part II is about the level of entrepreneurial
interest based on the sub-variables such as knowledge, skills, resources, and family background.

The Likert Scale used was 4 for strongly agree, 3 for agree, 2 for disagree, and 1 for strongly disagree.

To validate the content of the questionnaire, it will be presented to the research adviser for evaluation.
The researchers were able to arrive at a valid and reliable questionnaire after several revisions.

Procedure

Data gathering procedure to gather data, the researchers made questionnaires to collect enough data
to finish the study. After making the questionnaire, the researchers will submit it to be approved by the practical
research teacher. After the approval, the researchers will provide copies of the questionnaire that will be
answered by the selected respondents. But before the distribution of the questionnaires, the researchers will
provide a letter to the Deans of each department where the selected respondents are studying. Since the
identities of the selected respondents were important, the researchers made some confidentiality in the survey
sheets. Then, the researchers will approach the respondents in participating in answering the prepared
questionnaires and after the respondents have agreed, the questionnaires will be distributed and the
participants will be given a three-day allowance to answer the questionnaire. Retrieval of the questionnaires
was done afterward to analyze and interpret the gathered data

Ethical Consideration
The rights of the research subjects will be protected in this study. This will be done in accordance with
Republic Act No. 10173, also known as the Data Privacy Act, which will apply to everyone who participates in
the research. The researchers will adhere to and use the principle of voluntary participation, which states that
no one should be coerced into participating in a study in order to guarantee that anonymity is appropriately
protected. During the data collection, analysis, and reporting of the study findings on the research survey
questionnaire, the researchers will never ask participants for their names or other kinds of identification. The
participants' informed consent will also be obtained by detailing the goals of the study and the procedures
involved. The subject will maintain his or her anonymity during the whole study.

Data Analysis

To analyze the data which will be gathered from the questionnaire, the researchers will use the
following statistical tools.
Frequency. A percentage frequency distribution is a display of data that specifies the percentage of
observations that exist for each data point or grouping of data points. It is a particularly useful method of
expressing the relative frequency of survey responses and other data. Many times, percentage frequency
distributions are displayed as tables or as bar graphs, or pie charts.

Percentage. The formula that is needed to get the percentage is, %=f/N x 100, where % is the percentage
distribution, f is the frequency, and N is the number of cases.

Ranking. A ranking is a relationship between a set of items such that, for any two items, the first is either
‘ranked higher than, ‘ranked lower than, or ‘ranked equal to the second. In mathematics, this is known as a
weak order or total preorder of objects. It is not necessarily a total order of objects because two different
objects can have the same ranking. The rankings themselves are ordered.

Weighted Mean. A weighted mean is an average. Instead of each data point contributing equally to the final
mean, some data points contribute more “weight” than others. If all the weights are equal, then the weighted
mean equals the arithmetic mean. Weighted means are very common in statistics, especially when studying
populations.

(Elnadi and Gheith, 2021; Shahzad et al., 2021)-

Entrepreneurial interest, the initial step in the entrepreneurial process can be defined as the
willingness and desire to establish and own a business.
Dreisiebner et. al (2018)-
entrepreneurship majorly contributes to surviving external changes because, without entrepreneurs,
there would be less productivity, less innovation, and fewer job opportunities.
European Commission (2013, pp. 5–8),
the key competence "entrepreneurship" should be integrated into the curricula of elementary,
secondary, vocational, higher, and adult education.
Manzi et al., (2019)-
interest can be intrinsic which is related to a personal desire or intention to engage in entrepreneurial
activities in the future.
Jami & Gökdeniz (2019)
reported that universities play a fundamental role in developing initiatives that promote
entrepreneurial interest through programs that increase student intent and knowledge to become
entrepreneurs.
Marin, et. al (2019)
some literature has analyzed the influence of gender, age, college programs, and education level on
social entrepreneurial intentions individually, but almost no research has explored these variables
simultaneously in a framework
Castro & Zermeño (2021)
it is important to consider the entrepreneur’s characteristics to be developed. Even if the students are
taking non-business programs, it is essential to identify the skills, strengthen and develop them are
required to reach a maturity level of entrepreneurial talent.
Wang, et.al (2022)
entrepreneurial behavior is the result of their desire, age, resources, family background, skills, knowledge, and
even on their college programs, which are usually spread through action

Georgescu and Herman (2020)

the students' entrepreneurship key competency and career ambitions were boosted by the informal and formal
instruction they received from their entrepreneur parents and school.
Bosman & Fernhaber (2021)
an entrepreneurial approach to the curriculum could also benefit all courses and university majors even if they
aren't business students.
Huyler, Pierre, Ding, & Norelus, (2015).
Youths are a new demographic cohort in the 21st century. It is due to the fact that they have the most radical
change in an ideology
Price, McGillis Hall, Murphy, & Pierce, 2018
Another vitally important of the millennials’ motivation is the influence of their role models, parents, and peers
entrepreneurial human capital (EHC) theory, (Ni & Ye, 2018),
individuals who have entrepreneurial knowledge are likely to become entrepreneurs
(Shirokova et al., 2015)
the actual execution of business concepts does not always correspond with these entrepreneurial ideals
Carpenter (2021),
entrepreneurs’ prior knowledge plays a vital role in the cognitive process of structural arrangement that
“connects the known with the unknown” and, as a result, can make it possible for opportunity recognition.
Personal Entrepreneurial Competencies questionnaire, by MSI and Mcber & Company (2018),
used as the first exercise in an introductory entrepreneurship course at a Philippine state university.
Saravanakumar, et. al. (2012)
the results show the difficulty management education faces in producing entrepreneurs, which increasingly
seems to be necessary
Frazier, B. & Niehm, L. (2022)
an entrepreneurial orientation that includes frequent opportunity-seeking behaviors, a creative mindset, and a
proactive disposition also seems to predict stronger levels of entrepreneurial intention among students in this
study.
Ismail, Zain, and Zulihar (2015)
some of the students’ entrepreneurial competencies after attending a series of entrepreneurship workshops,
will develop their competency.

 Tshikovhi and Shambare (2015)  wanted to see if a quick entrepreneurship course could
change the way students thought about themselves and their intentions to start their own
businesses. They found that entrepreneurial knowledge and attitude have an impact on
entrepreneurial inclinations.
 The study by Cui et al. (2019) showed that entrepreneurial knowledge is associated with
students’ entrepreneurial mindset.
 (Rashid, 2019). the study reveals that an individual level of knowledge is directly proportional
to a high entrepreneurial mindset
 Boldureanu et al. (2020) noted that an entrepreneur’s knowledge capacity is needed for
him/her to successfully run their business.
 the findings showed that entrepreneurial knowledge influences the entrepreneurial mindset which
ultimately creates startups and new business development (Ni & Ye, 2018).
 Some antecedent scholars confirmed that entrepreneurship knowledge influences entrepreneurial
readiness, startups, and new business development (Coduras et al., 2016; Ruiz et al., 2016; Tung et
al., 2020).
 Although entrepreneurship education acquired by students is thought to be important (Westhead &
Solesvik, 2016; Premand et al., 2016; Testa & Frascheri, 2015; Ebewo et al., 2017),
 there have been few empirical studies about perceptions that relate to students' intention to pursue
entrepreneurship that is distinct from their general education (Nowak, 2016; Popescu et al., 2016;
Denanyoh et al., 2015).”

The results of our study basically confirm the major findings of Pfeifer, Šarlija and Zekić Sušac (2014),
which show that education factors, particularly enrolment in graduate programs with a major either in
entrepreneurship, marketing, finance or management, have been positively related to self-efficacy, positive
outcome expectations and entrepreneurial intentions of the graduate students, concluding that self-efficacy and
entrepreneurial identity mediate the educational effect on intentions.