Socio-demographic Factors and Entrepreneurial Inclination ...

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Middle Eastern Journal of Development Management • Volume 1 October 2019

Socio-demographic Factors and Entrepreneurial Inclination Among Adolescents: Basis for the Development

of an Enhanced Entrepreneurial Program (EEP) for Teenagers

ZARINA A. CAACBAY1 and EDUARDO P. MALAGAPO1, 2

1Philippine Christian University, Graduate School Middle East; 2Al Andalus International School, KSA

ABSTRACT

The global economy presently considers entrepreneurship as a driving force for economic progress. In response, schools have started to incorporate entrepreneurship programs to encourage entrepreneurial thinking among students. The study aims to propose an Enhanced Entrepreneurial Program (EEP) for teenagers based on socio-demographic factors and entrepreneurial inclination of students in Philippine School Doha (PSD). A combination of convenience and cluster sampling method was used to come up with a proportional number of respondents representing each grade level based on the school registrar’s enrollment tally. Survey questionnaires were used as the main data gathering instrument. The data were encoded, tallied, and computed using Microsoft Excel. Statistical measures such as frequency distribution, mean, test of difference (T-test), test of association (Chi-square test), ANOVA, and multiple regression were utilized. The study revealed that most of the students of the Philippine School Doha (PSD) do not have family-owned businesses but they have the strong entrepreneurial inclination. The assessment of socio-demographic factors such as gender, age, and family influence, does not influence entrepreneurial inclination and the combination of all success factors do not significantly affect entrepreneurial

Middle Eastern Journal of Development Management (MEJDM)Volume 1 · October 2019 • ISSN 2704-3711

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International Peer Reviewed Journal

inclination. A proposed Enhanced Entrepreneurial Program (EEP) to enhance entrepreneurial thinking was based on the results of the assessment on socio-demographic factors and the students’ level of acceptance on entrepreneurship. However, the school still needs to provide an Enhanced Entrepreneurial Program (EEP) to ensure awareness, increase knowledge, encourage the application of entrepreneurship. Further studies may be conducted to assess the entrepreneurial inclination of the students continuously and to identify if progress has been made after this undertaking.

Keywords — Entrepreneurship, Enhanced Entrepreneurial Program, Socio-Demographic Factors, Philippines

INTRODUCTION

With the current level of unemployment, the need to provide entrepreneurial programs, especially to the youth has become greater than ever. Some schools across the globe have indeed pledged their future on the implementation of entrepreneurial programs in their quest for the establishment of an entrepreneurially-inclined society. Because schools currently give more importance to academic learning. In an economy where people are still very conservative when it comes to putting up businesses, failing to encourage people to be entrepreneurs may result to losing the opportunity for growth to happen thereby limiting the benefit of economic progress (Audretsch, 2009). It is in this regard that innovative approaches should be developed to help transform the Philippines from a largely managed economy (an economy controlled by large companies with a limited capacity to generate new employment opportunities) to an entrepreneurial society.

Given the current situation of banks having excess money on deposits, the researcher believes that the challenge for banks nowadays is to find ways on how to channel these excess funds into viable businesses. The paper intends to examine students’ inclination towards entrepreneurship. In this study, the researcher has set three (3) types of independent variables in determining entrepreneurial inclination. These variables are socio-demographic factors, personal observations, and success factors as independent variables and entrepreneurial inclination as the dependent variable. The decision to choose the respondents and these set of variables are justified by the positions of Yaacob and Jamaliah (2004), stating that a high degree of entrepreneurial intention was also found among students across

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and was not confined to business students only. The main aim of this paper is to determine how inclined are students to entrepreneurship, identify if the independent variables determine entrepreneurial inclination among adolescents, to find out whether success factors significantly affect students’ intention to becoming a successful entrepreneur, and to propose possible inputs to an enhanced enterprise banking program based on the factors, which will entice the youth to be future entrepreneurs.

LITERATURE REVIEW

Entrepreneurship is one of the key drivers of economic growth around the world. It is a manner of forming a new business in the face of risk and uncertainty for the purpose of gaining profit and growth through the identification of opportunities and amassing the needed resources to benefit from them (www.seda.org). In a survey conducted in the Philippines, 79% of the population aged 18-64 years old agree that successful entrepreneurs receive high status (Global Entrepreneurship Monitor, 2013). The famous Filipino billionaires, namely Henry Sy, John Gokongwei, Lucio Tan, Andrew Tan, to name a few, are all entrepreneurs. According to the European Commission (2008), as cited from the (World Economic Forum, 2009), entrepreneurship is one’s capacity to plan and accomplish projects in order to achieve goals and the ability to turn ideas into action through innovation, taking calculated risks, and creativity. It is believed that economic progress is a contribution of entrepreneurship because start-up businesses are created, and these businesses produce jobs, positively influence individual lives on various levels, provide people with a variety of products and services, increase productivity through technological change, and strengthen competition.

Entrepreneurial InclinationInclination towards entrepreneurship is an individual’s will or disposition

to start a business, and measured by attitudes towards it. Though it does not necessarily embrace the actual intention to build an enterprise in the future, entrepreneurship inclination is between possibilities and plans, and it is the openness towards entrepreneurship and business opportunities (Pavluska, and Torocsik, 2014). Results of a recent study in Hungary showed that the highest rate of entrepreneurial inclination was found among respondents with secondary education. In the same study, 22.5% out of the population size of 2000

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secondary school students are inclined towards entrepreneurship (Pavluska, and Torocsik, 2014). Students’ personal characteristics such as leadership attributes, task performance attitude, achievement attitude, and risk-taking attributes were found to have a positive influence on their entrepreneurial inclination (Asamani and Mensah, 2013). The researcher believes that there are other attributes, which influence entrepreneurial inclination positively, such as students’ perception of social factors affecting entrepreneurship and students’ willingness to learn entrepreneurship.

Dena Hale, Ph.D., of H. Wayne Huizenga School of Business and Entrepreneurship at Nova Southeastern University agrees that at an early stage, it is critical to start building an entrepreneurial attitude. Even the European Commission (EC) has held the view that entrepreneurship must be embedded into the education system and that it should be available to all primary, secondary, and third-level students.

Numerous studies have been done on demographic and psychological characteristics of entrepreneurs, entrepreneurial intentions, motivating factors and difficulties for new business creation. With regard to research in entrepreneurship, studies involving characteristics of entrepreneurs have been conducted most frequently (Herron and Robinson, 1993; Kho, 1996). Amass of Literature show that many psychological characteristics are viewed to be associated with entrepreneurs’ need for taking risks, personal control, need for independence, pursuit of excellence, taking ownership and accountability, self-starting, assertiveness, hope of success and fear of failure, achievement, self-confidence, personal control, problem-solving skills, work ethic (working hard), dominance, persistence and determination, resilience, eagerness to learn, energy and mobility, locus of control, tolerance of uncertainty, innovation, self-esteem, solving problems, taking accountability and ownership, competence to seize opportunities, goal setting, being open to new ideas and change, decisiveness, commitment to others, energy and mobility, and effective leadership (Entrepreneur’s Handbook, 1981; Frankie and Luthje, 2004; Hirisch, et al., 2005; Johnson, 2001; Kuratko and Hodgetts, 2004; Littunen, 2000; Robinson, Stimpson, Huefner, and Hunt, 1991; Wickham, 2004). Of these characteristics, the need for achievement and locus of control, have received the most attention in the studies of entrepreneurship (Koh, 1996).

Researchers have tried to detect and evaluate important entrepreneurial skills (success factors), which improve entrepreneurial performance. Wickham (2004) stated that entrepreneurs require two (2) types of skills to operate a business

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venture effectively; general management business skills and people management skills. General management business skills include marketing skills, strategy skills, planning skills, time management skills, financial skills, and project management skills. People management skills include skills in delegation, leadership, motivation, negotiation, and communication. Hisrich et al. (2005) divided the skills needed by entrepreneurs into three (3) main areas; personal entrepreneurial skills, technical skills, and business management skills. Personal entrepreneurial skills refer to those skills that differentiate entrepreneurs from managers. They include inner control, risk-taking, innovativeness, persistence, leadership, and change orientation. Technical skills are “know-hows” such as oral and written communication, technical know-how, ability to organize, network building, and coaching. Business management skills involve planning, goal-setting, decision making, control, negotiation, and skills in the basic functional areas such as marketing and finance. Those are the skills needed to start, develop, and manage a business venture.

Galloway, et al. (2005) observed students’ perceptions of the skills required for entrepreneurship. The success factors or skills students perceived to be important for starting a business or becoming self-employed are initiatives, communication, organization, finance, problem-solving, creativity, confidence, people management, negotiation, team-working, and perseverance.

By looking at their demographic features, entrepreneurs can be identified with an assumption that people with similar backgrounds possess similar underlying stable characteristics. This demographic approach will be able to possibly forecast entrepreneurship in unknown populations by finding out demographic features of known entrepreneurs if this assumption holds (Robinson et al., 1991). This type of research included marital status, birth order, role models, race, age, education level, the number of siblings, gender, and parents’ occupation (Crant 1996; Hornaday and Aboud, 1971; Koh, 1996; Postigo et al., 2003; Robinson et al., 1991). Entrepreneurial inclination has been generally related to both psychological characteristics and demographic factors. Those classified as entrepreneurially inclined are presumably had high interest in or probability of starting a new business; one’s judgment about the likelihood of starting a new business in the future is a common way to measure entrepreneurial inclination (Crant, 1996; Franke and Luthje, 2004; Henderson and Robertson, 2000; Koh, 1996; Postigo et al. 2003; Robinson et al., 1991).

Postigo et al. (2003) established that the fraction of students seriously thinking of setting up a new firm was significantly higher for those whose parents

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were entrepreneurs or executives, than those whose parents were mostly office employees. There are also several contradictory results regarding relationships between entrepreneurial inclinations and demographics, which was shown in Crant’s study in 1996, who found out that entrepreneurial inclinations were related with gender, education level, and whether a parent is an entrepreneur (entrepreneurial family). However, Koh (1996) found no significant relationships between entrepreneurial inclination and gender, age, marital status, the number of siblings, birth order, and family influence.

In making a person decide to become an entrepreneur, one is subjected to different variables such as personality, work experience, motivation, family environment, and societal norms (Watson, Hogarth-Scott, and Wilson, 1998). These independent variables include individual or psychological components, social, and economic factors (Henderson and Robertson, 2000).

Several studies have examined through observations the motivating variables and barriers for starting businesses. For example, Watson et al. (1998) knew four (4) types of factors in motivations for start-ups; entrepreneurial variables, personal-opportunistic variables, market-opportunistic variables, and financial needs factors. Henderson and Robertson (2000) found that “to make money” and “being one’s own boss” were the primary reasons for considering a business start-up, which was the results of their study they conducted on young adults’ attitudes toward entrepreneurship as a career. Reasons mentioned by respondents who were not considering the option of starting up a new business were “want a family life,” “do not have the qualities,” “not a risk-taker,” “involves too much work,” and, “no capital to invest.”

However, earning money was not the major reason for becoming an entrepreneur, based on the study conducted by Postigo et al. (2003), wherein student respondents specified that personal (non-economic) reasons as the most important for setting up their own businesses. The top three (3) personal (non-economic) reasons provided by the respondents include “to create something of one’s own,” “personal independence,” and, “to put into practice own ideas.” “Too much competition,” “too much risk,” and “lack of initial funding” were the top three (3) reasons given by the respondents when they were asked about what for them were the difficulties of starting up their own businesses. The current study adopts the definition of an entrepreneur by Mariotti and Glackin (2009) as one who creates new business in the face of risk and uncertainty for the purpose of achieving profit and growth by identifying opportunities and assembling the necessary resources to capitalize on them.

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Entrepreneurial Program for TeenagersThere are some tactics that work to encourage teenagers to become

entrepreneurs. Some become inclined since their families own businesses, while others use their creativity to start their own businesses. A 2005 poll from Junior Achievement in the United States found that 68.6% of the teenagers interviewed wanted to become entrepreneurs, even though they knew that it would not be an easy path. In spite of this overwhelming interest, however, teenagers rarely receive any information about entrepreneurship as a career option. Teaching entrepreneurship through an Enhanced Entrepreneurial Program (EEP) – how to start, grow, and run an organization or a business – is one potential means to increase entrepreneurial inclination, particularly among teenagers. Learning how to create a business can improve critical thinking, communication, and collaboration (Gallagher, Stephen, & Rosenthal, 1992; Hmelo, 1998), which are key qualities for business success.

In a report by Silander, Chavez-Reilly, and Weinstein (2015) about a Summer Program on entrepreneurship implemented by The Network for Teaching Entrepreneurship (NFTE), more students indicated that they were likely to start a business in the next year after participation in the program. Greene (2005) analyzed the Prince’s Trust Youth Business Initiative program in the United Kingdom and suggested that not only were participants content and that the program had deepened their human capital (i.e. made them more employable) but also that they ran successful businesses, and that the mentoring support had been effective. The evaluations also implied that not only was the program enjoyed by participants but that it promoted stronger ventures (with higher survival rates) and had some impact on future employment.

Evidence on the effectiveness of entrepreneurship promotion programs is still scarce, and findings from existing impact evaluations are widely heterogenous. Though unconventional entrepreneurship programs, early evaluations from Latin America’s Jovenes programs targeted to vulnerable youth, suggested that a combination of internship in private firms, life skills and vocational training could be potentially useful for self-employment promotion. A study on entrepreneurship programs in developing countries (including the Philippines) by Cho and Honorati (2013) found that when comparing program estimates by population groups, program impacts estimated for the urban population and youth are more likely to be positive and significant than estimates for the general population. Furthermore, consistent with the simpler models, urban beneficiaries, youth, and higher education group seem to benefit most from the

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programs supporting entrepreneurship.Results of the same study by Cho and Honorati (2013) also showed that for

nearly all outcomes, particularly labor market activities and business performance, youth is highly associated with program success. This is largely driven by youth-targeted programs that present strong impacts, such as Uganda’s vocational training program (Blattman et al., 2012) and Tunisia’s business training for college graduates (Premand et al., 2011). With respect to business performance, Cho and Honorati (2013) also found that training alone is strongly associated with business performance of youth, especially in the studies where business training was provided for these entrepreneurs (Bruhn and Zia, 2011 for business training targeted to young entrepreneurs in Bosnia and Herzegovina). Overall, entrepreneurship programs have a large and positive impact for youth (Cho and Honorati, 2013). Despite the relative paucity of active entrepreneurs in modern society, a majority of youth hold favorable attitudes toward entrepreneurs (12% had a “very favorable” opinion and 87% had a “somewhat favorable” opinion; Bertelsmann Stiftung 2007). This discrepancy between entrepreneurial attitudes and actions highlights the importance of educational programs and curricula designed to foster the development of entrepreneurship.

OBJECTIVES OF THE STUDY

The main objectives of this study are to determine how inclined are the students towards entrepreneurship; and to determine inputs to an enhanced enterprise banking program, to support youth entrepreneurship.

METHODOLOGY

Study DesignThis study is descriptive quantitative in conjunction with T-test as the test of

difference, chi-square test as the test of association, analysis of variance (ANOVA) for test of difference between more than two (2) variables, and multiple regression to test the correlation of success factors to entrepreneurial inclination.

Research ParticipantsThe data for the study were collected from 156 high school students en-

rolled in PSD. A combination of convenience and cluster sampling (a prob-ability sampling technique) was used. A total of 600 survey questionnaires were

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distributed. Survey questionnaires were distributed and collected by class advis-ers through the school’s administrator and research assistants, yielding a response rate of 26%. Gaining data access is a major concern in any primary data research study. Hence, this school was chosen as the target population due to the ability of the researcher to gain physical access or entry to the data source. The sample consisted of more females (62%) than males (38%) with an average age of 14 years. All respondents are of Filipino ethnic origin (100%).

MeasurementEntrepreneurial Inclination. To measure entrepreneurial inclination,

respondents were asked up to what extent they agree or disagree on certain observations about themselves indicating their probability of starting a business in the future, using the scale ranged from 1 = strongly agree to 5 = strongly disagree. Following the approach by Koh (1996), respondents who indicated a high or very high probability of starting a business were classified as entrepreneurially inclined; and those indicated a low or very low probability were classified as non-entrepreneurially inclined.

Family Influence. The respondents were asked whether any of their family members own a business (yes/no). This question was used to determine family influence or family entrepreneurial inclination. This method of measuring family entrepreneurial inclination was adapted from Koh (1996).

Success Factors. Respondents were asked to rank factors which they want to accomplish to become successful entrepreneurs, indicating 1 = most important to 10 = least important.

Data AnalysisUpon retrieval, the data which were gathered were encoded, tallied and

computed using MS Excel. The following statistical measures were applied to analyze the data: Frequency Distribution was used to determine the socio-demographic profile of respondents in terms of age, gender, family business ownership and their attitude towards entrepreneurship. Weighted Mean was used to determine the respondents’ assessment of their personal characteristics and their entrepreneurship inclination. Statistical analysis were completed using MS Excel and consisted of t tests, chi-square tests of association, analysis of variance (ANOVA), and multiple regression.

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RESULTS AND DISCUSSION

Socio - demographic Profile of the Respondents

Figure 1. Distribution of the Respondents’ Gender

Figure 1 represents the profile of the respondents in terms of gender. Male respondents represented 38 percent of the total respondents while female respondents represented 62 percent.

Figure 2. Distribution of the Respondents by Age

Figure 2 shows the distribution of the respondents’ ages. It can be noted that the 13-year olds has the biggest number with 35% of the total respondents

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followed by the 14-year olds with 30% of the respondents. The 15-year olds got the third most number of respondents with 23.0%.

Figure 3. Distribution of the Respondents by Family Business Ownership

Figure 3 depicts the distribution of the respondents’ family business ownership. A total of 80 percent has the higher respondents whose families do not own businesses while the remaining 20 percent are those whose families own businesses. Therefore, the larger percent of the respondents are from families who rely solely on employment to earn family income.

5.2 Means and Frequency Distribution of Responses to the Construct on Entrepreneurial Inclination

Table 1. Mean and frequency distribution of responses (n=156) Part 1

Items MeanStrongly Agree and Agree (%)

Neutral (%)

Strongly Disagree and Disagree

1. I have strong plans to venture into business once I complete my studies. 2.30 58.1 31.6 10.3

2. I am interested in starting my own business. 2.23 63.9 27.7 8.4

3. I am always inclined toward having my own business (entrepreneurship). 2.61 45.2 40.6 14.2

4. I see myself becoming some type of a businessman (entrepreneur one day). 2.72 41.9 36.1 21.9

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5. I have strong desire to be the owner of my business. 2.29 60.6 23.9 15.5

6. I will not mind dropping out of my studies if some good business opportunity comes my way. 3.77 12.9 23.9 63.2

7. The Philippine social involvement is highly supportive of initiating your own business. 2.68 37.4 53.5 9.0

8. The current political situation is positive for anybody who wants to do business in our country. 3.06 23.2 49.0 27.7

9. The current economic condition is well suited in establishing a business. 2.89 31.2 48.1 20.8

10. Entrepreneurs are highly respected in our society. 2.25 60.0 36.1 3.9

11. Present economic conditions, in the wake of globalization, are not favorable for entrepreneurs.(R)

3.13 15.8 58.6 25.7

12. There are not so many business / entrepreneurial opportunities in Philippine society.(R) 2.83 39.6 35.7 24.7

13. Five to seven years from now I see myself doing a job in some company.(R) 3.88 8.4 22.1 69.5

14. Planning for some kind of business has been, is, or will be an important part of my college career. 2.51 51.9 31.8 16.2

15. During my college years, I will prepare a plan for my future as a businessman. 2.67 44.2 35.1 20.8

Table 2. Mean and Frequency Distribution of Responses (n=156) Part 2

Items MeanStrongly Agree and Agree (%)

Neutral (%)

Strongly Disagree and Disagree

16. I will do the best of my ability to be ready after finishing my college. 1.64 87.0 1.9 1.9

17. Whether the degree is engineering or business, I will do my best to be ready in establishing a business. 2.25 59.7 5.8 9.1

18. I will ensure that I have all the skills in managing the business. 2.10 68.2 1.9 5.8

19. I need to study hard to earn a college degree before establishing my own business. 1.65 86.9 1.3 3.3

20. I need to build my character in order for me to serve well to my customers. 1.55 89.0 0.0 0.0

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21. I need to study what kind of business I will establish before completing my degree. 1.95 70.8 1.9 5.2

22. I need to consult with my parents the possible business I will establish. 1.77 82.6 1.9 3.2

23. I need constant coaching with my parents as well as to those people who are already established as businessmen. 1.86 79.9 2.6 3.2

24. I need to do some readings on business either in the Internet or textbooks or any sources that will support my plan.

1.69 84.4 0.6 1.3

25. I need to constantly discuss with my colleagues regarding establishing a business either locally or globally. 1.98 76.0 0.6 1.3

26. I need to know all the requirements necessary in establishing a business. 1.63 87.0 2.6 3.2

27. I need to know the government requirements and study how these are to be gathered and be done accordingly. 1.67 83.8 0.0 0.6

28. I need to learn the market especially the customers to advance my plan ensuring the success of my business. 1.61 87.0 0.6 0.6

29. I need to learn the financial and accounting aspects of the business to complete the needed skills. 1.67 85.1 1.9 1.9

30. I need to learn also the operational requirements to be fully equipped in running a business. 1.66 85.7 0.6 1.3

Composite Mean (Degree of Acceptance) 2.28 Strong Entrepreneurial Inclination

Tables 1 and 2 depict the means and frequency distribution of responses to the 30 items in Section B of the survey questionnaire. The mean score (except for four items) is less than 3, which shows high entrepreneurial inclination of students. This method was also used by other researchers (Lee et al. 2006; Ramayah and Harun 2005; Kamariah, Yaacob, and Wan Jamaliah 2004).

A high mean score for item 13 (“five to seven years from now I see myself doing a job in some company”) actually indicates low preference for choosing a job, which again is an indication of high entrepreneurial inclination (self-employment). For item 6 (“I will not mind dropping out of my studies if some good business opportunity comes my way”), a high score may mean that even though respondents have some entrepreneurial inclination, education is still important to them.

The responses in Tables 1 and 2 have also been categorized into three columns: “strongly agree and agree,” “neutral,” and “strongly disagree and disagree.” The proportion of response for “strongly agree and agree” to “strongly disagree and disagree” is much higher, indicating a strong entrepreneurial inclination. However, the response rate in the category “neutral” is very high in Table 1,

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indicating the state of indecisiveness of the respondents. From the 30 items that are used to examine the perception toward entrepreneurial inclination, four (items 1, 2, 4, and 5) are directly measuring the entrepreneurial intention of the students. High frequency of responses for items 1, 2, and 5 is an indication of strong entrepreneurial inclination among the respondents. Of the respondents, almost 64 percent agreed that they are interested in starting their own businesses, 60 percent have a strong desire to be the owner of their own business, and 58 percent have strong plans to venture into businesses once they complete their studies. However, the inclination to start a business is not immediate. The students seemed to be more inclined to start or own a business later in their lives as shown in the responses for items 1, 4, 13, and 14 of Table 1. These results are comparable to other studies that also reported high entrepreneurial inclination among students (Lee et al. 2006; Veciana, Aponte, and Urbano 2005; Guerrero, Rialp, and Urbano 2008; Kamariah, Yaacob, and Wan Jamaliah 2004; Sandhu, Jain, and Yusof 2010). It is important to highlight that mean values for all the items (1, 2, 4, and 5) are below 2.8, which is only slightly lower than the neutral score. In their study in Malaysia, Ramayah and Harun (2005) had also found high entrepreneurial inclination, but their mean scores were only slightly above the neutral score (with 5 being highly entrepreneurially inclined and 1 being the least entrepreneurially inclined).

Based on the responses to items 7, 11, and 12, one can observe that not so many respondents agree and most respondents were indecisive as to whether the Philippine social involvement was supportive of initiating their own businesses, whether the economic conditions were favorable for entrepreneurs, or whether there were many business/entrepreneurial opportunities in the Philippine society. This could indicate that the students might be aware that the Philippine government does not provide adequate support system, incentives, and schemes to motivate students to go into entrepreneurship. This view may indicate that more should be done to motivate, create awareness, and offer support to enhance interest in entrepreneurship. Tables 1 and 2 describe the level of acceptance of PSD students pertaining to entrepreneurial inclination. It can be seen from the table that students’ level of acceptance is 2.28, indicating a strong entrepreneurial inclination among the respondents.

t-test for Gender and Family Business OwnershipA t-test was conducted to determine if there existed any significant differences

between male and female students with regard to their inclination toward

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entrepreneurship. Results showed p-value of greater than 0.025. The t-value and corresponding p-value were not significant at the 5 percent level of significance. Thus, we conclude that there exist no significant difference between the means of male and female in regard to their inclination toward entrepreneurship. The results are depicted in Figure 1. This finding is consistent with other studies that found no relationship between gender and entrepreneurial intention (Tkachev and Kolvereid 1999; Sandhu, Jain, and Yusof 2010).

T-Test: Two-Sample Assuming Unequal Variances

Female Male

Mean 2.235055266 2.348932179

Variance 0.226922528 0.219655814

Observations 96 60

Hypothesized Mean Difference 0

Df 127

t Stat -1.467127092

P(T<=t) one-tail 0.072406755

t Critical one-tail 1.656940344

P(T<=t) two-tail 0.144813509

t Critical two-tail 1.978819508 Figure 1. Excel Output for T-test according to Gender

A t-test was conducted to determine any significant differences existed between students whose families own businesses and those who do not own businesses with regard to their inclination toward entrepreneurship. Results showed p-value greater than 0.025. The t-value and corresponding p-value were found to be insignificant at the 5 percent level of significance. Thus, we conclude that there exists no significant difference between students whose families own businesses versus those whose families do not own businesses with regard to their inclination toward entrepreneurship. The results are depicted in Figure 2. The mean value of the students whose families own businesses (2.15) was lower than the mean value of the students whose families do not own businesses (2.31). This shows the researcher’s expectation that students whose families own businesses are more entrepreneurially inclined than those who do not have businesses because of the benefits that they have experienced growing up in a business-oriented environment.

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t-test: Two-sample assuming unequal variances

Family Owns Business Family Does Not Own Business

Mean 2.151475096 2.31013699

Variance 0.151206775 0.242376811

Observations 30 121

Hypothesized Mean Difference 0

Df 55

t Stat -1.890528853

P(T<=t) one-tail 0.031980089

t Critical one-tail 1.673033966

P(T<=t) two-tail 0.063960179

t Critical two-tail 2.004044769 Figure 2. Excel Output for T-test according to Family Business Status

Degrees of Acceptance: Family Owns Business – 2.15 (Strong Entrepreneurial Inclination)Family Does Not Own Business – 2.31 (Strong Entrepreneurial Inclination)

Analysis of Variance (ANOVA)In the case of age, an ANOVA test was conducted to determine if there

existed a difference between the age means and each age’s inclination toward entrepreneurship. No significant difference was found between the four age groups and their inclination toward entrepreneurship. This research shows that age does not have any influence on entrepreneurial intention. The F-value and the corresponding p-value were found to be not significant (p>0.05). The results are depicted in Figure 3.

Anova: Single Factor

SUMMARY

Groups Count Sum Average Variance

AGED 13 54 121.8908 2.257237 0.246564

AGED 14 45 103.6782 2.30396 0.233039

AGED 15 35 79.98181 2.285195 0.226133

AGED 16 18 41.75 2.319444 0.118636

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ANOVA

Source of Variation SS df MS F P-value F crit

Between Groups 0.079153 3 0.026384 0.118233 0.94928 2.665729

Within Groups 33.02692 148 0.223155

Total 33.10608 151 Figure 3. Excel Analysis of Entrepreneurial Inclination among Four Age Groups

Chi-square Test of AssociationChi-square test was conducted to examine if there was any association between

some of the socio-demographic and personal characteristics with entrepreneurial inclination. No association was found between students’ age and entrepreneurial inclination. An examination of the respondent profile reveals that majority are 13 up to 14 years old (64%). In addition, no association was found between students’ gender and entrepreneurial inclination. There was also no significant association found (5% significance level) between family involvement in business and entrepreneurial inclination. The results are depicted in Tables 3, 4, and 5.

Table 3. Chi-square Test of Association between Gender and Entrepreneurial Inclination

Table 4. Chi-square Test of Association between Age and Entrepreneurial Inclination

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Table 5. Chi-square Test of Association between Family Involvement in Business and Entrepreneurial Inclination

Multiple Regression AnalysisAnother goal of this study is to determine the relationship of the success

factors in Section C of the survey questionnaire to entrepreneurial inclination. The combination of all the success factors when related to entrepreneurial inclination results to an R square of 0.05, which show that these variables explain only about 4% of the variation with the dependent variable (entrepreneurial inclination). An F statistic of 0.71 means that the statistical model is not significant since it is below the 95% or 99% confidence level. Even the p-values show that the variables are not significant at 95% or 99% confidence level. Results indicate that the combination of all success factors does not significantly affect entrepreneurial inclination.

In light of the foregoing assessments of PSD students’ socio-demographic factors, an Enhanced Entrepreneurial Program (EEP) is presented on the table below, based on its relativity to entrepreneurial inclination.

5.7 Proposed Enhanced Entrepreneurial Program (EEP)In light of the foregoing assessments of PSD students’ socio-demographic

factors, an Enhanced Entrepreneurial Program (EEP) is presented on the table below, based on its relativity to entrepreneurial inclination.

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Table 6. Proposed Enhanced Entrepreneurial Program (EEP)

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CONCLUSIONS

Based on the findings, the following conclusions were drawn.1. The respondents are mostly female and aged 13 years old. Most of them

do not have family-owned businesses.2. Students have strong entrepreneurial inclination; however, the school still

needs to provide an Enhanced Entrepreneurial Program (EEP) to ensure entrepreneurial awareness, increase level of entrepreneurial knowledge, and encourage entrepreneurial application.

3. The respondents’ gender and age does not have a significant effect on the students’ entrepreneurial inclination.

4. The respondents’ family influence, whether their families own or do not own businesses, does not have a significant effect on the students’ entrepreneurial inclination.

5. For the relationship of success factors and entrepreneurial inclination, results indicate that the combination of all success factors does not significantly affect entrepreneurial inclination.

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6. Proposed Enhanced Entrepreneurial Program (EEP) to increase entrepreneurial inclination was based on results of the assessment on socio-demographic factors and the students’ level of acceptance on entrepreneurship.

Limitations and Future DirectionThis study have its own limitations. The sample for this research was collected

from one (1) school in Qatar with Filipino students. Future studies should be extended to a larger sample representing other schools in Qatar with Filipino students. A comparison could be made among other schools to determine if other schools are able to infuse the spirit of entrepreneurship among students.

RECOMMENDATIONS

1. The school may focus on the introduction of its Enhanced Entrepreneurial Program (EEP), especially the awareness, knowledge, and application dimensions to increase entrepreneurial inclination amongst students who have strong entrepreneurial inclination based on the study.

2. Further research may be necessary to identify ways and means to convert the desire and interest into actual business activities, and with which PSD may be one of the major catalysts to turn these ventures into reality.

3. PSD may implement the proposed Enhanced Entrepreneurial Program (EEP) based on the inclination perception on entrepreneurship of the students. Further enhancements may be done to implement this proposal.

4. A robust support system should be in place to take advantage of the high entrepreneurial inclination. The government may have taken some steps to promote entrepreneurial thinking for the youth such as the implementation of the K-12 curriculum, but there are no clear-cut policies that require schools to set-up entrepreneurial programs.

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