Chapter 2, RRL

CHAPTER 2
Review of Related Literature and studies
This chapter present the literature and studies , which have been reviewed to locate out the
effects of Entrepreneurship on the Academic Performance of the Student’s Entrepreneurs of San Roque
National High School , School year 2019-2020. This review of Related Literature and studies helps the
researcher’s to find basis and information in order to gain an in depth knowledge and complete
understanding to the study.
A.FOREIGN
Malebena (2014) showed that students were more pulled rather than pushed into
entrepreneurship. In other words, students were interested in entrepreneurship mainly as a result of
positive factors such as the opportunity to make use of creative talents, independence and prospects for
higher earnings than through negative factors such as high prevalence of unemployment .
(Machio 2012; Abamba 2016). Where the students engages in business activity, time spent
on the study would somewhat be reduced. This is because of possible trade-off arguably poses
unfavourable effect on academic performance. The possible reduction in time allocation to academic
purpose for other activities such as entrepreneurial engagement is yet to be amply explored in the
literature.
(Nonis and Hudson 2006). In the United States, it was showed that time spent working does
not affect the academic performance of college students. This finding is contrary to theoretical
underpinnings of the theory of time use and popular belief of constraints in the study time for working
students.
( Tong et al. 2011). Using multiple regression analysis, showed that entrepreneurial intention
is predicted by the need for achievement, family business background and subjective norm. The result
suggests that students will choose to become entrepreneurs if there is a need for achievement, when
they come from a family that engages in business and if there is support from close individuals such as
family members and friends.
( Kume et al. 2013 ) provide evidence of positive effects of subjective norm on

entrepreneurial interest among undergraduate students in Albania. Students whose parents had
entrepreneurial experience were more in the distribution of respondents who indicated interest in
starting their own business after graduation. This supports arguments that prior exposure to
entrepreneurship either directly or indirectly through the family background influences the individual’s
attitudes regarding entrepreneurship.
B.LOCALE
( Laguador, 2013 ). Entrepreneurship is one of the skills included in the institutional

Intended Learning Outcomes of the Lyceum of the Philippines University wherein the students would be
able to engage in projects and activities using basic knowledge and skills in business management,
entrepreneurship and finance management.
( Pihie 2009 ). Indicated that the students had moderate score on all constructs related to
entrepreneurial intention and entrepreneurial self-efficacy in the aspects of management, financial and
marketing . Moreover, students with positive entrepreneurial aspiration scored higher in
entrepreneurship intention and self-efficacy which is significantly different from those who do not have
positive aspiration. The students also scored moderately on attitudes towards entrepreneurial career
and perceived behavioral control. The findings also indicate that those who perceived entrepreneurship
need to be learnt at university have significantly higer mean score on attitudes towards entrepreneurial
career as well as perceived behavioral control.
( Ramos 2014 ). There is limited research on entrepreneurial inclinations and intentions

from the Philippines. From the literature review, the works of Ramos found that entrepreneurial
intention is unaffected by the students’ family background, family income,and bachelor’s degrees.
( Rasheed, 2001; Sabarre, 2013 ). Entrepreneurship education and enterprice experience

can affect characteristics commonly associated with entrepreneurs among intermediate level students.
Students with training in entrepreneurship have greater overall entrepreneurial characteristics, higher
achievement motivation, more personal control, geater self-esteem and more innovation than a
comparable cohort.
( Bautista, Barlis, & Nazario 2007 ). Dealt on the levels of entrepreneurial competencies of
practicing entrepreneurs in Bagio, Dagupan, and San Fernando, and of entrepreneurship students of
selected business school in Cordillera Administrative Region, (CAR), Philippines. Competencies measured
were on opportunity Seeking , Persistence, Commitment to Work Contract, Demand for Quality and
Efficiency, Risk-Taking, Goal Setting, Information-Seeking, Systematic Planning and Monitoring,
Persuasion, and Self-Confidence. The inquiry revealed that students were weakest in Opportunity
Seeking, Risk Taking, and Self-Confidence. Practicing entrepreneurs were weakest in Risk Taking.
Generally, competencies of students do not significantly vary by school, age, gender, nor year. The study
suggested that thecompetency levels of students especially along the areas of opportunity seeking, risk
taking, promote entrepreneurship through apprenticeship program, ocular visits, forums or symposia,
linkages with SLU-EISSIF, DTI , TESDA newsletters or magazines, competitions trade fairs and exhibits
competitions. Other recommendations were addressed to practicing entrepreneurs and universities.

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CHAPTER 2

Review of Related Literature and studies

( Kume et al. 2013 ) provide evidence of positive effects of subjective norm on

( Laguador, 2013 ). Entrepreneurship is one of the skills included in the institutional

( Ramos 2014 ). There is limited research on entrepreneurial inclinations and intentions

( Rasheed, 2001; Sabarre, 2013 ). Entrepreneurship education and enterprice experience

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