INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Kahanas: Profiling Entrepreneurial Skills of Students in Malapatan  
College of Science and Technology  
Jim Boy M. Pestaño, Ph.D1, Rea Moanna B. Garbo, MBM2, Jehanna T. Pelima, MPA3, Nur Ain T.  
Santos4, LPT, Alma R. De Vera5  
Department of Entrepreneurship, Malapatan College of Science and Technology  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91200322  
Received: 25 December 2025; Accepted: 30 December 2025; Published: 17 January 2026  
ABSTRACT  
This study examined the entrepreneurial skills of students at Malapatan College of Science and Technology and  
determined the extent to which these skills influence the practice of entrepreneurship. Using a descriptive  
correlational research design, data were collected from student respondents through a structured survey  
questionnaire measuring entrepreneurial skills such as networking, teamwork, communication, marketing,  
customer service, problem-solving, and time management. Statistical analysis using multiple regression analysis  
revealed that none of the entrepreneurial skills had a significant relationship with the extent of influence of their  
practice. The findings suggest that while students possess varying levels of entrepreneurial skills, these  
competencies do not automatically translate into practical entrepreneurial engagement. This indicates the  
presence of intervening factors such as limited exposure, lack of resources, and insufficient experiential learning  
opportunities. The study underscores the need for educational institutions to strengthen entrepreneurship  
programs through experiential learning, mentorship, and industry linkages to bridge the gap between skill  
acquisition and practical application.  
Keywords: entrepreneurial skills, entrepreneurship practice, students, experiential learning, higher education  
INTRODUCTION  
The profiling of entrepreneurial skills among students is crucial for understanding how diverse cultural  
backgrounds influence entrepreneurial potential and opportunities. This study focuses on 139 students from  
Malapatan College of Science and Technology, where the demographic composition includes 34% Indigenous  
Peoples (IP), 18% Moro, and 48% Christians. Notably, a majority of participants (94%) are single, with only 6%  
married. By examining these varied backgrounds, the research aims to identify the specific entrepreneurial  
competencies present within this student population, shedding light on how cultural identity shapes  
entrepreneurial aspirations and capabilities. Existing literature emphasizes the importance of contextual factors  
in fostering entrepreneurial skills, suggesting that cultural diversity can enrich the entrepreneurial landscape  
(Rodriguez & Kim, 2022; Smith et al., 2021).  
Understanding the entrepreneurial skill set of students is essential not only for individual development but also  
for enhancing the socio-economic fabric of their communities. This aligns closely with Sustainable Development  
Goal (SDG) 8, which promotes sustained, inclusive economic growth, full and productive employment, and  
decent work for all. By equipping students with robust entrepreneurial skills, we enable them to contribute  
effectively to local and national economies, fostering job creation and economic resilience (Gonzalez et al.,  
2022).  
Furthermore, this study also intersects with SDG 11, which aims to make cities and human settlements inclusive,  
safe, resilient, and sustainable. As students engage in entrepreneurial activities, they can contribute to developing  
sustainable urban environments, leveraging their skills to address local challenges and enhance community well-  
being. This dual focus on economic growth and sustainable urban development underscores the broader  
implications of fostering entrepreneurial competencies in culturally diverse settings.  
By profiling these entrepreneurial skills, the research seeks to inform educators and policymakers about the  
necessary resources and support systems to foster entrepreneurship among youth from various cultural  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
backgrounds (Davis & Thompson, 2024). Through this analysis, we aim to highlight effective educational  
strategies that can nurture the entrepreneurial spirit, ultimately contributing to the achievement of both SDG 8  
and SDG 11.  
Statement of the Problem  
1.  
a.  
b.  
c.  
d.  
e.  
f.  
What is the profile of the respondents in terms of:  
Age  
Sex  
Ethnicity  
Civil Status  
Geographical Location  
Family Income  
2.  
3.  
4.  
What entrepreneurial skills do respondents have?  
To what extent do respondents practice entrepreneurial skills?  
Is there a significant relationship between entrepreneurial skills and the extent of influence of the practice  
of entrepreneurial skills?  
5.  
6.  
Is there a significant difference in the extent of practice of entrepreneurial skills of respondents?  
What program may be developed based on the results of the study?  
Hypotheses  
Ho1: There is no significant relationship between entrepreneurial skills and the extent of influence of practice  
of entrepreneurial skills.  
Ho2: There is no significant difference in the extent of practice of entrepreneurial skills of respondents  
Scope and Delimitations  
The study will be conducted at Malapatan College of Science and Technology, specifically in the BS  
Entrepreneurship program for the second semester of the school year 2024-2025.  
The study is delimited to the demographic profile and the entrepreneurial skills of students based on (Mohamad,  
2023).  
METHODOLOGY  
The study will use a quantitative method, particularly a descriptive research design. A complete enumeration  
will be employed, which will cover 139 BS Entrepreneur students of Malapatan College of Science and  
Technology. An adapted and modified questionnaire from Mohamad (2023) will be used to gather data on the  
demographic profile and entrepreneurial skills of respondents. A permission letter will be secured from the  
College Administrator to allow the conduct of the study. Informed consent will be asked of the students as  
respondents in the study. After the survey questionnaire will be administered. Next, it will be collected for  
tabulation and analysis. Descriptive statistics will be utilized to describe the demographic profile and the  
entrepreneurial skills of the respondents. ANOVA will be used to determine the difference between the extent of  
the practice of entrepreneurial skills of the respondents. A program will be developed based on the results of the  
study. The program will enable the institution to align its projects, programs, and activities based on the results.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XII December 2025  
Sustainable Development Goals  
In light of the findings, it is recommended that educational institutions and program implementers adopt  
differentiated learning strategies that respond to the diverse needs, strengths, and contexts of students. By  
tailoring entrepreneurial education to individual learning profiles, the institution supports inclusive and equitable  
quality education, directly contributing to Sustainable Development Goal 4 (Quality Education). This approach  
ensures that all learners, regardless of background, have meaningful opportunities to develop essential life and  
entrepreneurial skills.  
Moreover, the study highlights the importance of fostering an entrepreneurial mindset as a pathway to economic  
empowerment. As such, institutions are encouraged to strengthen entrepreneurial training that enhances  
productivity, innovation, and job readiness. These efforts align with Sustainable Development Goal 8 (Decent  
Work and Economic Growth), promoting sustained, inclusive economic opportunities for youth through  
education.  
Finally, the consistent development of entrepreneurial competencies among students also contributes to  
Sustainable Development Goal 11 (Sustainable Cities and Communities) by empowering young individuals to  
become agents of local economic growth and innovation. Through school-based entrepreneurial initiatives,  
learners are equipped to create community-based solutions, start micro-enterprises, and contribute to sustainable  
local development.  
To support these goals, it is further recommended that institutions engage in longitudinal monitoring and  
qualitative evaluation of students’ entrepreneurial journeys. This ensures a deeper understanding of skill  
progression, encourages data-driven policy, and creates adaptive learning ecosystems that prepare students not  
only for individual success but also for meaningful contributions to national and global development.  
RESULTS AND DISCUSSION  
Profile of the Respondents  
Table 1 Profile of the Respondents  
Age  
f
%
16-20 years old  
21-25 years old  
78  
27  
66.00  
23.00  
26-30 years old  
8
7.00  
4.00  
100  
31 years old and above  
5
Total  
Sex  
118  
Male  
36  
30.00  
70.00  
100  
Female  
Total  
Ethnicity  
Moro  
IP  
82  
118  
30  
35  
53  
25.00  
30.00  
45.00  
Christian  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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Total  
118  
100  
Civil Status  
Single  
98  
20  
0
83.00  
17.00  
0.00  
0.00  
100  
Married  
Widow  
Separated  
0
Total  
118  
Geographical Location  
Kinam  
9
4
4
5
8.00  
3.00  
3.00  
4.00  
25.00  
7.00  
6.00  
15.00  
7.00  
7.00  
8.00  
7.00  
100  
Daan Suyan  
Upper Suyan  
Kihan  
Lun Padidu  
Lun Masla  
Tuyan  
30  
8
7
Poblacion  
18  
8
Sapu Masla  
Sapu Padidu  
Libi  
8
9
Patag  
8
Total  
118  
Family Income  
Php1,000-5,000  
Php5,001-10,000  
Php10,001-15,000  
Php15,001-20,000  
Php20,000 and above  
Total  
25  
73  
12  
5
21.00  
62.00  
10.00  
4.00  
3
3.00  
118  
100  
Table 1 presents the demographic profile of 118 respondents in terms of age, sex, ethnicity, civil status,  
geographical location, and family income. The majority of the respondents (66%) fall within the age group of  
16–20 years old, while only 4% are 31 years old and above. In terms of sex, 70% are female, and 30% are male.  
Regarding ethnicity, 45% are Christians, 30% belong to Indigenous Peoples (IPs), and 25% are Moro. Most  
respondents are single (83%), and the remaining 17% are married. Geographically, respondents come from 12  
barangays in Malapatan, with Lun Padidu having the highest representation (25%). Lastly, the majority of the  
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respondents (62%) have a family monthly income ranging from Php5,001–10,000, while only 3% report incomes  
exceeding Php20,000.  
The profile reveals a youthful population with a dominant female representation. The ethnic distribution indicates  
a diverse cultural context comprising Moro, IP, and Christian communities. The high proportion of single  
individuals suggests that most respondents are either students or young adults not yet engaged in longterm marital  
commitments. Geographically, the respondents are spread across various barangays, with significant clustering  
in Lun Padidu. Economically, the majority of the respondents fall within the low-income bracket, particularly  
within the Php5,001–10,000 range, suggesting limited household financial resources.  
The age structure of the respondents aligns with national data showing a youth-heavy demographic in the  
Philippines, particularly in rural and semi-urban areas (Philippine Statistics Authority [PSA], 2020). The  
dominance of female respondents may reflect greater female participation in community-based surveys or  
educational initiatives, supporting findings from UNESCO (2019) that young women increasingly engage in  
development-oriented programs.  
Ethnic diversity among respondents is particularly important in the context of Mindanao, where indigenous and  
Moro populations coexist with Christian settlers. This diversity may influence respondents’ perspectives,  
behaviors, and access to services due to historical, cultural, and socio-political factors (Cabilao, 2021).  
The overwhelming number of single respondents is consistent with the youthful age distribution and may suggest  
a population still in the early stages of economic and social independence. From a geographical standpoint, the  
relatively even distribution of respondents indicates that the study reached a broad range of communities, though  
certain areas like Lun Padidu may be more accessible or densely populated.  
In terms of economic status, the concentration of families within the Php5,001–10,000 bracket points to  
socioeconomic challenges. This income level is below the national poverty threshold for a family of five, which  
was estimated at Php12,030 per month in 2023 (PSA, 2023). This economic constraint may impact access to  
education, health services, and entrepreneurial opportunities, thereby influencing the respondents’ life choices  
and long-term development.  
Understanding the demographic profile of the respondents provides essential context for interpreting further  
findings in the study. A young, predominantly female, and economically challenged population may require  
targeted programs that address youth employment, women's empowerment, and poverty alleviation.  
Additionally, the multicultural composition necessitates culturally sensitive policies and inclusive community  
development strategies.  
Furthermore, the data suggest that interventions, whether educational, social, or economic, should be localized  
to reflect geographical disparities and concentrated in areas like Lun Padidu, where community presence is  
strong. Finally, the economic profile underscores the need for government and non-government agencies to  
enhance livelihood assistance, particularly for families living below or near the poverty line.  
Entrepreneurial Skills of Students  
The analysis of the entrepreneurial skills among student respondents reveals that out of seven core competencies  
assessed, only three were prominently demonstrated teamwork skills (M = 4.09), time management (M = 3.78),  
and marketing skills (M = 3.68). These findings suggest that while students have developed foundational  
capabilities necessary for entrepreneurial success, there remains a gap in the acquisition of other essential skills,  
such as networking, communication, customer service, and problem-solving skills.  
The high mean score in teamwork skills (4.09) reflects students’ strong inclination toward collaborative  
engagement, which aligns with the findings of Cañas et al. (2021), who emphasized that collaborative  
environments in educational institutions help students develop leadership, cooperation, and interpersonal  
abilities crucial for entrepreneurial ventures. The group dynamics and shared responsibility inherent in  
entrepreneurship projects likely contributed to the development of this skill.  
Time management, with a mean score of 3.78, also emerged as a key strength. This supports the findings of Ruiz-  
Alba et al. (2020), who argue that effective time management is strongly associated with academic achievement  
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and business efficiency. The ability to balance coursework and business responsibilities indicates that students  
have internalized strategies for organizing tasks and meeting deadlines, an essential skill in managing start-ups  
and handling multiple entrepreneurial roles.  
Meanwhile, marketing skills (M = 3.68) appear moderately strong, indicating students’ awareness and  
application of basic promotional techniques. As supported by the work of McKenzie and Sansone (2021),  
marketing knowledge, particularly in social media and digital channels, is increasingly being integrated into  
youth entrepreneurial activities. This reflects the modern trend of using accessible platforms to reach potential  
customers and build brand presence even with limited resources.  
However, the absence of strong performance in the remaining four entrepreneurial skills signals a need for  
curriculum enhancement. These gaps may hinder the students' ability to fully navigate the complexities of  
entrepreneurship, particularly in strategic decision-making and innovation. This finding justifies calls by  
OrtegaSánchez et al. (2022) to revise entrepreneurship education frameworks to ensure holistic skill  
development through experiential learning and practical exposure.  
Extent of Practice of Entrepreneurial Skills of Students  
Table 2 Networking Skills  
Networking Skills  
Mean  
Verbal Description  
Neutral  
I learned the value of building good relationships.  
3.04  
I understand that networking plays a key role in starting and 2.54  
growing a business.  
Neutral  
I feel more confident in connecting with others, including 2.76  
classmates and potential customers.  
Neutral  
Neutral  
Neutral  
Neutral  
I recognize that sharing ideas with my group and others helps 2.21  
improve our business strategies.  
I appreciate the importance of having a strong network to support 2.67  
business success.  
Weighted Mean  
2.64  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 2 presents the self-assessed networking skills of students engaged in entrepreneurial activities. The data is  
based on five indicators, each rated on a 5-point Likert scale. The highest mean score was 3.04 for “I learned  
the value of building good relationships,” while the lowest was 2.21 for “I recognize that sharing ideas with my  
group and others helps improve our business strategies.” All items fall within the “Neutral” range (2.50– 3.49),  
and the overall weighted mean is 2.64, suggesting that students are ambivalent about their development in  
networking skills.  
The neutral responses indicate that while students may have some awareness of the importance of networking in  
entrepreneurial contexts, they do not strongly perceive themselves as having developed these skills through their  
experiences. This hesitation is particularly notable in the item on idea-sharing within groups (M=2.21), which  
received the lowest score, suggesting potential gaps in collaborative confidence or interpersonal communication  
within business projects.  
Networking is a foundational entrepreneurial competency, enabling access to resources, market opportunities,  
and mentorship (Brush et al., 2018). However, the neutral ratings in this study may point to several structural or  
contextual barriers among student entrepreneurs. First, the moderate score of 3.04 for relationship building  
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reflects limited but emerging awareness of interpersonal value, aligning with literature that young or first-time  
entrepreneurs often lack real-world business networks and rely heavily on peer circles (Bacigalupo et al., 2016).  
The notably low score (M=2.21) for collaborative strategy-sharing suggests a possible underdevelopment of  
trust, openness, or team synergy among student groups, factors critical for business innovation and growth  
(Kuratko, 2020). Similarly, the item “I feel more confident in connecting with others” (M=2.76) shows a lack of  
strong self-assurance in establishing meaningful connections beyond their immediate circle, which could be  
attributed to limited exposure to networking environments such as trade fairs, pitch events, or community  
entrepreneurship programs (OECD, 2019).  
These findings are consistent with studies that point to the need for experiential learning and social capital  
formation in entrepreneurial education (Botha & Ras, 2020). Without sufficient interaction with external  
stakeholders, such as local business owners, mentors, or customer networks, students may not internalize the  
strategic role of networking in business success.  
The results emphasize the need to strengthen networking opportunities within the entrepreneurial education  
framework. Schools and training institutions should integrate real-world engagements, such as business forums,  
mentorship programs, and local trade expositions, into the curriculum to enhance students’ability and confidence  
in forming business networks.  
Moreover, collaborative learning activities should be deliberately designed to foster trust, openness, and mutual  
goal setting within student business groups. This could help improve the lowest-rated area, strategic idea sharing,  
by cultivating a culture of cooperation and co-creation.  
Educators should also provide training in interpersonal communication and networking strategies, ensuring that  
students understand not only the what but also the how of building and maintaining effective business  
relationships. Strengthening these soft skills can enhance their long-term entrepreneurial viability.  
Table 3 Teamwork Skills  
Teamwork Skills  
Mean  
Verbal Description  
I enjoy working with my group because everyone is cooperative 3.50  
and supportive throughout the activity.  
Agree  
I contribute equally and help each other to complete the tasks 3.69  
successfully.  
Agree  
Agree  
Agree  
Agree  
Agree  
I recognize strong teamwork and mutual respect among my 4.35  
classmates, even when we had different opinions.  
I feel motivated and encouraged when working with my 4.47  
classmates and other groups.  
I believe that the group with excellent collaboration makes a plan 4.45  
to become successful.  
Weighted Mean  
4.09  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 3 presents the self-assessed teamwork skills of student respondents engaged in entrepreneurial activities,  
using a 5-point Likert scale. The item with the highest mean score is “I feel motivated and encouraged when  
working with my classmates and other groups” (M=4.47), while the lowest score is “I enjoy working with my  
group because everyone is cooperative and supportive throughout the activity” (M=3.50). All items fall under  
the “Agree” category (3.50–4.49), with an overall weighted mean of 4.09, indicating a generally positive  
perception of teamwork skills among the participants.  
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The data reflects a strong sense of collaboration and collective effort among the student-entrepreneurs. The  
highest-rated items pertain to motivation, collaboration, and mutual respect, core elements of effective  
teamwork. Despite slight variation, all indicators suggest that the respondents recognize the value of working  
together, contributing equally, and aligning efforts to achieve shared goals. These findings imply that teamwork  
was a significant enabler of productivity and engagement in their business-related activities.  
Teamwork is a critical competency in entrepreneurship, as startups often rely on team dynamics for innovation,  
strategy development, and resilience under pressure (Katzenbach & Smith, 2015). The high average scores,  
especially on items regarding mutual respect (M=4.35), encouragement (M=4.47), and collaboration planning  
(M=4.45), indicate that the student participants experience a psychologically safe and cooperative environment,  
where ideas are shared and valued.  
According to Johnson and Johnson (2017), effective teamwork is underpinned by positive interdependence,  
individual accountability, and promotive interaction. The respondents’ agreement on mutual support and  
contribution aligns with this framework. Furthermore, the high level of motivation reported suggests that peer  
influence and group energy are key drivers of engagement, consistent with Vygotsky’s social development  
theory, which highlights the role of interaction in learning and skill-building (Schunk, 2020).  
Although all items are rated positively, the lowest mean score (M=3.50) related to general enjoyment of  
teamwork may hint at early-stage challenges in group formation or uneven participation dynamics. This suggests  
a need for early team-building interventions in similar programs.  
The findings underscore the importance of integrating collaborative tasks in entrepreneurship education. The  
consistently high ratings affirm that students thrive in settings where collaboration, mutual respect, and planning  
are emphasized. Therefore, learning modules should continue to embed group-based business simulations,  
cooperative challenges, and real-world project execution to sustain and enhance these skills.  
Moreover, facilitators should nurture group cohesion from the outset through structured team-building exercises,  
role clarity, and conflict resolution strategies. By reinforcing both the technical and relational aspects of  
teamwork, institutions can help students internalize the habits of effective collaboration that will serve them in  
both business and community endeavors.  
Lastly, these results support the inclusion of teamwork skill assessment in performance rubrics, not merely as a  
soft skill, but as a core entrepreneurial competency essential for sustainable enterprise development.  
Table 4 Communication Skills  
Communication Skills  
Mean  
Verbal Description  
I acknowledge that I need to harness my skills in dealing with 3.49  
others.  
Neutral  
I feel confident in interacting with people from different 2.48  
backgrounds  
Disagree  
Disagree  
Disagree  
Disagree  
Disagree  
I express my ideas clearly during group discussions and other 2.35  
tasks.  
I contribute to building good relationships within the group 2.39  
through effective communication.  
I help to become better at communicating in both academic and 2.44  
business settings.  
Weighted Mean  
2.63  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
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Table 4 presents the self-assessed communication skills of student respondents participating in entrepreneurial  
activities. The responses were measured using a 5-point Likert scale. The highest-rated item was “I acknowledge  
that I need to harness my skills in dealing with others” (M = 3.49), which received a neutral rating. All other  
items, such as expressing ideas, interacting with people from diverse backgrounds, and contributing to group  
relationships, received mean scores ranging from 2.35 to 2.48, falling within the “Disagree” category. The overall  
weighted mean is 2.63, also categorized as Disagree.  
The data suggest that most respondents do not perceive themselves as confident or competent in their  
communication skills within the context of their academic or business activities. While they acknowledge the  
need for improvement (M = 3.49), they largely disagree with statements related to actual performance, such as  
expressing ideas clearly (M = 2.35) or engaging effectively with diverse individuals (M = 2.48). This pattern  
indicates a gap between self-awareness of the importance of communication and the actual application or  
development of those skills.  
Communication skills are essential for entrepreneurial success, encompassing clarity of expression, active  
listening, cross-cultural interaction, and persuasive dialogue (Lussier & Achua, 2016). The low scores across  
most indicators reflect communication skill deficiencies among student-entrepreneurs, which can hinder  
collaboration, decision-making, customer engagement, and conflict resolution.  
The only item nearing a “neutral” rating, recognition of the need to improve (M = 3.49), suggests the presence  
of metacognitive awareness, which is a key precursor to skill development (Schunk, 2020). However, awareness  
without practical competence may indicate the lack of sufficient training, mentoring, or structured opportunities  
to practice communication in real or simulated entrepreneurial environments.  
Furthermore, the low score on “I feel confident in interacting with people from different backgrounds” (M =  
2.48) may reflect a lack of exposure to diverse social situations or cultural sensitivity training, factors essential  
in inclusive entrepreneurship, especially in multicultural settings like Mindanao (Cabilao, 2021).  
The findings are consistent with prior studies that emphasize the need for embedded communication training in  
entrepreneurship education (Bacigalupo et al., 2016). Without structured communication skill development,  
students may struggle to translate their entrepreneurial ideas into persuasive actions.  
These findings highlight an urgent need to integrate communication skills training into entrepreneurship  
curricula. Learning activities should include oral presentations, debate forums, simulated business pitches, and  
role-playing exercises to allow students to practice articulating ideas in a supportive environment.  
Educators should also incorporate interpersonal communication modules that focus on listening, empathy, and  
cultural sensitivity, particularly in multicultural classrooms. This can help address the observed discomfort in  
dealing with people from diverse backgrounds.  
Moreover, peer feedback mechanisms and reflective assessments can help students monitor their progress in  
communication over time, bridging the gap between awareness and actual performance.  
Lastly, low communication confidence may affect students' ability to network, market products, and lead teams,  
key competencies for enterprise growth. As such, institutions should view communication skills not just as soft  
skills, but as core entrepreneurial capabilities requiring deliberate, experiential development.  
Table 5 Marketing Skills  
Marketing Skills  
Mean  
Verbal Description  
Agree  
I use social media platforms to reach others.  
3.76  
I connect with others to do a faster and more convenient way of 3.65  
communication.  
Agree  
I increase my creativity by engaging in conversations with 3.89  
others.  
Agree  
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I communicate with others and share contact details to expand 3.58  
my reach.  
Agree  
Agree  
Agree  
I recognize that social media marketing plays an important role 3.54  
in reaching out to others.  
Weighted Mean  
3.68  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 5 illustrates the respondents' self-assessed marketing skills in the context of their entrepreneurial activities,  
based on a 5-point Likert scale. All five indicators fall within the “Agree” range (3.50–4.49), with the highest  
mean score of 3.89 on the item “I increase my creativity by engaging in conversations with others.” The lowest  
score (M = 3.54) is for “I recognize that social media marketing plays an important role in reaching out to others.”  
The overall weighted mean is 3.68, indicating that, on average, respondents agree that they possess marketing-  
related competencies, particularly those involving digital platforms and interpersonal engagement.  
The results suggest that respondents have a positive perception of their marketing skills, especially regarding the  
use of social media, digital communication, and creative engagement. The high rating for creativity through  
conversation reflects an awareness of the importance of dynamic communication in developing promotional  
strategies. The consistent agreement across items demonstrates a general competency and appreciation for  
marketing practices, particularly in leveraging technology and networks to expand market reach.  
Marketing is a fundamental entrepreneurial function that involves identifying customer needs, promoting  
products, and creating value through communication (Kotler & Keller, 2016). The findings reveal that  
studententrepreneurs are actively engaging with modern marketing tools, notably social media, as channels for  
outreach and brand development. This aligns with recent research emphasizing the role of digital literacy and  
social media fluency in the success of young entrepreneurs (Carter et al., 2020; Chatterjee & Kar, 2020).  
The high mean for creativity (M = 3.89) suggests that respondents view conversational interaction as a source  
of inspiration and idea generation, a key element in crafting customer-centered messages and campaigns (Fill &  
Turnbull, 2019). Furthermore, the agreement on connecting with others for faster communication (M = 3.65)  
implies a practical understanding of efficiency in marketing communication, a core aspect of customer  
relationship management.  
Interestingly, while all items are rated as “Agree,” the lowest mean (M = 3.54) relates to recognizing the role of  
social media marketing. This may reflect a gap between practice and strategic understanding, students are using  
social media effectively but may not fully grasp its broader implications for market positioning, branding, and  
analytics.  
The results indicate that entrepreneurship education efforts have successfully instilled foundational marketing  
competencies, particularly in the use of social media and interpersonal networks. However, to advance beyond  
basic familiarity, training programs should emphasize strategic digital marketing, including analytics, branding,  
customer segmentation, and content planning.  
Institutions should incorporate practical marketing simulations, collaborative digital campaigns, and exposure to  
real-world case studies to bridge the gap between application and theory. Workshops on e-commerce, influencer  
marketing, and social media algorithms can further strengthen students’ ability to market effectively in  
competitive environments.  
Lastly, enhancing students’ strategic awareness of marketing as an integrative business function, not just a  
communication tool, can foster more sustainable and scalable business models among youth entrepreneurs.  
Table 6 Customer Service Skills  
Customer Service Skills  
Mean  
Verbal Description  
I strive to provide the best service, including addressing others’ concerns  
respectfully.  
2.39  
Disagree  
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I express gratitude by saying “Thank you” to others.  
2.42  
2.37  
2.36  
Disagree  
Disagree  
Disagree  
I contribute to making our plans more convenient for others.  
I handle feedback, including negative comments, with professionalism and  
a willingness to improve.  
I understand that treating others politely and respectfully is essential for  
good business.  
2.38  
Disagree  
Weighted Mean  
2.38  
Disagree  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 6 presents the respondents’ self-assessed customer service skills based on five indicators rated on a 5-point  
Likert scale. All items fall under the “Disagree” category (1.50–2.49), with mean scores ranging from 2.36 to  
2.42. The highest mean is for the statement “I express gratitude by saying ‘Thank you’ to others” (M = 2.42),  
and the lowest is “I handle feedback, including negative comments, with professionalism and a willingness to  
improve” (M = 2.36). The overall weighted mean is 2.38, which also corresponds to a “Disagree” rating.  
The results clearly indicate that the respondents do not perceive themselves as proficient in essential customer  
service behaviors such as expressing gratitude, addressing concerns, handling feedback, and being polite and  
respectful. The uniformly low ratings suggest that these student-entrepreneurs lack foundational customer  
service competencies, which are vital in establishing customer trust and satisfaction in any business setting.  
Customer service is a cornerstone of business success, particularly for micro and small enterprises where  
customer retention and word-of-mouth marketing are crucial (Zeithaml, Bitner, & Gremler, 2018). The  
respondents’ low confidence in this area points to significant gaps in soft skills training, especially in emotional  
intelligence, conflict resolution, and communication etiquette.  
The lowest mean (M = 2.36) related to managing negative feedback suggests discomfort in handling criticism, a  
common issue among novice entrepreneurs who may lack training in professional decorum and service recovery  
strategies (Lussier & Kimball, 2019). Likewise, the low scores on politeness and expressing gratitude signal a  
lack of routine practice in basic customer relations, which may stem from limited real-world engagement or  
insufficient modeling of customer service best practices in their educational environment.  
This finding aligns with Bacigalupo et al. (2016), who noted that entrepreneurial competence includes not only  
technical know-how but also interpersonal effectiveness and empathy, which are often underemphasized in  
traditional curricula. The absence of these soft skills may ultimately constrain the growth potential of studentrun  
businesses, as customer satisfaction is a key driver of loyalty and profitability (Kotler & Keller, 2016).  
The results reveal an urgent need to incorporate customer service training into entrepreneurship education and  
enterprise development programs. To address this, several strategies are recommended. First, schools should  
organize customer service workshops that offer experiential learning opportunities, such as role-plays, business  
simulations, and case studies centered on real-life service scenarios. Second, feedback management training  
should be introduced to teach students how to receive, process, and respond constructively to customer feedback,  
particularly complaints. This not only enhances their service capabilities but also builds emotional intelligence  
and resilience. Third, etiquette and communication modules must be integrated into the curriculum to emphasize  
the importance of basic service manners, such as saying "thank you," active listening, and maintaining polite  
interactions. Lastly, students should gain hands-on experience through live customer engagement by  
participating in internships, managing market stalls, or running pop-up shops. These practical exposures will  
allow them to apply their learning in real-time and refine their customer service skills effectively.  
Failure to develop these competencies may lead to customer dissatisfaction, negative brand perception, and  
missed opportunities for growth. As such, customer service should be recognized as a core entrepreneurial skill,  
not merely an ancillary one.  
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Table 7 Problem-Solving Skills  
Problem-Solving Skills  
Mean  
Verbal Description  
I actively participate in group discussions to solve problems that 2.35  
arise during the activity.  
Disagree  
I believe that teamwork will play a vital role in overcoming 2.22  
challenges and plans.  
Disagree  
Disagree  
Disagree  
Neutral  
I use my communication skills effectively to help prevent and 2.49  
resolve issues.  
I take the initiative to support others, especially when someone 2.36  
faces difficulties with their tasks.  
I value the importance of sharing opinions and giving 2.59  
constructive feedback to solve problems as a team.  
Weighted Mean  
2.40  
Disagree  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 7 presents the respondents' self-assessed problem-solving skills, rated on a 5-point Likert scale. Four out  
of five indicators received ratings in the “Disagree” category (1.50–2.49), and only one item, “I value the  
importance of sharing opinions and giving constructive feedback to solve problems as a team”, was rated  
“Neutral” (M = 2.59). The highest mean score is 2.59, and the lowest is 2.22. The overall weighted mean is 2.40,  
which corresponds to a “Disagree” rating, indicating generally low confidence and perceived competence in  
problem-solving skills among the respondents.  
The data reveal that students do not strongly perceive themselves as effective problem solvers in group  
entrepreneurial contexts. They express uncertainty or disagreement regarding their ability to collaborate,  
communicate, or take initiative when problems arise. Even fundamental teamwork-driven approaches to  
problem-solving, such as active participation in discussions or valuing collaborative input, are rated low. The  
only indicator that reached a neutral rating highlights openness to others’ opinions, which may suggest some  
potential for development through proper facilitation and guided teamwork.  
Problem-solving is a central entrepreneurial skill that involves identifying issues, analyzing alternatives, and  
implementing effective solutions (Kuratko, 2020). The consistently low scores suggest that the students are  
struggling with core elements of collaborative problem resolution, including initiative, teamwork, and  
communication.  
The lowest rating (M = 2.22) for belief in teamwork’s role in overcoming challenges is particularly concerning.  
Research has shown that successful entrepreneurship is rarely a solo pursuit; instead, it requires cooperative  
decision-making and diverse input, especially when navigating complex or unexpected challenges (Neck et al.,  
2018). A lack of appreciation for teamwork may signal weak group cohesion, limited trust, or a lack of structured  
team dynamics in their entrepreneurial experiences.  
The result also highlights a misalignment between communication and problem resolution (M = 2.49), indicating  
that students may not yet understand how communication can serve as a proactive tool to de-escalate or prevent  
problems, a skill vital in both internal team settings and external business relationships (Lussier & Achua, 2016).  
Although one item reached a neutral score, it only refers to valuing feedback, not necessarily the ability or  
willingness to act on it. This suggests students may recognize the importance of collaboration and feedback in  
theory but lack the confidence or practice in applying these skills effectively in real-time problem-solving  
situations.  
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The findings highlight a critical need to strengthen students’ practical problem-solving abilities within  
entrepreneurial education. To address this, institutions should implement several targeted interventions.  
Scenario-based learning can be integrated into the curriculum through structured simulations or real-life case  
studies, allowing students to collaboratively identify and resolve problems. Team decision-making workshops  
are also essential, providing training in models such as brainstorming, consensus-building, and root-cause  
analysis to promote active participation and leadership in group settings. Additionally, the use of feedback and  
reflection tools, such as peer reviews, constructive feedback sessions, and post-activity reflections, can help  
students internalize lessons from failures and improve their problem-resolution skills. Finally, pairing students  
with mentors or facilitators who can model effective problem-solving behaviors will offer valuable guidance and  
support as they navigate the challenges of group ventures.  
Developing problem-solving skills not only equips students for entrepreneurial success but also enhances their  
overall life readiness, critical thinking, and adaptive resilience, qualities essential in a rapidly changing world  
(OECD, 2019).  
Table 8 Time Management Skills  
Time Management Skills  
Mean  
Verbal Description  
I learn to manage my time effectively between academic 3.78  
responsibilities and other tasks.  
Agree  
I faced challenges balancing study and personal life at first, but I 3.65  
eventually adjusted my schedule to manage both.  
Agree  
Agree  
Agree  
Agree  
Agree  
I believe time management is a crucial skill in achieving success 3.69  
in both academics and entrepreneurship.  
I make conscious efforts to minimize distractions and stay 3.87  
focused on my responsibilities.  
I feel that participating will help me improve my ability to use 3.89  
time productively and efficiently.  
Weighted Mean  
3.78  
Strongly Agree (4.50-5.00), Agree (3.50-4.49), Neutral (2.50-3.49), Disagree (1.50-2.49), Strongly Disagree (1.00-  
1.49)  
Table 8 presents the respondents’ self-assessed time management skills based on five statements rated on a 5-point  
Likert scale. All items fall under the “Agree” category (3.50–4.49). The highest mean score is 3.89 for the item “I  
feel that participating will help me improve my ability to use time productively and efficiently,” and the lowest is  
3.65 for “I faced challenges balancing study and personal life at first, but I eventually adjusted my schedule to  
manage both.” The overall weighted mean is 3.78, indicating that respondents generally agree with statements  
about their time management awareness and application.  
The results suggest that respondents exhibit positive time management behaviors, particularly in their ability to  
adjust schedules, reduce distractions, and balance academic and entrepreneurial responsibilities. The highest-  
rated items reflect self-discipline and intentional productivity, while the lowest-rated item, although still positive,  
acknowledges the initial challenges in balancing multiple roles. This progression from difficulty to adjustment  
suggests growth and adaptability.  
Time management is considered a foundational skill for both academic achievement and entrepreneurial success  
(Britton & Tesser, 1991; Macan, 1994). The strong agreement across all indicators demonstrates that students  
have developed effective strategies for organizing their tasks, prioritizing responsibilities, and staying focused,  
critical competencies in multitasking environments such as school-based entrepreneurship.  
The high rating for minimizing distractions and staying focused (M = 3.87) reflects well-developed  
selfregulation, a component of executive functioning that supports goal-directed behavior (Zimmerman &  
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Schunk, 2011). Additionally, the recognition of time management as essential to success (M = 3.69) indicates  
metacognitive awareness, showing that respondents not only apply time management strategies but also  
understand their broader value in personal and professional contexts.  
The acknowledgment of early difficulties in balancing responsibilities (M = 3.65) also validates the transitional  
challenges commonly faced by student entrepreneurs. However, the ability to adapt schedules illustrates  
resilience and practical problem-solving, traits that align with entrepreneurial competencies identified in the  
EntreComp Framework (Bacigalupo et al., 2016).  
The findings emphasize that time management training, whether implicit or explicit, has been internalized by  
the student respondents. To reinforce and expand these skills, educational programs should adopt several  
strategies. Integrating time management modules into entrepreneurship and life skills courses is essential, with  
a focus on practical planning tools such as Gantt charts, time logs, and digital productivity apps. Encouraging  
reflection practices, including weekly journaling or self-assessment, can help students evaluate and improve how  
they manage their time. Additionally, exposing students to real-world scheduling challenges through internships,  
business simulations, or capstone projects will further enhance their adaptive planning skills. Lastly, mentorship  
and peer-coaching opportunities should be provided, allowing more experienced students to share effective time  
management techniques with their peers, thereby fostering collaborative learning and mutual support.  
Developing robust time management habits not only supports academic and entrepreneurial success but also  
promotes long-term professional efficiency and well-being (Claessens et al., 2007).  
Relationship Between Entrepreneurial Skills and the Extent of Influence of the Practice of Entrepreneurial  
Skills  
Table 9 Relationship Between Entrepreneurial Skills and the Extent of Influence of the Practice of  
Entrepreneurial Skills  
Extent of Influence of the Practice Entrepreneurial Skills  
of Entrepreneurial Skills  
r-value  
p-value  
.079  
.491  
.174  
.277  
.239  
.117  
Significance  
Decision  
Networking Skills  
.733  
Not Significant  
Not Significant  
Not Significant  
Not Significant  
Not Significant  
Not Significant  
Not Significant  
Accept Ho  
Accept Ho  
Accept Ho  
Accept Ho  
Accept Ho  
Accept Ho  
Accept Ho  
Teamwork Skills  
.015  
Communication Skills  
Marketing Skills  
.540  
.358  
Customer Service Skills  
Problem-Solving Skills  
Time Management Skills  
-.423  
.651  
.357  
.277  
Table 9 presents the relationship between entrepreneurial skills and the extent of influence of the practice of  
entrepreneurial skills across several dimensions, namely networking skills, teamwork skills, communication  
skills, marketing skills, customer service skills, problem-solving skills, and time management skills. The  
computed correlation coefficients range from –0.423 to 0.733. However, all corresponding p-values are greater  
than the 0.05 level of significance. As a result, none of the relationships are statistically significant, leading to  
the acceptance of the null hypothesis for all indicators.  
The results indicate that entrepreneurial skills do not have a significant relationship with the extent to which  
these skills influence entrepreneurial practice. Although networking skills (r = .733) and problem-solving skills  
(r = .651) show relatively strong positive correlations, their p-values (.079 and .117, respectively) indicate that  
these relationships are not statistically significant. Other skills, such as teamwork, communication, marketing,  
and time management, demonstrate weak to moderate correlations, while customer service skills show a negative  
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correlation, yet all remain insignificant. This suggests that possessing entrepreneurial skills does not necessarily  
guarantee that these skills strongly influence entrepreneurial practices in a measurable way.  
The absence of significant relationships suggests a possible gap between skill acquisition and skill application  
in entrepreneurial contexts. Recent literature highlights that while entrepreneurs may possess foundational skills,  
external constraints such as limited resources, market volatility, regulatory barriers, and lack of mentorship can  
hinder the effective application of these skills in practice (Kuratko et al., 2021; Neneh, 2022). Furthermore,  
entrepreneurship research emphasizes that skills alone are insufficient without supportive ecosystems that enable  
entrepreneurs to translate competencies into actionable strategies (OECD, 2020). The relatively strong yet non-  
significant correlations observed for networking and problem-solving skills imply potential practical relevance  
that may not be captured statistically due to small sample size or contextual limitations. This aligns with findings  
that entrepreneurial success is often mediated by contextual and environmental factors rather than individual  
skillsets alone (Audretsch et al., 2020).  
The findings imply that entrepreneurship development programs should move beyond skill training and focus  
more on experiential learning, mentorship, and ecosystem support to ensure that entrepreneurial skills are  
effectively practiced and translated into impact. Studies from 2019–2025 emphasize that hands-on exposure,  
business incubation, and real-world problem-solving significantly enhance the practical influence of  
entrepreneurial skills (Neneh, 2022; Kuratko et al., 2021). Additionally, policymakers and educators should  
strengthen support mechanisms such as access to finance, market linkages, and peer networks to bridge the gap  
between skill possession and application (OECD, 2020). Without such enabling conditions, entrepreneurial skills  
may remain theoretical rather than influential in actual practice, limiting their contribution to sustainable  
enterprise development.  
Difference in the Extent of Practice of Entrepreneurial Skills of Respondents  
Table 10 Difference in the Extent of Practice of Entrepreneurial Skills of Respondents  
Source  
Extent of Practice of Entrepreneurial Skills  
F-Value  
p-value  
Remarks  
Decision  
Between Groups  
31.6961  
3.057  
Not Significant  
Accept Ho  
Table 10 presents the statistical results on whether there is a significant difference in the extent of practice of  
entrepreneurial skills among the respondents. The analysis yielded an F-value of 31.6961 and a p-value of 3.057.  
Given that the p-value exceeds the standard alpha level of 0.05, the result is interpreted as “Not Significant.”  
Consequently, the null hypothesis (Ho) is accepted, indicating no statistically significant difference in the  
respondents’ entrepreneurial skill practices across the compared groups.  
The findings suggest that all respondent groups exhibit a similar level of entrepreneurial skill application,  
regardless of possible differences in factors such as age, sex, ethnicity, civil status, geographical location, and  
family income. The high F-value signals a degree of variation between group means; however, the elevated  
pvalue (3.057) indicates that this variation is not statistically reliable. Therefore, no specific group can be said  
to practice entrepreneurial skills significantly more or less than another.  
The lack of a significant difference implies that entrepreneurial skills are practiced uniformly among the sample  
population. This may indicate a common educational exposure or training environment, where participants,  
possibly students engaged in a shared program, have undergone similar modules or interventions. According to  
Bacigalupo et al. (2018), entrepreneurial competencies are often influenced by the learning context and teaching  
methodologies rather than demographic characteristics alone.  
Additionally, this uniformity might reflect the influence of institutional support systems that promote  
entrepreneurship across all student groups equally. Research by Tan and Ng (2019) affirms that institutional  
initiatives, such as school-based entrepreneurship programs, often lead to a relatively homogeneous skill level  
among participants, especially in structured academic settings.  
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It is also possible that the uniformity masks underlying variations not captured by group-level comparisons.  
According to Hassan, Melewar, and Wood (2020), some entrepreneurial capabilities, like risktaking or  
innovation, may differ at a deeper psychological or behavioral level, which may not be detected through surface-  
level statistical grouping.  
The results hold several important implications for entrepreneurial education and training. First, the absence of  
significant differences suggests that entrepreneurship education and support systems are being delivered  
equitably, reaching students across various demographic groups without evident bias or disparity. This indicates  
a level of uniformity in access to opportunities and resources that promote entrepreneurial skill development.  
However, while equity is commendable, the observed homogeneity in skill practice may also point to a lack of  
differentiated instruction. Educators and program designers might consider tailoring interventions to address the  
specific needs, strengths, or developmental stages of individuals or groups. Such targeted approaches can better  
cultivate entrepreneurial potential and ensure that more advanced learners are appropriately challenged while  
those needing more support are adequately guided.  
Moreover, institutions should consider implementing longitudinal tracking mechanisms to monitor how  
entrepreneurial skills evolve over time. Cross-sectional data may overlook subtle or emerging trends, whereas  
long-term tracking could provide insights into the sustainability and progression of skill development. Finally,  
the findings raise questions about the sensitivity of the assessment tools used. If differences exist at a deeper  
cognitive or behavioral level, current quantitative instruments might fail to detect them. In such cases,  
incorporating qualitative or mixed-method approaches could reveal nuanced disparities in entrepreneurial  
practice, attitudes, and mindset.  
SUMMARY OF FINDINGS  
1.  
The majority of the respondents (66%) are aged 16 to 20 years old. In terms of sex, 70% are female while  
30% are male. The respondents represent diverse ethnic backgrounds, with 45% identifying as Christian,  
30% as Indigenous Peoples (IP), and 25% as Moro. Most of the respondents are single (83%), while the  
remaining 17% are married. The highest number of respondents comes from Lun Padidu, comprising 25%  
of the total. Furthermore, 62% of the respondents reported a monthly family income ranging from Php5,001  
to Php10,000.  
2.  
The analysis of the entrepreneurial skills among student respondents reveals that out of seven core  
competencies assessed, only three were prominently demonstrated: teamwork skills (M = 4.09), time  
management (M = 3.78), and marketing skills (M = 3.68).  
3.  
a.  
On the extent of practice of entrepreneurial skills of the respondents:  
The overall weighted mean for networking skills is 2.64, interpreted as Neutral. The highest-rated item was  
the value placed on building good relationships, with a mean of 3.04. Conversely, the lowest-rated item  
was the ability to share ideas to improve strategies, which received a mean of 2.21.  
b.  
c.  
d.  
The respondents showed a strong level of agreement regarding their teamwork skills, with an overall  
weighted mean of 4.09. The highest mean score was 4.47, indicating strong motivation through group  
collaboration. The lowest mean, although still in the "Agree" range, was 3.50, which reflected the  
enjoyment gained from group cooperation.  
Communication skills received an overall weighted mean of 2.63, falling under the “Disagree” category.  
The highest-rated indicator was the respondents’ recognition of the need to improve their communication  
skills, with a mean of 3.49. The lowest-rated item was the ability to express ideas clearly, which received  
a mean score of only 2.35.  
Marketing skills were generally rated positively, with an overall weighted mean of 3.68, categorized as  
“Agree.” The highest-rated skill was increasing creativity through conversation, with a mean of 3.89. The  
lowest-rated item was awareness of the role of social media in marketing, which scored a mean of 3.54.  
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e.  
f.  
Customer service skills received an overall rating of “Disagree,” with a weighted mean of 2.38. The  
highest-rated item was saying “thank you” to others, with a mean of 2.42. The lowest mean score was 2.36,  
referring to the ability to handle negative feedback with professionalism.  
Problem-solving skills were also rated poorly, with an overall weighted mean of 2.40, which falls under  
“Disagree.” The highest-rated item was valuing opinions and giving constructive feedback, with a mean of  
2.59. The lowest-rated item was belief in teamwork as a means to overcome problems, with a mean of only  
2.22.  
g.  
4.  
Time management emerged as a strength among respondents, with an overall weighted mean of 3.78,  
interpreted as “Agree.” The highest-rated item was the improvement of productivity through better use of  
time, with a mean of 3.89. The lowest-rated statement, though still positive, was about adjusting schedules  
to balance tasks, which received a mean of 3.65.  
The findings reveal that there is no significant relationship between entrepreneurial skills and the extent of  
influence of the practice of entrepreneurial skills across all measured dimensions. Networking skills,  
teamwork skills, communication skills, marketing skills, customer service skills, problem-solving skills,  
and time management skills all yielded p-values greater than the 0.05 level of significance. Although some  
skills, particularly networking and problem-solving, showed relatively higher correlation coefficients,  
these relationships were not statistically significant. Overall, the results indicate that the possession of  
entrepreneurial skills does not necessarily translate into a stronger influence on entrepreneurial practices.  
5.  
The analysis of variance (ANOVA) presented in Table 8 revealed that there is no significant difference in  
the extent of practice of entrepreneurial skills among the different groups of respondents. This is based on  
the computed F-value of 31.6961 and a p-value of 3.057, which is greater than the 0.05 significance level.  
As a result, the null hypothesis is accepted, indicating that the respondents, regardless of their classification,  
practice entrepreneurial skills at a similar level.  
CONCLUSION  
1. The respondents are mostly young, female, and economically disadvantaged, which may affect their  
entrepreneurial exposure and capabilities.  
2. The respondents possess teamwork, time-management, and marketing entrepreneurial skills.  
3. Networking skills are underdeveloped; students show uncertainty in initiating collaboration and strategic  
exchanges. Teamwork is a core strength among the respondents; they are motivated and collaborative when  
working in groups. Communication skills are weak; students recognize their deficiencies but lack practical  
skills in effective expression and interaction. Marketing skills are well-developed, especially in creativity  
and basic digital use, though strategic understanding remains limited. Customer service skills are  
underdeveloped; students lack training in courtesy, feedback handling, and professionalism.  
Problemsolving abilities are low, especially in teamwork, initiative, and constructive feedback application.  
Time management is a significant strength; students can prioritize, avoid distractions, and balance multiple  
roles effectively.  
4. Based on the findings, it is concluded that entrepreneurial skills alone are insufficient to significantly  
influence the practice of entrepreneurship. While entrepreneurs may possess various competencies, these  
skills may not be effectively applied due to contextual constraints such as limited resources, lack of  
mentorship, market conditions, or insufficient institutional support. The absence of significant relationships  
suggests a gap between skill acquisition and skill application, highlighting the need for supportive  
environments that enable entrepreneurs to fully utilize their competencies.  
5. The findings suggest that the respondents share a uniform level of engagement in entrepreneurial activities,  
implying that there is a common exposure or training environment contributing to a similar development  
of entrepreneurial skills across different groups. This outcome reflects equitable access to entrepreneurship  
programs or experiences within the institution or community. However, it also indicates a possible lack of  
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differentiation in the delivery of entrepreneurial instruction or intervention, which may limit the  
maximization of individual potential.  
RECOMMENDATIONS  
1. Develop networking competencies through mentorship programs, group business pitching, and exposure to  
real-world industry partners.  
2. Integrate formal communication training in the curriculum, including public speaking, active listening, and  
interpersonal skills workshops.  
3. Introduce customer service simulations with real-life case scenarios, role-play, and feedback management  
exercises.  
4. Implement structured problem-solving workshops, critical thinking exercises, and collaborative  
decisionmaking strategies.  
5. Enhance digital marketing training through modules on branding, content creation, SEO, and analytics.  
6. Provide continuous support for time management practices via time-tracking tools, digital planners, and  
reflective journaling.  
7. Establish inclusive, culturally sensitive teaching approaches for Moro and IP students to ensure equitable  
skill development.  
8. Leverage students’ strength in teamwork by assigning leadership roles and encouraging peer mentoring in  
entrepreneurial tasks.  
9. Introduce feedback culture and growth mindset training to encourage learning from challenges and  
developing resilience.  
10. Assess student skills regularly through reflection logs, peer evaluations, and self-assessment tools to monitor  
growth over time.  
11. It is recommended that entrepreneurship programs go beyond skill-based training by integrating experiential  
learning, mentorship, and real-world business exposure. Institutions and support agencies should also  
strengthen access to resources, incubation services, and networking opportunities to enable effective skill  
application. Future studies may use larger samples or mixed methods to further explore factors influencing  
the practice of entrepreneurial skills.  
12. It is recommended that educators implement differentiated learning strategies and use longitudinal and  
qualitative assessments to better capture and address the diverse entrepreneurial development needs and  
progress of students.  
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