Entrepreneurial And Financial Literacy of Senior High School Students in Bulacan Province: Basis for Intervention Measures

Abstract

Entrepreneurial and financial literacy are essential for preparing senior high school students to make informed decisions, recognize opportunities, and manage resources responsibly. This study assessed the entrepreneurial and financial literacy of senior high school students in selected private senior high schools in Santa Maria, Bulacan, identified the challenges encountered, examined differences in the assessments of school heads, teachers, and students, and evaluated proposed intervention measures. A descriptive survey design was used. The respondents were 358 participants composed of four school heads, 54 teachers, and 300 senior high school students selected through convenience sampling. Data were gathered using a validated questionnaire and analyzed using frequency, percentage, weighted mean, analysis of variance, and Tukey-Kramer pairwise comparisons. The overall assessment of entrepreneurial and financial literacy was evident (M = 4.15). Entrepreneurial literacy obtained a higher composite mean (M = 4.21) than financial literacy (M = 4.08). Networking and relationship-building ranked highest among entrepreneurial domains (M = 4.44), while budgeting ranked highest among financial domains (M = 4.21). Challenges were moderately encountered (M = 2.94), particularly in identifying market needs, developing new products, managing operational risks, and setting financial goals. The proposed intervention measures were assessed favorably, especially for their anticipated benefits to schools and ABM stakeholders. The findings support targeted, practical, and school-based interventions that strengthen market analysis, innovation, risk management, financial analysis, investment literacy, and budgeting skills.