Irish N. Biduya

Balanga City National Science High School

Completed 2026

ABSTRACT

This action research aimed to elevate Grade 12 Newton students’ awareness at Balanga City National Science High School regarding business registration, permits, and related regulations through Project BIRTH, a hands-on DTI–LGU partnership. A mixed-methods action research design involved 36 Grade 12 students; quantitative data were collected via a researcher-made Likert-scale questionnaire administered as a pre-test and post-test, while qualitative data comprised student reflections and feedback analyzed thematically. Students rated the project highly for clarity (M = 3.76), relevance (M = 3.82), adequacy (M = 3.65), and engagement (M = 3.74), and demonstrated a substantial increase in awareness of business registration, permits, and regulations after the intervention; reflections described the experience as meaningful, authentic, realistic, and educational, enhancing entrepreneurial confidence and readiness to establish legally compliant businesses. The study was limited to 36 students from a single public secondary school, constraining generalizability. The study contributes an innovative experiential learning model that integrates school–government partnerships to operationalize entrepreneurship education and regulatory compliance awareness among learners. Findings suggest that scalable DTI–LGU collaborations embedded in curricula can strengthen practical regulatory literacy, inform teacher training, guide policy on school–industry linkages, and support student transition from classroom concepts to legally compliant enterprise creation; future research should test the model across diverse contexts and larger samples. Recommendations include a memorandum of understanding between schools and DTI–LGU units, integrating modules into entrepreneurship curricula, providing facilitator training, and allocating time for documentation exercises to mitigate procedural barriers and time constraints faced by students.