Entrepreneurial Mathematical Skills, Mathematical Self-Efficacy, and Decision-Making Behavior among Bachelor of Science in Industrial Technology (BSIT) Students

Entrepreneurship plays a vital role in addressing economic challenges in developing countries. However, there remains a significant gap in equipping industrial technology students with the mathematical skills essential for entrepreneurial success. This study aimed to recommend a teaching intervention program to enhance the entrepreneurial mathematical skills of Bachelor of Science in Industrial Technology (BSIT) students at Samar State University. The proposed intervention is grounded in the contextual needs of the students and is intended to strengthen their competence in applying mathematical concepts to real-world business and technical decision-making. A descriptive-correlational quantitative research design was employed. The study used total enumeration, involving 984 second and third-year BSIT students. Data were collected using a validated standardized performance test to assess entrepreneurial mathematical skills and a Likert-scale survey to measure mathematical self-efficacy and decision-making behavior. Statistical tools such as frequency counts, mean, weighted mean, and Spearman’s Rank-Order Correlation Coefficient were utilized to examine relationships among variables. Findings revealed that while students demonstrated moderate competence in basic arithmetic, interest calculations, and break-even analysis, gaps persisted in applying these skills to real-world entrepreneurial contexts. The data showed a significant positive correlation between students’ diagnostic mathematics scores and entrepreneurial mathematical skills (r = 0.771, p < .001). Furthermore, mathematical self-efficacy and decision-making behavior were significant predictors of entrepreneurial mathematical proficiency, indicating the importance of confidence and adaptability in mathematical reasoning for entrepreneurial tasks. The results affirm the need to integrate entrepreneurship in mathematics instruction through a recommended intervention program. This program promotes problem-based learning, contextual application, and decision-oriented mathematical instruction to equip BSIT students for future entrepreneurial careers better. Grounded in empirical evidence, educational theory, and industry demands, the study contributes to educational policy and curriculum development by offering a practical and research-informed intervention to enhance industrial technology students' mathematical and entrepreneurial competencies.