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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Entrepreneurship in Biology Education: Crisis-Readiness in the New Normal

a*
b
John Oliver P. Distor , Lyka D. Lamoste , and Catherine Genevieve B. Lagunzad c

a
Plant Biotechnology and Urban Agriculture Project, Research and Development Center, Rizal Technological University
b c
Office of the Vice President for Research and Extension Services, Rizal Technological University Department
of Biology, School of Science and Engineering, Ateneo de Manila University
* Corresponding Author: oliverdistor@gmail.com

ABSTRACT

As a response to mitigate coronavirus spread and save lives, governments in affected countries like the
Philippines imposed desperate measures of social distancing, widespread lockdown, restrictions on travel,
movement, and mass gatherings. Several courses of actions were taken in compliance to government
directives that included the transfer of classes, meetings, and parties into virtual spaces. The adverse effects
of the novel coronavirus pandemic are felt in many aspects of both private and public lives of citizens in
countries all over the world. To adapt to the new situation with the “stay home, stay safe” policy, and to
bring back a semblance of normalcy to people’s lives, educational institutions had to make the difficult
choice of moving the venue of instruction from school campuses to online classrooms. Likewise, with loss of
jobs and income due to closure of business and industry, people had to augment their household budgets by
engaging in e-commerce in online marketplaces. This study presents evidence of the positive effects of
integrating entrepreneurship in teaching biology on students’ academic achievement and motivation. With
integration of entrepreneurship in biology education, students showed a significant improvement in
academic performance, an apparent deepening of their understanding of science concepts, and
improvement of their motivation to learn, while attaining entrepreneurial skills that can lead to gainful
employment. These results therefore can form the basis for the assumption that when students’
entrepreneurial skills are developed during this crisis situation, even as we transition from the traditional
face-to-face instruction to online learning, the student’s motivation in learning biology may likewise be
improved. In addition, integration of entrepreneurship across curriculum could develop abilities, knowledge,
skills, and expertise in students that may prove useful for them to attain success not only at work but in
every aspect of their lives. Integrating entrepreneurship in biology education has the potential of preparing
individuals with adequate entrepreneurial skills and confidence as a pathway for creating and generating
gainful employment. Thus, this is the time when students must be exposed to practical science activities,
which can develop their motivational and socio-emotional skills, and build their resilience, so that they can
contribute meaningfully to society especially in the face of real-life crises.

Keywords: Entrepreneurship, Biology Education, Academic Achievement, Motivation

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