MOST COMMON CHALLENGES FACED BY GRADE 12 ABM STUDENTS TOWARDS FUNDAMENTALS OF

ACCOUNTANCY, BUSINESS AND MANAGEMENT 2

Chapter 2

I. Review of Related Literature

In this chapter, the researchers seek same information that is relevant to the study. The following
journal publications and resources, both international and local, serve as a foundation for the current
study's claim. The researchers gathered information from books in libraries as well as articles on the
internet.

Importance of Basic Accounting in Senior High

It is vital to address the importance of Fundamentals of Accountancy, Business Management 2

to identify the significance of the subject in ABM strand. Fundamentals of Accountancy, Business, and
Management, according to Gadiano et al. (2017), introduces basic accounting principles, accounting
ideas, and accounting terminology. This subject covers the rules of debit and credit, which are
necessary for successful accounting performances. Every ABM student's knowledge is built on this
foundation. There have been a number of international and domestic studies undertaken on the
importance of basic accounting in Senior High. The American Institute of Certified Public Accountants
(2016) announced a collaboration with state CPA societies to expand the number of high school
teachers prepared to teach higher-order accounting courses across the country. Because there is a close
relationship between high school and university accounting curricula, Rankin et al. (2003), referenced
in (Kwarteng, 2019), suggests that high school accounting can benefit students' performance in first-
year university accounting. It's vital to remember that accounting education frequently begins in high
school. Understanding how high school accounting affects accounting students' growth can aid in the
advancement of accounting education programs (Marinaccio, 2017). Papageorgiou (2017) goes on to
say that there is a link between the academic success of accounting students in college who took Grade
12 accounting and the academic performance of other college students who did not take Grade 12
accounting. He argues that there was a significant difference in Accounting I grades between students
who had Accounting in Grade 12 and students who did not have Accounting in Grade 12. Marinaccio
(2017) investigated the impact of high school accounting on students' success in accounting classes. He
highlights that students who take accounting in high school are more likely to choose accounting as a
major, perform better in basic managerial accounting courses, and stay in the major. These studies
revealed that students who studied accounting in Grade 12 have a strong academic record in college
accounting. Students can receive experience that will aid them throughout their further education if
more effective high school accounting programs are developed. Basic accounting, according to these
research, is extremely important for students who will take accounting courses in college.

Challenges

Learning professional subjects in accounting is not like reading a novel, memorizing, or even like
just mastering the accounting terms. In other words, it is very challenging (Mercado et al., 2016).
According to the thesis "A Study on Students' Attitude towards Accountancy Subject at Senior
Secondary School Level -with Reference to Moradabad City (2013)," students in Moradabad, India,
believe that the subject is not quite up to them, particularly the numerical, because it is lengthy and
always confusing in nature. Accounting lessons are the most difficult problem faced by ABM students
in accounting class (April, 2018). This indicates that they are having difficulty in their accounting
classes. This could be due to the perplexing process of solving difficulties and balancing balances.
Mbugua et al. (2012), referenced in Ifeoma et al. (2017), listed all of the challenges to students'
academic success. Understaffing, insufficient teaching/learning resources, a lack of motivation, and a
negative attitude among both teachers are all factors. The absence of the habit of reading, a result
of poor primary education, and the engagement in various activities at the same time, can
impair students’ learning (Takakura, 1992). Involvement with other activities and inadequate
educational fundamentals, among other factors, can cause difficulties for students accounting.
Takakura (1992, p. 18) mentions some of these: “a) lack of time to devote to study; b) insufficient
learning base; c) boring teachers; and d) low quality of the senior high school program.”
Peleias et al. (2008, p. 82) also mention, in their investigation of first-time accounting students,
that these students often face “exhaustion, difficulties with accounting subjects, among others,”
besides stressing that “nighttime study is a possible option for many students,” among them
accounting students.
MC Guigan N. (2017), suggested that, accounting is sometimes externally imposed on students and
because of that they experience struggles in connecting with accounting. Students tend to have
challenges with the abstract nature of accounting because they only focus on the obvious rather than
the deeper parts of accounting. MC Guigan N. (2017), found out that many accounting students are
experiencing difficulties while studying because of the lack of interest in the said course, lack of focus,
lack of connection and some of them are working on other jobs unrelated to accounting that bombards
them with lots of responsibility during their term of studying. According to Liu et.al (2011), people
sometimes hold negative stereotypes and view learning the fundamentals of accountancy, business and
management 2 subject as simply a memorization of rules rather than acquiring important conceptual
and analytical skills. According to the thesis “An Analysis on the Challenges Faced by Accountancy
Students In Terms of Their Career Path at Universities in South Africa (September 2019) the main
challenges faced by accounting students were “Amount of academic coursework”, “Poor time-
management and inadequate revision”, “Difficulties in mastering teaching methods in accounting”,
“Limited number of accounting academics”, and “Lack of student motivation and encouragement.” The
study recommended that students’ inputs be solicited during the process of drafting solutions to the
challenges faced in accounting education in South Africa.

Performance in FABM2

Some connected research looked at students' performance in basic accounting by looking at their
satisfaction, learning styles, and common challenges, all of which are linked to diverse struggles faced
by accounting students, particularly in Grade 12. Learning professional subjects as an accounting
student, according to Laguador et al. (2014), is a significant obstacle. In order to flourish in their
professional topics, accounting students employ a variety of tactics. They employ learning
techniques.Learning Style is linked to student happiness since it determines whether a student's study
technique yields the desired results, such as higher grades and effective learning. If a student is
dissatisfied with his or her efforts, he or she may choose for a different learning style in order to
achieve a better academic outcome (Mercado et al., 2016). According to Arganda et al. (2014),
efficient study habits and proper time management are important factors to consider when taking an
accounting course. In terms of learning styles, the majority of pupils are content with the use of books.
Making use of various teaching aids like whiteboard, visual aids, accounting manual, practice sets, etc.
makes students satisfied regarding the teaching strategy of the professor (Mercado et al., 2016).
Positive emotion, engagement, relationships, meaning, and accomplishment, according to
Gadiano et al. (2017), can influence students' performance in the Accountancy, Business, and
Management strand. These five factors have an impact on students' well-being while they are studying.
Their thoughts, motivation, and preferences are influenced by how these factors travel through their
lives. Accounting students' academic success is influenced by institutional and family socioeconomic
circumstances (Ifeoma et al., 2017). In his study, Kwarteng (2019) discovered that instructors'
incapacity to cover all of the topics in the curriculum because they are struggling with some of them
leads to ineffective class delivery. The instructors' lectures were not clearly conveyed or imparted, and
their unclear teaching practices were some of the causes of the Grade 12 accounting students' academic
troubles (Arganda et al., 2014).

Synthesis