Intrinsic Motivation and

Knowledge of Accountancy
Students on Financial
Statements
Ken Vincent Apalisoc Johanna Err Andoy
Rica Mae Cabiladas Mariel Angelic Castillo
RESEARCHERS
Jenifer Pableo Clarice Mae Perez
Krista Ann Perez

BS Accountancy
 Brief Background of the Study
This study aims to illuminate the influence of intrinsic motivation
of the accountancy students in Christ the King college toward
their knowledge about financial statements.

The findings of this study will rebound to the students who are
unmotivated and have no knowledge in financial statements,
specifically the students in the accountancy department of
Christ the King college.
 Brief Background of the Study
The purpose of the study is to find the elements that can help
students stay more motivated and have more knowledge of
financial statements to complete their work.

The study aims to determine the factors that contribute to

increasing the motivation of students and knowledge in terms of
financial statements and the importance of support systems in
facing the challenges of life.
Theories and Framework used
Motivation Theory by Abraham Maslow, (1954)

A psychological theory of motivation called Maslow's hierarchy of

needs contains a five-tier model of basic human needs that is
commonly depicted as levels within a pyramid.

Motivation is a psychological quality that enhances commitment

and helps individuals achieve goals (Sutia et al., 2020). It can be
seen as stimulating students' interest in learning and fostering
active involvement in becoming productive individuals (Wisener &
Eva, 2018).
Theories and Framework used
Self-Determination Theory (SDT), Ryan and Deci (2000)

The SDT combines the elements of psychological need

satisfaction, motivation, and well-being, as a comprehensive
approach to the study of human motivation. One of the
motivational components of SDT is known as intrinsic
motivation, which is characterized as engaging in an activity for
one's own satisfaction (Ryan and Deci as cited in Heck, 2013).

SDT suggests humans are most engaged when genuinely

interested, focused on their desires, and driven by meaningful
goals. (Heck, 2013)
Theories and Framework used
Propriety Theory Hendriksen & Van Breda, 1992

Proprietary and entity theories focus on capital account

preservation and capital preservation, shifting from recording
transactions to generating profits for owners (Previts and Merino
1979). This shift contributed to twentieth-century accounting
theory (Mattessich 2008, 27–28). The perspective on accounting
transactions and accounting is determined by the accounting and
reporting process (Van Mourik 2010a).

The proprietary approach aligns with the all-inclusive income

definition, considering gains, losses, and one-time profits or
losses. This comprehensive income concept is supported by the
FASB and IASB (Hendriksen & Van Breda, 1992).
 This study aims to illuminate the
relationship between intrinsic motivation
Statement in the knowledge of the accountancy
students about financial statements.
of the More specifically, the study aims at
Problem determining:
1. What is the demographic profile of the
Title: respondents in terms of;
Intrinsic Motivation
and Knowledge of 1.1. Sex
Accountancy 1.2. Age
Students on Financial 1.3. Year level
Statements
2. What is the level of intrinsic motivation
of the respondents?
 3. What is the knowledge of accountancy
students on financial statements?
Statement 4. Is there a significant difference between
of the the intrinsic motivation and knowledge on
financial statements of the respondents in
Problem terms of;
4.1. Sex
TItle: 4.2. Age
Intrinsic Motivation 4.3. Year level
and Knowledge of
Accountancy 5. Is there a significant relationship
Students on Financial between the students’ intrinsic motivation
Statements
and their knowledge on financial
statements?
Methods and Technique used

Quantitative Method

This study uses the descriptive-correlational method attempts to

explain the relationship between two or more variables without
establishing causation and effect. A descriptive-comparative
research design is intended to describe the differences among
groups in a population without manipulating the independent
variable (Cantrell, 2011).
Population, Sample and
Sampling Method
The respondents for this study will be drawn from
selected incoming second year to fourth year
Population
students who are currently pursuing a Bachelor of
Science in Accountancy.
The chosen respondents in aggregate (56)
Sample respondents from the incoming second year to
fourth year accountancy students.
Population, Sample and
Sampling Method
Random sampling entails selecting subjects
Sampling Method at random to ensure that each observation
is equally represented.
Instrument used
The study will use survey questionnaires via Google Forms to
determine the relationship between accountancy students'
intrinsic motivation and financial statement knowledge. Open-
minded questions will be used to gather responses and
suggestions. The questionnaire will be prepared by the
researcher and reference materials.
 Table 1. Frequency and Percentage Demographics Frequency Percentage
Distribution of Participants’ Demographics Sex    

Most of the respondents Male 10 17.9%

came from 19-23 of age Female 46 82.1%

with a 98.2% Total 56 100%

Age    
82.1% of the respondents
19-23 years old                                55 98.2%
are female.   

24-28
      years old                             
On the other hand, 58.9%, 1 1.8%

33.9%, and 7.1% are Total 56 100%

Year Level    
second-year, third-year,
Second year 19 33.9%
and fourth-year, Third year 33 58.9%
respectively; mostly are
Fourth year 4 7.1%
third year students. Total 56 100%
 Table 2. Frequency, Percentage, and
Mean Distribution of Intrinsic Motivation
It shows a little difference in
Range Interpretation Frequency Percentage the range 2.50-3.49 and 3.50-
3.50 – 4.0 Very High 7 47% 4.00 which has 53% and 47%,
2.50 – 3.49 High 8 53% respectively. Therefore, the
1.50 – 2.49 Low 0 0% majority of our respondents
1.0 – 1.49 Very Low 0 0%
have high intrinsic motivation.
Total   15 100%
The highest mean is 3.70, and
Overall Mean 3.46  
3.73 which is interpreted as
very high intrinsic motivation,
Interpretation         High  
while the lowest mean is 3.14,
SD         0.54
and 3.25.
 Table 3. Frequency, Percentage, and Mean
Distribution of Knowledge on Financial
Statements 100% of our respondents
Range Interpretation Frequency Percentage answered a high
3.50 – 4.0 VERY HIGH      0 0%
knowledge on financial
2.50 – 3.49 HIGH 42 100%
statements.
1.50 – 2.49 LOW 0 0%
The highest mean is 3.39,
and 3.43 which is
1.0 – 1.49 VERY LOW 0 0%
interpreted as high
Total 42 100%
knowledge on financial
Overall Mean 3.15  
statements, while the
Interpretation       HIGH
lowest mean is 2.93, and
SD       0.65 2.94.
T-test in terms of sex, Table 4.1 presents the significant difference between the
intrinsic motivation of the respondents in terms of sex, age,
male have higher and year level.
motivation than Demographics  Mean  t Value P Decision 
females (53.00>51.68) Sex 
T-test in ages 19-23 Male  53.00
have higher motivation Female  51.63
4.03 .05 Not significant

than ages 24-28 Age 

(51.91>50.00). 18-23 years old 51.91
.35 .73 Not significant
Whereas, fourth year 24-28 years old 50.00
students have higher Year Level
motivation than second 2nd Year   -.55

year and third year .20 .83 Not significant

students at an average
mean of 53.25.
 Table 4.2 Result of the Test of Difference in the Participant’s
Knowledge of Financial Statements When Grouped
T-test in terms of sex, According to their Demographics.

females have higher Demographics  Mean  t Value P Decision 

knowledge on financial Sex 

statements than males Male  127.20

3.28 .08 Not significant
(133.28>127.20). Female  133.28

T-test in terms of age, Age 

ages 19-23 and 24-28 18-23 years old 132.20

.01 .99 Not Significant
have equal knowledge 24-28 years old 132.00

on financial Year Level     

statements (132.20 = 2nd Year 51.42

132.00). 3rd Year 51.97 3.87 .03 Significant

4th Year 53.25

 Table 5. Relationship between the students’ intrinsic motivation and their knowledge on
financial statements

Financial Statements

Pearson (P) P-Value Descriptions 

Intrinsic
Motivation
.53 .000 Significant 

The Pearson correlation coefficient between intrinsic motivation and

knowledge on financial statements is (0.53). Therefore, the two
variables show a moderate positive relationship; when two variables
move in the same direction, there is a positive correlation between
them.
Findings
Therefore, most of our respondents came from 19-23 of age,
they are female with a 82.1% which may also are third year
students.
There is no significant difference between intrinsic motivation in
terms of sex and age; however, there is a significant difference
between knowledge on financial statements in 2nd year and 3rd
year level (0.23,0.23).
There is no sufficient evidence to reject the null hypothesis that
there is no sufficient difference in the participant’s intrinsic
motivation when grouped according to their mean sex age, and
year level.
 This study indicated that there is no
Conclusion significant relationship in the dependent
variable (knowledge on financial
statements) and independent variables
(sex, age year level and intrinsic
motivation) to 2nd year and 4th year
accountancy students as well as 3rd year
and 4th year students.
There is a significant relationship between
2nd year and 3rd year accountancy
students’ intrinsic motivation and their
knowledge on financial statements.
 The results of the investigation
Conclusion demonstrated that student perceptions
significantly increased their interest in
becoming certified public accountants.
This research shows a moderate positive
correlation between year level and
knowledge acquisition among early and
mid-level accounting students. Intrinsic
motivation, or the natural desire and
interest in studying financial statements,
plays a significant role in knowledge
acquisition.
Recommendation
Foster a Motivating 1. 1. This study highlights the importance of intrinsic
academic motivation and knowledge of financial
Learning Environment: statements to students who are in their second and
third years in the accountancy journey thereby
enabling positive student performance.

1.2. Educators should adjust teaching methods

Emphasize Real-World 2.1. Linking financial statement ideas to real-world

circumstances and commercial contexts helps boost
Applications:
students' intrinsic motivation. Use industrial examples
and case studies to highlight the practical relevance of

financial statements in decision-making processes.
Recommendation
3.1. Allow students to take control of their learning by
Encourage Autonomy and providing opportunities for self-directed projects or
Mastery: independent study connected to financial accounts.
Furthermore, prioritize mastery-oriented goals over
performance-oriented ones, which can lead to deeper
and longer-lasting learning.