Research Sample.

ST.
VINCENT COLLEGE
BUSINESS SCHOOL
• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz
ACADEMIC PERFORMANCE IN ACCOUNTANCY COURSE AMONG NON-
ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND SENIOR HIGH SCHOOL
GRADUATES
A Research Paper to be presented to the Faculty of the
St. Vincent College of Business and Accountancy
In Partial Fulfilment for the Requirements of the course
RESEARCH 2 - Accountancy Research
Presented by:
Alayon, Angelica O.
Baitan, Jean B.
Calvo, Ann Clarice M.
Carado, Jonadel C.
Dayaday, James Albert P.
Fajit, Lorge E.
Ferrariz, Rea Mae R.
Lerdon, Jeynica Mie Ciancele G.
Palencia, Ileto II A.
Siosan, Glydel Mae B.
2023
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Acknowledgement
We the researchers would like to thank the following people who selflessly
shared their time and resources to make this research become possible.
To our parents, for an unending love and support for us in every step of the way
as we the researchers faced so many challenges as well as for the financial support in
doing the research. Without them, we would have lack motivation in pursuing the study.
To our dear professor, Ms. Nel Jane Junsay, CPA, for all the efforts in guiding us
to make this paper worth the study. We are grateful for the helpful comments you gave
us, as well as the encouragement and training you have conducted in preparing for our
defense.
We are also thankful to the respondents who shared their precious time for
answering our research questionnaire. Without their answers and cooperation, the
research will have no essence.
Lastly, we would like to thank God, for guiding us everyday in the face of the
people around us such as our families, peers, and friends. We are thankful for the
opportunities God gave us each day to live in his love.
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TABLE OF CONTENTS
Page
Chapter I - Introduction
Background of the Study 5
Objectives of the Study 7
Significance of the Study 8
Scope and Limitations of the Study 9
Definition of Terms 10
Chapter II – Review of Related Literature
Local Literatures 11
Foreign Literatures 14
Theoretical Framework 18
Chapter III – Methodology
Research Design 21
Locale of the Study 22
Respondents of the Study 23
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Page Number
Data Gathering Instrument 24
Data Gathering Procedure 25
Time Frame 27
Chapter IV – Presentation, Analysis and Interpretation of Data
Presentation of Data 29
Data Analyses 37
Chapter V – Summary, Conclusion, and Recommendations
Summary of Findings 38
Conclusions 39
Recommendations 40
References 41
Appendices 43
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CHAPTER I
Introduction
This chapter presents the background of the study, introduces the topic and
aims, and gives an overview of the paper.
Background of the Study
The Bachelor of Science in Accountancy (BSA) program is a four-year program
focused on subjects in financial, public, and managerial accounting, auditing,
administration, business laws, and taxation. The program also teaches students to
integrate information technology concepts into business systems, to create a more
systematic and organized way of storing business-related data. Aside from business
topics, BSA also equips students with a basic understanding of computer programming
and auditing systems. That’s why students who want to pursue a degree in BS in
Accountancy are encouraged to take the Accountancy, Business and Management
strand because this strand provides the basic concepts of business and financial
management, and corporate operations that will be helpful for college.
The shift from high school to college gave a struggle even to high-achieving
students due to lack of preparedness. In the Philippines for instance, the introduction of
the K to 12 programs promised a more prepared student for college. Educational
mismatch was difficult to measure because many factors can converge to its definition
and the traditional indicators presented in literature can offer a restricted view of the
problem.
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One of the salient features of the Senior High School curriculum was that every
student in this recent generation is prepared for their future career and ready to face
challenges. The success of this endeavour is believed to be measured by the graduates'
alignment of the senior high school strand and the course they have to pursue in college.
There is however a noticeable situation in which students enrolled in college courses
that were not associated with their track or strand of senior high school. One of the major
reasons that some students lose interest in college is the gap between their high school
experiences and their college expectations which is the subject of this study. In fact, four
out of 10 Accountancy, Business and Management (ABM) graduates nationwide were
committed on “Strand Mismatch” based on the researchers’ observation and to the data
they have gathered from internet. (T.P.G., 2015)
Hence, this study focuses on Accountancy students in St. Vincent College who
took a Non-Accountancy, Business and Management Strand — STEM: Science and
Technology, Engineering and Mathematics; GAS: General Academic Strand; TVL:
Technical Vocational Livelihood; and HUMMS: Humanities and Social Sciences.
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Objectives of the Study
The main objective of this study is to determine the learning motivation and
academic performance of non – Accountancy, Business and Management (ABM) strand
students taking up Bachelor of Science in Accountancy. Further, this will also determine
whether a significant relationship exists between learning motivation and academic
performance of the respondents.
Specifically, this study aims to answer the following:
 To determine the demographic profile of the respondents when taken as a
group and classified by age, sex, strand in senior high school
 To determine whether there is a significant difference in the academic
performance of the respondents if their strand is not in-lined with their
Accountancy course.
 To determine whether there are difficulties of being a Non-ABM strand
graduate and cite factors why they end up in an Accountancy course.
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Significance of the Study
This study may be beneficial to the following:
Students. This research will improve their knowledge about their chosen strand
or course mismatch, particularly those who will be entering senior high school. This
can help them to decide what strand they will choose based on the capabilities that are
needed for their forthcoming careers and encourage them to do their task in a better
way
Parents. They will be notified about the K–12 Program. It will help them to
guide their child in choosing the right strand for them, to prevent strand or course
mismatch.
Teachers. With the help of this research, they will be aware that there is a
course/strand mismatch happening and take steps to encourage the students to
continue the strand on college.
Researchers. This study will serve as a basis for future researchers that will
give them a background of the impact about academic performance in accountancy
courses among non-accountancy SHS graduates.
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Scope and Limitations of the Study
The main focus of this study determined the Academic Performance of fifty (50)
non – (Accountancy, Business and Management (ABM) senior high school graduates
who are currently taking up Bachelor of Science in Accountancy at St. Vincent College
of Business and Accountancy – Leganes Campus.
This study used combined Qualitative Quantitative Descriptive research design. The
research was carried out using an online survey, for which a survey questionnaire was
created in English using the Google form. As for the communication with the
respondents; Messenger, Discord and Face-to-Face encounters will be the means. Right
after the consultation with the research advisor and school’s permission for conducting
research towards Second year students under Bachelor of Science in Accountancy,
questionnaires will be disseminated to respondents. This research will take place over a
month at least to ensure that data gathered will be analyzed correctly.
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Definition of Terms
For ease understanding and clarity, the following terms were conceptually and
operationally defined:
ABM Strand. Seeks to prepare the young business leaders. Accountancy,
Business and Management strand paves way for business-related college degrees. It
teaches the basic concepts of Financial Management, Accounting and Corporate
Operations. (CIIT.Edu.Ph, 2022)
Academic Performance. Is the extent to which a student has attained their
educational goals and is measured either by continuous assessment or cumulative
grade point average. (BMC Medical Education, 2022)
Accountancy. The profession or practice of Accounting. (Meriam Webster

Dictionary)
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CHAPTER II
Review of Related Literature
This chapter includes the ideas, finished thesis, generalization or conclusions,
methodologies and other research papers. Those that were included in this chapter
will help in familiarizing information that are relevant and similar to the present study.
Local Literatures
According to Magnaye (2020), in their study entitled “Self-Perception of ABM
students towards Their Academic, Social and Emotional College Preparedness” by
using a descriptive method of research. In their study their participants were 255
randomly selected first year college students pursuing Accountancy, Business and
Management in one of the universities in Batangas City, Philippines. The result
revealed that the statistical test of significance indicated that the various constructs of
academic, social and emotional preparedness have no difference by age, type of
school, family income and order of birth. A significant difference was shown in the
respondents’ sex and social preparedness but not on academic and emotional
preparedness. Similarly, there was significant difference in the various constructs of
academic, social and emotional preparedness in terms of the students’ GWA in high
school. Also, the result shows that colleges and universities may provide pertinent
course information through their websites to guide the students on the various details
of their chosen undergraduate courses. Indeed, to prepare students for college alone
is insufficient, a college-ready student should complete a degree with a life-ready
perspective.
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According to Elep (2020) in their study entitled “Effectiveness of Bridging
Program for Non-, Accountancy, Business and Management Students Taking
Bachelor of Science in Accountancy bin Mabini Colleges” by using a descriptive
method of research. In their study their participants are those students who
experienced the bridging program specifically those who are non-ABM students from
first year 40, second year 45, and third year 35, taking accountancy in Mabini
Colleges. Overall, their study has 120 respondents from first year to third year. The
result showed that there was no significant difference between the perceptions of the
students on the effectiveness of the bridging program for non-ABM students taking
Bachelor of Science and Accountancy in terms of quality of teaching. However, there
was significant difference between perceptions of the students on the effectiveness of
the bridging program for non-ABM students taking Bachelor of Science and
Accountancy in terms of quality of time allotted.
According to Conde (2020) and their study entitled “Influencing Factors of
Choosing ABM Strand as to Academic Performance of Students in Fundamentals of
Accounting, Business and Management 1” by using a descriptive research method. In
their study, 230 respondents out of 384 grade 11 ABM students of Muntinlupa National
High School Main SY 2019-2020 were chosen using simple random sampling
techniques. The result showed that the academic performance of the respondents in
Fundamentals of Accounting, Business, and Management 1 subject were very
satisfactory (Overall Mean = 86.230, SD=5.204). Also, the result showed that
statistically no significant difference (F=4.16, sig=0.742).
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According to Blanco et al. (2019), in their study entitled “Interrelation of Senior
High School Academic Performance and College Basic Accounting Performance: A
Case of First Year Bachelor of Science in Accountancy Students of University of
Batangas” by using a descriptive method of research. In their study their participants
were 190 randomly selected first year BS Accountancy students of the University of
Batangas was determined using Slovin’s Formula. The participants were gathered
from a total of 360 first year accountancy students enrolled in the first semester of
Academic Year 2018-2019, as determined by the College of Business and
Accountancy. The result of the study showed that the majority of the respondents
performed better in theory as compared to problem-solving. The study also revealed
that the respondents’ academic performance in senior high school has a significant
relationship to their performance in college basic accounting in terms of theory and
problem solving. Also, the study revealed that professors in Fundamentals of
Accounting, Business and Management, academic distinction, and general averages
have a significant relationship to the basic accounting performance of the students.
According to Del Rosario (2019) in their study entitled, “Comparison of the
Academic Performance of Business Administration Students of Notre Dame of
Kidapawan College; ABM Versus Non-ABM” the researcher used the comparative
research design. The data used to measure the academic performance, which is
grades, are numerical in nature. The data of the second-year business administration
students of Notre Dame of Kidapawan College (NDKC) was collected through a survey
questionnaire. Independent one-tailed T-test was used to test the hypothesis and
showed a p-value or sig 1-tailed equal to .001 which is less than the set level of
significance 0.05 and a Cohen’s D value of 0.87 (large). This means that the null
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hypothesis (that the academic performance of second year business administration
students who were ABM graduates is equal or lower than the Non-ABM graduates) is
rejected. This further means that the graduates of ABM strand have significantly higher
academic performance than non-ABM graduates and the independent variables has
large effect on the dependent variable of this study.
Foreign Literatures
According to Serly (2018) in their study entitled “The Influence of Motives,
Preparedness, and Expectations on Accounting Students’ Performance: An
Indonesian Study” the data of their study were gathered through administering
questionnaires. The data of their study were collected from 111 accounting students at
Universitas Negeri Padang. The performance is measured by the grade of Introduction
to Accounting Course. The result showed that expectation has a significant influence
on students’ performance. Also, the result reveals that there are no differences in the
influence of motives, expectation and preparedness on performance between male
and female students. Moreover, no difference is found between students from
vocational and general high school in terms of the influence of motives, expectations
and preparedness on their achievement.
According to Nabilah et al. (2014) in their study entitled, “Determinants of
Accounting Students' Academic Performance” by using a descriptive method of
research. In their study their participants were chosen randomly amongst 131 students
in various semesters within the Faculty of Accountancy, Universiti Teknologi MARA
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(Perak). In this study, students' performance is measured using Cumulative Grade
Point Average (CGPA). This measurement uses student's individual grade for each
course that he or she undertakes to calculate the semester's Grade Point Average
(GPA) and then calculate the average of GPA of the number semesters completed. In
other words, CGPA measures the student's overall performance from the first
semester until the most recent semester that he or she has completed. Based on the
result obtained, there is a significant different between July Intake students and
December Intake students in term of academic performance. They also found that
among all determinants, the family-driven factors provide significant impact on the
students‟ performance, where family income, father’s level of education and the
interest parents have on their children education are important in ensuring good
academic performance.
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According to Akenbor et al., (2014) in their study entitled “Institutional Factors
Influencing the Academic Performance of Students in Principles of Accounting” in their
study the participant were consists of 100 level students of Accounting/Finance
programme and Economics/Development Studies programme of the Federal
University Otuoke. In their study the data generated for the study were analyzed with
the Pearson Product Moment Coefficient of Correlation. Their findings revealed that
the institutional factors affecting students’ achievement in Principles of Accounting in
Nigerian University are class size, entry equirements, and access to functional library,
semester duration, contact hours, and curriculum contents. It was therefore
recommended that - principles of accounting curriculum should be redesigned to meet
the specific needs of each programmer; principles of accounting should be taught in
small class size to enable the instructor have a close contact with the student; clashed
programmed whereby a twelve week semester is collapsed into eight weeks or less
should be avoided; a minimum of two contact hours should be designated for each
class in principles of accounting; knowledge of book-keeping/accounts or commerce at
the secondary school level with a minimum pass grade should be part of the
requirements for gaining admission into programs where principles of accounting is
being offered; the National Universities Commission (NUC) in Nigeria should carry out
inspection of facilities in universities’ library to ensure that there is functional e-library
and availability of modern and contemporary textbooks in principles of accounting.
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According to Garkaz et al., (2011) in their study entitled “Factors Affecting
Accounting Students’ Performance: The Case of Students at the Islamic Azad
University” in their study they used a stratified random sampling method, a total of 450
students majoring accounting in 2011 at Islamic Azad University are randomly
selected and finally, the data was analyzed using T-test. The result showed that
gender, type of diploma, interest and employment status are meaningfully related to
academic performance. Also, the result showed that it has been approved that the
student’s marital status and family role in choosing a major have no significant
relationship with academic performance.
According to Ismail (2009) in their study entitled “Accounting Student’s
Learning Approaches and Impact on Academic Performance” in their study they used
a descriptive research method. Their participants consist of students who are taking
Business Finance courses with a total of 158 respondents. The results indicate that
the majority of the accounting students, both male and female, prefer to use the deep
approach in studying Business Finance. Also, the findings revealed that there was a
significant relationship between learning approaches and academic performance with
positive direction appears for deep and strategic approaches whilst negative
relationship reveals for surface approach.
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Theoretical Framework
This study is anchored on several theories namely: Myers – Briggs Theory,
Happenstance Theory by John Krumboltz’s, and the Social Cognitive Theory.
Myers-Briggs Theory
Myers-Briggs theory was developed by the mother-daughter partnership of
Katharine Briggs and Isabel Briggs Myers. One way to discover your closest Myers-
Briggs type(s) is to complete the Myers-Briggs Type Indicator instrument and go
through a validation process under the supervision of a qualified MBTI practitioner.
Based on this theory, the individual has the capability of deciding on their own. The
researchers link this theory to their study because along with the duration of the study,
they would like to figure out if they decided on their own or if there are other
intervening factors that affect their decision. One of the questions in the instrument
used by the researcher has to do with this theory which is, “Why did you choose
Accountancy, Business and Management Strand when you were in Senior High
School year?”
Happenstance Theory
John Krumboltz's planned happenstance theory makes it fine to not always
plan, because unplanned events could lead to good careers. John Krumboltz is an
established career theorist. He most recently developed ideas about supporting
indecision in clients. He states that indecision is desirable and sensible, as it allows
the opportunity for clients to benefit from unplanned events. This theory is called
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planned happenstance. This emerging theory specifically addresses the need for
people to deal with change within the rapidly changing labour market. Managing life
transitions is seen as an essential career management skill. Krumboltz’s theory offers
insight on how to deal with the limited degree of control we have over some career
experiences. At the core of this theory is the fact that unpredictable social factors,
chance events and environmental factors are important influences on clients’ lives. As
such, the counselor’s role is to help clients approach chance conditions and events
positively. In particular, counselors foster in their clients Curiosity to explore learning
opportunities, Persistence to deal with obstacles, Flexibility to address a variety of
circumstances and events, Optimism to maximize benefits from unplanned events.
Krumboltz states that people with these qualities are more likely to capitalize on
chance events and turn serendipity into opportunity. Factors (the types of skills
demanded by employers) in field-of-study mismatch. Using data from the program for
International Assessment of Adult Competencies’ Survey of Adult Skills (PIAAC), this
paper shows that although students may choose to specialize in a particular field, it is
not solely up to them to actually work in that field. In accordance with assignment
theories, both the degree of saturation of a particular field in the labor market and the
level of generic skills of a particular field predict the occurrence of field-of-study
mismatch, highlighting that mismatch is the result of both labor supply- and demand-
side factors. The paper then evaluates the costs to individuals – in terms of wages,
risk of being out of work and job satisfaction. Findings suggest that the costs of field-
of-study mismatch may only be high in terms of individual earnings when it is
associated with qualification mismatch. For economies, field-of-study mismatch, when
associated with qualifications mismatch, can amount to important costs, meriting the
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attention of policy makers to better aligning course places to skill needs or by
encouraging skill transferability across fields. Based on this theory, the individual has
the capability of changing their decisions. The researchers link this theory to their
study because along with the duration of the study. They would like to figure out the
reasons or factors why they changed their decision. One of the questions in the
instrument used by the researcher has to do with this theory which is, “Cite reasons
why you enrolled on courses that are not’’.
The three theories above are connected to each other as shown above.
Myer’s Brigg Theory is connected to Happenstance Theory and Social Cognitive Theory.
Happenstance Theory is connected to Myer’s Brigg Theory and Social Cognitive Theory.
Social Cognitive Theory is connected to Myer’s Brigg Theory and Happenstance Theory.
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CHAPTER III
Methodology
This chapter describes how the researchers gathered the necessary data and
information used in the entire study. It describes who were be the respondents and
focus of the research. This also shows the procedure of data collection and
instruments used.
Research Design
This study utilized the descriptive method of research. According to Calmorin
(2007), the descriptive method seeks the real facts in relation to a current situation.
Furthermore, this also involves describing, comparing, contrasting, and interpreting
conditions that exist. Descriptive research designs help provide answers to the
questions of who, what, when, where, and how associated with a particular research
problem; a descriptive study cannot conclusively ascertain answers to why. Descriptive
research is used to obtain information concerning the current status of the phenomena
and to describe "what exists" with respect to variables or conditions in a situation (Lynn
University Library, 2015). This study found out the learning motivation level and
academic performance of the respondents hence, a descriptive design is appropriate.
On the other hand, correlational methods of research were used in this study.
According to Subong and Beldia (2005), correlational research attempts to determine
whether, and to what degree a relationship exists between two or more quantifiable
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variables. The purpose of this study is to establish a relationship (or lack of it) or to use
this relationship to make predictions. From the fact that the two variables are highly
related, however, one cannot conclude that one is the cause of the other; there may be
a third factor which caused both of the related variables. This study will seek to find out
if there is a significant association between the academic performance of non – ABM
accountancy students hence, a descriptive – correlational design is appropriate.
Locale of the Study
The study was conducted at St. Vincent College of Science and Technology-
Leganes Campus during the academic year 2022 – 2023.
St. Vincent College of Science and Technology- Leganes Campus, is located
at Cagamutan Norte, Leganes, Iloilo.
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Respondents of the Study
This study aimed to determine the Academic Performance in Accountancy
Course among graduates from non-ABM students under the K to 12 Education
Program leading to the Bachelor of Science in Accountancy program. A sample of 50
Second Year students of Bachelor of Science in Accountancy students enrolled during
the academic year 2022-2023 from St. Vincent College of Science and Technology-
Leganes Campus. Below is a tabular presentation of the respondents’ demographic
profile.
Table 1. Respondents
A.
Category Frequency Percentage
Entire Group 50 100%
B. Age
19 years old and below
20 years old and above
C. Sex
Female
Male
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Data Gathering Instrument
The research instrument of this study was a researcher – made questionnaire
survey for the Academic Performance of the respondents. Their first year semester
General Weighted Average (GWA) in Financial Accounting 2, will serve as the
Academic Performance of the respondents. The instrument in parts consists of
personal demographics including GWA and survey on Academic Performance.
In interpreting the data gathered, the following scales were used to measure the
Academic Performance:
Academic Performance Verbal Description
96-100 Extremely Prepared
91-95 Highly Prepared
86-90 Prepared
80-85 Slightly Prepared
75-79 Somewhat Prepared
74-Below Unprepared
Used in conducting this study was a research-made questionnaire that was
distributed through Google form in the email or social media account of the
respondents with the instruction that can be easily understood by internet inclined
students of St. Vincent College. The use of Google Forms was conducted to gather
significant data which answers questions that were done in the research. Knowing the
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result of the students which were mismatched to their chosen strand in their past year
which is Non-Accountancy, Business and Management (Non-ABM).
The survey was a qualitative type of questionnaire which includes respondent’s
profile asking for their Name, age, sex and general weighted average. Part 2 of the
questionnaire were the questions that started with what, how and why type of
questions. On the last part of the Questionnaire General Weighted Average (GWA) in
their Financial Accounting 2 subject was asked.
Data Gathering Procedure
This research was focused on the difficulties faced by non-ABM students with
their specialized subjects. The main tool used by the researchers is the process of
asking through Google Form Survey Questionnaire. The researchers used the
qualitative method of research together data about the present conditions and to
interpret these data by analyzing the answers of the 50 respondents through narrative
and content analysis. Furthermore, this method was also used because this put
emphasis on the present status of a certain phenomenon, describes a current
situation, person or process. Crossman (2019) emphasize Qualitative research as a
type of social science research that collects and works with non-numerical data and
that seeks to interpret meaning from these data that help us understand social life
through the study of targeted populations or places. With this process, the research
was more comprehensive because the data gathered were more associated with
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words and situation. It created an in-depth understanding about the answers that was
given by the chosen respondents.
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Time Frame
The research was carried out starting October, 2022. On week 1, researchers
were gathered to be formed into groups of researchers. Followed by rounding up ideas
of researchers for the completion of specific parts in Chapter 1 of this study and
Chapter 2 a week after. On week 4, 5 and 6, Survey distribution upon 50 non-ABM
respondents, collection of data and submission of Chapter 3 took place.
For the completion of this study, another 2 weeks was enough for the addition
of Chapter 4 and 5 with finalization of each chapter.
Legend: COLOR
OCTOBER Yellow
NOVEMBER Green
DECEMBER Blue
JANUARY Red
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Numbers 1,2,3,4 corresponds to what week of the month each events took place.
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Groupings
Brainstorming for Research Topics
Formulating Title and Identifying Problem
Reading on Related Studies
Submission of Chapters 1 and 2
Understanding Ways to Collect Data
Submission of Chapter 3
Collection of Data
Analysis on Data Collected
Summary of Findings
Recommendations
Polishing of Research Paper
Submission and Approval of Research
Research Defense
Finalization and Re-Submission
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CHAPTER IV
Presentation, Analysis and Interpretation of Data
For the completion of this study, the researchers conducted a survey with the
Second-Year Accountancy students of St. Vincent College of Science and
Technology-Leganes Campus. This chapter contains the data gathered by the
researchers. The data includes the content analyses done by the researchers.
Presentation of Data
Part 1. Demographic Profile (Strand, Sex, General Weighted Average)
Table 1. This table shows what strand did each respondent took during their senior
high school years.
STRAND FREQUENCY
STEM: Science and Technology, Engineering and Mathematics 13
HUMSS: Humanities and Social Sciences 13
GAS: General Academic Strand 10
TVL: Technical Vocational Livelihood 6
OTHERS:______ 8
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Table 2. This table shows the distribution of characteristics of respondents in terms of
Sex orientation.
SEX FREQUENCY
Male 17
Female 33
Table 3. This table shows the preparedness of respondents in Financial Accounting 2
by asking their General Weighted Average on the said subject while on their freshmen
year.
GENERAL WEIGHTED AVERAGE in FA2 FREQUENCY
96-100 0
91-95 6
86-90 5
80-85 16
75-79 16
74-Below 4
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Part 2. Research Questionnaire
Table 4. This table shows the first question to respondents on how prepared they were
upon entering an Accountancy Course with a mismatch strand. Thus, 46 percent of the
respondents were unprepared.
VERBAL DESCRIPTION FREQUENCY
Extremely Prepared 0
Highly Prepared 0
Prepared 6
Slightly Prepared 5
Somewhat Prepared 16
Unprepared 23
Table 5. This table shows of how aware the respondents were of the courses that
matches with the ABM: Accountancy, Business and Management Strand.
Aware 19
Unaware 31
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Table 6. This table shows the response of respondents upon a question of specialized
subject being credited in college. Thus majority of them answered “No”.
Yes 19
No 31
Table 7. Choosing a course in college corresponds a reason why did someone
enrolled in that field. Hence, this chapter shows the reasons why respondents ended
up on a course mismatch.
RESPONDENT REASON
A I guess it’s because of my personality. It’s
because they say that when you enrol in
Humss, your self-confidence will be boosted
and you will be mind-sharpened.
B There is no other choice because of it’s
topological location from home.
C Self Doubt and Second Thought
D I’m undecided during that time.
E It’s because of the scholarship offered.
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Table 8. College isn’t easy for it is the field we have to finish to get our desired
profession but then not all students were given an opportunity or privileged enough to
choose what they want. Thus, this chapter shows if the Accountancy respondents
have encountered any hindrances because of the strand they’ve taken.
RESPONDENT RESPONSE
A Kind of, especially that the specialized subjects I took
when I was in SHS were different and it was kind of
difficult for me to adjust in the new atmosphere.
B No. Through interactions with my classmates and peers,
I learnt that regardless of the SHS Strand we took, we
are all students that have to overcome certain
constraints be it in a theory or practice.
C Yes, I came to this course without any knowledge of
how accounting works, and that is so frustrating.
However, immediately cope with the lessons and that’s
the only option that I need to do since this course is of
the courses that I want to take in college and the career
that I want to play in.
D Yes, since I graduated STEM student in SHS, the things
I learned are very different and I lack knowledge in
Accounting which gave me a hard time.
E Yes, because it doesn’t have a connection with
Accounting.
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Table 9. This table shows the feeling or thoughts of the respondents of having
Accounting major without any preparation in line Senior High School Strand.
RESPONDENT RESPONSE
A It thrills me. Imagine studying a course you have
nothing but a fickle sense of familiarity to begin
with yet somehow survive and overcome such
barriers.
B Somehow pressured since some of my fellow
schoolmates already have an idea, while I just
started to have mine.
C It’s hard but just like what they say everything
can be learned. That’s why I’m very thankful to
our teachers for patiently teaching us.
D I feel like I going back to square 1 where I don’t
have any basic knowledge about accounting.
E Getting your degree in accounting really isn’t any
more difficult than any other potential field of
study.
34
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BUSINESS SCHOOL
Table 10. This table shows the awareness of respondents on what profession in-lined
with ABM Strand.
RESPONDENT RESPONSE
A -Associate Auditor, Junior Analyst and Consulting Staff
B Yes, CPA Lawyer
C Yes, AUDITOR
D Yes, like teller and cashier
E I didn’t know the work that corresponds to Accountancy
Table 11. This table shows if does being Non-ABM implies any difficulties to
respondents being in an Accountancy course, wherein the data showed majority of the
respondents find it difficult pursuing Accountancy.
DIFFICULT 38
AVERAGE 12
EASY -
35
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BUSINESS SCHOOL
Table 12. Time is always present and is a prominent dimension in all decision making
actions. Thus, this table shows the responses of the subset from 50 respondents if
they would still get their past strand instead of ABM if given a chance to.
RESPONDENT RESPONSE
A No, I’d probably choose the one in line with my
dream course which turned into frustation. I
believe that there are so many things I could
willingly learn on that because that’s what I love
to become. Most of all that is what I really
wanted to.
B Yes, My intuition says I was misaligned with the
strand I previously took. I would have preferred
to have a better foundation on accounting
course early on.
C Yes, because if I took ABM in my Senior High
School then I won’t be having any difficulties
understanding basic accounting.
D Yes, it would be better to be prepared than feel
lost.
E Yes, to have some knowledge about
accounting.
36
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Data Analysis
The data gathered was analyzed and interpreted using the following statistical
tools.
Thematic Analysis was used for qualitative data analysis method that involves
reading through a data set.
Content Analysis was used to determine the presence of certain words,
themes, or concepts, within some given qualitative data.
Sample Size Determination was used small sample taken from a larger group
of people and analyzed. The results gained are considered representative of the entire
body.
Percentage Frequency Distribution was used to identify the total number of
respondent’s frequency and expressing the relative frequency of survey responses
displayed in tables.
37
ST. VINCENT COLLEGE
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CHAPTER V
Conclusions and Recommendations
This chapter presents the summary of findings, conclusions and
recommendations to future researchers who may want to follow the study. It is based
on the data analyzed in the previous chapter.
Summary of Findings
1. The origin of this study determined first the total number of students fit as a
respondent of our study. Upon conducting Poll Voting through Messenger App
in each section’s group chat, there are 79 students enrolled in St. Vincent
College of Science and Technology-Leganes Campus, Second Year under
Bachelor of Science in Accountancy who took Non-ABM strand during their
Senior High School Years. As for the accuracy of the data, researchers then
decided to have a subset of 50 respondents.
2. There were 50 Non-ABM respondents wherein 34% were Male and 66%
were Female.
3. The focus of this study determined the reasons or factors on they end up
enrolling in an Accountancy course despite of being Non-ABM graduates.
4. The objective of this study served awareness for the upcoming Senior High
School to be more precise in choosing a strand before entering college.
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ST. VINCENT COLLEGE
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Conclusions
1. Respondents were Non-ABM strand graduates enrolled in Accountancy
wherein 17 were Male and 33 were Female. Majority of the respondents were
slightly prepared of the Major Subject-Financial Accounting 2.
2. There are 4 students who failed Financial Accounting 2 and believed that
they failed to secure their Senior High School Strand that made them fail the
subject during their freshmen year.
3. Mismatched strand respondents had difficult times during their college life.
Although they were aware of the track, they still went through. It was too late
for them to back down when they’ve realized their passion. Some of them
regret even enrolling in Non-Accountancy, Business and Management
because having to study things that you weren’t supposed to was a waste of
time, money and effort. One also stated that having to enroll to a strand Non-
Accountancy, Business and Management was a disadvantage to them
because the course they’ve been in was entirely far from the basics they have
graduated.
39
ST. VINCENT COLLEGE
BUSINESS SCHOOL
Recommendations
1. The current researchers may encourage the future researchers to
delve more on the real-life problem when it comes to K-12 matters and
this will help the future researchers to have an idea about the said topic.
2. The current researchers may recommend the teachers in the Junior
High School Department to explain each strand simultaneously to Junior
High School students to have better understanding of what Senior High
School strand pathway leads to.
3. The Junior High School Department may conduct seminars and
symposiums like Career Guidance Week annually from Grade 7 to Grade
10, in able to educate students the connecting career paths to existing
Senior High School strands.
4. For the future researchers, it is highly recommended for them to use
this study in a different setting, situation, and problem. In which this study
wants to provide future researchers the help that they need to improve
and solidify their own research by providing as a source of improvement,
specifically studies related to business.
40
ST. VINCENT COLLEGE
BUSINESS SCHOOL
References:
Caballes, D. , Gapad, E. , Quintos, C. AND Valdez, M. (2020), “Exploring Between SHS
Strand and College Course Mismatch”, International Journal of Data Mining and
Knowledge Engineering, Vol 12, No 10 – 12.
Dillon E. & Smith J. (2018), “THE CONSEQUENCES OF ACADEMIC MATCH
BETWEEN STUDENTS AND COLLEGES” NATIONAL BUREAU OF ECONOMIC
RESEARCH 105 in Massachusetts Avenue Cambridge September 2018, MA 02138.
Dimla M. (2018), “CASE STUDY ON THE COURSE MISMATCH OF ACCOUNTING
BUSINESS AND MANAGEMENT GRADUATES”, The Faculty of St. Vincent’s
Academy, Gonzales Ave.,San Vicente, Apalit, Pampanga, Philippines
Elep A. (2020), “Effectiveness of Bridging Program for Non-, Accountancy,
Business and Management Students Taking Bachelor of Science in Accountancy
bin Mabini Colleges”
41
ST. VINCENT COLLEGE
BUSINESS SCHOOL
Magnaye R. (2020), “Self-Perception of ABM Students towards Their Academic, Social
and Emotional College Preparedness” in DBA Lyceum of the Philippines University,
Batangas City, Philippines, ISSN 2719-0633 (PRINT) 2719-0641 (ONLINE)
Maloshonok, N. & Terentev E. (2017), “The mismatch between student educational
expectations and realities: prevalence, causes, and consequences” in 04 Jul 2017,
pages 356-372.
42
ST. VINCENT COLLEGE
BUSINESS SCHOOL
APPENDICES
Appendix A. Letter for Academic Chairman
November , 2022
Ms. Elna Amor Sinsoro, CPA
Academic Chairman
St. Vincent College of Science and Technology
Cagamutan Norte, Leganes, Iloilo
Dear Ma’am,
Good day!
We, the Bachelor of Science in Accountancy - Fourth Year Students of St. Vincent
College of Science and Technology, would like to ask for your permission to allow us to
conduct our research study entitled “ACADEMIC PERFORMANCE IN ACCOUNTANCY
COURSE AMONG NON-ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND
SENIOR HIGH SCHOOL GRADUATES”.
43
ST. VINCENT COLLEGE
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Rest assured that the information gathered will be held with outmost confidentiality and
will be used for this study only. Participation in the said activity is entirely voluntary and
will only have 50 students from Bachelor of Science in Accountancy - Second Year
Students.
If you agree, kindly sign below, acknowledging your consent and permission for us to
conduct this study. Your approval and permission for us to conduct this study will be
greatly appreciated.
For questions, do not hesitate to contact us through our email:
group3bsa4e@gmail.com.
Thank you in advance for your interest and assistance with this research.
Sincerely Yours,
Researchers
Ms. Elna Amor Sinsoro, CPA
Academic Chairman
44
ST. VINCENT COLLEGE
BUSINESS SCHOOL
Appendix B. Survey Questionnaire (Google Forms)
Dear Respondent,
Good Day!
We, Bachelor of Science in Accountancy students of St. Vincent College of Science and
Technology are conducting a research study regarding “ACADEMIC PERFORMANCE
IN ACCOUNTANCY COURSE AMONG NON-ACCOUNTANCY, BUSINESS AND
MANAGEMENT STRAND SENIOR HIGH SCHOOL GRADUATES”.
In relation to this, we would like to ask your help to accomplish this survey questionnaire.
Rest assured that all data you will provide will be handled with utmost confidentiality and
will be used for the fulfilment in our Research II only.
Thank you for your cooperation and time spent for our survey.
God Bless Future CPA!
Truly yours,
Researchers
45
ST. VINCENT COLLEGE
BUSINESS SCHOOL
PART I. RESPONDENT’S PROFILE
NAME (Optional):
STRAND:
SEX:
General Weighted Average FINANCIAL ACCOUNTING 2:
PART II. SURVEY QUESTIONS
1. What is your level of preparedness pursuing Bachelor of Science in Accountancy?
___________________________________________________________________
2. Are you aware about the courses that match the Accountancy, Business and
Management Strand?
___________________________________________________________________
3. Do specialized subjects be credited in college?
___________________________________________________________________
4. What are your reasons why you enrolled on courses that are not in line with ABM
Strand?
___________________________________________________________________
46
ST. VINCENT COLLEGE
BUSINESS SCHOOL
5. Does your chosen Strand hindered the course that you are taking at present which is
Accountancy on this Academic Year? Why?
___________________________________________________________________
6. How does it feel to have a major in accounting without preparation of in-line SHS
Strand?
___________________________________________________________________
7. Do you know what field of work corresponds to your course? If yes. Give an example.
___________________________________________________________________
8. Does being a Non-ABM graduate implies difficulty entering an Accountancy Course?
Why?
___________________________________________________________________
9. If given a chance to turn back time, would you rather take ABM instead of your chosen
strand in Senior High School? Why?
___________________________________________________________________
10. Message for Future Senior High School Enrolees:
___________________________________________________________________
___________________________________________________________________
Thank You So Much for your time and effort Co-Vincentian!
Padayon Kita, Future CPA!
47

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• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

ACADEMIC PERFORMANCE IN ACCOUNTANCY COURSE AMONG NON-

ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND SENIOR HIGH SCHOOL

A Research Paper to be presented to the Faculty of the

St. Vincent College of Business and Accountancy

In Partial Fulfilment for the Requirements of the course

RESEARCH 2 - Accountancy Research

Calvo, Ann Clarice M.

Dayaday, James Albert P.

Ferrariz, Rea Mae R.

Lerdon, Jeynica Mie Ciancele G.

Siosan, Glydel Mae B.

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

research will have no essence.

opportunities God gave us each day to live in his love.

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

Background of the Study 5

Objectives of the Study 7

Significance of the Study 8

Scope and Limitations of the Study 9

Chapter II – Review of Related Literature

Chapter III – Methodology

Locale of the Study 22

Respondents of the Study 23

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

Data Gathering Instrument 24

Data Gathering Procedure 25

Chapter IV – Presentation, Analysis and Interpretation of Data

Chapter V – Summary, Conclusion, and Recommendations

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

aims, and gives an overview of the paper.

Background of the Study

The Bachelor of Science in Accountancy (BSA) program is a four-year program

focused on subjects in financial, public, and managerial accounting, auditing,

integrate information technology concepts into business systems, to create a more

Accountancy are encouraged to take the Accountancy, Business and Management

management, and corporate operations that will be helpful for college.

the K to 12 programs promised a more prepared student for college. Educational

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

challenges. The success of this endeavour is believed to be measured by the graduates'

There is however a noticeable situation in which students enrolled in college courses

out of 10 Accountancy, Business and Management (ABM) graduates nationwide were

they have gathered from internet. (T.P.G., 2015)

took a Non-Accountancy, Business and Management Strand — STEM: Science and

Technology, Engineering and Mathematics; GAS: General Academic Strand; TVL:

Technical Vocational Livelihood; and HUMMS: Humanities and Social Sciences.

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

Objectives of the Study

academic performance of non – Accountancy, Business and Management (ABM) strand

whether a significant relationship exists between learning motivation and academic

performance of the respondents.

Specifically, this study aims to answer the following:

 To determine the demographic profile of the respondents when taken as a

group and classified by age, sex, strand in senior high school

 To determine whether there is a significant difference in the academic

performance of the respondents if their strand is not in-lined with their

 To determine whether there are difficulties of being a Non-ABM strand

graduate and cite factors why they end up in an Accountancy course.

• Leganes, Iloilo • Pototan, Iloilo • Ivisan, Capiz

Significance of the Study

This study may be beneficial to the following:

course/strand mismatch happening and take steps to encourage the students to