MOTIVATIONS FOR PURSUING ACCOUNTING COURSE: IMPLICATIONS FOR

SUCCESSFL ACADEMIC STUDIES

S.Y 2016-2017

An Undergraduate Thesis

Presented to

Violeta S. Directo, Ph.D.

In Partial Fulfillment

of the Requirements for

Research II

By

KARIZA MAE THERESE B. BACLIG

CADISHA JANE B. CUEVAS

BRYAN P. NICOLAS

DEVORAH FAYE R. SOLLER

 Approval Sheet

In partial fulfillment of the requirements for Research I, this thesis entitled “MOTIVATIONS
FOR PURSUING ACCOUNTING COURSE: IMPLICATIONS FOR SUCCESSFL
ACADEMIC STUDIES OF ACCOUNTANCY STUDENTS S.Y 2016-2017” has been
prepared and submitted by Group 6 who is hereby recommended for Oral Presentation.

VIOLETA S. DIRECTO, Ph.D.

Research Teacher

Approved by the members of the panel.

3
 Acknowledgement

This study will not be possible without the guidance and help of several individuals who

in one way or another contributed and extended their valuable assistance in the preparation and

completion of this study. Our wholehearted gratitude goes to every individual who became a part

of this endeavor.

First and foremost we offer our sincerest gratitude to our Panel Members: Madam

Monette Alburo, CPA, dean of College of Accountancy, Sir Terence Marquez, CPA, and Sir

Presilo Buslig, dean of Graduate School and CAS.

To our dean, Madam Monette Alburo, CPA who willingly allowed us to float

questionnaires. To the Accountancy studenst who were our respondents who actively cooperated

and participated with us in our research study. To our Research instructor, Madam Violeta S.

Directo who taught, guided and supported us throughout our research study with patience and

knowledge and helped us to prepare our research.

To our fellow researchers for their unselfish and unending support.

Our deepest gratitude go to our parents and family for their love and support. Our

research study is simply impossible without them.

Last but not the least; above all, we thank God for all the Love, Wisdom, Strength and

Blessings He showered upon us.

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 Dedication

This research paper is lovingly dedicated to our respective parents who have been our

constant source of inspiration. They have given us the drive and discipline to tackle any task with

enthusiasm and determination.

Without their love and support, this study would not have been made possible.

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 ABSTRACT

This study is designed to investigate the motivational factors affecting the academic

studies of the accountancy students of St. Ferdinand College. This conducted investigation

focused in relating the different factors like student factors, teacher factors, school factors and

lastly home factors to the level of academic studies of the respondents. The authority and

dependability of the research instruments was established and data was collected from 52

respondents selected from the four years of the accountancy students of SFC using the simple

random sampling method. Pearson’s Chi-square C-test was applied to investigate the extent of

the effects of the different factors on students’ achievement. The result of the study revealed that

the students and the teachers as well as the school and home have significant relationship

between the academic studies of the students. Thus, it can be concluded that students, teachers,

school and home as a factor influenced the academic studies of the students.

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 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………i

APPROVAL SHEET…………………………………………………………………...ii

ACKNOWLEDGEMENT……………………………………………………………...iii

DEDICATION…………………………………………………………………………..iv

ABSTRACT……………………………………………………………………………...v

TABLE OF CONTENTS……………………………………………………………….vi

CHAPTER I- THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………………...2

Research Paradigm……………………………………………………………...3

Conceptual Framewrok…………………………………………………………4

Statement of the Problem……………………………………………………….5

Hypothesis………………………………………………………………………..6

Significance of the Study………………………………………………………...7

Scope and Delimitation…………………………………………………………..8

Definition of Terms………………………………………………………………9

CHAPTER II- REVIEW

Related Literature……………………………………………………………….

Related Studies………………………………………………………………….

CHAPTER III- RESEARCH METHODOLOGY AND PROCEDURE

Research Design……………………………………………………..

3
 Selection and Description of Respondents

Data Gathering Instrument

Data Gathering Procedure

Statistical Treatment of Data

Data Analysis Procedure

CHAPTER IV- PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

CHAPTER V- SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary

Findings

Conclusions

Recommendations

BIBLIOGRAPHY

APPENDICES

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 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Learning is a lifetime process. Continuous learning provides students with more

knowledge, broader understanding of facts, and better insight in life that will make an individual

responsible and will have a good outlook in life.

It is believed that academic status is a primary indicator of such learning. Through

motivation, the level of probability for accounting students to pursue their course may be

determined. If a learner earns high numerical rating, it is an indicator that he or she has learned a

lot while low numerical rating indicates minimal learning. However, many experiences and

studies found out that there are several factors that could affect the academic studies of

accounting students. It has been an interplay of so many factors-- gender, age, daily allowance,

social status, time and interest. In fact, almost all of the existing personal and even environmental

factors can be related to the academic studies of accounting students. At this point, the

researchers would like to investigate the possible factors that may affect the academic studies of

the Accounting students of Saint Ferdinand College main campus. Identifying those factors

would be an initial strategic step in identifying solutions that would benefit not only the

respondents but also the other students and the whole academic community of St. Ferdinand

College.

3
RESEARCH PARADIGM

INPUT PROCESS OUTPUT

A. Respondents’ Profile
 Age
 Sex
 Parents’
Monthly
Income
 Educational
Attainment
of Parents
 Occupation of
Parents Analysis of the:
Enhanced accounting
 Family Size
A. Profile of the respondents curriculum to motivate students
 Ordinal
B. Reasons why they to pursue their course.
Position
enrolled in accountancy
B. Reasons Why they
C. Problems encountered in
Enrolled in
the course
Accountancy
C. Problems
encountered in the
course
1. Student
Factors
2. Teacher
Factors
3. School
Factors
4. Home Factors

FEEDBACK

4
 FIGURE 1: PARADIGM OF THE STUDY

Statement of the Problem

This study attempted to find out the factors affecting the academic studies of the

accounting students of St. Ferdinand College school year 2016-2017.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Age

b. Sex

c. Year level

d. Estimated parents’ monthly income

e. Parents' educational attainment

f. Occupation of parents

g. Family size

h. Ordinal position

2. What are the reasons of respondents in enrolling in accountancy course?

3
3. What are the factors that affect the academic studies of the respondents along the following

motivational factors:

a. Student factors

b. Teacher factors

c. School factors

d. Home factors

4. Is there any significant relationship between the academic level of studies of the accounting

students and the following motivational factors?

a. Student factors

b. Teacher factors

c. School factors

d. Home factors

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 HYPOTHESIS

This study is anchored to an alternative hypothesis:

There is no significant relationship between the academic studies of the accountancy

students and the extent of the effect of the following motivational factors:

a. Student Factors

b. Teacher Factors

c. School Factors

d. Home Factors

Significance of the study

This study hopes to be significant and relevant to the following:

Teachers- The findings of the study could help the teachers to determine the strengths and

weaknesses of the implementation of the program and will be able to know the needs of their

students as their basis for them to develop their teaching strategies in order to improve their

students' performance.

Librarian- this study will be a great help for guiding the students in their studies and making

effective library program which can solve the problems of students.

Parents- through the findings, the parents will be able to know the level of performance of their

children and the factors that affecting it.

3
Students- The students will be benefited through the result of the study since all the actions that

will be undertaken by their teachers will redound to their benefit and the improvement of their

performance.

Researchers- The researchers, being accounting students of St. Ferdinand College may be able

to identify the needs of their fellow accounting students and furthermore, they can relate

themselves in the study considering that they are also experiencing the same situation.

Future researchers- this study can be used as additional reference for researchers who would

like to dwell on investigating the similar situations and fields. This may correlate to their

respective research study.

Saint Ferdinand College- The study could help the school to provide a much conducive place

for learning and provide basic knowledge about the study.

Scope and Delimitation

This study focuses mainly on the Motivation for Pursuing Accounting Course:

Implication for Successful Academic Studies to the different factors like student factors, teacher

factors, school factors, and home factors which may affect the academic studies of the students.

This study focuses mainly on the Motivation for Pursuing Accounting Course:

Implication for Successful Academic Studies of the 52 students of St. Ferdinand College main

campus, it involved 1st year to 4th year students who were enrolled in accounting department in

the school year 2016-2017

4
 The successful academic studies of the students is delimited only to their motivations in

pursuance to their course.

Definition of Terms

Advanced- The student at this level exceeds the core requirements in terms of knowledge,

skills, and understandings, and can transfer them automatically and flexibly through authentic

performance tasks.

Approaching Proficiency- The student at this level has developed the fundamental

knowledge and skills and core understandings and with little guidance from the teacher and/or

with some assistance from peers, can transfer these understandings through authentic

performance tasks.

Beginning- The student at this level struggles with his/her understanding; prerequisite

and fundamental knowledge and/or skills have not been acquired or developed adequately to aid

understanding.

Developing- The student at this level possesses the minimum knowledge and skills and

core understandings, but needs help throughout the performance of authentic tasks.

Poverty Line- It refers to a family which earns 5,001- 7,500 monthly.

Students- In this study, it refers to the second, third, and fourth year accounting students

of Saint Ferdinand College S.Y. 2016-2017.

3
 Student Factor- It refers to the physical, intellectual, and behavioral factors of the

respondents.

Teacher Factor- It refers to the teachers’ personality traits, classroom management and

teaching strategy of the accounting subject.

School Factor- It refers to the environment, facilities, management, non-teaching

employees, resources that support student activities for a conducive place for learning.

Home Factor- It refers to the parents’ personality traits and attitudes, and the financial

capacity of the family, it also embarks on the proximity of the school from the house.

ACRONYMS

SFC- Saint Ferdinand College, located at Centro, City of Ilagan, Isabela that has an annex

school at Cabagan, Isabela.

S.Y. - School Year

4
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

FOREIGN

Mayo’s team, consisting of Fritz Roethlisberger, George Homans, and T.N Whitehead,

found that contrary to scientific management principles, - things like attention paid to workers as

individuals, workers’ control over their own work, differences between individuals’ needs, the

willingness of managers to listen, group norms, and direct feedback” The Mayo team’s findings

directly challenged the principles of scientific management, suggesting that perhaps people could

not be so easily fit to organizations. Rather, considering and understanding the personal and

social needs of workers was just as influential, if not more so, than external working conditions.

This opened the door to a flood of new ideas regarding motivation, organization theory, and

human psychology1

In 1968, Edwin Lock proposed that the mere setting of goals can serve as a form of

motivation and tested Atkinson’s (1958) notion that performance and task difficulty were related

in a curvilinear, inverse function .Lock’s idea, a seemingly natural outgrowth of Aristotle’s telos

have been supported in a number of studies12

1
Roethlisberger,
1965 , Ott et al., 2007, pp. 132-133 “interactional variables make the difference
in motivating people”
2
Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational
Behavior and Human Performance.

3
 2
Motivation refers to an internal state or condition that activates behavior and gives it

direction.Psychologists who have analyzed motivation have found that motive has two

components, need and drive. Needs are baaed on some deficit within the person. The deficit may

be physiological or psychological. In either case, however, the deficit must lie within the

person.Drives, on the other hand, are based on needs and have the added feature of an observable

change in behavior. Drives imply motion of some sort. The person is not considered to be in a

drive state until the need has goaded the person into action. The term motive refers to a drive (an

activated need) that is directed toward or away from the goal. Therefore, the inner deficit (need)

pushes the person into action (drive) toward or away from some particular goal (motive).

Motives have three important functions in behavior. First, they energize the person. The

mptivated person is active and his activity is maintained at relatively high levels until relevant

goals or rewards are attained. Goal refers to a substance, or object capable of satisfying a need.

Aroused motives will make the individual more alert in general. He will be particularly alert to

those stimuli that will facilitate the satisfaction of motive. A person who is interested to receive

an award is likely to work hard for it until he achieves his goal. Motives have a directing

function. They determine from many possible behaviors or responses which are likely to be the

most appropriate. This directs a person to organize his ideas around whatever goal is important

to him at the moment. For example, at home, a working mother will be concerned about her

household chores rather than her office concerns. Thus, motives provide the person with cues

directing him to the most appropriate behavior in the situation. 3

J.E. Ormrod – Pearson Allyn Bacon Prentice Hall “educational psychology”

23

4
 The term motivation1 is the hypothetical concept that stands for the underlying force

impelling behavior and giving it direction. It refers to an internal state or condition that activates

behavior and gives it direction. When we speak of motivation therefore, we may refer both to the

energy expended in goal-seeking or to the internal or external factors which help initiate and

maintain organized effort.

Psychologists who have analyzed motivation have found that motive has two components, need

and drive. Needs are based on some deficit within the person. The deficit may be physiological

or psychological. In either case, however, the deficit must lie within the person. Drives, on the

other hand, are based on needs and have the added feature of an observable change in behavior.

Drives imply motion of some sort. The person is not considered to be in a drive state until the

need has goaded the person into action. The term motive refers to a drive (an activated need) that

is directed toward or away from the goal. Therefore, the inner deficit (need) pushes the person

into action (drive) toward or away from some particular goal (motive).

Motives have three important functions in behavior. First, they energize the person. The

motivated person is active and his activity is maintained at relatively high levels until relevant

goals or rewards are attained. Goal refers to a substance, or object capable of satisfying a need.

Aroused motives will make the individual more alert in general. He will be particularly alert to

those stimuli that will facilitate the satisfaction of motive. A person who is interested to receive

an award is likely to work hard for it until he achieves his goal.34

RELATED STUDIES

Richard S. Lazarus, patterns of Adjustment and Human Effectiveness (New York: McGraw-
34

Hill, 1961), p. 86

3
FOREIGN

According to Hackman & Oldham the present study tests whether these benefits can also

be achieved in the classroom setting. Students from a compulsory final-year accounting course

were asked to report their level of motivation in and their perceptions about the enrichment of the

course. As hypothesized, a positive and significant correlation was found between students

perceptions of enrichment and their reported motivation. The results, obtained by running a

series of regression equations which included a variety of teaching context and student level

variables, are also reported. These regression results offer further insight into the relationship

between enriched learning environments and motivations.5

Study habits is the pattern of behavior adopted students in the pursuit of their studies that

serves as the vehicle of learning. It is the degree to which the student engages in regular acts of

studying that are characterized by appropriate studying routines (e.g. reviews of material,

frequency of studying sessions, etc.) occurring in an environment that is conducive to studying.

Study attitude, on the other hand, refers to a student’s positive attitude toward the specific act of

studying and the student’s acceptance and approval of the broader goals of college education In

short, study habits and attitudes of students are determined through their time management

ability, work methods, attitudes toward teachers and acceptance of education.46

Galiher (2006) and Darling (2005), used GPA to measure student performance because

the main focus in the student performance for the particular semester. Some other researchers

45
Hackman & Oldham, 1975, 1976, 1980
6
Creed and Kuncel, 2008.

4
used test results or previous year result since they are studying performance for the specific

subject or year. Many researchers have discussed the different factors that affect the student

academic performance in their research. There are four types of factors that affect the students’

academic performance. These are internal and external classroom factors and these factors

strongly affect the students’ performance. Internal classroom factors includes students

competence in English, class schedules, class size, English textbooks, class test results, learning

facilities, homework, environment of the class, complexity of the course material, teachers role

in the class, technology use in class and exams systems. External classroom factors include

extracurricular activities, family problems, work and financial, social and other problems.

Research studies chose that students’ performance depends on many factors such as learning

facilities, gender and age differences, etc. that can affect student performance. Harb and El-

Shaarawi (2006) found that the most important factor with positive effect on students’

performance is parental involvement.7

RELATED STUDIES

57
Hijazi and Naqvi, 2006 and Hake,1998 , Hansen, Joe B., 2000

3
LOCAL

The learning motives of Filipinos, in the order of prevalence in the studied sample, are:

“surface” motives of landing a good job, earning money, and passing a course; encouragement

received from loved ones; curiosity and excitement about learning; and, achievement and

competition. The learning strategies of Filipinos, in the order of prevalence in the studied

sample, are: rote learning and memorizing, deeper comprehension and application, and

organization of time and effort.8

Personal investment theory presents a hierarchical and multidimensional model of

motivational goals that influence important academic outcomes. The aim of this study was to

examine the cross-cultural validity of this model in the Philippine setting using both within- and

between-network approaches to construct validation.Confirmatory factor analysis supported the

construct validity of the model. The eight types of first order goals (task, effort, competition,

social power, social affiliation, social concern, praise, and token goals) formed four second-order

goals (mastery, performance, social, and extrinsic), which in turn formed a third- order factor

called global motivation. It was found that mastery, performance, and extrinsic were positively

related to academic achievement. Social and extrinsic goals were positively related to affect to

school69

Chapter III

68
Bernardo,2008.”Motivational and Social Aspects of the Filipino College Experience”
9
Fraide Agustin Ganotice, Jr. Student Motivation as Hierarchical and Multidimensional

: Cross-cultural Validation of Personal Investment Theory in the Philippines

4
 RESEARCH METHODOLOGY AND PROCEDURE

This study presents the research design, selection and description of respondents, data

gathering instruments, procedure in gathering the data and statistical treatment and data analysis

procedure.

Research Design

The study utilized the descriptive method with the questionnaire as the main tool in

gathering data.

Calderon and Gonzales9 define this method of research as a fact- finding study with

adequate and accurate interpretation of the findings. It describes with emphasis what actually

exist such as current conditions, practices, situations or any phenomena.

This method is appropriate for the study particularly in determining the factors the

students’ academic studies.

Locale of the Study

This study was conducted at the Accountancy Department of St. Ferdinand College City

of Ilagan, Isabela, where the curriculum is based on the CHED enrolled this school year 2016-

2017. The 52 first, second, third, and fourth year accounting students were taken as the

respondents.

Selection and Description of Respondents

3
 The respondents of the study were fifty two (52) first, second, third, and fourth year

accounting students of SFC S.Y. 2016-2017.

Table 1

Frequency and Percentage Distribution

Of the Respondents According to Year

YEAR LEVEL FREQUENCY PERCENTAGE

First Year 4 7.69

Second Year 12 23.08

Third Year 20 38.46

Fourth Year 16 30.77

TOTAL 52 100

Data Gathering Instrument

The researchers made use of the following instrument to gather the data needed for the

study.

Questionnaire. The questionnaire which was the major instrument to gather data from

the respondents is the result intensively readings of similar studies that have been conducted. The

questionnaire is made up of three parts:

4
 Part I- intended to draw the student respondents' profile such as Age, Sex, Year Level,

Estimated Parents' Income, Parents' Educational Attainment, Occupation of Parents, Family Size,

and Ordinal Position.

Part II- intended for the respondents' reasons why they enrolled in accountancy.

Part III- contains items on motivational factors affecting the respondents' academic

studies. It is made up of 30 items distributed as follows: 7 items on student factors, 9 items on

teacher factors, 7 items both on school factors and home factors.

Data Gathering Procedure

The researchers sought permission from the dean of the College of Accountancy of St.

Ferdinand College to conduct the study and to float questionnaires to the accounting students. As

soon as permission was granted, the researchers personally administered the questionnaire to the

respondents. The respondents were assured that their answers to the questionnaire will not affect

their academic studies. The researchers explained each item in their level of comprehension.

Respondents' questions on items used and directions were clarified by the researchers. The

accomplished questionnaires were collected as soon as the students finished answering them.

Questionnaires were inspected to check the completeness of data. The data gathered were

organized, tallied and tabulated and then subject the information for statistical treatment.

Statistical Treatment of Data. The data gathered were analyzed and interpreted through the use

of the following statistical tools to answer the problems raised in the study

3
 Percentage and Frequency Distribution. This was employed to determine the learning

difficulties of the first, second, third, and fourth year accounting students in their subject area.

Weighted Arithmetic Mean. This was used to analyze the motivational factors of the

accounting students in their subject areas.

Data Analysis Procedure

To determine the factors affecting student in the course, the five- point scale was used as

follows:

5- Affect very much

4- Affect much

3- Affect moderately

2- Affect slightly

1- Not affect at all

In determining the degree or seriousness of the motivational factors encountered by

the respondents, the five- point scale was used with the following categories:

QUALITATIVE
WEIGHTED MEAN RANGE
DESCRIPTION
5 4.20- 5.00 Affect Very Much
4 3.40- 4.19 Affect Much
3 2.60- 3.39 Affect Moderately
2 1.80- 2.59 Affect Slightly
1 1.00-1.79 Not Affect at All
Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4
 This chapter presents the data and their analysis and interpretation in tabular and textual

form.

The data for this study was based on the responses of fifty two (52) respondents from the

Accountancy students of Saint Ferdinand College.

1. Profile of the Respondents

a. Age

Table 1- a

Frequency and Percentage Distribution

Of the Respondents According to Their Age

Ages Frequency Percentage

16 2 3.85
17 10 19.23
18 18 34.62
19 15 28.85
20 7 13.46
Total 52 100

Table 1-a shows the frequency and percentage distribution of the first, second, third, and

fourth year accountancy students according to their ages.

Data reveals that out of fifty two (52) respondents, two (2) or 3.85 percent are sixteen

(16) years old; ten (10) or 19.23 percent are seventeen (17) years old; eighteen (18) or 34.62

percent are eighteen (18) years old; fifteen (15) or 28.85 percent are nineteen (19) years old; and

seven (7) or 13.46 percent are twenty (20) years old.

It shows that majority of the accountancy students are eighteen (18) years old followed

by nineteen (19) years old, then seventeen (17) years old, after is twenty (20) years old, lastly

sixteen (16) years old.

3
 b. Sex

Table 2- b

Frequency and Percentage Distribution

Of Respondents According to Sex

SEX FREQUENCY PERCENTAGE

FEMALE 18 34.62
MALE 34 65.38
TOTAL 52 100

Table 2- b presents the frequency and percentage distribution of the respondents

according to sex.

It shows that out of fifty to (52) respondents, eighteen (18) or 34.62 percent were female

and thirty four (34) or 65.38 percent were male.

The data reveals that there are more male respondents than female in this study.

c. Estimated Monthly Income

Table 2- c

Frequency and Percentage Distribution

Of the Respondents According to their

Estimated Parents’ Monthly Income

INCOME FREQUENCY PERCENTAGE

4
 Php 5,000 below 9 17.31
Php 5,001- 7,500 7 13.46
Php 7,501- 10,000 7 13.46
Php 10,001- 12,500 11 21.15
Php 12,501- 15,000 4 7.69
Php 15,001 and above 14 26.92
TOTAL 52 100

Table 2- C presents the frequency and percentage distribution of the respondents

according to their parents’ monthly income.

It reveals that fourteen (14) of the respondents or 26.92 percent have parents’ monthly

income of Php 15,001 and above; eleven (11) or 21.15 percent have parents’ monthly income

from Php 10,001- 12,500; nine (9) or 17.31 percent have parents’ monthly income of Php 5,000

below; seven (7) or 13.46 percent of the respondents receive a parents’ monthly income of Php

7,501- 10,000 and the same as through with 5,001- 7,500; and four (4) or 7.69 percent have a

parents’ monthly income of 12,501- 15,000.

The data implies that most of the family heads are receiving an amount of Php 5,001-

7,500 that is considered poverty line.

d. Educational Attainment of Parents

Table 2-d

Frequency and Percentage Distribution Of the Respondents According to

Educational Attainment of Parents

EDUCATIONAL FATHER MOTHER

3
 ATTAINMENT FREQUENCY PERCENTAGE FREQUENCY PERCENTAGE

Elementary level 5 9.62 2 3.85

Elementary
6 11.54 0 0
graduate
Secondary level 7 13.46 5 9.62
Secondary
7 13.46 10 19.23
graduate
College level 10 19.23 9 17.31
College graduate 17 32.69 26 50
TOTAL 52 100 52 100

Table 2-d shows the frequency and percentage distribution of the respondents according

to their parents’ educational attainment.

It can be seen in the table that seventeen (17) or 32.69 of the respondents’ father and

twenty (26) or 50 percent of the respondents’ mother were college graduates; Ten (10) or 19.23

percent of the respondents’ father were college level and same as through with the respondents’

mothers who were secondary graduates; Seven (7) or 13.46 percent of the respondents’ father

were both secondary level and secondary graduate; Nine (9) or 17.31 of the respondents’ mother

were on the college level; Six (6) or 11.54 of the respondents’ father were elementary graduates;

Five (5) or 9.62 percent of the respondents’ mother were on the secondary level same as through

with the respondents’ fathers who were on the elementary level; Two (2) or 3.85 percent of the

respondents’ mother were on the elementary level; And no one of the respondents’ mother is

elementary graduates.

The data shows that majority of the respondents’ parents were both college graduates.

e. Father’s Occupation

4
 Table 2-e

Frequency and Percentage Distribution of the Father’s Occupation

Of the Respondents

Occupation Frequency Percentage

Farming 16 30.77
Government Employee 5 9.62
Private company Employee 3 5.77
Teaching 1 1.92
Housekeeping 3 5.77
Odd jobs 0 0
Laborer 6 11.54
Small Business 4 7.69
Driver 7 13.46
Engineer 1 1.92
Lawyer 0 0
Others 6 11.54
Total 52 100

Table 2-e shows the frequency and percentage distribution of the first, second, third, and

fourth year accountancy students according to the occupation of their father.

The findings imply that out of fifty two (52) fathers of the accountancy students, sixteen

(16) with a percentage equal to 30.77 are engaged in farming; five (5) with a percentage equal to

9.62 are engaged in government employee; three (3) with a percentage equal to 5.77 are engaged

in private company employee and the same as through with engaged in housekeeping; one (1)

with a percentage equal to 1.92 is engaged in teaching and same as through in engineer ; six (6)

with a percentage equal to 11.54 are laborers and same as through that have other occupation;

four (4) with a percentage equal to 7.69 are engaged in small business; seven (7) with a

percentage equal to 13.46 are drivers; and no one of the respondents’ father is lawyer and

engaged in odd jobs.

3
 It shows that majority of the father of the respondents are engaged in farming, followed

by driver, laborer, other occupation, next is government employee, then small business,

housekeeping, after is private company employee, teaching, and lastly, engineering.

f. Mother’s Occupation

Table 2-f
Frequency and Percentage Distribution
of the Respondents Mother’s

Occupation Frequency Percentage

Farming 2 3.85
Government Employee 8 15.38
Private company Employee 5 9.62
Teaching 6 11.54
Housekeeping 17 32.69
Odd jobs 0 0
Laborer 0 0
Small Business 8 15.38
Driver 0 0
Engineer 0 0
Lawyer 0 0
Others 6 11.54
Total 52 100

Table 2-f shows the frequency and percentage distribution of the mother’s occupation of

the respondents.

It reveals that seventeen (17) or 32.69 percent of the respondents’ mother are

housekeepers; eight (8) or 15.38 are government employees and are engaged in small businesses;

six (6) or 11.54 percent are engaged in teaching and other unspecified jobs; five (5) or 9.62

percent are private company employees; and two (2) or 3.85 percent are engaged in farming.

And none of the mothers are laborer, driver, engineer lawyer, and odd job worker.

4
 This means that majority of the respondents’ mother are housekeepers.

g. Respondents’ family size

Table 2-g

Frequency and Percentage Distribution Of the

Respondents According to their Family Size

NO. OF CHILDREN FREQUENCY PERCENTAGE

1-3 children 32 61.54
4-6 children 13 25
7-9 children 5 9.62
10 and above 2 3.85
TOTAL 52 100

Table 2-g shows the frequency and percentage distribution of the respondents according

to their family size.

As shown, thirty (32) or 61.54 percent of the respondents belong to the 1-3 children

group; thirteen (13) or 25 percent are in the 4-6 children group; five (5) or 9.62 percent belong to

the 7-9 children group; and two (2) or 3.85 respondents belong to the 10 and above group.

The table shows that most of the respondents belong to the 1-3 children group.

h. Ordinal Position in the Family

Table 2-h

Frequency and Percentage Distribution of the Respondents

3
 According to Ordinal Position in the Family

ORDINAL POSITION FREQUENCY PERCENTAGE

Oldest 23 44.23
Middle 20 38.46
Youngest 7 13.46
Only child 2 3.85
TOTAL 52 100

Table 2-h presents the frequency and percentage distribution of the respondents

according to their ordinal position in the family.

Of the fifty two (52) respondents’ ordinal position in their family, data reveals that

twenty three (23) or 44.23 percent of the respondents are the oldest; twenty (20) or 38.46 percent

are the middle child; seven (7) or 13.46 percent are the youngest; and two (2) or 3.85 percent of

the respondents are the only child.

This means that majority of the respondents are the oldest child.

2. Reasons in Enrolling in Accountancy in terms of Sex

Table 3

Ranks of the Reasons in Enrolling in Accountancy in terms of Sex

MALE FEMALE

4
 REASONS RANK RANK

a. Peer group influence 5 6

b. Background knowledge in the accounting course 5 7

c. Parents’ choice 2 1

d. Curiosity 5 5

e. Personal choice 1 2

f. Trendy 5 8

g. Availability of the course within the location 4 4

h. Only choice 6 7

i. Expected high income 3 3

* 1 as the highest rank

Table 3 shows the ranking of the reasons in enrolling in accountancy in terms of sex.

This table shows that most of the male respondents enrolled in Accountancy as a Personal

choice. Majority of the female respondents enrolled in Accountancy which is their Parents’

choice.

3. Factors affecting Academic studies in terms of Sex

a. Student factor

Table 2-a

3
 Mean Distribution and Qualitative Description of the Student Factors Affecting the

Academic Studies of the Respondents in terms of Sex

QUALITATIVE
STUDENT WEIGHTED MEAN
DESCRIPTION
FACTORS
MALE FEMALE TOTAL MALE FEMALE TOTAL

Affect Affect
a. Needs Affect
4.61 4.35 4.48 very very
concentration very much
much much

b. Need
retention and Affect Affect Affect
4.11 3.65 3.88
grasp of much much much
ideas

c. Require
Affect
interest in Affect Affect
4.5 4.09 4.30 very
learning the much very much
much
subject

d. Needs rest/ Affect Affect Affect

3.89 4.09 3.99
relaxation much much much

e. Requires self Affect Affect Affect

4.06 3.79 3.93
confidence much much much

Affect Affect
f. Needs clear/ Affect
4.33 4.26 4.30 very very
sound mind very much
much much

g. Distractions/ Affect Affect Affect

3.67 3.85 3.76
nuisance much much much

Average Weighted Affect Affect Affect

4.18 4.01 4.1
Mean much much much

Table 3-A presents the mean distribution and qualitative description of the student factors

affecting the academic studies of the respondents in terms of gender.

Student factors affecting the academic studies of the accountancy students in terms of

gender were describes as “affect very much” and “affect much”. As shown in the table above,

male respondents are more affected in the three student factors with weighted means of 4.61, 4.5

4
and 4.33 in their needs concentration, require interest in learning the subject and needs

clear/sound mind, respectively, than of the female respondents affect only with two student

factors with weighted means of 4.35 and 4.26 in their needs concentration and needs clear/sound

mind. However, the remaining student factors are affect much in the academic studies of both

gender.

The average weighted mean of male respondents are also more affected with a 4.18 than

female respondents with 4.01. Thus, the student factors are affect much the academic studies of

the respondents.

b. Teacher Factor

Table 3-b

Mean Distribution and Qualitative Description of the Teacher Factors Affecting the
Academic Studies of the Respondents in terms of Sex

QUALITATIVE
WEIGHTED MEAN
TEACHER DESCRIPTION
FACTORS
MALE FEMALE TOTAL MALE FEMALE TOTAL

Affect Affect
a. Professional Affect
4.09 4.72 4.41 very very
skills much
much much

b. Mastery of Affect Affect

Affect
the subject 4.12 4.33 4.23 very very
much
matter much much

Affect
c. Classroom Affect Affect
3.68 4.5 4.09 very
management much much
much

d. Oral and Affect Affect Affect

3.82 3.89 3.86
written skills much much much

e. Interest in 4.12 4 4.06 Affect Affect Affect

teaching the much much much

3
 subject

Affect Affect
f. Self- Affect
4.12 4.28 4.20 very very
confidence much
much much

Affect Affect Affect

g. Patience/
4.26 4.5 4.38 very very very
understanding
much much much

Affect
h. Approachable Affect Affect
4.03 4.22 4.13 very
personality much much
much

i. Supervision/
evaluation of Affect Affect Affect
3.94 4.17 4.06
student much much much
performance

Affect
Average Weighted Affect Affect
4.02 4.29 4.16 very
Mean much much
much

Table 3-B displays the mean distribution and qualitative description of the teacher factors

affecting the academic studies of the respondents in terms of gender.

Teacher factors affecting the academic studies of the accountancy students in terms of

gender were described as “affect much” and “affect very much”. The female respondents’

academic studies affect very much are: Professional skills with a weighted mean of 4.72;

Mastery of the subject matter with a weighted mean of 4.33; Classroom Management with a

weighted average of 4.5; Self-confidence with a weighted mean of 4.28; Patience/understanding

with a weighted mean of 4.5; and Approachable personality with a mean of 4.22. The items that

affect much the academic studies of the female respondents are Oral and written skills with a

weighted mean of 3.89 and Interest in teaching the subject with a weighted mean of 4. While the

male respondents are affect much in all items display in teacher factors except for

4
Patience/understanding with a weighted mean of 4.26 that affect very much in their academic

studies.

In their average weighted mean, the female respondents are more affected with a 4.29

than the male respondents with a 4.02. In overall, the teacher factors are affect much the

academic studies of the accountancy students.

c. School Factor

Table 3-C

Mean and Qualitative Description of the School Factors Affecting the Academic Studies of
the Respondents in terms of Sex

QUALITATIVE
WEIGHTED MEAN
SCHOOL FACTORS DESCRIPTION
MALE FEMALE TOTAL MALE FEMALE TOTAL

a. Availability of
Affect Affect Affect
accounting
4.56 4.35 4.46 very very very
books/
much much much
resources

b. Environmental Affect
Affect Affect
nuisances/ 4.22 3.85 4.04 very
much much
distractions much

Affect
Affect Affect
c. Class size 3.28 3.53 3.41 moder
much much
ately

d. Available funds
to support
student
Affect Affect Affect
activities like 3.94 3.74 3.84
much much much
programs,
competitions
and celebrations

e. Conducive Affect Affect Affect

place for 4.17 3.85 4.01
much much much
learning

3
 f. Approachability 3.65 Affect Affect Affect
of non-teaching 3.44 3.55
much much much
employees

g. Availability of
Affect Affect Affect
scholarship 4 4.06 4.03
much much much
programs

Average Weighted Affect Affect Affect

3.94 3.86 3.9
Mean much much much

Table 3-c shows the mean distribution and qualitative description of the school factors

affecting the academic studies of the respondents in terms of sex.

Data reveals that the school factors affecting the academic studies of the respondents

were described as “affect very much”, “affect much” and “affect moderately”. The male

respondents are affect very much in the two school factors with weighted means of 4.56 and 4.22

in their Availability of accounting books/resources and Environmental nuisances/distractions.

The school factors that affect much in the academic studies of the male respondents are:

Available funds to support student activities like programs, competitions, and celebrations with a

weighted mean of 3.94; Conducive place for learning with a weighted mean of 4.17;

Approachability of non-teaching employees with a weighted mean of 3.44; and Availability of

scholarship programs with a weighted mean of 4. Class size is affect moderately in the academic

studies of the male respondents. All items display in the school factors affect much in the

academic studies of the female respondents except the affect very much in their Availability of

accounting books/resources with a weighted mean of 4.35.

4
 In their average weighted mean, male respondents are more affected with 3.94 than

female respondents with 3.86. Thus, it means that the school factors are both affect much in their

academic studies.

d. Home Factor

Table 3-d

Mean and Qualitative Description of the Home Factors Affecting the Academic Studies of
the Respondents in terms of sex

HOME WEIGHTED MEAN QUALITATIVE DESCRIPTION

FACTORS
MALE FEMALE TOTAL MALE FEMALE TOTAL

Affect
a. Motivation Affect very Affect
4.22 4.38 4.3 very
of parents much very much
much

b. Parents’
attitude Affect Affect Affect
3.83 4.09 3.96
towards the much much much
course

c. Distance of Affect Affect

Affect
home from 3.28 3.38 3.33 moder moderatel
moderately
school ately y

d. Study
Affect Affect Affect
conditions 4.11 3.85 3.98
much much much
at home

e. Availability
of
Affect Affect Affect
educational 3.94 3.74 3.84
much much much
materials in
the house

f. Too many Affect Affect

Affect
children to 3.22 2.68 2.95 moder moderatel
moderately
support ately y

3
 g. Financial
Affect Affect Affect
capacity of 3.78 3.62 3.7
much much much
family

Average Weighted Affect Affect Affect

3.77 3.68 3.73
Mean much much much

Table 3-d shows the mean distribution and qualitative description of the home factors

affecting the academic studies of the respondents in terms of gender.

Data shows that the home factors affecting the academic studies of the respondents were

described as “affect moderately”, “affect much” and “affect very much”. Both gender

respondents are affect moderately in the two home factors with a weighted mean of 3.28 in male

while 3.38 in female in their Distance of home from school and Too many children to support

with a weighted mean of 3.22 in male while 2.68 in female. The three home factors that affect

much in the academic studies of both gender are: Parents’ attitude towards the course with a

weighted mean of 3.83 in male while 4.09 in female; Availability of educational materials in the

house with a weighted mean of 3.94 in male while 3.74 in female; and Financial capacity of

family with a weighted mean of 3.78 in male while 3.62 in female. It proves that the motivation

of parents are affect very much by both gender.

In their average weighted mean, the male respondents are more affected in the home

factors with 3.77 than of the female respondents with 3.68. In overall, the home factors are affect

much in the academic studies of the accountancy students.

4. Relationship of Motivational Factors and Academic Studies

Table 4

4
 Significant relationship between the motivational factors and the Academic Studies of the

accountancy students

Degree of Level of Tabular Computed

Groups Analysis Decision
Freedom Significance Value Value

Accept
6 0.05 12.592 11.87 cv<tv
Ho

*Interpretation: There is no significant relationship between the motivational factors and

successful academic performance of accountancy students.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter gives a re-statement of the problems and the hypothesis, states the findings

and conclusions, and presents recommendation based on the study.

3
 This study attempted to find out the factors affecting the academic studies of the

accounting students of St. Ferdinand College school year 2016-2017.

Specifically, this study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

a. Age

b. Sex

c. Year level

d. Estimated parents’ monthly income

e. Parents' educational attainment

f. Occupation of parents

g. Family size

h. Ordinal position

2. What are the reasons of respondents in enrolling in accountancy course?

3. What are the factors that affect the academic studies of the respondents along the following

motivational factors:

a. Student factors

b. Teacher factors

4
c. School factors

d. Home factors

4. Is there any significant relationship between the academic level of studies of the accounting

students and the following motivational factors:

a. Student factors

b. Teacher factors

c. School factors

d. Home factors

FINDINGS

The study revealed the following findings:

1. Profile of the respondents in terms of age, sex, family income, educational

attainment of parents, occupation of parents, family size and ordinal position

a. In terms of Age

Majority of the age of the respondents are eighteen (18) years old with a percent of 34.62

or eighteen (18)

b. In terms of Sex

Most of the respondents are female.

c. In terms of Family Income

3
 There are 26.92 percent of the respondents who’s parents’ monthly income ranging from

15,001 and above.

d. In terms of Educational attainment of parents

17 or 32.69 percent of the respondents’ father and 26 or 50 percent of the respondents’

mother are college level.

e. In terms of Occupation of Parents

16 or 30.77 percent of the respondents’ father are farmers while 17 or 32.69 percent of

the respondents’ mother are housekeepers.

f. In terms of Family size

Majority or 61.54 percent have 1-3 number of children.

g. In terms of Ordinal position

Majority or 44.23 percent are oldest.

2. Different motivational factors affecting the academic studies of the respondents

The factors affecting the academic performance of the respondents are arranged

accordingly as follows;

a. As to Student Factor

1. Needs concentration, with a mean of 4.48 which means affect very much.

4
 2. Require interest in learning the subject, with a mean of 4.30 which means affect very

much.

3. Needs clear/ sound mind, with a mean of 4.30 which means affect very much.

4. Needs rest/ relaxation, with a mean of 3.99 which means affect much.

5. Requires self-confidence, with a mean of 3.93 which means affect much.

6. Need retention and grasp of ideas, with a mean of 3.88 which means affect much.

7. Distractions/nuisance, with a mean of 3.76 which means affect much.

b. As to Teacher Factor

1. Professional skills, with a mean of 4.41 which means affect very much.

2. Patience/understanding, with a mean of 4.38 which means affect very much.

3. Mastery of the subject matter, with a mean of 4.23 which means affect very much.

4. Self-confidence, with a mean of 4.20 which means affect very much.

5. Approachable personality, with a mean of 4.13 which means affect much.

6. Classroom management, with a mean of 4.09 which means affect much.

7. Interest in teaching the subject. With a mean of .06 which means affect much

8. Supervision / evaluation of student performance, with a mean of 4.06 which means

affect much

9. Oral and written skills, with a mean of 3.86 which means affect much.

c. As to School Factor

1. Availability of accounting books/ resources, with a mean of 4.46 which means affect

very much.

2. Environmental nuisances/ distractions, with a mean of 4.04 which means affect much.

3. Availability of scholarship programs, with a mean of 4.03 which means affect much.

3
 4. Conducive place for learning, with a mean of 4.01 which means affect much.

5. Available funds to support student activities like programs, competitions and

celebrations, with a mean of 3.84 which means affect much.

6. Approachability of non-teaching employees, with a mean of 3.55 which means affect

much.

7. Class size, with a mean of 3.41 which means affect much.

d. As to Home Factor

1. Motivation of parents, with a mean of 4.3 which means affect very much.

2. Study conditions at home, with a mean of 3.98 which means affect much.

3. Parents’ attitude towards the course, with a mean of 3.96 which means affect much.

4. Availability of educational materials in the house, with a mean of 3.84 which means

affect much.

5. Financial capacity of family, with a mean of 3.7 which means affect much

6. Distance of home from school, with a mean of 3.33 which means affect moderately.

7. Too many children to support, with a mean of 2.95 which means affect moderately.

Conclusions

Based on the above mentioned findings, the following conclusions derived:

1. Majority of the respondents are female, and at the right age of their year level. Most of

the respondents do not fall under poverty line based on their parents’ monthly income.

College graduate is the highest educational attainment of the respondents’ parents.

4
 Majority of the respondents’ father were farmers while respondents’ mothers were

housekeepers. Majority of the respondents were the oldest child and had a family size of

1-3 children.

Recommendations

Based on the findings and conclusions the researchers offer the following

recommendations or suggestions.

1. That the head and staff of Saint Ferdinand College be mad known of the findings of

this study.

2. That teachers in all subject areas should analyze their instructional methods and

strategies to find out the weaknesses of students so that there will be better outputs of

students.

3. That the school and the parents of the students must guide them and know their

problems in order for them to help their

Bibliography

BOOKS

J.E. Ormrod – Pearson Allyn Bacon Prentice Hall “educational psychology”

Richard S. Lazarus, patterns of Adjustment and Human Effectiveness (New York: McGraw-Hill,
1961), p. 86

3
JOURNALS/ARTICLES

Roethlisberger, 1965 , Ott et al., 2007, “interactional variables make the difference in motivating

people”

Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational

Behavior and Human Performance.

Bernardo,2008.”Motivational and Social Aspects of the Filipino College Experience”

UNPUBLISHED THESIS

Fraide Agustin Ganotice, Jr. Student Motivation as Hierarchical and Multidimensional

: Cross-cultural Validation of Personal Investment Theory in the Philippines

Hijazi and Naqvi, 2006 and Hake,1998 , Hansen, Joe B., 2000

Hackman & Oldham, 1975, 1976, 1980

Creed and Kuncel, 2008.

Appendix

Questionnaire

Saint Ferdinand College

College of Accountancy

4
This is a study to determine the different factors affecting the academic studies of the
Accountancy students of St. Ferdinand College. THIS IS NOT A TEST THERE ARE NO
RIGHT OR WRONG ANSWERS. Please free to fill up the questionnaire. Please do not leave
any question unanswered and kindly return it to the researchers after being accomplished. Rest
assured that the responses and information that you will give will be held strictly confidential.
Thank you for your kind participation.

I. Respondents’ Profile

Name (optional) _____________________________________ Age: _____

Sex: _____ Year: __________

Parents’ estimated Monthly Income: (please check one)

[ ] Php 5,000 below [ ] Php 5,001-7,500 [ ] Php 7,501-10,000 [ ] Php 10,001-

12,500

[ ] Php 12,501-15,000 [ ] Php 15,001 and above

Educational attainment of parents: (please check)

Father Educational attainment Mother

Elementary level

Elementary graduate

Secondary level

Secondary graduate

College level

College graduate

Occupation of Parents:

Father Mother
Farming
Government employee

3
 Private company
employee
Teaching
Housekeeping
Odd jobs
Laborer
Small business
Driver
Engineer
Lawyer
Others (specify)

Family size (no. of children) Ordinal position in the family:

a. 1-3 children ___ a. Oldest ___

b. Middle ___
b. 4-6 children ___ c. Youngest ___
d. Only child ___
c. 7-9 children ___

d. 10 and above ___

II. Reasons why they enrolled in accountancy (check as many reasons)

___1. Peer group influence

___2. Background knowledge in the accounting course
___3. Parents’ choice
___4. Curiosity
___5. Personal choice
___6. Trendy
___7. Availability of the course w/in the location
___8. Only choice
___9. Expected high income

III. Factors affecting student in the course

Scale: 5- Affect very much/ very extensive
4- Affect much/ extensive
3- Affect moderately/ moderately extensive
2- Affect slightly/ least extensive

4
 1- Not affect at all/ not extensive

1. Student factors

5 4 3 2 1

a. Needs concentration

b. Need retention and grasp of ideas

c. Require interest in learning the subject

d. Needs rest/ relaxation

e. Requires self confidence

f. Needs clear/ sound mind

g. Distractions/nuisance

2. Teacher factors

5 4 3 2 1

a. Professional skills

b. Mastery of the subject matter

c. Classroom management

d. Oral and written skills

e. Interest in teaching the subject

f. Self-confidence

g. Patience/ understanding

h. Approachable personality

i. Supervision/ evaluation of student performance

3. School factors
5 4 3 2 1

a. Availability of accounting books/ resources

3
 b. Environmental nuisances/ distractions

c. Class size

d. Available funds to support student activities like programs,

competitions and celebrations
e. Conducive place for learning

f. Approachability of non-teaching employees

g. Availability of scholarship programs

4. Home factors
5 4 3 2 1

a. Motivation of parents

b. Parents’ attitude towards the course

c. Distance of home from school

d. Study conditions at home

e. Availability of educational materials in the house

f. Too many children to support

g. Financial capacity of family

APPENDIX

Curriculum Vitae

Name: KARIZA MAE THERESE B. BACLIG

4
Address: Progressive, Gonzaga, Cagayan

Date of Birth: September 16,1995

Place of Birth: Gonzaga, Cagayan

Civil Status: Single

Contact No.: 09358861112

Father’s name: Benhur T. Baclig (deceased)

Mother’s name: Teresita B. Baclig

EDUCATIONAL BACKGROUND

Primary level : Gonzaga Bible Baptist

Progressive, Gonzaga, Cagayan

Intermediate level : Gonzaga North Central school

Paradise, Gonzaga, Cagayan

Secondary level : Saint Anthony Academy of Gonzaga

Paradise, Gonzaga, Cagayan

3
Name: CADISHA JANE B. CUEVAS

Address: Marana 1st, City of Ilagan, Isabela

Date of Birth: July 26, 1998

Place of Birth: Marana 1st, City of Ilagan, Isabela

Civil Status: Single

Contact No.: 09263082487

Father’s name: Jimmy T. Cuevas

Mother’s name: Joyce B. Cuevas

EDUCATIONAL BACKGROUND

Primary level :

Intermediate level : Marana 1st Elementary School

Marana 1st, City of Ilagan, Isabela

2010

Secondary level : Center Isabela Christian Academy

Marana 1st, City of Ilagan, Isabela

2014

2
Name: BRYAN P. NICOLAS

Address: Alibagu, City of Ilagan, Isabela

Date of Birth: October 10, 1997

Place of Birth: Alibagu, City of Ilagan, Isabela

Civil Status: Single

Contact No.: 09751344626

Father’s name: Eddie M. Nicolas

Mother’s name: Marilou P. Nicolas

EDUCATIONAL BACKGROUND

Primary level : Chung Hua Institute

Baculud, City of Ilagan, Isabela

2004

Intermediate level : Chung Hua Institute

Baculud, City of Ilagan, Isabela

2010

Secondary level : Isabela National High School

San Vicente, City of Ilagan, Isabela

2014

3
Name: DEVORAH FAYE R. SOLLER

Address: Upi, Gamu, Isabela

Date of Birth: September 7, 1997

Place of Birth:

Civil Status: Single

Contact No.:

EDUCATIONAL BACKGROUND

Primary level :

Intermediate level :

Secondary level : Saint Ferdinand College

City of Ilagan, Isabela

2014