THE PROBLEM

Introduction

Accounting, often hailed as the "language of business," is a multifaceted

discipline that permeates virtually every aspect of economic activity. Rooted in ancient

practices of record-keeping and stewardship, accounting has evolved into a

sophisticated system of financial analysis, reporting, and management. Its significance

extends beyond mere number-crunching, encompassing critical functions such as

budgeting, forecasting, and regulatory compliance. At its core, accounting serves as a

vital tool for assessing the financial health and performance of entities, be they small

businesses, multinational corporations, government agencies, or non-profit

organizations. By meticulously documenting and analyzing financial transactions,

accountants provide stakeholders with valuable insights into revenue generation,

expenditure patterns, asset utilization, and overall profitability. These insights are

essential for making informed decisions, mitigating risks, and optimizing resource

allocation.

According to Luca Pacioli, who is a revered figure in the annals of accounting

history and stands as a beacon of enlightenment during the Renaissance era, “a person

should not go to sleep at night until the debits equal the credits”. Luca Pacioli believed

in the fundamental principles of transparency, accuracy, and accountability in

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accounting. He recognized that clear and systematic record-keeping was essential for

businesses and individuals to track their financial transactions and understand their

economic standing. Pacioli emphasized the importance of double-entry bookkeeping,

which ensures that every financial transaction is recorded twice, once as a debit and

once as a credit, thereby maintaining balance and accuracy in accounting records.

In 1941, the American Institute of Certified Accountants stated that “Accounting

is the art of recording, classifying, and summarizing in a significant manner and in

terms of money, transactions, and events that are, in part at least, of financial

character and interpreting the results thereof.” However, in 1970, the American

Institute of Certified Public Accountants changed the definition and stated, “The

function of accounting is to provide quantitative information, primarily financial in

nature, about economic entities that is intended to be useful in making economic

decisions.”

In the Philippines, accounting courses are integral to the educational landscape,

offering a comprehensive foundation in financial management, auditing, taxation, and

more. These courses are designed to equip students with the necessary skills and

knowledge to pursue careers in accounting, finance, and related fields. Several

accounting courses are available, ranging from undergraduate to graduate levels,

including a Bachelor of Science in Accountancy.

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 The Bachelor of Science in Accountancy is “a program that provides general

accounting education to students wanting to pursue a professional career in accounting

in general and in public accounting in particular” (Sec. 5.2 CHED M.O. no. 27).

Graduates of this program are allowed to take the Certified Public Accountant

Examination (CPALE) for certification given by the Professional Regulatory Commission-

Board of Accountants (PRC-BOA). Graduates and such certifications in this particular

field lead to many employment opportunities (provided in Sec. 5.4 CHED M.O. No. 27).

This, however, will take a lot to graduate from this program. This program strictly

follows such higher standards, particularly in its curriculum.

In implementing the curricular standards of this program, certain important

implications must be noted. This includes the implementation of a retention policy

program. “The Higher Education Institution (HEI) is required to formulate and

implement an appropriate admission policy for all students applying for BSA. Likewise,

the HEI should formulate and implement a retention policy to maintain the quality of

the BSA program” (Sec. 13.12 CHED M.O. no. 27). Retention policy refers to the

standards of maintaining grades (including passing the qualifying examinations) to

continue in the BSA program. There is, however, no specified grade to be maintained in

general. Universities and colleges offering BSA programs have distinct ways of

implementing the retention policy. Of that, as long as the satisfactory grade level given

in the particular school retention policy has been maintained, BSA students will remain

in the same program.

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 Although the accounting program is one of the courses that provides many

opportunities in the future through its relevance to the business and corporate worlds,

its retention policy standards have affected the academic performance of BSA students

to the point of resulting in a numbered reduction of students in the program. There are

a number of freshmen students who have enrolled in the BSA program; however, not

all of them have been able to continue up until the end of the 4-year course. Some

have been able to do so; however, most have not. There are those who chose to quit

or shift to another program as a result of not meeting the standards of their first chosen

field. These instances have been shown and proven in the study of Camayo and

Gonzales (2022), wherein from 2015 to 2017, only 14% of those enrolled in the BSA

program of 572 Philippine Higher Educational Institutions (HEIs) graduated in the same

period.

In years passed until today, Naga College Foundation, Inc. (NCF), a private

school in Naga City, in particular the College of Accountancy and Finance (CAF)

department, has strictly followed this retention policy under the 4-year BSA program it

offers. Its retention policy requires maintaining grades of 2.2 or 85 for all the subjects

and passing the qualifying examinations. For BSA students to continue with the

program, it is necessary to meet the foregoing requirements. Though it is greatly

beneficial for the improvement and growth of students academic performance, this,

however, affects the number of students enrolled in this program and, in fact, the rate

of shifting students from this program to another.

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 In the ever-changing world as well as the standards of educational institutions,

keeping students in specialized programs is a big challenge. This is especially true for

accounting, where there's always a need for talented professionals. Thus, standards are

set high. However, figuring out why students switch majors in accounting should be a

concern. With these data and information, the researchers conducted this study to

evaluate the relationship between the accounting retention policy and the rate of

shifting students at Naga College Foundation, Department College of Accountancy and

Finance, S/Y 2022-2023, 1st and 2nd year college students.

Statement of the Problem

This study aims to determine the perceived effects of retention standards of

students in the BSA program of Naga College Foundation, Inc., for the school year

2023-2024.

Specifically, the following will be the objectives of the research:

1. Determine the perceived effects of the accounting retention policy on BSA

students in terms of the following aspects:

● Emotional

● Mental

● Academic Performance

2. Determine the course of action taken by students affected by the retention

policy.
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Assumptions

The following assumptions were considered.

1. The improvements in the retention standards would lead to higher student's

satisfaction, involvement, and academic performance. Thereby reducing the

likelihood of students shifting to other courses and/or departments.

2. Addressing deficiencies in the retention standards could potentially reduce the

rate of student attrition in the College of Accountancy and Finance department.

3. The findings of the study could be generalized to other institutions or programs

within the field of accounting and finance and that similar conditions and

contexts exist.

Scope and Delimitations

The study focuses on the relationship between retention standards and the rate

of shifting students in the BSA program at Naga College Foundation, Inc. (NCF) in the

academic year 2022-2023. The selection of respondents is limited to first- and second

year students at NCF.

This study aims to determine the perceived effects of the retention standards on

the respondents in the following aspects: (a) emotional; (b) mental; and (c) academic

performance, determining the course of action taken by the respondents affected by

the retention standards. Hence, topics that are not included will not be discussed. In

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addition, students who do not meet the criteria are excluded… from their different

programs and at different colleges and universities.

Significance of the Study

This study will be undertaken to determine the perceived effects of retention

standards on BSA students at Naga College Foundation, Inc. and to find out the

relationship between retention standards and the rate of shifting students.

The results of this research will be advantageous for the following:

BSA students: The primary recipients of this research output are the BSA students.

This study will raise awareness of the importance of retention policies and motivate

students to strive harder to be able to stay in the program.

Faculty. This study will help the faculty evaluate the efficiency of the retention policy in

improving students’ academic performance. This can also guide the faculty to better

equip students during undergrad and as an early preparation for the licensure

examination.

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Institution. This study will help the institutions assess the effectiveness of the

retention policy, be aware of the need for any improvements, and apply the policy to

the institution, particularly the CAF department, in the best way possible. It can help

the institution produce competent BSA students.

Guidance Counselor. This study will provide awareness of the students's hardships

and challenges, specifically in their emotional and mental aspects and academic

endeavors. Thereby, the guidance counselor may better understand the students and

provide them with the best guidance for their academic, career, and personal growth.

JPIA Community. The study will provide insights for school activities and events to

prepare that may be helpful for the students to enhance their skills, knowledge, and

attitudes towards academic performance goals.

Parents. The study will raise awareness among parents about the challenges faced by

the students in the particular program and provide students with greater support and

guidance toward academic achievement.

Peer. This study will provide awareness and understanding of students challenges in an

academic program and motivate them to strive harder for their chosen career path.

Researchers. The results of this study will provide the researcher with a greater

understanding and enrich their knowledge about the particular topic.

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Future Researchers. The content of this study can serve as a reference and guide for

future studies to be conducted by future researchers.

Definition of Terms

This part presents the terms that were conceptually and operationally defined as

used in this study. It consists of the definition of the retention policy and the aspects it

affected, the BSA program, and the shifting students.

Retention Policy. It outlines the specific required grade that a student must attain in

order to pass the semester. This study focuses on the retention policy of the BSA

program at NCF. Wherein, a minimum of 85 grades are required to be maintained for

every subject, and passing a qualifying examination is required before the start of the

academic year for BSA students to be able to continue in the program.

Emotional Aspect. Refers to the subjective experience and expression of feelings,

moods, and attitudes that influence an individual's thoughts, behaviors, and interactions

with others. It encompasses a wide range of emotions, such as happiness, sadness,

anger, fear, love, and more, and plays a significant role in human psychology and social

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dynamics. This study will determine the effect of retention policy on student's emotions,

such as self-doubt, self-confidence, and resilience, under the NCF's College of

Accountancy and Finance (CAF) department.

Mental Aspect. Pertains to cognitive functions, processes, and activities related to the

mind, including perception, memory, reasoning, problem-solving, and decision-making.

It encompasses the intellectual, psychological, and neurological aspects of human

cognition and consciousness. The study will determine the effect of retention policy on

the mental stress and capacity of students in the NCF's College of Accountancy and

Finance (CAF) department.

Academic Performance. Refers to an individual's achievement and success in

educational pursuits, such as completing coursework, participating in class activities,

taking exams, and earning grades or other forms of assessment. It typically reflects a

combination of factors, including knowledge retention, comprehension, critical thinking

skills, and overall academic engagement. This study will determine the effect of

retention policy on student's academic performance, specifically the grades of the

students in NCF's CAF department.

Bachelor of Science in Accountancy. A program that provides general accounting

education to students wanting to pursue a professional career in accounting in general

and in public accounting retention policy. This study selected the students who have

once taken the BSA program as the respondents.

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Shifting Student. Refers to the process wherein students transfer from one academic

program or major to another within the same educational institution. The shifting

students in this study pertain to the dependent variables who took the BSA program

and decided to pursue a different track, as well as those who were affected by the

perceived effects of the retention policy in different aspects.

Notes
Cmo, N. (2017). Revised Policies, Standards and Guidelines (PSGs) for Bachelor
of Science in Accountancy. https://ched.gov.ph/2017-ched-memorandum Retrieved:
March 1, 2024

Cammayo, U. (2022). Predictors of Qualifying in the Accountancy Program in a

Public University in the Philippines. Universal Journal of Accounting and Finance ,
Retrieved: March 6, 2024

Lozari, E. (2023). BSA graduates belong to Level VI (Baccalaureate) of the

Philippine Qualifications Framework. https://www.feu.edu.ph/institute-of-accounts-
business-and-finance/bachelor-of-science-in-accountancy Retrieved: March 14, 2024

Magana, B. (2020). Planning to shift to BSBA/BSBAA.

https://www.vsb.upd.edu.ph/undergraduate-program/transfer Retieved: March 14,2024

Sinaga, M. (2022, July 9). Academic interest determines the academic

performance of undergraduate accounting students: Multinomial logit evidence.
https://www.tandfonline.com Retrieved: March 10, 2024

Degamo, P. (2019, August 19). An Assessment of the Mental Health of

Accountancy Students. https://www.scribd.com/document/422332668/An-Assessment-
of-Mental-Health-of-Accountancy-Students-REVISED Retrieved: March 11, 2024

Visser, B., Njoroge J., Lynn G. (2011, May 26) Emotional Intelligence: The Role
of Accounting Education and Work Experience.
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https://www.researchgate.net/publication/265105667_Emotional_Intelligence_The_Role
_of_Accounting_Education_and_Work_Experience Retrieved: March 20, 2024

REVIEW RELATED LITERATURE AND STUDIES

This section presents the related studies and literature relevant to the particular

area of research. The chapter also presents the significant gap between the previous

and present studies.

Professional accountants create greater trust in government institutions and

business entities by providing transparent reporting of transactions and accountabilities,

as well as financial statements that are significant for decision-making. Hence, there is

a great industry demand for accounting graduates. Despite the demand and the fact

that many students actually took up the BSA program, not all have been able to finish

it. With these, different studies and literature are collected to determine why students

decide to shift programs and discontinue the pursuit of the BSA course.

The researchers divided the related literature into three parts: 1) the program; 2)

the retention policy; and 3) the rate of shifting students, which include local and foreign

studies to support the researchers' claims as well as a basis for the study. The purpose
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of this chapter is to guide and assist the researchers with their topic and to provide a

more comprehensive knowledge of the study. Moreover, future researchers may also

use these studies as a guide for their research.

The Program

The undergraduate course, Bachelor of Science in Accountancy, falls under the

umbrella of finance and business studies, emphasizing the methodical documentation,

organization, and analysis of financial transactions within a company. This academic

path paves the way to a variety of career paths in the business realm, notably in

accounting, auditing, and bookkeeping positions. Notoriously rigorous, this degree

program sees a significant portion of its students opting to switch majors due to its

demands. Upon completion, aspirants are required to pass the Certified Public

Accountants Licensure Exam (CPALE) to earn their professional certification. However,

the licensure exam in the Philippines has witnessed persistently low pass rates, with an

average pass rate of 23.51% observed from May 2017 through May 2022. Disturbingly,

during the CPALE conducted in May 2019, it was found that 38% of the institutions in

the Philippines offering this course reported a 0% success rate, further exacerbating the

stress and challenges faced by students in this field.

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 Baysa and Lupisan (2011) characterized accounting as a service-oriented

endeavor primarily focused on furnishing quantitative information, predominantly of a

financial nature, regarding economic entities. This information is designed to facilitate

informed economic decision-making. They emphasized that the principal responsibility

of accountants is to deliver services by offering monetary-based information about

economic entities.

In a different accounting publication, Manuel (2011) defines accounting as a

language utilized to convey crucial information for decision-making (p. 9). The author

further emphasizes that every business shares a common requirement: the necessity

for vital information before undertaking significant decisions. Accounting fulfills this

need by meticulously tracking a business's activities and resources and subsequently

presenting these details in the form of pertinent information (p. 2). Abelada (2010), in

another literary work, asserts that accounting is primarily introduced within the context

of business enterprises. He specifies that the evolution of accounting practices is driven

by the imperative need of business managers for pertinent financial information

essential for effective business operations, guiding both short-term and long-term

planning, and facilitating decision-making processes.

Rellin R. and colleagues (2020) highlight that accounting students often

experience stress due to their studies. The demanding nature of the program,

characterized by an excessive number of assignments, adversely affects the mental

well-being of the students. While activities are designed to enhance students' skills, an
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overload of these tasks can hinder their educational progress. Such an overwhelming

amount of work does not facilitate a deeper comprehension of the material. Instead, it

leads to confusion and makes students susceptible to decision fatigue, negatively

impacting their concentration and decision-making abilities.

Numerous factors prompt students to transition from a Bachelor of Science in

Accountancy to another program within the realm of business or into a completely

different educational field. These reasons often include the student's personal interests,

encouragement from parents or peers to pursue a different major, experiences with

faculty members, or the challenging nature of the accounting program itself. Due to

these factors, it attracts the attention of the researchers to conduct this research to

identify the reasons why the population of BSA students at Naga College Foundation is

decreasing.

The Retention Policy

According to the study of Camayo and Gonzales in 2022, from 2015–2017, only

23,225 (14%) out of 160,622 enrolled in 572 Philippine Higher Educational Institutions

(HEIs) graduated in the same period. The strict retention policies implemented by the

universities were mainly the reason. According to the foregoing authors, in their study

of the particular university, on average, only 49% of sophomores remain in the BSA

program, and 12% were qualified and continued at their third-year level. 61% of the

students who were not eligible for the program decided to transfer to BSBA

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Management Accounting instead. The results of their research highlighted the main

factors behind the lack of success in the BSA program, including not passing the

qualifying examination, falling short of the minimum grade requirement in accounting

courses, and failing to maintain a GPA of 2.0 or higher in all BSA program subjects.

However, the implementation of retention policies such as grade requirements and

qualifying examinations depends on a particular educational institution. For instance,

based on the study of Salcedo, Pamintuan, Maliit, Cruz, and Balingit (2021), in the case

of De La Salle University-Manila (2016), to enter the BSA program, twelve (12) units of

basic accounting courses must be earned first. The student must take and pass a

qualifying exam thereafter. Moreover, a minimum grade of 2.0 in accounting, finance,

law, and taxation subjects is required for students to stay in the program.

Several schools have formulated their own policies, while others have adopted retention

policies. Upon the proclamation of the Philippine Accountancy Act of 2004, qualifying

exams for each year level, depending upon the discretion of the school, and

comprehensive exams for the terminal level have been implemented. All areas of

accounting, finance, taxation, and auditing are covered in the comprehensive exams, as

it is essential to equip students for their undergrad. (Salcedo, A.V., Pamintuan, J.B.B.,

Malit, R.P., Cruz A.C.D., & Balingit E.P., 2021).

Retention policy, mainly, is the reason for BSA students not being able to

continue in the BSA program or opting to shift to another program. There is, however,

a related study about such issues stating other reasons for accounting attrition.
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According to Osman, O’Leary, and Brimble (2014), in their extended studies of existing

literature, there are three factors that impact accounting attrition. These are external

factors, institutional internal factors, and demographic factors. External factors include

financial factors, loss of interest in accounting studies, and family pressure. For

institutional internal factors, course scheduling and timetabling, curriculum, classroom,

and teaching resources are some. Lastly, there is the demographic factor, which relates

to personal situations, attitudes, and attributes.

Another related study is according to Oding, Palang-at, and San Jose (2021),

which states that a retention policy is a significant guiding principle applied by academic

institutions in fostering students's growth, yet evidence on how the effect of this policy

changes through the outcome in students's intellect and morality has been unraveled.

Their study revealed the views and perspectives of students on academic retention

policy. As stated, retention policy has become a tool of encouragement for students to

do well and is essential to elevating a student's intellect. However, it was also

mentioned that retention policies became a source of stress due to compliance with

imposed standards and requirements by an institution. Additionally, there is

discrimination against slow learners. The findings of the study indicate that a

misconception about the retention policy can be resolved through concrete action, such

as strong academic support and resources for students. Further stated, if the policy was

well accepted by the student, a positive reaction would happen; otherwise, the student

would become uncommitted. Therefore, a clear understanding of the purpose of the

17
retention policy is important. In addition, offering psychological programs and tutorial

programs can help students emotionally and in their academic performance,

respectively.

Rate of Shifting Students

There are a lot of reasons why students choose to change their program and

shift to a different field or path. In a study conducted by M. Jaradat, Ed. D (2017), the

reasons influencing a student's choice to switch majors were classified into positive and

negative categories. Positive influences encompassed developing an interest in a

different major, guidance from parents, constructive interactions with peers and

teachers, and improved career prospects in the new field of study. The appropriateness

of moving from a major recommended by others to one selected through personal

growth depends on the student's stage in their academic path.

Shaw and Mattern (2013) identified in their study that inspecting the contrast

between the student's forecasted first-year grade point average (FYGPA), according to

Scholastic Assessment Test (SAT), and high school grade point average (HSGPA) scores

can be an instrument in understanding the risk of the student not completing a college

major or leaving the university or the institution. The authors also discovered from the

results of the hierarchical generalized linear model (HGLM) analysis that even after

governing for previous academic performance, socioeconomic status, race or ethnicity,

gender, selectivity, and control of institution, students that have a smaller residual were

18
likely to go back to a university or institution in their second, third, and fourth years of

college.

Brooks (2012) underscores that students taking five or six years to complete

their undergraduate degrees, as reported by the College Board, are not uncommon.

After six years, more than 40% of individuals embarking on a four-year program have

yet to finish it. Various factors contribute to the prolonged college experience, including

taking breaks for study abroad programs, participating in workshops or internships,

gaining practical experience through part-time work, and financing their education.

However, switching majors is identified as a significant contributor to increased college

costs and diminished academic progress. It is also the most direct route to preventing

completion.

As per Kathleen Peterson's findings in 2006, the study aims to explore the

decision-making process behind students' initial selection and subsequent changes to

academic programs. Grounded in a theoretical framework encompassing extrinsic,

intrinsic, and experiential factors, as well as disciplinary preferences, the research

examines three pivotal decision junctures: initial major selection, subsequent major

changes, and considerations for future majors. Notably, 47% of respondents expressed

positive attitudes toward their major selections, despite many participants ultimately

changing majors during their college tenure. Those who initially chose majors aligned

with their personal interests and those who changed majors for intrinsic reasons were

less likely to switch again. Additionally, the study revealed a higher propensity for
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female students to change majors compared to their male counterparts, suggesting

differing sensitivities to change. The study emphasizes the importance of employing a

multifaceted model to elucidate the complex decision-making processes involved in

students' selection and transition to academic majors.

Uyar, Gungormus, and Kuzey (2011) discussed the factors that students are

considering when choosing a career in accounting. It provides factors in two categories:

students who answered "yes" and "no." The study investigated the students' academic

performance in accounting subjects associated with the factors of choosing an

accounting career. They found a positive and negative association with the student's

success in completing the accounting program.

According to the descriptive study of Buenaventura, Cruz, and colleagues (2022),

the study reveals that first-year college students opt to change majors primarily

because of the challenges posed by their initial majors. In their second year, the

influence shifts to their college instructors. Third-year students attribute their decision

to either the difficulty of their previous majors or a lack of stimulation. Lastly, fourth-

year students cite parental influence as a significant factor in their choice to switch to a

new major.

Synthesis of the State-of-the-Art

Accounting education reveals a complex landscape characterized by the rigorous

demands of the Bachelor of Science in Accountancy (BSA) program, persistently low

20
pass rates in licensure exams, and significant attrition rates among students. Existing

literature highlights factors such as program rigor, retention policies, external

influences, and demographic factors like gender and socioeconomic status as key

determinants of students' retention and success in the BSA program. However, gaps

exist in understanding the underlying causes of attrition, the efficacy of support

mechanisms, and the interplay of these factors. Addressing these gaps through

comprehensive investigation and analysis is essential for informing evidence-based

interventions and policy recommendations to enhance the quality of accounting

education and improve students' academic and professional outcomes.

The study conducted by Camayo and Gonzales (2022) revealed the primary

reasons for not succeeding in the BSA program, such as failure to pass the battery

examination, not meeting the minimum grade requirement of accounting courses, and

failure to maintain a GWA of 2.0 and above in all the subjects in the BSA program.

Salcedo, Pamintuan, Maliit, Cruz, and Balingit (2021) also indicate a minimum grade of

2.0 in accounting, finance, law, and taxation subjects is required for students to stay in

the program. The foregoing authors also stated, however, that several schools have

formulated their own policies, while others have adopted existing retention policies. On

the other hand, the study of Oding, Palang-at, and San Jose (2021) is different from the

other studies as it focuses on the views and perspectives of students on academic

retention policy. The study revealed that retention policy has become a tool of

encouragement for students to do well and is essential to elevating a student's intellect.

21
However, it was also mentioned that retention policies became a source of stress due to

compliance with imposed standards.

Gaps Bridged by the Study

The Bachelor of Science in Accountancy (BSA) program plays a critical role in

fostering professionals capable of ensuring transparent financial reporting and decision-

making across various sectors. However, concerns regarding attrition rates within the

program highlight the need for effective retention strategies and student support

mechanisms. While prior research has examined factors influencing students' decisions

to shift majors or discontinue the BSA program, including program rigor, retention

policies, external influences, and demographic factors like gender and socioeconomic

status, there are notable gaps in understanding the underlying causes and dynamics

driving attrition rates. Specifically, existing studies have not deeply explored the specific

reasons behind students' decisions to leave the BSA program, necessitating a more

nuanced investigation into the underlying causes driving attrition rates. Additionally,

while retention policies are acknowledged as significant, their direct and indirect effects

on students' academic performance, mental well-being, and career aspirations remain

understudied. Moreover, although demographic factors influence students' academic

paths, there is a gap in understanding how gender and socioeconomic status intersect

with other factors to shape students' trajectories in accounting education. Furthermore,

while recommendations for academic and psychological support exist, their

effectiveness in addressing students' needs and improving retention rates requires

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empirical validation. Therefore, this study aims to address these gaps by conducting a

comprehensive investigation into the factors influencing students' retention in the BSA

program. Through qualitative and quantitative methods, it will explore the underlying

causes of attrition, evaluate the impact of retention policies, analyze the

intersectionality of gender and socioeconomic factors, and assess the efficacy of

support mechanisms. The findings of this study are expected to provide insights into

developing evidence-based interventions and policy recommendations to support

students' retention and success in the BSA program, ultimately contributing to

enhancing the quality of accounting education and improving students' academic and

professional outcomes. Through systematic inquiry and analysis, this research aims to

shed light on the complex dynamics influencing students' retention in the BSA program

and inform educational institutions, policymakers, and practitioners about effective

strategies for promoting student success and ensuring the sustainability of accounting

education.

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 Notes

Cammayo, U. (2022). Predictors of Qualifying in the Accountancy Program in a

Public University in the Philippines. Universal Journal of Accounting and Finance.
https://www.studocu.com/ph/document/university-of-batangas/business-finance/ujaf8-
12227137-research-paper/59533504 Retrieved: February 28, 2024

Salcedo, A.V., Pamintuan, J.B.B., Malit, R.P., Cruz A.C.D., & Balingit E.P., (2021).
Factors Affecting the Takers of the Qualifying Examinations as Part of the Accountancy
Program Retention Policy: The Case of a University in Central Luzon Philippines.
International Journal of Multidisciplinary: Applied Business and Education Research. 2
(7), 565 – 573 doi: 10.11594/ijmaber.02.07.04 Retrieved: February 25, 2024

Osman, D., O’Leary, C., & Brimble, M. (2014). Model to Evaluate

Attrition/Retention Decisions by Accountancy Diploma Students: Case Study Evidence
from Sudan. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2449746 Retrieved:
February 27, 2024

Oding, M. L. E., Palang-At, J. A., & Jose, A. E. S. (2021). To pass or not to pass:
A qualitative inquiry on students’ views on the academic retention policy. Journal of
24
Education and Learning, 15(2), 161–167.
https://doi.org/10.11591/edulearn.v15i2.20067 Retrieved: March 5, 2024

Rellin, R., Pataueg, R., Pineda, R., Sabalo J. (2021). A Study on the Accounting
Education Culture of the University of Saint Louis,
https://www.researchgate.net/publication/342706100_A_Study_on_the_Accounting_Ed
ucation_Culture_of_the_University_of_Saint_Louis_Philippines Retrieved: March 6, 2024

Salcedo, A., Pamintuan, J. B. B., Malit, R. P., Cruz, A. C. D., & Balingit, E. P.
(2021). Factors Affecting the Takers of the Qualifying Examinations as Part of the
Accountancy Program Retention Policy: The Case of a University in Central Luzon
Philippines. International Journal of Multidisciplinary: Applied Business and Education
Research, 2(7), 565-573. https://doi.org/10.11594/ijmaber. Retrieved: March 3, 2024

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