Liceo de Cagayan University

S.Y. 2020-2021

EFFECTIVENESS OF ONLINE
LEARNING, TEACHING
STRATEGIES AND ACCOUNTING
LITERACY ON THE
PREPAREDNESS FOR OJT
RESEARCHERS: Gia Mae R. Galamiton
Sherielyn G. Lavisores
Queene M. Sabo
Brittnee Allison D. Sulit
CONCEPTUAL
FRAMEWORK OF
THE STUDY
 Socio-demographic Profile

S C H E M AT I C D I A G R A M
• Economic Status
• Type of Residence
• Age
• Sex

Online Learning
• Metacognitive Skills
• Time Management
• Environmental Structuring Preparedness for
•
•
Persistence
Help Seeking
On-the-Job
Training
• Motivation
Teaching Strategies • Constraints
• Outcome • Strategies Implemented
• Clarity
• Engagement
• Enthusiasm

Accounting Literacy
• Accounting’s Role in
Society
• Fundamental Accounting
Concepts
• Financial Statements
• Accounting Information
System
STATEMENT OF THE
PROBLEM
1. What is the socio-demographic profile of the
respondents in terms of:

1.1 Economic Status;

1.2 Type of Residence;
1.3 Age; and
1.4 Sex?
 STATEMENT OF THE
PROBLEM
2. What is the participants' rate on the effectiveness of online
learning in terms of:
2.1 Metacognitive Skills;
2.2 Time Management;
2.3 Environmental Structuring;
2.4 Persistence; and
2.5 Help Seeking?
STATEMENT OF THE
PROBLEM
3. What is the participants' level of effectiveness of teaching
strategies in terms of:
3.1 Outcomes;
3.2 Clarity;
3.3 Engagement; and
3.4 Enthusiasm?
STATEMENT OF THE
PROBLEM
4. What is the level of accounting literacy as perceived by
Accountancy and Management Accounting students in terms
of:
4.1 Accounting's Role in Society;
4.2 Fundamental Accounting Concepts;
4.3 Financial Statements; and
4.4 Accounting Information System?
STATEMENT OF THE
PROBLEM
5. What is the participants’ level of preparedness on
their On-the-Job Training (OJT) as exposure among
Accountancy students in terms of:
5.1 Motivation;
5.2 Constraints; and
5.3 Strategies Implemented?
STATEMENT OF THE
PROBLEM
6. Is there a significant relationship between the level of
preparedness of the students in their On-the-Job
Training (OJT) and the effectiveness of online learning,
teaching strategies, and accounting literacy?
RESEARCH
METHODOLOGY
RESEARCH RESEARCH
DESIGN SETTING

DESCRIPTIVE- LICEO DE
CORRELATIONAL CAGAYAN
UNIVERSITY
SAMPLING DESIGN AND
PROCEDURE
 Sample Size – 87 fourth year
Accountancy and Management
Accounting Students
 Cochran’s Formula
 Universal Sampling
 RESEARCH
INSTRUMENT
 Survey Questionnaire

QUESTIONNAIRE SETS SUBPARTS W/ NO. OF

QUESTIONS
SOCIO-DEMOGRAPHIC PROFILE 4 questions
Metacognitive Skills (9), Time Management (8),
ONLINE LEARNING Environmental Structuring (8), Persistence (8) and Help
Seeking (7)

Outcomes (10), Clarity (10), Engagement (10) and

TEACHING STRATEGIES Enthusiasm (10)

Accounting’s Role in Society (9), Fundamental Accounting

ACCOUNTING LITERACY Concepts (10), Financial Statements (10) and Accounting
Information System (9)
PREPAREDNESS TOWARDS ON-THE-JOB Motivation (2), Constraints (9) and Strategies to
TRAINING Implement (7)
STATISTICAL
TREATMENT
Statement Problem 1: Descriptive statistics using
frequency and percentage distribution.

Statement Problem 2-5: Mean and standard

deviation.

Statement Problem 6: Pearson’s moment correlation

coefficient test
Presentation,
Analysis and
Interpretation
of Data
Table 1 Table 2
Participants’ Socio-Demographic Profile in Participants’ Socio-Demographic Profile in
Terms of Economic Status Terms of Type of Residence

Annual Household Income Type of residence

Below P100,000 P100,001 – P150,000 P150,001 – P200,000 Urban Area Rural Area
P200,001 – P250,000 P250,001 – P300,000 Above P300,000

13%
22%

2%
3%

16%
55%

78%
10%
Table 3 Table 4
Participants’ Socio-Demographic Profile in Participants’ Socio-Demographic Profile in
Terms of Age Terms of Sex

Age sEX
Male Female
20-21 22-23

18%

44%

56%

82%
Table 5
Online Learning: Metacognitive Skills

Indicators of Metacognitive Skills Mean StDev. Interpretation

I set goals to help me manage my studying time for this online course. 4.23 0.69 Very Satisfactory
Metacognitive Skills
Although we don’t have to attend daily classes, I still try to distribute my studying 3.85 0.77 Very Satisfactory
time for this online course evenly across days. Metacognitive Skills
I periodically review to help me understand important concepts in this online 3.85 0.76 Very Satisfactory
course. Metacognitive Skills
I ask myself questions about how well I am doing while learning something and 4.05 0.75 Very Satisfactory
what I have learned after I finish working on this online course. Metacognitive Skills
I ask myself questions about what I am to study before I begin to learn for this 4.06 0.65 Very Satisfactory
online course. Metacognitive Skills
I set specific goals before I begin a task in this online course. 4.02 0.79 Very Satisfactory
Metacognitive Skills
I find myself pausing regularly to check my comprehension of this online course. 3.95 0.73 Very Satisfactory
Metacognitive Skills
I think about what I have learned after I finish working on this online course. 4.00 0.68 Very Satisfactory
Metacognitive Skills
I change strategies when I do not make progress while learning for this online 4.07 0.74 Very Satisfactory
course. Metacognitive Skills
Over all Mean 4.01 0.55 Very Satisfactory
Metacognitive Skills
Table 6
Online Learning: Time Management

Indicators of Time Management Mean StDev. Interpretation

I make sure I keep up with the weekly readings and assignments for this online 4.01 0.64 Very Satisfactory
course. Time Management
I often find that I don’t spend very much time on this online course because of 3.79 0.78 Very Satisfactory
other activities. Time Management
I find it easy to make time for my study or review. 3.51 0.90 Very Satisfactory
Time Management
I have enough time to finish all the tasks given. 3.76 0.88 Very Satisfactory
Time Management
I pass my paper or the output of the task given earlier than the given date of 3.98 0.76 Very Satisfactory
deadline Time Management
I organize my time to complete course requirements in a timely manner. 4.03 0.67 Very Satisfactory
Time Management
I achieve goals I’ve set for this week/month. 3.84 0.85 Very Satisfactory
Time Management
I feel like the time I’ve set for a specific goal for a day is not enough. 3.89 0.77 Very Satisfactory
Time Management
Over all Mean 3.85 0.52 Very Satisfactory
Time Management
Table 7
Online Learning: Environmental Structuring

Indicators of Environmental Structuring Mean StDev. Interpretation

I choose the location where I study for this online course to avoid too much 4.18 0.80 Very Satisfying
distraction. Environment Structuring
I found a comfortable place to study for this online course. 4.05 0.93 Very Satisfying
Environment Structuring
I know here I can study most efficiently for this online course. 4.06 0.84 Very Satisfying
Environment Structuring
I know what the instructor expects me to learn in this online course. 3.86 0.85 Very Satisfying
Environment Structuring
I have a regular place set aside for studying for this online course. 3.90 0.95 Very Satisfying
Environment Structuring
I am comfortable working in alternative learning environments. 3.61 1.0 Very Satisfying
Environment Structuring
I can focus even though there is noise and distractions. 3.01 1.3 Satisfactorily
Environment Structuring
I only get to focus listening to the instructor, studying, reviewing and doing my task 4.02 0.88 Very Satisfying
when there are no noise and distractions. Environment Structuring
Over all Mean 3.84 0.63 Very Satisfying
Environment Structuring
Table 8
Online Learning: Persistence

Indicators of Persistence Mean StDev. Interpretation

When I am feeling bored studying for this online course, I force myself to pay 3.87 0.82 Very Satisfactory
attention. Persistence
When my mind begins to wander during a learning session for this online course, I 3.93 0.79 Very Satisfactory
make a special effort to keep concentrating. Persistence
When I begin to lose interest in this online course, I push myself even further. 3.77 0.85 Very Satisfactory
Persistence
Even when materials in this online course are dull and uninteresting, I manage to 3.94 0.75 Very Satisfactory
keep working until I finish. Persistence
When I force myself to study I find myself not learning anything. 3.97 0.92 Very Satisfactory
Persistence
Even if I find it hard to focus and understanding the materials I do extra measures 3.89 0.78 Very Satisfactory
to focus and understand every topic Persistence
If I don’t understand any of the material, I find myself giving up. 3.34 1.16 Very Satisfactory
Persistence
Over all Mean 3.82 0.57 Very Satisfactory
Persistence
Table 9
Online Learning: Help Seeking

Indicators of Help Seeking Mean StDev. Interpretation

I am persistent in getting help from the instructor of this online course. 3.61 0.89 Very Satisfactory
Help Seeking
When I don’t understand a thing, I disregard the thought of asking for help. 3.22 1.16 Satisfactory Help
Seeking
I find myself not asking for help because I am too afraid and shy to ask for my 3.31 1.03 Satisfactory Help
professor’s help. Seeking
When I lack ideas, I ask for my groupmates’ or classmates’ help. 4.17 0.63 Very Satisfactory
Help Seeking
When I have something I don’t understand, I don’t want to bother asking for help. 3.60 0.86 Very Satisfactory
Instead, I’ll find a way to figure it out by myself. Help Seeking
I feel like I am a burden once I ask for someone’s help on this online course. 3.57 0.96 Very Satisfactory
Help Seeking
I find myself asking for clarification every time I am not sure about some topics. 3.98 0.73 Very Satisfactory
Help Seeking
Over all Mean 3.64 0.58 Very Satisfactory
Help Seeking
 Table 10
Teaching Strategies: Outcomes
Indicators of Outcomes Mean StDev. Interpretation

The teacher’s teaching strategy motivates peer learning by having students working 3.79 0.88 Very Satisfactory Outcome
together inside and outside of class.
The teacher’s teaching strategy includes objectives at the beginning of class. 3.86 0.72 Very Satisfactory Outcome

The teacher’s teaching strategy employs silence, providing students opportunities for 3.82 0.77 Very Satisfactory Outcome
reading and writing.
The teacher’s teaching strategy to build rapport includes an emphasis on personal 3.93 0.68 Very Satisfactory Outcome
responsibility for learning.
The teacher’s teaching strategy employs three types of tools: mid-lecture breaks, self- 3.75 0.84 Very Satisfactory Outcome
analysis on homework, and in-class questionnaires.
The teacher’s teaching strategy includes student class session guides. 3.78 0.83 Very Satisfactory Outcome

The teacher’s teaching strategy gives coverage on course objectives. 3.98 0.79 Very Satisfactory Outcome

The teacher wants the best for the students by giving out learning goals before starting 3.77 0.80 Very Satisfactory Outcome
the class.
Periodically inserted in the lesson plan are activities for feedback and intervention so 3.72 0.80 Very Satisfactory Outcome
students can be self-correcting.
The teacher evaluates and checks out on students’ grades every grading period. 3.74 0.86 Very Satisfactory Outcome

Over all Mean 3.81 0.64 Very Satisfactory Outcome

 Table 11
Teaching Strategies: Clarity
Indicators of Clarity Mean StDev. Interpretation

The teacher’s teaching strategy provides clear structural graphics so students know 3.74 0.75 Very Satisfactory Clarity
where they are in the lesson plan at all times.
The teacher’s teaching strategy includes assignments before and after class. 3.86 0.75 Very Satisfactory Clarity

The teacher’s teaching strategy includes an evaluation component mid-way through 3.82 0.74 Very Satisfactory Clarity
the course with questions about content, technology, and instruction.
The teacher’s teaching strategy uses classroom assessment of classroom research 3.86 0.67 Very Satisfactory Clarity
techniques.
The teacher informs students of their course outlines or syllabus. 3.98 0.70 Very Satisfactory Clarity

After discussion, the teacher does a recap for a better understanding of the students. 3.76 0.84 Very Satisfactory Clarity

The teacher’s teaching strategy involves doing a summary after each lesson. 3.72 0.80 Very Satisfactory Clarity

The teacher instructs students clearly and precisely about their activities. 3.72 0.74 Very Satisfactory Clarity

The teacher sequences lesson and learning activities. 3.90 0.81 Very Satisfactory Clarity

The teacher’s strategy includes giving clear and stable instructions. 3.79 0.75 Very Satisfactory Clarity

Over all Mean 3.81 0.57 Very Satisfactory Clarity

 Table 12
Teaching Strategies: Engagement
Indicators of Engagement Mean StDev. Interpretation

The teacher’s teaching strategy employs lectures. 4.02 0.68 Very Satisfactory
Engagement
The teacher’s teaching strategy employs case studies. 3.74 0.80 Very Satisfactory
Engagement
The teacher’s teaching strategy employs group activities. 4.01 0.76 Very Satisfactory
Engagement
The teacher asks high-level, open-ended questions that require students to interpret, 3.89 0.75 Very Satisfactory
analyze, synthesize, and evaluate. Engagement
The teacher’s teaching strategy is directed toward student interaction. 3.70 0.76 Very Satisfactory
Engagement
The teacher’s teaching strategy includes group-centered instruction. 3.82 0.74 Very Satisfactory
Engagement
The teacher’s teaching strategy to build rapport plays up commonalities among students 3.86 0.77 Very Satisfactory
and between teacher and the students. Engagement
The teacher’s teaching strategy is to change instructional methods every 10-15 minutes 3.63 0.80 Very Satisfactory
by switching from lecture to question-answer to small group activity on a regular basis. Engagement
The teacher’s teaching strategy is to employ a reciprocal (interchangeable) teaching 3.76 0.81 Very Satisfactory
technique (which features guided practice) in which the teacher and the student take Engagement
turns leading a discussion.
The teacher’s teaching strategy uses guest speakers. 3.32 1.18 Satisfactory Engagement

Over all Mean 3.77 0.63 Very Satisfactory

Engagement
 Table 13
Teaching Strategies: Enthusiasm
Indicators of Enthusiasm Mean StDev. Interpretation

The teacher’s teaching strategy includes a variety of media. 3.91 0.76 Very Satisfactory
Enthusiasm
The teacher’s teaching strategy addresses cognition through visuals, graphics, video; 3.94 0.81 Very Satisfactory
or computer-generated graphics. Enthusiasm
The teacher’s teaching strategy includes humanizing strategies. 3.93 0.77 Very Satisfactory
Enthusiasm
The teacher’s teaching strategy to build rapport includes the use of ice-breakers and 3.51 1.02 Very Satisfactory
get-acquainted activities. Enthusiasm
The teacher’s teaching strategy incorporates timely and frequent 3.72 0.85 Very Satisfactory
breaks.questionnaires. Enthusiasm
The teacher gives out prizes to students who volunteer to answer class questions. 3.31 1.07 Satisfactory Enthusiasm

The teacher personalizes class through the art of storytelling about life, education, and 3.76 0.90 Very Satisfactory
current events linking them to what the teacher is teaching. Enthusiasm
The teacher’s teaching strategy includes having an ice-breaker or games before 3.32 1.05 Satisfactory Enthusiasm
starting the lesson.
The teacher’s teaching strategy is to boost the mood of the students by being lively 3.63 0.92 Very Satisfactory
and energetic. Enthusiasm
The teacher’s teaching strategy includes giving extra points to the student who can 3.66 0.94 Very Satisfactory
summarize the last lesson. Enthusiasm
Over all Mean 3.67 0.71 Very Satisfactory
Enthusiasm
 Table 14
Accounting Literacy: Accounting’s Role in Society
Indicators of Literacy in Accounting’s Role in the Society Mean StDev. Interpretation

I can identify the differences in types of decisions investors and creditors make. 3.93 0.64 Fairly Confident

I can describe what information in financial statements or related disclosures meets 3.98 0.65 Fairly Confident
the needs of both investors and creditors.
I can discuss the role of ethics in the preparation of financial statements. 3.90 0.61 Fairly Confident

I can identify the differences between the objectives of tax accounting and finance 3.83 0.67 Fairly Confident
accounting.
I can describe how information sources other than an annual report can be used to 3.95 0.68 Fairly Confident
learn more about the nature of an entity’s business.
I can explain to the investors the financial background of a company. 3.92 0.72 Fairly Confident

I can discuss accounting figures and languages to ordinary people or prospective 3.80 0.79 Fairly Confident
investors.
I can explain how cost control can benefit a company and the impact of preparing a 3.80 0.70 Fairly Confident
budget.
I can explain why accounting is important to business stakeholders. 4.02 0.70 Fairly Confident

Over all Mean 3.90 0.54 Fairly Confident

 Table 15
Accounting Literacy: Fundamental Accounting Concepts
Indicators of Literacy in Fundamental Accounting Concepts Mean StDev. Interpretation

I can discuss the information typically found in a balance sheet, income statement, and statement of 4.03 0.71 Fairly Confident
owner’s equity and statement of cash flows.
I can apply the fundamental accounting equation to analyze the effects of accounting transactions on a 4.05 0.70 Fairly Confident
balance sheet.
I can apply the fundamental accounting equation to prepare a balance sheet that reports the condition of 4.02 0.72 Fairly Confident
any corporation.
I can apply the income statement equation to discuss the criteria used to determine when revenues are 3.95 0.66 Fairly Confident
recognized and apply the criteria to a specific entity to determine when its revenue should be recognized.
I can apply the income statement equation to discuss the process used to recognize expenses. 3.99 0.67 Fairly Confident

I can apply the income statement equation to prepare an income that reports the results of operations for 3.93 0.68 Fairly Confident
any entity.
I can distinguish between the accrual and the cash basis of income measurement by preparing both 3.90 0.73 Fairly Confident
statements from the same set of business transactions.
I can differentiate the balance sheet from income statements by classifying account titles into assets, liability, 3.97 0.74 Fairly Confident
capital, revenue and expenses.
I can describe how the amounts reported on the income statement and balance sheet are determined by 3.92 0.70 Fairly Confident
describing how the balance in each major asset, liability, capital, revenues and expense accounts are
calculated.
I can link the following related financial statements: balance sheet, income statement, statement of cash 3.98 0.78 Fairly Confident
flows, and statement of equity.
Over all Mean 3.97 0.58 Fairly Confident
 Table 16
Accounting Literacy: Financial Statements
Indicators of Literacy in Financial Statements Mean StDev. Interpretation

I can identify manners in which financial accounting information is used to make 4.01 0.67 Fairly Confident
business and personal decisions.
I can calculate a financial statement ratio for liquidity (current and acid test ratio) and 3.79 0.79 Fairly Confident
discuss its usefulness and limitations in making decisions.
I can calculate a financial statement ratio for activity or turnover (average, collection 3.83 0.82 Fairly Confident
period) and discuss its usefulness and limitations in making decisions.
I can calculate a financial statement ratio for financial leverage (debt to equity ratio) 3.78 0.75 Fairly Confident
and discuss its usefulness and limitations in making decisions.
I can calculate a financial statement ratio for profitability (profit margin ratio) and discuss 3.85 0.77 Fairly Confident
its usefulness and limitations in making decisions.
I can calculate a financial statement ratio for valuation (price/earnings ratio) and discuss 3.83 0.81 Fairly Confident
its usefulness and limitations in making decisions.
I can explain how percentage analysis can be used to uncover important relationships 3.76 0.72 Fairly Confident
and trends on financial statements.
I can explain how inventories and accounts receivable can be mismanaged. 3.91 0.76 Fairly Confident

I can describe how a manager can use financial statement analysis to monitor and 3.90 0.76 Fairly Confident
control assets.
I can explain the relationship between net income and cash flow. 3.91 0.68 Fairly Confident

Over all Mean 3.86 0.63 Fairly Confident

 Table 17
Accounting Literacy: Accounting Information System
Indicators of Literacy in Accounting Information System Mean StDev. Interpretation

I can discuss how the need for relevance and reliability affect the design of an 3.85 0.77 Fairly Confident
accounting information system.
I can discuss the basic principles of internal control and describe the attributes of an 3.83 0.75 Fairly Confident
effective and efficient internal control system.
I can analyze the strengths and weaknesses of an internal control system. 3.83 0.81 Fairly Confident

I can distinguish between the recording and reporting phases of the accounting cycle. 3.89 0.72 Fairly Confident

I can prepare the four common financial statements. 3.94 0.78 Fairly Confident

I can identify the problem, alternative ways of solving the problems, alternative positions 3.72 0.73 Fairly Confident
and position arguments for a controversial issue.
I can identify the assumptions and possible positions when confronted with an ethical 3.56 0.82 Fairly Confident
issue.
I can differentiate internal controls that help ensure continuous, reliable business and IT 3.71 0.76 Fairly Confident
processes.
I can explain how internal control systems assist organizations to achieve objectives and 3.76 0.68 Fairly Confident
respond to risks.
I can identify fraud regarding the use of the accounting information system. 3.75 0.75 Fairly Confident

Over all Mean 3.78 0.64 Fairly Confident

Table 18
Preparedness for On-The-Job Training: Motivation

Indicators of Motivation Mean StDev. Interpretation

To make new friends. 4.09 0.80 Very Satisfactory
Motivation
To develop better communication. 4.60 0.58 Excellent Motivation

Over all Mean 4.34 0.60 Very Satisfactory

Motivation
 Table 19
Preparedness for On-The-Job Training: Constraints

Indicators of Constraints Mean StDev. Interpretation

My family may not like my internship choices. 2.57 1.25 Neutral/Somewhat

Constraint
I’m concerned that I don’t have enough skills to do a good job at my internship. 3.51 1.06 Fairly Constraint

I’m concerned with the location of the internship. 3.06 1.25 Neutral/Somewhat
Constraint
My advisor might not think my internship choices were right for me. 3.13 1.09 Neutral/Somewhat
Constraint
I’m concerned that my chosen internship site would not accept me. 3.30 1.11 Neutral/Somewhat
Constraint
I’m concerned that my chosen internship site would not assign me related to my 3.55 1.14 Fairly Constraint
course.
No other students have interned at the internship site that I considered. 3.09 1.30 Neutral/Somewhat
Constraint
I’m concerned about how I will build a good relationship with my supervisor and 3.77 1.01 Fairly Constraint
co-workers on the internship site.
I might not have enough choices of where I should undergo my internship in my 3.63 1.09 Fairly Constraint
hometown.
Over all Mean 3.29 0.80 Neutral/Somewhat
Constraint
 Table 20
Preparedness for On-The-Job Training: Strategies Implemented

Indicators of Strategies Implemented Mean StDev. Interpretation

Before my internship, I planned where I should undergo my Internship. 3.75 1.01 Very Satisfactory
Strategies Implemented
I have spoken to other students who have completed internships to get their 3.64 1.08 Very Satisfactory
opinions. I have spoken to other students who have completed internships to get Strategies Implemented
their opinions.
I asked for help from my family with my decision to select an appropriate internship 3.86 1.04 Very Satisfactory
site. Strategies Implemented
I saved enough money in preparation for my internship. 3.49 1.03 Satisfactory Strategies
Implemented
I planned to borrow money from my family or friends in order to complete my 2.97 1.18 Satisfactory Strategies
internship. Implemented
I asked for advice from my advisor about selecting an internship site. 3.36 1.16 Satisfactory Strategies
Implemented
I took classes or training to improve my communication skills to become an 3.36 1.07 Satisfactory Strategies
effective intern. Implemented
Over all Mean 3.49 0.77 Satisfactory Strategies
Implemented
Table 21
Significant relationship between Independent Variables and Dependent Variable

Preparedness for OJT Indicators Correlation Coefficient Probability Interpretation

Metacognitive Skills .470** 0.000 Significant

Time Management .505** 0.000 Significant

Online Environmental Structuring .424** 0.000 Significant

Learning Persistence .590** 0.000 Significant

Help Seeking .591** 0.000 Significant

Outcomes .417** 0.000 Significant

Teaching Strategies Clarity .430** 0.000 Significant

Engagement .376** 0.000 Significant

Enthusiasm .514** 0.000 Significant

Accounting’s Role in the Society .261* 0.015 Significant

Accounting Literacy
Accounting Information System .291** 0.006 Significant
 SUMMARY AND
CONCLUSION
 Majority of their
economic status or
household income is
 The level of online learning
below 100,000, have lived
in urban areas, ages range
from 20-21 and most of
the participants are
female.
 As to the perceived  With regards to the
Accounting literacy of the
participants, it revealed
that they have very
satisfactory knowledge of
the sub variables
mentioned under this
independent variable.
effectiveness in terms of the
students’ metacognitive
skills, time management,
environmental structuring,
persistence and help-seeking
was rated as very
satisfactory.
students’ level of
preparedness for their OJT in
terms of motivation,
constraints and strategies
implemented was
satisfactory.
 In relation to teaching
strategies, it appears to have a
result of a very satisfactory
level with reference to
outcomes, clarity,
engagement and enthusiasm.
 there is a significant
relationship between the
effectiveness of online learning,
teaching strategies and
accounting literacy in
accounting’s role in the society
and accounting information
system and the level of
preparedness of the students in
their On-the-Job Training.
RECOMMENDATI
ONS
The school may continue to
implement the currently The university instructors
may integrate the Four
implemented strategies and
policies to continue to satisfy the Aces of Effective
online learning experience of the Teaching to its students.
students.

The school may The school may work together with

further incorporate the chosen internship site to
other experiential develop opportunities for students
learning in line with their course.
activities/projects.