1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Motivation is described as a state that energizes, directs and

sustains behavior. It involves goals and requires activity. Goals provide the

impetus for and the direction of action, while action entails effort:

persistence in order to sustain an activity for a long period of time. While

motivation involves drive and action, interest invokes enthusiasm. Interest

is a powerful motivational process that energizes learning, guides academic

and career trajectories, and is essential to academic success. Interest is both

a psychological state of attention and affect toward a particular object or

topic, and an enduring predisposition to reengage over time1. It is vital to

have certain level of interest and motivation when learning, to increase a

student’s academic performance.

There are different factors that have great impact in an accounting

student’s academic performance. These include the availability and financial

status of parents, hard work and dedication, talent, and his/her motivation

to succeed and interest. Motivation can be divided to two classifications:

Intrinsic and Extrinsic. Intrinsic motivation arises from a desire to learn a

topic due to its inherent interests, for self-fulfillment, enjoyment and to

achieve a mastery of the subject. On the other hand, extrinsic motivation is

motivation to perform and succeed for the sake of accomplishing a specific

1 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5839644/
 2

result or outcome. Students who are very grade-oriented are extrinsically

motivated, whereas students who seem to truly embrace their work and take

a genuine interest in it are intrinsically motivated. Having motivation doesn’t

necessarily mean that an accounting student immediately passes. He should

also maintain a degree of interest to keep his/her motivation going. If

students have interest in an accounting class they are more likely to attend

classes, pay attention, be engaged in learning, take more courses and obtain

information effectively in accounting. For example, a student enjoys certain

topics in accounting rather than engineering. In this case, the student will

perform well when enrolled in accounting rather than engineering since

he/she has the capacity and drive to learn it.

Conceptual Framework

2Many studies indicated that students’ choice of business major is

influenced by higher earnings, prestige and career advancement (Kim and

Markham, 2002). Montmarquette et al. (2002) examined the previous

studies on the determinants of the major choice, which linked it to the

expected earnings. Lowe et al. (1994) discovered that compensation, career

opportunities and prestige are significant factors that influence students’

choice of accounting as their major, whereas students who choose business

major are more influenced by personal and normative factors. There should

2
Factors Influencing the Students’ Choice of Accounting as a Major - Sharifah Sabrina Syed Ali*and
Michael Tinggi
 3

be a general awareness among students on the career opportunities

available in Malaysia and overseas and the level of compensation for

accountants as it has been widely publicized in the local newspapers. With

the amount of news publicity given to a particular profession, it would be

interesting to find out if these job-related factors are the key factors

influencing students’ choice of accountancy as a major. Besides, Galotti and

Kozberg (1987) investigated five factors that may influence the choice of

major among the students, i.e., qualification policies to enter the major field

of study, employment opportunities, university or college reputation, past

academic experiences, and the characteristics of the courses. They found

that the job prospect or job opportunity is the most significant factor

influencing the choice of major. The students were aware of the growing

salaries and potential in the related field, which led them to enroll in the

related field, i.e., finance. Furthermore, the studies by Francisco et al.

(2003) and Simons et al. (2003) also concluded that factors such as future

job opportunity, income potential, type of profession, earning perks,

bonuses and so on, play the most important role in determining the major of

the students. Tan and Laswad (2006) also inferred that the choice of

students’ major is significantly influenced by income prospects, prestige and

job advancements due to earning potential and marketability or scope of

opportunities.
 4

This study considered the personal factors and career prospects of the

respondents in determining if these variables motivated their interest to

enroll in an accounting course.

Also, the personal and school problems encountered by the respondents

were also identified to find out if these problems affect their motivation and

interest in accounting course.

The paradigm shows the flow of the study which discusses the variables. It

is mainly composed of three (3) boxes namely: Input, Process and Output

boxes. The input box includes the student’s profile, the factors motivating

their interest in an accounting course and Problems encountered by

respondents in their studies. The process box demonstrates the analysis

and interpretation of the inputs. The output box gives the possible outcome

of the study.
 5

Research Paradigm

Input Process Output

1. Students Profile Analysis and Identification of factors

a. Age Interpretation of motivating interest in an
b. Gender 1. Students Profile accounting course
a. Age
c. Curriculum Year
b. Gender
d. Occupation of
c. Curriculum
parents
Year
e. Educational
d. Occupation of
Attainment of
parents
Parents
e. Educational
f. Average monthly
Attainment of
Income of
Parents
family/other
f. Average
sources
monthly Income
g. Educational
of family/other
resources/materia
sources For Successful
ls present at home
g. Educational Professional Career
resources/mate
rials present at
2. Factors motivating
home
interest in an
accounting course
2. Factors affecting
a. Personal factor
students’ career
b. Career prospects
choice in accounting
a. Personal factor
b. Career
3. Problems
prospects
encountered by
respondents in their
3. Problems
studies
encountered by
a. School
respondents in their
b. Personal
studies
a. School
b. Personal
Feedback Mechanism
 6

Statement of the Problem

This study attempted to find out factors and motivating interest of

freshmen and Sophomore College of Accountancy in Saint Ferdinand

College.

This study specifically sought to answer the following questions:

1. What is the profile of accounting student respondents:

a. Age

b. Sex

c. Curriculum Year

d. Occupation of head of family/parents

e. Educational Achievement of parents

f. Educational resources/materials present at home

g. Average monthly income of family/other sources

2. What factors motivated the respondents to enroll in an accounting

course in terms of the following:

a. Personal (Home + Environment + School)

b. Career Prospects

3. Is there any significant difference in the factors that motivated the

respondents to enroll in an accounting course when grouped by

profile?

4. Is there any significant relationship between the factors motivating

interest in an accounting course and the personal and career

prospects of the respondents?

 7

5. What problems do the respondents encounter in their accounting

studies?

6. Is there any significant difference in the problems encountered by the

respondents in terms of the following:

a. School

1. Subject load

2. Subject Time schedule

3. Educational resources/services/facilities

b. Personal

1. Distance from the school

2. Financial adequacy

3. Personality traits

7. Is there any significant difference in the problems encountered by the

respondents:

a. When grouped according to selected profile.

b. When grouped according to problems encountered in school and

their personal factors.

Hypothesis

Based on the statement of the problem, the researchers forwarded this

null hypothesis.
 8

1. There is no significant difference in the factors that motivated the

respondents to enroll in an accounting course when grouped by

profile.

2. There is no significant relationship between the factors motivating

interest in an accounting course and the personal and career

prospects of the respondents

3. There is no significant difference in the problems encountered by the

respondents in terms of the following:

I. School

a. Subject load

b. Subject Time schedule

c. Educational resources/services/facilities

II. Personal

a. Distance from the school

b. Financial adequacy

c. Personality traits

4. There is no significant difference in the problems encountered by the

respondents:

a. When grouped according to selected profile.

b. When grouped according to problems encountered in school and

their personal factors.

Scope and Delimitation of the Study

This study revolved around the factors motivating the interest in an

accounting education of the first year and second year accountancy

 9

students of Saint Ferdinand College. It involved the only section of the 1st

year college and two (2) sections of the 2nd year college of the Accountancy

department.

The profile was added to get basic information of the respondents.

Hypothesis was also formulated to determine whether selected profile do

affect their motivation and interest in accounting course.

The personal factors and career prospects of the first year and second

year accountancy students were studied.

Significance of the Study

The researchers believe that students may benefit from the findings of

this study since it provides awareness and understanding of the factors that

motivate the interest of a student in an accounting course and its

implications for a successful career. The study gives them valuable insights

on how different factors affect their aspiration and inspiration in studying

accountancy. Likewise, having motivation and interest in accountancy can

greatly affect the performance of a student.

 10

This study is hopefully beneficial to the following:

School Administration - This study hopes to help the school in the

formulation of future modification in educational policies, curriculum,

school facilities, resources and strategies towards a more effective delivery of

learning.

Instructors - The instructors would benefit from the findings of this

study for understanding the level of interest of their students. As such, they

can properly develop innovative teaching methods and strategies in the

subject matter.

Guidance Counselor – The guidance counselor can make use of this

study to know the motivation needed by the students to keep their interest

in pursuing their accounting education.

Parents - The result of the study can serve as a medium to

understand their son/daughter in his/her wants and needs and decisions,

and how they may be able to help him/her in the problems he/she face.

Future Researchers – Future researchers can use this study as well

as a basis of their study related to this study.

 11

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign

3Career choice is a lifelong process of decision-making for those who

seek major satisfactions from their work. His theory said that people make

their career decisions which balance their interests and values with the

opportunities and talents available, as well as the cost of pursuing the

opportunities. There are some theories in relation to career choice, for

example, social cognitive theory says that family and relative have influences

on students’ career choice. According to the Parsons' theory, individuals

should consider their skills and abilities how they may fit with a particular

occupation. In addition, individuals need knowledge of jobs, the labor

market and compensation which includes salary and benefits (Bandura,

1986). 4Socioeconomic theory said that Social conditions include parent

influence, friends and teachers’ influences, social status and economic

conditions include job opportunity, salary amount, and the likes have an

impact on students’ career choice. (Venable, 2011)

In general, it's important to understand that career choice is not made

based on any one factor. Our choices are subject to many influences –

individual, cultural, social, and environmental. The combination and

3
Bandura, A. (1986). “Social Foundations of Thought and Action: A Social Theory”. Prentice Hall,
Englewood Cliffs, NJ
4 Melissa Venable. (2011). “What Influences Your Career Choice?”,

http://www.onlinecollege.org/insideonline-learning/about-us/
 12

interaction of various influences on individual decision-making are unique

to their situation (Venable, 2011).

Foreign

5The world economic globalization, internationalization and the pace

of economic development has called for greater emphasis on professionalism

on various fields of endeavor. In order to meet the needs of the economic

development as well as the current developmental challenges, the world

requires the services of more experts for resolution, knowledge and

innovation (Zakaria, Fauzi and Hassan, 2012). One of the areas which are

concerned directly with these challenges is the accounting profession. This

is because global economic development relies on informed decision based

on financial prospects and accountability. Accounting has been described as

the act of data collection, classification, summarization, interpretation and

communication of relevant financial information of an entity to interested

parties. Accountants are generally involved in a range of activities such as

auditing, taxation and consultancy services. Therefore, choosing a career in

accounting involves a decision based on informed knowledge (Asuquo,

2011). Various factors influence career choice, especially in accounting. The

profession has been viewed as lucrative, promising, boring, interesting and

difficult by different individuals (Zakaria et al 2012). 6Career choice has

become a complex science, with the advent of Information and

Communication Technology (ICT), post industrial revolution and acquired

5
Zakaria, W., Fauzi, N. A., & and Hassan, S. F. (2012). Accounting as a Choice of Academic Program. Journal
of Business Admin Research, 1 (1), 43-52.
6
Abdullahi, S. & Bukar, R. A. (2000). Gender Difference and Career Interest of Undergraduate:
Implication for Career Choice. European Journal of Sciencetific Research, 26 (3), 461-469.
 13

knowledge on the profession. Fred (1995) opined that factors influencing

carer choice could be intrinsic, extrinsic or both. Financial motivation,

desire and other personal interest do influence career choice (Abdullahi &

Bukar, 2000). 7On the other hand, parent, peer group, relatives,

environment and government policies have impact on individuals’ career

choices (Myburgh, 2005). 8The choice of accounting career has been

attributed to many factors as perceived by individuals to be the driving

force. Motivational factors such as good long term earning, advancement

opportunity, flexibility of career option, existing profession and structured

career path were considered as vital factors (Joseph et al 1982). 9Studies

have shown that Parents’ educational background, profession and success

of family relative in accounting environment do have significant influence on

choice of accountancy as a field of study among University students (Uyar,

2011). 10Prestige of the profession has also been studies as factor

influencing career choice. In their study, Malgwi, Howe and Bornaby (2005)

opined that monetary incentive is not the only factor influencing career

choice in accounting but factors such as career advancement opportunity,

prestige, social status, job security, higher earning potential and variety of

choices are among the chief factors that have significance in career choice of

accounting.

7
Myburgh, J. (2005). An Empirical Analysis of Career Choice Factors that Influence First Year
Accounting Students at the University of Pretoria: A Cross Racial Study. Meditarian Accounting
Research , 13 (2), 35-48.
8
Joseph, G. P. (1982). An Empirical Analysis of Career Choice Factors Among Accountants, Attorneys,
Engineers and Physicians. Accounting Revie , 57 (4), 785-793.
9
Uyar, A., & and Ali, H. G. (2011). Factors Affecting Students' Career Choice in Accounting: The Case
of Turkish University. American Journal of Business Education , 4 (1), 29-38.
10
Malgwi, C. A., Howe, M. A., & Burnaby, P. A. (2005). Influences on Students Choice of College
Major. Journal ofEducation for Business , 80 (5), 275-285.
 14

Chapter 3

RESEARCH METHODOLOGY AND PROCEDURE

This chapter describes the research method used by the researchers

in the conduct of the study, the research design, the research locale, the

selection and description of respondents, the data-gathering instruments,

the data-gathering procedure and the statistical treatment and analysis of

data.

Research Design

The study made use of the descriptive method of research, the

appropriate one for this study since it attempted to identify the factors that

motivated the first year and second year BSA students of Saint Ferdinand

College to enroll in accounting major. According to Calderon et. al., 11the

descriptive method of research is a fact-finding study with adequate and

accurate interpretation of the findings. It describes what is. It describes with

emphasis what actually exist such as current conditions, practices,

situations, or any phenomena.

11
Jose F. Calderon, Method of Research and Thesis Writing, (Rex Bookstore, Manila, Philippines), p. 2.
 15

Locale of the study

The study was conducted at the Accountancy Department of Saint

Ferdinand College, Ilagan, Isabela, where the curriculum is based on the

Department of Education.

Selection and Description of Respondents

The subject of the study was seventy-seven (77) accountancy students

of Saint Ferdinand College. They are group into two (2) year level.

Table 1

Distribution of Respondents According to Year Level

1st year 28 36.36%

2nd year 49 63.64%
Total 77 100%

Data Gathering Instrument

The researchers made use of a questionnaire, which consists of 20

questions about the factors motivating the interest of the respondents in an

accounting course. These are mostly the items in the problem of how their

personal factors and career prospects affected their interest to enroll

accounting course.
 16

Data Gathering Procedure

The researchers sought permission from the Dean of the College of

Accountancy of Saint Ferdinand College to conduct the study and to float

the questionnaire to first and second year accountancy students. As soon as

permission was granted, the researchers personally administered the

questionnaire to the students by section. The students were assured that

their answers to the questionnaire will not affect their grades. The

researchers explained each item in their level of comprehension. Students’

question on terms used and directions were clarified by the researchers. The

accomplished questionnaires were collected as soon as the students finished

answering them. Questionnaire responses were verified to check the

completeness of data.

Statistical Treatment of Data

The following statistical treatments were used in analyzing the data.

Frequency and Percentage Distribution – The statistical tool was

used to analyze personal information about the subject of this study as to

their age, sex, year level, average monthly family income, parent’s highest

educational attainment and occupation.

F – test – It is used to determine the difference in the factors that

motivated the respondents to enroll in an accounting course when grouped

 17

by selected profile, in the problems encountered by the respondents in terms

of school and personal, personal and school problems encountered by the

respondents when grouped according to selected profile.

Chi – square (x²) – It is used to determine the difference between the

school problems and motivating factors.

Pearson’s Coefficient of Correlation r – It is used to determine the

relationships between the factors motivating interest in an accounting

course and the personal factors and career prospects of the respondents.

Formula:
 18

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

This chapter contains the presentation, analysis and interpretation of the

data gathered to answer the questions raised in the study

1. What is the profile of the accounting student respondents?

Table 1

Frequency and Percentage Distribution of Respondents

By Age

Age Frequency Percentage

15 – 16 years old 0 0

17 – 18 years old 37 48.05%

19 and above 40 51.95%

Total 77 100%

Table 1 presents the distribution of respondents by age. It can be seen that

the most of the respondents of the study, 40 of the total 77 or 51.95

percent, are 19 years old and above. Followed are respondents who are 17 –

18 years old, 37 out of 77 or 48.05 percent.

 19

Table 2

Frequency and Percentage Distribution of Respondents

By Sex

Sex Frequency Percentage

Male 32 41.56%

Female 45 58.44%

Total 77 100%

Table 2 presents the frequency distribution of respondents by sex. Data

shows that 45 out of 77 or 58.44 percent are female, and 32 out of 77 or

41.56% percent are male. It reveals that more Females, 45 or 58.44

percent, respondents are enrolled as an accounting student.

Table 3

Frequency and Percentage Distribution of Respondents

By Curriculum Year

Year Frequency Percentage

1st year 28 36.36%

2nd year 49 63.64%

Total 77 100%

Table 3 presents the distribution of respondents by Curriculum Year. Most

of the respondents, 49 or 63.64 percent, are in their second year, and 28 or

 20

36.36 percent are in their first year as an accounting student. It indicates

most of the respondents are in their second year.

Table 4

Frequency and Percentage Distribution of Respondents

By Monthly Family Income

Monthly Income Frequency Percent

5,000 and below 16 20.78%

5,001 – 7500 6 7.79%

7,501 – 10,000 8 10.39%

10,001 – 12,500 8 10.39%

12,501 – 15,000 11 14.29%

15,001 – 17,500 3 3.9%

17,501 – 20,000 9 11.69%

20,001 – 22,500 9 11.69%

22,501 – 25,000 3 3.9%

25,001 and above 4 5.19%

Total 77 100%

Table 4 shows the monthly income of the family of the respondents. As

shown, most of the respondents’ family income, 16 or 20.78 percent, are in

the range of 5,000 and below; 11 or 14.29 percent, with income range of

12,501 – 15,000; and 9 or 11.69 percent with income range of 17,501 –

 21

22,500. More than one half of the number of respondents has monthly

income below 15,001.

Table 5

Frequency and Percentage Distribution of Respondents

By Father’s Highest Educational Attainment

Educational attainment Frequency Percentage

Elementary Level 12 15.58%

Secondary Level 17 22.08%

College Level 41 53.25%

Graduate Studies 4 5.19%

Vocational 3 3.9%

TOTAL 77 100%

The educational attainment of the fathers of the respondents is shown in the

table above. Most of the fathers of the respondents, 41 or 53.25 percent, are

college graduates; 17 or 22.08 percent of the fathers’ highest educational

attainment is Secondary level, and 12 or 15.58 percent only finished

elementary level. It indicates that more than half of the respondents finished

the basic education.

 22

Table 6

Frequency and Percentage distribution of Mother’s Highest Educational

Attainment

Level Frequency Percentage

Elementary Level 8 10.39%
Secondary Level 23 29.87%
College Level 38 49.35%
Graduate Studies 5 6.49%
Vocational 3 3.9%
TOTAL 77 100%

Table 6 shows the frequency and percentage distribution of

respondents according to the educational attainment of their mother. Data

reveals that out of seventy-seven (77) mothers of the respondents, thirty-

eight (38) or 49.35% are college graduate; twenty-three (23) or 29.87% are

high school graduate; eight (8) or 10.39% are elementary graduate; five (5) or

6.49% are masteral graduate; and three (3) or 3.9% are vocational.

It shows that half of the respondents’ mother are college graduate

followed by high school graduate, elementary graduate, graduate studies

and then vocational. It further presents that the student in the study have

mothers who are educationally trained in higher levels and 5 have attained

master’s degree and 3 have finished vocational studies.

 23

Table 7

Frequency and Percentage Distribution of Father’s Occupation

Occupation Frequency Percentage

Government Employee 16 20.78%
Private Employee 7 9.09%
Businessman 6 7.79%
Laborer 6 7.79%
Farmer 19 24.68%
OFW 5 6.49%
Others 18 23.77%
TOTAL 77 100%

Table 7 shows the frequency and percentage distribution of

respondents according to the occupation of their father. Data reveals that

out of seventy-seven (77) fathers of the respondents, nineteen (19) or

24.68% are farmers; eighteen (18) or 23.77% have other occupation not

mentioned; sixteen (16) or 20.78% are government employees; seven (7) or

9.09% are private employees; six (6) or 7.79% are both businessman and

laborers; and five (5) or 6.49% are OFWs.

It shows that most of the respondents’ fathers are farmers followed

by occupation not mentioned, government employee, private employee,

businessman and laborer, and then OFW. It further presents that almost all

of the respondents’ father have stable jobs and some are earning in a

seasonal and irregular basis.

 24

Table 8

Frequency and Percentage Distribution of Mother’s Occupation

Occupation Frequency Percentage

Government Employee 12 15.58%
Private Employee 6 7.79%
Businessman 8 10.39%
Laborer 1 1.3%
Farmer 7 9.1%
OFW 14 18.18%
Others 29 37.66%
TOTAL 77 100%

Table 8 shows the frequency and percentage distribution of

respondents according to the occupation of their mother. Data reveals that

out of seventy-seven (77) mothers of the respondents, twenty-nine (29) or

37.66% are not stated; fourteen (14) or 18.18% are OFWs; twelve (12) or

15.58% are government employees; eight (8) or 10.39% are businessman;

seven (7) or 9.1% are farmers; six (6) or 7.79% are private employees; and

one (1) or 1.3% laborers.

It shows that most of the respondents’ mother are occupations not

mentioned, followed by OFWs, government employees, businessman,

farmers, private employees then laborer.

 25

Table 9

Frequency and Ranking of the Respondents according to the

Educational Resources

Educational
Frequency Rank
Resources
Accounting Books 74 1
Cell phone 72 2
Calculator 70 3
Personal Computer/
33 4
Laptop
Study Place
17 5
(Permanent)
Any convenient area 16 6
iPad 1 7

Table 9 shows the frequency and ranking of the respondents’

educational resources. Data reveals that in seventy-seven (77) respondents,

seventy-four (74) have accounting books; seventy-two (72) have cell phone;

seventy (70) have calculators: thirty-three (33) have personal

computer/laptop; seventeen (17) have permanent study place; sixteen (16)

have a convenient area; and one (1) has an iPad.

Data shows that majority of the respondents have accounting

books followed by cell phones, calculators, personal computer/laptop,

permanent study place, convenient area, and iPad. This further shows that

the respondents have a variety of educational resources for the needs of the

respondents.
 26

Table 10

Frequency and Percentage Distribution of

Do you go to Internet Cafes for your study needs?

FREQUENCY PERCENTAGE
Yes 10 12.99%
No 38 49.35%
Sometimes 29 37.66%
TOTAL 77 100%

Table 10 shows that thirty-eight(38) or 49.35% of the respondents do

not go to Internet Cafes; twenty-nine(29) or 37.66% of the students

sometimes go to Internet Cafes; and only ten(10) or 12.99% of the students

go.
 27

2. The significant difference in the factors that motivated the

respondents to enroll in an accounting course when grouped by profile.

Table 11

Results of Significant Difference in the Factors that Motivated the

Respondents to Enroll in an Accounting Course

When Grouped by Selected Profile

Variables Comput Tabular Analy Decision Remarks

ed Value Value sis

of F of F

Motivating Factors and Accept Not

Sex 2.68 3.98 Fc<Ft Ho Significant

Motivating Factors and

Age 5.82 3.98 Fc>Ft Reject Ho Significant

Motivating Factors and Accept Not

Year Level 2.89 3.98 Fc<Ft Ho Significant

Motivating Factors and

Average Monthly Family 2.40 2.03 Fc>Ft Reject Ho Significant

Income

Motivating Factors and

Fathers’ Occupation 2.76 2.24 Fc>Ft Reject Ho Significant

 28

Motivating Factors and

Mothers’ Occupation 2.33 2.24 Fc>Ft Reject Ho Significant

Table 11 displays the results of significant difference in the factors

that motivated the respondents to enroll in an accounting course when

grouped by selected profile.

The results show that the computed F-Values are greater than the F-

tabular values for age, average monthly family income, Fathers’ and

Mothers’ Occupation. Hence, the null hypothesis is rejected at 0.05 level of

significance. Thus, there is significant difference in the factors that

motivated the respondents to enroll in an accounting course when grouped

by age, average monthly family income, fathers’ and mothers’ occupation. It

implies the respondents differ in their motivating factors in taking up

accounting course when grouped by the aforesaid profile.

As indicated by the average percentage in Appendix C, the

respondents of age 19 and above are better motivated by these factors to

enroll in an accounting course since they obtained higher percentage than

those of age 17-18. Likewise, those respondents with average monthly family

income of Php 25,001 and above have low motivation in enrolling the

accounting course for they have the lowest average percentage as appended.

Similarly, the respondents whose fathers are OFW and mothers are farmers
 29

are poorly motivated by the identified factors to enroll in accounting course

since they have the lowest average percentage among the rest.

However, there is no significant difference in the factors that

motivated the respondents to enroll in an accounting course when grouped

by sex and tear level. It manifests that the male and female respondents

have similar motivating factors in taking up accounting course as well as

the first and second year level.

3. The significant relationship between the factors motivating interest

in an accounting course and the personal and career prospects of the

respondents.

Table 12

Result of Significant Relationship between the Factors Motivating

Interest in an Accounting Course and the Personal and Career

Prospects of the Respondents

Variables Computed Tabular Analysis Decision Remarks

Value of r Value of

Factors Motivating

Interest in an .0848 .5640 Rc< Rt Accept Not

Accounting Course Ho Significant

and the Personal

 30

and Career

Prospects

Table 12 presents the results of significant relationship between the

factors motivating interest in an accounting course and the personal and

career prospects of the respondents.

The results show that the computed value of r is less than the r-

tabular value. Hence, the null hypothesis is accepted at 0.05 level of

significance. Thus, there is no significant relationship between the factors

motivating interest in an accounting course and the personal and career

prospects of the respondents. It means further that the variables are

independent from each other.

 31

4. The significant difference in the problems encountered by the

respondents in terms of school and personal.

Table 13

Results of Significant Difference in the Problems

Encountered by the Respondents in Terms

Of School and Personal

Variables Computed Tabular Analysis Decision Remarks

Value of F Value of F

School

Problems 13.15 3.13 Fc > Ft Reject Ho Significant

Personal

Problems 22.20 3.13 Fc > Ft Reject Ho Significant

The results of significant difference in the problems encountered by the

respondents in terms of school and personal are presented in Table 13.

It is revealed from the results that the computed F - values are greater

than the F - tabular value. This signifies the rejection of the null hypothesis

at 0.05 significance level. Therefore, there is significant difference in the

problems encountered by the respondents in terms of school and personal.

It suggests that the school problems in terms of subject load, time schedule,

and services/ facilities encountered by the respondents differ from each

 32

other. As appended, it is further inferred that the most school problem met

by the respondents is the subject load since it has the highest average

percentage.

On the other hand, the personal problems of the respondents in the

terms of distance from school, financial, and personality traits encountered

them differently. It is further noted that the personality traits is the most

personal problem met by the respondents for it has the highest average

percentage. This can be verified in Appendix C.

 33

5. The significant difference in the problems encountered by the

respondents when grouped according to

A. Selected Profile

A.1 School Problem

Table 14

Results of Significant Difference in the School

Problems Encountered by the Respondents When

Grouped According to Selected Profile

Variables Computed Tabular Analysis Decision Remarks

Value of F Value of F

School

Problems and 5.81 3.98 Fc > Ft Reject Ho Significant

Sex

School

Problems and 18.33 3.98 Fc > Ft Reject Ho Significant

Age

School

Problems and 5.28 3.98 Fc > Ft Reject Ho Significant

Year level
 34

School

Problems and 1.00 2.03 Fc < Ft Accept Ho Not Significant

Average

Monthly Family

Income

School

Problems and

Fathers’ 0.83 2.24 Fc < Ft Accept Ho Not Significant

Occupation

School

Problems and

Mothers’ 0.61 2.24 Fc < Ft Accept Ho Not Significant

Occupation

Table 14 contains the results of significant difference in the school

problems encountered by the respondents when group according to selected

profile.

It is evident from the results that the F - computed values are greater

than the F - Tabular value for sex, age, and year level profiles. For this

reason, the researchers reject the null hypothesis at the five percent level of

significance. As a result, significant difference exists in the school problems

encountered by the respondents when grouped according to sex, age, and

year level. It manifests that the male respondents who are of age 17 - 18 and
 35

first year level differ in the school problems they met from that of the female

who are 19 and above years old, and second year.

It is further noted that the respondents who are male, age 19 and above,

and second year encounter more problems in school for they have the

highest average percentage of these problems as appended.

On the other hand, there is no significant difference in the school

problems encountered by the respondents when grouped by average

monthly family income, fathers’ and mothers’ occupations. It indicates that

the respondents met similar problems in school when they clustered by the

aforementioned profile.

A. 2. Personal Problems

Table 15

Results of Significant Difference in the Personal Problems

Encountered by the Respondents When Grouped According to Selected

Profile

Variables Computed Tabular Analysis Decision Remarks

Value of F Value of F

Personal

Problems 5.49 3.98 Fc>Ft Reject Significant

and Sex Ho
 36

Personal

Problems 7.27 3.98 Fc>Ft Reject Significant

and Age Ho

Personal

Problems 3.13 3.98 Fc<Ft Accept Not

and Year Ho Significant

Level

Personal

Problems 1.24 2.03 Fc<Ft Accept Not

and Average Ho Significant

Monthly

Family

Income

Personal

Problems 2.79 2.24 Fc>Ft Reject Significant

and Fathers’ Ho

Occupation

Personal

Problems 2.17 2.24 Fc<Ft Accept Not

and Ho Significant

Mothers’

Occupation
 37

The results of significant difference in the personal problems

encountered by the respondents when grouped according to selected profile

are contained in Table 15

It is disclosed from the results that the computed F-values are greater

than the tabular F-values for sex, age, and fathers’ occupation profile.

Hence, the null hypothesis is rejected at five percent level of significance.

Thus, there is significant difference in the personal problems encountered

by the respondents when grouped according to sex, age, and fathers’

occupation. It implies that the personal problems met by the male

respondents differ from that of the female, the age 17-18 from that of the 19

and above years old, and whose fathers are private employees from that of

the rest of the groups.

As appended, it is further inferred that the respondents who are male,

age 19 and above, and whose fathers are private employees encounter more

problems personally since they obtain the highest average percentage than

the rest of the groups.

However, there is no significant difference in the personal problems

experienced by the respondents when clustered by year level, average

monthly family income, and mothers’ occupation. It suggests that the

respondents experience similar problems personally when they are grouped

by the latter mentioned profile.

 38

B. School Problems and Motivating Factors

Table 16

Results of Significant Difference between the School Problems and

Motivating Factors

Variables Computed Tabular Analysis Decision Remarks

Value of Value

X² of X²

School Problems

and Motivating 72.01 103.02 Xc²<Xt² Accept Not

Factors Ho Significant

Table 16 displays the results of significant difference between the

school problems and motivating factors.

The results show that the Chi-square (X²) computed value is less than

the X²-tabular value. This signifies the acceptance of the null hypothesis at

0.05 level of significance. Therefore, significant difference does not exist

between the school problems and motivating factors. It suggests that the

school problems met by the respondents do not differ from the factors that

motivated them to enroll in an accounting course. It is further inferred that

that the respondents both perceive the school problems and motivating

factors in similar manner.

 39

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of the findings, so

conclusions drawn from the findings and the corresponding

recommendations.

This study was taken with the general objective of identifying the

factors motivating the interest of first year and second year college of Saint

Ferdinand College to enroll in an accounting course.

This study specifically sought to answer the following questions:

1. What is the profile of accounting student respondents:

h. Age

i. Sex

j. Curriculum Year

k. Occupation of head of family/parents

l. Educational Achievement of parents

m. Educational resources/materials present at home

n. Average monthly income of family/other sources

2. What factors motivated the respondents to enroll in an accounting

course in terms of the following:

c. Personal (Home + Environment + School)

d. Career Prospects
 40

3. Is there any significant difference in the factors that motivated the

respondents to enroll in an accounting course when grouped by

profile?

4. Is there any significant relationship between the factors motivating

interest in an accounting course and the personal and career

prospects of the respondents?

5. What problems do the respondents encounter in their accounting

studies?

6. Is there any significant difference in the problems encountered by the

respondents in terms of the following:

c. School

4. Subject load

5. Subject Time schedule

6. Educational resources/services/facilities

d. Personal

4. Distance from the school

5. Financial adequacy

6. Personality traits

7. Is there any significant difference in the problems encountered by the

respondents:

c. When grouped according to selected profile.

d. When grouped according to problems encountered in school and

their personal factors.

 41

Summary of Findings

The findings of the study are as follows:

1. Majority the respondents were found on the age bracket of nineteen

(19) years old and above with a frequency of forty (40) or percentage of

51.95.

2. Majority of the respondents are female with frequency of forty-five (55)

or a percentage of 58.

3. Majority of the respondents are second year BSA students with a

frequency of forty-four (44) or a percentage of 63.64.

4. Most of the respondents’ monthly average family income are in the

range of P5,000 and below with a frequency of 16 or a percentage of

20.78.

5. Majority of the respondents’ fathers reached college with a frequency

of forty-one (41) or a percentage of 53.25.

6. Majority of the respondents’ mothers reached college with a frequency

of thirty-eight or a percentage of 49.35.

7. Majority of the respondents’ fathers are farmers with a frequency of 19

or a percentage of 24.68.

8. Majority of the respondents’ mothers are just plain housewives.

9. Accounting books are the primary educational resources of the

respondents.

10. The computed F- values are greater than the f – tabular values for age,

average monthly family income, parents’ occupation. Hence, the null

hypothesis is rejected at 0.05 level of significance. This implies that

 42

the respondents differ in their motivating factors in taking up

accounting course when grouped by the aforesaid profile.

11. The computed value of r is less than the r – tabular value. Hence, the

null hypothesis is accepted at 0.05 level of significance. It implies that

the factors motivating interest in an accounting course do not affect

the personal and career prospects of the respondents.

12. The computed F – values are greater than the f – tabular value. This

signifies the rejection of null hypothesis at 0.05 level of significance.

There is significant difference in the problems encountered by the

respondents in terms of school and personal. As appended, it is

further inferred that the most school problems met by the

respondents is the subject load, since it has the highest average

percentage. It is further noted that the personality traits is the most

personal problems met by the respondents for it has the highest

average percentage.

13. The f – computed values are greater than the f – tabular value for sex,

age and year level profiles. For this reason, the researchers reject the

null hypothesis at 0.05 level of significance. As a result, significant

difference exists in the school problems encountered by the

respondents when grouped according to sex, age and year level. It

manifests that the male respondents who are of age 17 - 18 and first

year level differ in the school problems they met from that of the

female who are 19 and above years old, and second year. It is further

noted that the respondents who are male, age 19 and above, and

second year encounter more problems in school for they have the
 43

highest average percentage of these problems as appended. On the

other hand, there is no significant difference in the school problems

encountered by the respondents when grouped by average monthly

family income, fathers’ and mothers’ occupations. It indicates that the

respondents met similar problems in school when they clustered by

the aforementioned profile.

14. The computed F-values are greater than the tabular F-values for sex,

age, and fathers’ occupation profile. Hence, the null hypothesis is

rejected at five percent level of significance. Thus, there is significant

difference in the personal problems encountered by the respondents

when grouped according to sex, age, and fathers’ occupation. It

implies that the personal problems met by the male respondents differ

from that of the female, the age 17-18 from that of the 19 and above

years old, and whose fathers are private employees from that of the

rest of the groups. As appended, it is further inferred that the

respondents who are male, age 19 and above, and whose fathers are

private employees encounter more problems personally since they

obtain the highest average percentage than the rest of the groups.

However, there is no significant difference in the personal problems

experienced by the respondents when clustered by year level, average

monthly family income, and mothers’ occupation. It suggests that the

respondents experience similar problems personally when they are

grouped by the latter mentioned profile.

15. The Chi-square (X²) computed value is less than the X²-tabular value.

This signifies the acceptance of the null hypothesis at 0.05 level of

 44

significance. Therefore, significant difference does not exist between

the school problems and motivating factors. It suggests that the

school problems met by the respondents do not differ from the factors

that motivated them to enroll in an accounting course. It is further

inferred that that the respondents both perceive the school problems

and motivating factors in similar manner.

Conclusions

Based on the findings of the study, the following conclusions are

drawn:

1. The respondents of age 19 and above are better motivated by these

factors to enroll in an accounting course since they obtained higher

percentage than those of age 17-18. Likewise, those respondents with

average monthly family income of Ph. 25,001 and above have low

motivation in enrolling the accounting course. Similarly, the

respondents whose fathers are OFW and mothers are farmers are

poorly motivated by the identified factors to enroll in accounting

course.

2. The most school problem met by the respondents is the subject load

3. The personality traits is the most personal problem met by the

respondents

4. The respondents who are male, age 19 and above, and second year

encounter more problems in school.

 45

5. The respondents who are male, age 19 and above, and whose fathers

are private employees encounter more problems personally.

6. The respondents both perceive the school problems and motivating

factors in similar manner.

Recommendations

The following recommendations are therefore forwarded to enable

students to motivate themselves and parents, teachers and school

administration motivate their children/student in improving their

performance in their performance.

1. For students

Freshmen and sophomores should motivate themselves and focus in

their study to build and strengthen their foundation. Having good

foundation is beneficial in the long run especially in their future career.

Students must also change their personality fitting their profession future

career. They should practice diligence, patience, perseverance and

adaptability.

In the personal problem, fear of failure is the most encountered.

Students should remember that failure is the process to success. They

should not be discouraged if they fail or if they feel left behind since every

person have their own time.

 46

2. For Teachers

Teachers should motivate his/her students to improve their

performance. Use various activities, methodological and effective teaching,

and make things fun for the students. They should offer opportunities for

the student to improve, give feedbacks to their work, and give positive

competition. They should know their students personally so he/she can

keep track of their progress and provide help to struggling students. Overall,

teachers should create a threat-free environment for their students to keep

them motivated.

3. For Parents

Parents play a vital role in their children’s motivation to study and

academic performance. They are the student’s source of motivation and

confidence. Parents should keep on checking how their children are doing

and help them as much as possible. Students feel pressure from the

expectation from their parents and parents should at least lessen the

pressure from them and motivate them to do their best.

4. For the School and Administration

School administration should conduct seminars, trainings and

workshops to motivate their students and the same time train them.
 47

BIBLIOGRAPHY

STUDIES

Abdullahi, S. & Bukar, R. A. (2000). Gender Difference and Career Interest

of Undergraduate: Implication for Career Choice. European Journal of
Sciencetific Research, 26 (3), 461-469.

Bandura, A. (1986). “Social Foundations of Thought and Action: A Social

Theory”. Prentice Hall, Englewood Cliffs, NJ Melissa Venable. (2011). “What
Influences Your Career Choice?

Zakaria, W., Fauzi, N. A., & and Hassan, S. F. (2012). Accounting as a

Choice of Academic Program. Journal of Business Admin Research, 1 (1), 43-
52.

Myburgh, J. (2005). An Empirical Analysis of Career Choice Factors that

Influence First Year Accounting Students at the University of Pretoria: A
Cross Racial Study. Meditarian Accounting Research , 13 (2), 35-48.

Joseph, G. P. (1982). An Empirical Analysis of Career Choice Factors Among

Accountants, Attorneys, Engineers and Physicians. Accounting Revie , 57 (4),
785-793.

Uyar, A., & and Ali, H. G. (2011). Factors Affecting Students' Career Choice
in Accounting: The Case of Turkish University. American Journal of Business
Education , 4 (1), 29-38.

Malgwi, C. A., Howe, M. A., & Burnaby, P. A. (2005). Influences on Students

Choice of College Major. Journal of Education for Business , 80 (5), 275-285.

Sharifah Sabrina Syed Ali and Michael Tinggi (2013) - Factors Influencing

the Students’ Choice of Accounting as a Major -

Ibrahim Umar (2014) - Factors Influencing Students’ Career Choice in

Accounting: The Case of Yobe State University

 48

Tsega Mengiste Dibabe, Asnake Worku Wubie, Gedifew Agalu Wondmagegn

(2015) - Factors that Affect Students’ Career Choice in Accounting: A Case of

Bahir Dar University Students

Ali Uyar, Ali Haydar Gungormus, Cemil Kuzey (2011) - Factors Affecting

Students’ Career Choice in Accounting: The Case Of A Turkish University

Kiko Ramos (2013) - Motivational Factors Affecting Fourth Year

Accountancy Students of Columban College in Choosing Accountancy as

Their Program
 49

Appendix A

QUESTIONNAIRE

Name of Respondent (Optional): __________________________

Date: ____________________
Name of Researchers: Ryan Banez Kingsley Cabrera
Princess Pajarillo Jojie Acob
Michael Angelo Larugal

(DON’T LEAVE ANY ITEM UNANSWERED)

I. Profile of the Respondents

1. Age: 15-16 [ ] 17-18 [ ] 19 and above [ ]

2. Sex: Male [ ] Female [ ]
3. Year: 1st yr [ ] 2nd yr [ ]

4. Average Monthly Income of Family:

[ ] 5,000 and below [ ] 15,001 - 17,500
[ ] 5,001 - 7500 [ ] 17,501 - 20,000
[ ] 7501 - 10,000 [ ] 20,001 - 22,500
[ ] 10,001 - 12,500 [ ] 22,501 – 25,000
[ ] 12,501 – 15,000 [ ] 25,001 and above
Do you desire additional income? How much?
[ ] yes [ ] no ____________________
5. Educational Attainment of Parents (Check the highest)
Father:
[ ] Elementary Level [ ] College Level [ ]
Vocational
[ ] Secondary Level [ ] Graduate Studies

Others, please specify__________________

Degree Finished: ______________________

Mother:
[ ] Elementary Level [ ] College Level [ ]
Vocational
[ ] Secondary Level [ ] Graduate Studies

Others, please specify__________________

Degree Finished: ______________________
 50

6. Occupation of Parents:
Father:
[ ] Government Employee [ ] Laborer [ ] OFW
[ ] Private Employee [ ] Farmer
[ ] Businessman
Others, Please specify________________

Mother:
[ ] Government Employee [ ] Laborer [ ] OFW
[ ] Private Employee [ ] Farmer
[ ] Businessman
Others, Please specify________________

7. Educational resources: (check what you have)

[ ] Calculator [ ] Accounting Books
[ ] Cell Phone [ ] Study Place (Permanent)
[ ] Personal Computer/ Laptop [ ] Any convenient area
[ ] i-Pad

Do you go to Internet Cafes for your study needs? [ ] yes [ ] no

[ ] sometimes
 51

Appendix B

II. Factors motivating interest in an Accounting Course

(Check the most important factors only. Check at least three for each
criterion)
1. Personal
[ ] To become a CPA is my dream
[ ] Expect more respect from people
[ ] I help in the business of my parents
[ ] I am influenced by my friends
[ ] I like accounting problems
[ ] Money - oriented
[ ] Develop self – esteem
[ ] I am influenced by my teachers
[ ] I am influenced by my parents
[ ] It is a prestigious profession

2. Career prospects
[ ] Good compensation expected
[ ] Desire to run a business/accounting firm
[ ] Social status offered by career
[ ] Social status offered by the career
[ ] Desire to run a business/Firm
[ ] More opportunities to work abroad
[ ] Be able to get into high business/corporate positions
[ ] Better quality of life expected on all accountants
[ ] More Opportunities to be hired in good companies

III. Problems encountered by respondents in their accounting studies.

(Check at least three for each criterion)
1. School
[ ] Inadequate school accounting books
[ ] Too early school sessions
[ ] Environmental noise (students)
[ ] Poor classroom facilities
[ ] Conflicting schedules of instructors
[ ] Too late school sessions
[ ] To many distractions/school activities
[ ] Instructor’s teaching method
[ ] To many requirements on other minor subjects
 52

[ ] Handout of exams and quizzes not returned by instructors

2. Personal
[ ] Laziness
[ ] Very expensive books/accounting resources
[ ] Fear of failure
[ ] Lacks confidence in relating with others
[ ] Techniques in studying
[ ] Parents indifference to needs
[ ] Peer influence
[ ] Too high expectations of parents
[ ] Travel problem (distance from school)
[ ] Doing household chores on weekdays
 53

Appendix C

Average Percentage in the motivating factors when grouped by selected

profile

Motivating Sex Age Year Level

Factors Male Female 17 – 18 19 & First Second
above
31.89 31.99 25.39 37.5 33.58 31.02

Average Monthly Motivating

Family Income Factors Personal Problems Average
P5,000 and below 35.65 Percentage
P5,001 – 7,500 28.34 Distance from school 22.10
P7,501 – 10,000 36.25 Financial 24.10
P10,001 – 12,500 31.25 Personality Traits 36.70
P12,501 – 15,000 28.19
P15,001 – 17,500 36.67
P17,501 – 20,000 33.33
P20,001 – 22,500 28.87 School Problems Average Percentage
P22,501 – 25,000 36.65
Subject Load 53.20
P25,001 and 22.5
Time Schedule 25.60
above
Services/Facilities 34.40

Motivating Factors
Occupation Father’s Mother’s
Government Employee 31.91 28.31
Private Employee 34.30 31.66
Businessman 28.32 36.25
Laborer 35.02 30.00
Farmer 32.64 25.73
OFW 28.00 32.13
Others 31.67 33.78
 54

Appendix C

Average Percentage of the school and personal problems encountered by the

respondents when grouped by profile

Sex School Personal Age School Personal

Problems Problems Problems Problems
Male 35.34 33.15 17 – 18 25.12 31.34
Female 32.45 32.46 19 and 41.75 34.00
above

Year School Personal

Level Problems Problems Father’s School Personal
First 33.21 33.91 Occupation Problems Problems
Second 34.07 32.04 Government 31.27 29.40
Employee
Private 34.30 38.58
Employee
Businessman 33.35 25.01
Average Monthly School Personal Laborer 31.66 30.01
Family Income Problems Problems Farmer 35.28 36.31
P5,000 and below 31.89 37.52 OFW 42.00 32.00
P5,001 – 7,500 31.67 33.34 Others 31.69 33.33
P7,501 – 10,000 32.5 35.00
P10,001 – 12,500 33.75 31.25
P12,501 – 15,000 31.84 32.73 Father’s School Personal
P15,001 – 17,500 40.00 36.67 Occupation Problems Problems
P17,501 – 20,000 37.77 28.88 Government 31.27 29.40
P20,001 – 22,500 32.21 29.79 Employee
P22,501 – 25,000 33.34 30.00 Private 34.30 38.58
P25,001 and 40.00 25.00 Employee
above Businessman 33.35 25.01
Laborer 31.66 30.01
Farmer 35.28 36.31
OFW 42.00 32.00
Others 31.69 33.33
 55

Appendix D

Saint Ferdinand College

Sta. Ana St., City of Ilagan, Isabela

Dear Respondent:

The undersigned group of students is doing a research on what factors motivate a

student’s interest in enrolling in our accounting course. Please support our study by
answering this questionnaire intended to find data that are important in developing successful
accounting graduates of our scholl. All responses will be kept in confidentiality.

May we request your sincere and accurate answers which will make this study helpful
to the students, their parents, the school, and our future as productive Filipinos.

Thank you. God bless us!

RESEARCHERS:

Ryan Banez

Michael Angelo Larugal

Jojie Acob

Princess Pajarillo

Kingsley Cabrera

NOTED:

Dean Monette Alburo, CPA

 56

CURRICULUM VITAE

Name : JOJIE BALLESTEROS ACOB

Address : Calamagui 1st, City of Ilagan, Isabela

Date of Birth : September 22, 1998

Place of Birth : City of Ilagan, Isabela

Civil Status : Single

Contact Number : 09756307003

Father’s Name : George M. Acob

Mother’s Name : Joyce B. Acob

EDUCATIONAL BACKGROUND:

Primary : Saint Ferdinand College

City of Ilagan, Isabela

2006

Intermediate : Saint Ferdinand College

City of Ilagan, Isabela

2006 - 2011

Secondary : National High School

City of Ilagan, Isabela

2011 - 2015

Course Degree : Bachelor of Science in Accountancy

Saint Ferdinand College

2016 - 2019
 57

CURRICULUM VITAE

Name : Princess Grant Pobre Pajarilo

Address : Calamagui 2nd , City of Ilagan, Isabela

Date of Birth : September 13, 1997

Place of Birth : City of Ilagan, Isabela

Civil Status : Single

Contact Number : 09552632652

Father’s Name : Grant O. Pajarillo

Mother’s Name : Ma. Frances P. Pajarillo

EDUCATIONAL BACKGROUND:

Primary : Camp Melchor F. Dela Cruz

City of Ilagan, Isabela

2004

Intermediate : Ilagan South Central School

City of Ilagan, Isabela

2004 - 2010

Secondary : National High School

City of Ilagan, Isabela

2010 - 2014

Course Degree : Bachelor of Science in Accountancy

Saint Ferdinand College

2018 – 2019
 58

CURRICULUM VITAE

Name : Ryan Chrisitan Ravina Banez

Address : Imelda Bliss Village, City of Ilagan, Isabela

Date of Birth : November 26, 1998

Place of Birth : City of Ilagan, Isabela

Civil Status : Single

Contact Number : 09772779928

Father’s Name : Ray Anthony C. Bañez

Mother’s Name : Revie R. Bañez

EDUCATIONAL BACKGROUND:

Primary : Wesleyan Kindergarten Nursery School

City of Ilagan, Isabela

2006

Intermediate : Saint Ferdinand College

City of Ilagan, Isabela

2008 - 2011

Secondary : Saint Ferdinand College

City of Ilagan, Isabela

2013 - 2015

Course Degree : Bachelor of Science in Accountancy

Saint Ferdinand College

2015 - 2019
 59

CURRICULUM VITAE

Name : Michael Angelo Grande Larugal

Address : San Andres, City of Ilagan, Isabela

Date of Birth : December 10, 1999

Place of Birth : City of Ilagan, Isabela

Civil Status : Single

Contact Number :

Father’s Name : Angelo T. Larugal

Mother’s Name : Jenelind G. Larugal

EDUCATIONAL BACKGROUND:

Primary : Aparri East Central School

Centro 5, Aparri, Cagayan

2006

Intermediate : Aparri East Central School

Centro 9, Aparri, Cagayan

2006 - 2011

Secondary : Aparri Kete School

City of Ilagan, Isabela

2011 - 2015

Course Degree : Bachelor of Science in Accountancy

Saint Ferdinand College

2016 - 2019
 60

CURRICULUM VITAE

Name : Kingsley Telan Cabrera

Address : Baculud, City of Ilagan, Isabela

Date of Birth : May 14, 1998

Place of Birth : City of Ilagan, Isabela

Civil Status : Single

Contact Number : 0977277992

Father’s Name : Francisco Cabrera

Mother’s Name : Rosaly Cabrera

EDUCATIONAL BACKGROUND:

Primary : Saint Ferdinand College

City of Ilagan, Isabela

2004

Intermediate : Ilagan East Elementary School

City of Ilagan, Isabela

2004 - 2010

Secondary : Isabela High National High School

City of Ilagan, Isabela

2010 - 2014

Course Degree : Bachelor of Science in Accountancy

Saint Ferdinand College

2015 - 2019