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ABSTRACT

The Bookkeeping NC III is a short TESDA course in the

Philippines that will train you in posting transactions,
preparing trial balance, preparing financial reports, and
reviewing internal control system. Senior High School
strand and undergraduate program preference play a huge
role in the career path of the youth, therefore leading
the researchers to conduct a research study about the
impact of NC III Bookkeeping Assessment Result to the
courses taken on college. The researchers formulated a
survey questionnaire based on the main objectives of the
research — to determine if the NC III Bookkeeping
assessment result has an impact to the courses that is
taken on college. The researchers conducted a survey
among chosen Grade 12 ABM graduates in Samar National
School S.Y. 2018-2019.After gathering the necessary
information from the respondents, the researchers
tabulated all the responses from the questionnaire for
data analysis using the frequency and percentage
distribution that will be used in the first and second
part of the Survey Questionnaire. In the third part, the
researchers used the weighted mean in interpreting the
data gathered from the answers of the respondents. The
researchers found out that the NC III Bookkeeping result
has no impact to the courses that is taken on college.
The skills or competencies of the students are moderately
improved. And lastly, the NC III Bookkeeping Assessment
is important to the courses they had taken up in college.

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ACKNOWLEDGEMENT

The researchers would like to wish and extend their

sincerest appreciation to the following people who helped

to make this research success. They are the people who

contributed much for the success of this endeavour:

To our beloved Father Almighty God, for a wonderful

gift of wisdom and guidance. For giving and granting the

prayers of the researchers.

To our supportive research teacher Mrs. Juvie Rose U.

Jamorin, for teaching us the fundamentals of research and

investigatory writing and for showing a great deal of

patience even we’re not participating well.

To our parents, for their uncounted support, morally,

full of physical, emotional, and spiritual love, especially

financial support.

To the teachers, who gives their support in making this

research paper.

Lastly, to the respondents of this study, who

cooperate and answered our survey questionnaire in a good

and satisfactory way.

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TABLE OF CONTENTS

Page

Title Page

Abstract . . . . . . . . . . . . . . . . . . . . . . . ii

Acknowledgement . . . . . . . . . . . . . . . . . . . iii

Table of Contents . . . . . . . . . . . . . . . . . . iv-v

List of Figures . . . . . . . . . . . . . . . . . vi

List of Tables . . . . . . . . . . . . . . . vii- viii

Chapter

Page

1. The Problem and Its Background

Background of the Study . . . . . . . . 1-4
Conceptual Framework . . . . . . . . . . 5
Statement of the Problem . . . . . . . . 6-7
Research Hypotheses . . . . . . . . . . 7
Scope and Delimitation of the Study . . .7-8
Significance of the Study. . . . . . . . 8-9
Definition of Terms . . . . . . . . . . 9-11
2. Review of Related Literature and Studies

Related Literature . . . . . . . . . . 12-14

Related Studies . . . . . . . . . . . .14-17

Synthesis of the Study . . . . . . . . 18

3. Methodology

Research Design . . . . . . . . . . . . 19

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Research Samples and Sampling Procedure 19

Research Instrument . . . . . . . . . 20

Research Gathering Procedure . . . . .20-21

Plans for Data Analysis . . . . . . . 21

4. Presentation, Analysis and Interpretation

Data Analysis . . . . . . . . . . . . 22-29
5. Summary, Conclusion and Recommendation

Summary of Findings . . . . . . . . . 30-34

Conclusion . . . . . . . . . . . . . . 34-36

Recommendation . . . . . . . . . . . . 36-37

References

Appendices

Letters

Questionnaire

Tally Sheet

Documentation

Curriculum Vitae

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LIST OF FIGURES

Figure Page

1 Conceptual Framework of the study . . . . . . 5

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LIST OF TABLES

Tables Page

1 Gender Profile of the Respondents . . . . . . 22

2 Respondents Profile According . . . . . . . . .22
to their Course
3 Respondents Profile According . . . . . . . . .23

to their School

4 Respondents’ Responses on the . . . . . . . . .24

Question if the NC III Bookkeeping

Assessment Results have an Impact

to the Courses Taken on College

5 Respondents’ Responses on the . . . . . . . . 24

Question if the Course they had

taken up in College based on

the NC III Bookkeeping Assessment

Result

6 Respondents’ Responses on the Question . . . . 25

does the Course they had taken Related

to ABM Strand

7 Respondents’ responses if they would . . . . . 25

continue to take the course related to

ABM strand

8 Tally of the Responses about the . . . . . . .26

skills that improved in taking

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NC III Bookkeeping Assessment

9 Tally of the Responses about the . . . . . . .28

importance of the NC III Bookkeeping Assessment

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