THE EFFECTS OF A HIGH ACADEMIC STANDARD

OF THE BACHELOR OF SCIENCE IN ACCOUNTANCY STUDENTS IN ST. MARY’S

COLLEGE OF CATBALOGAN

------------------------------------

An Undergraduate Thesis

Presented to

The Faculty of the Department of Accountancy

St. Mary’s College of Catbalogan

Catbalogan City, Samar

------------------------------------

In partial fulfillment

Of the Requirements for the Undergraduate Degree

In Bachelor of Science in Accountancy

------------------------------------

Helsam Mae P. Doroja Katrina G. Jabien

Melchor G. Añonuevo Crizzadyl T. Mendiola
Aiden Aliman Vivian G. Aliman

S.Y. 2017 – 2018

1
 APPROVAL SHEET

This undergraduate thesis entitled “A STUDY ON THE EFFECTS OF A HIGH

ACADEMIC STANDARD OF THE BACHELOR OF SCIENCE IN ACCOUNTANCY

STUDENTS IN ST. MARY’S COLLEGE OF CATBALOGAN” has been prepared and

submitted by Helsam Mae P. Doroja, Melchor G. Añonuevo, Katrina G. Jabien, Aiden S.

Aliman, Crizzadyl T. Mendiola, Vivian G. Aliman, who having passed the academic

requirements is hereby recommended for oral examination.

Jessa Jean T. Montero

Adviser

______________________________________________________________________________

Approved by the committee on oral examination on ___________________________ with a

rating PASSED.

LATIP ABDURAHMAN, Ph. D.

Chairman

MARCNEIL OCENAR, CPA RONALD COSMOD, CPA

Member Member

Accepted and approved in partial fulfillment of the requirements for the undergraduate degree of
Bachelor of Science in Accountancy

Date of Oral Examination RONALD COSMOD, CPA

February 26, 2018 Program Head

2
 ACKNOWLEDGEMENT

The researchers wish to acknowledge with sincere profound gratitude for those people

who helped and create the thoughts and vision of this paper. These persons made important

contribution and extend their unselfish assistance, service guidance, encouragement, inspiration

and contribution to the completion of this research, especially to the following:

To Mr. Latip Abdurahman, Ph. D., instructor of our Research and Thesis Writing for his

professional criticism and valuable suggestion which contributed a lot in the improvement of the

study.

To Ms. Jessa Jean T. Montero, our thesis adviser for sharing her opinions and suggestions

that gave a big help to our study.

To the respondents of the study, the BS Accountancy, BS Business Administration, BS

Hotel and Restaurant Management, BS Computer Science, Bachelor in Elementary Education

and Bachelor in Secondary Education, for their cooperation given to the researchers that

somehow eased the difficulties of the research process.

To our beloved parents, for their moral, spiritual and financial support as well as their

patience that inspired us towards the completion of this research.

Above all, to our Almighty God, for being the source of strength, wisdom, love, guidance

and inspiration, and for giving immeasurable blessings, for without Him, this couldn’t be

possible.

3
 DEDICATION

This humble work is wholeheartedly dedicated to:

Our beloved and supportive parents, relative and friends, and

Above all, to our Almighty Father, for His unconditional love

that made us stronger and determined in undertaking this study.

Helsam

Katrina

Melchor

Aiden

Crizzadyl

Vivian

4
 TABLE OF CONTENT

Page

TITLE PAGE 1

APPROVAL SHEET 2

ACKNOWLEDGEMENT 3

DEDICATION 4

TABLE OF CONTENT 5

Chapter

I. THE PROBLEM AND ITS BACKGROUND

Introduction 7

Statement of the Problem 8

Hypothesis 9

Conceptual Framework 10

Theoretical Framework 11

Significance of the Study 12

Scope and Delimitation 12

Definition of Terms 13

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 14

Related Studies 15

5
III. METHODOLOGY

Research Design 18

Instrumentation 18

Validation of the Instrument 18

Data Gathering Procedure 19

Statistical Treatment of Data 19

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 21

V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary Findings 30

Conclusion 31

Recommendation 32

BIBLIOGRAPHY 33

APPENDICES 34

CURRICULUM VITAE 45

6
 CHAPTER I

BACKGROUND OF THE PROBLEM

INTRODUCTION

Human beings, created by God here on earth endowed with many gifts and unimaginable

capacity of what we want to become, but He gave us the responsibility to seek, develop, and

enhance that gifts to be useful tools in making a difference.

To meet that responsibility, we were sent to school by our parents because they believe

that this institution played a very essential role in the development of an individual. It also

contributes to the enhancement of the quality life in the society by the kind of student graduated,

if properly guided to acquire mastery of basic knowledge, skill, and values to become full

functioned individual or citizen. They will become integrated in the productive human resource

of the country, and a strong influence to others to transform the world in becoming a better place.

The ST. MARY’S COLLEGE OF CATBALOGAN (formerly Sacred Heart College) is

one of the many educational institution in the province of Samar which is known far and wide

because of producing productive individual who are all capable in their own fields of

specialization, but unfortunately, reality reveals the poor quality of college graduates especially

when the results of the board, bar, and licensure examinations are out. Poor performance of these

examinations have been invariably linked with the kind of quality of education of the students

are getting.

The reason why this kind of research was developed is that, people tend to assume that

accountancy students are more academically competent among other courses. This study is

7
solely designated to the BACHELOR OF SCIENCE IN ACCOUNTANCY students who are

currently enrolled to the institution for the academic year 2017 -2018 to determine the effect of a

high academic standard of their school, ST. MARY’S COLLEGE OF CATBALOGAN.

The researchers hope that this study could add or contribute information particularly to

those who hold keys or authority to produce high quality graduates to the students that enrolled

to the field mention above.

Statement of the Problem

This study attempts to determine the effects of the intuitively advantaged Bachelor of

Science in Accountancy students of St. Mary’s College of Catbalogan for the school year 2017-

2018. Specifically, to answer the following questions:

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

1.1 Gender

1.2 Course

2. What are the factors attributed to the BSA high academic standard?

3. What are the effects of the BSA high academic standard in terms of:

3.1 Student motivation

3.2 Self-esteem

3.3 Peer pressure

4. Is there a significant difference in the academic performance among the courses?

8
Hypothesis

Is there a significant influence on the effects of a high academic standard of BSA

students among other students in SMCC?

Ho: There is no significant influence on the effects of a high academic standard of BSA

students among other students in SMCC.

HA: There is a significant influence on the effects of a high academic standard of BSA

students among other students in SMCC.

9
Conceptual Framework
INTUITIVELY
ADVANTAGED STUDENTS
Figure 1.

FINDINGS AND IMPLICATIONS

SELF-ESTEEM MOTIVATION PEER PRESSURE

BEED/
BSA
BSED

BSHRM BSBA BSCS

COLLEGE STUDENTS OF SMCC

The schematic diagram above shows about our respondents, college students of St.

Mary’s College of Catbalogan and how it would determine the effects of a high academic

standard of the accountancy students; namely in terms of self-esteem, motivation and peer

pressure. At the top of the schema is the result, which is the study being intuitively advantaged

with other students.

10
Theoretical Framework

Students of today still think that the BSA students are academically excellent in SMCC.

The researchers study this topic to understand social perceptions of all the students on how they

form their impression toward the BSA students.

The research study found out its theoretical basis primarily on Social Cognitive Theory

proposed by Miller and Dollard in 1941 and broadened by Bandura and Walters in 1963. This

theory explains people acquire and maintain certain behavioral patterns, while providing the

basis for intervention strategies (Bandura 1997). The factors are the environment; people and

behavior are constant influencing each other.

Also, the Cognitive Dissonance Theory which is proposed by an American Psychologist

Leon Festinger in 1957, which says that people often change their attitude to justify their own

action.

Another basis of this research study is the Weiner’s Attribution Theory that states that an

individual’s causal attributions of achievement effect subsequent behaviors and motivation. One

of the primary assumptions of attribution theory is that people will interpret their environment in

such way as to maintain a positive self-image. This theory also describes the role of motivation

in a person’s success or failure in school situations. Success on a test, for instance, could be

attributed to luck or hard work; this theory predicts the behavior of students depending on their

responses.

11
Significance of the Study

This study was conducted to make an evaluation of the academic performance of the BS

Accountancy students of Saint Mary’s College of Catbalogan (formerly Sacred Hearth College)

based on the information gathered from the respondents. Specifically, the researchers believe that

the results of this study will:

a. Motivate the BS Accountancy students to be active in their academics

b. Encourage students in various courses to study well

c. Make the students realize that they have the capabilities to excel their studies.

Scope and Delimitation

This study is focused on the evaluation of the Bachelor of Science in Accountancy

program of Saint Mary’s College of Catbalogan. Furthermore limitations are as follows:

1. This study covered five (5) program of Saint Mary’s College of Catbalogan,

specially:

1.1 BS Accountancy

1.2 BS Business Administration

1.3 BS Computer Science

1.4 BS Hotel & Restaurant Management

1.5 Bachelor of Elementary Education

2. This study focused on the following factors observed to the Accountancy Student:

2.1 Course difficulty

2.2 Availability of Academic Resources

2.3 Requirement of taking Qualifying Examinations

12
 2.4 Being participate in different activities

2.5 Teaching styles of the Accounting and other major subject teachers

3. This study also emphasized the effects of BSA high academic standard in terms of:

3.1 Student Motivation

3.2 Self-Esteem

3.3 Peer Pressure

Definition of Terms

 CPA Board Examinations – Examinations composed of sixth (6) major subjects (i.e.,

Financial Accounting and Reporting, Advanced Financial Accounting and Reporting,

Business Law, Taxation, Management Advisory Services, Auditing) for BS

Accountancy graduates to be licensed as a Certified Public Accountant (CPA).

 Comprehensive Examination – Evaluation examination to test their knowledge in

accounting subjects.

 Self- esteem - The confidence in your own merit as an individual person: having respect

for yourself and your capabilities.

 Peer Pressure – The social pressure on somebody to adopt a type of behaviour, dress or

attitude in order to be accepted as part of a group.

 Dean’s List – The list of top students: who have achieved high standard in their work at

school, college, or university.

13
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This portion of the study dealt with the related review of literature and studies and

conducted which contributed in designing the framework of the present study. It contained

different literature and studies that were taken by the researchers from the related materials to

obtain relevant information and insights necessary in understanding the research topic.

Related Literature

Learning is effective and efficient when there are motivating factors. All individuals are

different in terms of learning, ability and capacity. Some give up when they encounter extreme

difficulties in learning, while few continue because they believe that they can finish what they

have started. (Recto, A.S,2005, Vol.1 )

Many factors can affect a high academic standard which mean how a person does on

school work. A student’s strong will to learn and do well in the school can affect a high

academic standard immeasurably. A student who wants to do well and who works hard at doing

well usually succeed with practice and good feedback from teachers. A strong determination to

do well might be the most important factor successful academic, and all other factors, in addition

to expectations that the school and society could bolster that basic will to succeed.

14
Related Studies

The researchers also annotated the valuable findings of several inquiries conducted to

reveal similarities and differences as a strong support to this present investigation.

Aremu et al. (2006) investigated the relationship among emotional intelligence, parental

encouragement and academic achievement of the students. A sample of 500 adolescents

consisting 250 males and 250 females was drawn through randomized process from 10 senior

secondary schools of Ibadan in Nigeria. Data were gathered through potential involvement rating

scale developed by the researchers themselves and from the school records. The result indicated

there was a positive and significant relationship parental encouragement and academic

achievement of the adolescents.

Leeson et al. (2008) examined cognitive ability, personality and academic performance

and a sample of 639 high school students of New South Wales, Australia. The result showed

significant gender differences in academic achievement. The findings also indicated that girls

perform better than boys. The results revealed that gender play unique role in predicting

academic achievement.

Wilkins (2009) carried out a longitudinal study to evaluate family processes promoting

achievement motivation and perceive competence among Latino youth. The sample consisted of

15,362 Latino adolescents from immigrant families. Data were collected by administering

parental involvement in schooling scale by Steinberg and others to assess the degree parents

assisted their child and achievement motivation scale created by the researcher himself. It was

confirmed that parental involvement related significantly and positively to the process of

achievement motivation.

15
 Naderi et al. (2009) investigated the relationship among intelligence, creativity self-

esteem and academic achievement of a sample of 153 Iranian undergraduate students in

Malaysian Universities. Cumulative grade point average scores were taken as measures of

academic achievements. The findings showed no significant gender difference in academic

achievements of students.

Ghazi et al. (2010) examined parental involvement in their children’s academic

motivation on rural areas at primary level. The study was conducted on a sample of 250 students

from Bannu in Pakistan. Data were collected through structured interview from the students and

their parents. The results showed that parents encouragement, discussion of importance of

education and educational affairs had direct positive influence on achievement motivation. The

findings also revealed that most of the parents were not well aware of their role for their

children’s education.

Muola (2010) investigated the relationship between the academic achievements

motivation and home environment among standard eight pupils. The sample comprised of 235

Kenyan pupils between the age ranging 13-17 years from 6 urban and rural primary schools of

Machakos district. Two questionnaires, the simple profile and home environment questionnaire,

were used to gather data. Results showed that among all the variables parental encouragement

was the only factor that was not significantly (r=0.03) relate to academic achievement

motivation.

Asthana (2011) conducted a study on a sample of 300 students consisting 15o male and

150 female students of secondary education from Varanasi, with a view of assessing to gender

difference in scholastic achievement. Scholastic achievement was measured on the basis of an

16
average of marks obtained in three previous annual examinations. The findings revealed that

there was a significant difference in academic achievements of male and female students. Girls

were found to be better performance than boys.

Sharma and Tahira (2011) investigated the influence of parental education, parental

occupation and family size on science achievement of the secondary school students in Western

Uttar Pradesh in India. 1500 students were selected as a sample for the study and data was

collected through a questionnaire that assessed personal information and science achievement

test developed by the researcher themselves. The results indicated that family variables including

parental education and significant relationship with the achievement of their children.

Therefore, it can be summed up that home environment including parental

encouragement, involvement, parental interest, parental aspiration, parenting skills and parenting

styles have direct influence on the academic achievement of the students. Parenting styles were

found to be more important that influence significantly the educational achievement of the

students. Educated parents provided a home environment that entails parent encouragement that

proved to be catalyst in boosting and maintaining achievement motivation among the students

that in turn influence their academic achievement.

17
 CHAPTER III

METHODOLOGY

Research Design

The descriptive research method was used to conduct the study. This is believed to be the

most appropriate method because the study aims to describe the effects of the effects of the BS

Accountancy’s high academic standard.

Instrumentation

In this study, the researchers used the questionnaire as the principal instrument with an

unstructured interview.

Questionnaire – Two sets of questionnaire were construct for the 5 courses in the SMCC –

50 is for BSA, 50 is for BSBA, 50 is for BSHRM, 30 for the BEED, and 20 is for the BSCS.

Unstructured Interview – For some question ask by the respondents regarding to the

questionnaire, the researchers make an unstructured interview to clarify and validate the

responses given by the respondent.

Validation of the Instrument

The above – mentioned questionnaire were formulated by researchers and were subjected

to series of validations, corrections and improvements. The instrument was duly reviewed and

approved by research instructor before it was initially administered for distribution, which is

defined as a research subject.

18
Data Gathering Procedure

The data will be gathered through the structured questionnaire survey form. The questionnaire

will be distributed to college students of Saint Mary’s College of Catbalogan, namely, Bachelor

of Science in Accountancy, Bachelor of Science in Business Administration, Bachelor of Science

in Computer Science, Bachelor of Science Hotel & Restaurant Management, and Bachelor in

Elementary/Secondary Education Department. The researchers worked together in distributing

and retrieving the questionnaire.

Statistical Treatment of Data

The researchers used the following statistical tools: frequency counts mean and percentage.

Frequency counts. The statistical tool was resolved to determine number of respondents who

were of the same course and gender

Mean. This statistical measure was used to determine the quantitative characteristic or profile of

the respondents such as course and gender.

X=
∑x
n

Where: X = mean

∑ = sum of X

N = total number of samples

19
Percentage. This was used in the analysis and interpretation of data on gender course. This

formula was used to express the needed parts in terms of the whole. The formula used to convert

frequency to percent formula is written below.

Percentage =
∑ x x 100%
n

Where:

∑x = sum of x

N = total number of samples

20
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

All the information gathered from the survey questionnaire presented and interpreted in

tabular form so as to show the designed information. The sequence for the presentation is based

on arrangement in the statement of the problem.

Table 1

Distribution of Respondents to Gender

Gender Frequency Percentage

Male 60 30%
Female 140 70%
Total 200 100%

Personal Profile

Table 1 presents the contribution of respondents according to gender. Among all of the

respondents, there are 60 or 30% who are Male and 140 who are Female.

Table 2

21
 Distribution of Respondents to Courses

Course FREQUENCY PERCENTAGE

BSA 50 25%
BSBA 50 25%
BSHRM 50 25%
BEED 30 15%
BSCS 20 10%
TOTAL 200 100%

Table 2 presents the contribution of respondents according to their college course. There are

50 or 25% who are enrolled in BS; 50 or 25% who are enrolled in BSBA; 50 or 25% who are

enrolled in BSHRM; 30 or 15% who are enrolled in BEED; and 20 or 10% who are enrolled in

BSCS.

Table 3

Distribution of Respondents to Factors that makes BSA students look Academically

Excellent n = 200

FACTORS FREQUENCY

22
 NI RI SI I VI TOTAL

1 .Their course difficulty of subjects 5 25 50 95 25 200

2. Their depth of course coverage 0 35 45 75 45 200

3. Their number of credit hours in accounting

5 15 45 90 45 200
subjects
4.The availability of review manuals/ textbooks
5 15 50 70 60 200
(i.e. Accounting books & reviewers)

5.Having to take the CPA Board Exams 0 10 35 60 95 200

6. Having Comprehensive Examination (Third

year) 0 20 35 75 70 200

7.Being able to participate to accounting / non- 20

accounting related academic activities, either 5 15 40 90 50 0

inside or off-campus activities

8.Their consistency of having more candidates for

the Dean`s List than other courses 10 30 20 85 55 200

9.The teaching standards of the teachers in their

Major subjects 5 20 40 90 45 200

10.Their time management in studying their

10 20 55 50 65 200
lessons despite of having many subjects

FACTORS PERCENTAGE
NI RI SI I VI TOTAL RESULT
1.Their course difficulty of 2.5% 12.5% 25% 47.5% 12.5% 100% Influential

23
subjects
2.Their depth of course
0% 17.5% 22.5% 37.5% 22.5% 100% Influential
coverage
3.Their number of credit hours
2.5% 7.5% 22.5% 45% 22.5% 100% Influential
in accounting subjects
4. The availability of review

manuals/ textbooks(i.e.
2.5% 7.5% 25% 35% 30% 100% Influential
Accounting books & reviewers

5.Having to take the CPA Very

0% 5% 17.5% 30% 47.5% 100%
Board Exams Influential
6.Having Comprehensive
0% 10% 17.5% 37.5% 35% 100% Influential
Examination (Third Year )
7.Being able to participate to

accounting /non- accounting

related academics activities, 2.5% 7.5% 20% 45% 25% 100% Influential

either inside or off-campus

activities
8.Their consistency of having

more Dean`s List than other 5% 15% 10% 42.5% 27.5% 100% Influential

courses
9.The teaching standards of the
2.5% 10% 20% 45% 22% 100% Influential
teachers in their major subjects

10. Their time management in 5% 10% 27.5% 25% 32.5% 100% Very

studying their lessons despite Influential

of having many subjects

Legend:

24
NI= Not Influential I=Influential SI= Somewhat Influential

RI= Rarely Influential VI=Very Influential

Table 3 shows the factors that make the BSA students look academically

excellent. 95 out 200 or 47.5% of our respondents says that the course difficulty of the subjects

of BSA is influential; 75 out 200 or 37.5% says the depth of course of college is influential; 90

out of 200 or 45% says the number of credit hours in accounting subject is influential; 70 out of

200 or 35% availability of review manuals (accounting books and reviewer) is influential; 95 out

200 or 47.5% says that the CPA board exam is very influential; 75 out of 200 or 37.5% says that

having Comprehensive Examinations (Third Year) is influential; 85 out of 200 or 42.5% says

that being able to participate in accounting/non-accounting related academics activities, either

inside or off-campus activities is influential; 85 out of 200 or 42.5% says that the consistency

of having more candidates for the Dean’s List than other courses is influential; 90 out of 200 or

45% says that the teaching standard of the teachers in their major subjects is influential; 65 out

200 or 32.5% says that their time management in studying their lesson despite of having many

subjects is very influential.

Table 4

Distribution of Respondents to Effects of a High Academic Standard

EFFECTS OF THE BSA HIGH

ACADEMIC FREQUENCY
STANDARD
D RD SA A EA TOTAL
STUDENT MOTIVITION
1. They became more participative to school
20 5 65 80 30 200
activities.

25
2. They study in advance. 20 5 65 75 35 200
3. They become optimistic knowing that there
10 10 40 75 65 200
is the possibility of getting the CPA title.

SELF-ESTEEM

1. They become confident of doing things on

25 20 40 75 40 200
their own.
2. They want to struggle for more challenges
20 20 60 75 25 200
and problems.
3. They become more focused whenever the

exams (such Comprehensive) are fast 15 10 30 65 80 200

approaching.
PEER PRESSURE
1. They became too conscious of their
20 20 20 70 70 200
academic standings.
2. They became preoccupied of studying 15 20 45 90 30 200
3. They became too conscious of their
15 20 30 70 65 200
academic result.
EFFECTS OF THE BSA HIGH PERCENTAGE
ACADEMIC
D RD SA A EA TOTAL RESULT
STANDARD
STUDENT MOTIVITION
1.They became more participative to 41 15
8% 3% 33% 100% Agree
school activities. % %
2.They study in advance. 38 18
8% 3% 33% 100% Agree
% %
3. They become optimistic knowing 5% 5% 18% 38 33 100% Agree

26
that there is the possibility of getting
% %
the CPA title.
SELF- ESTEEM
1. They became confident of doing 13 39 18
8% 21% 100% Agree
things on their own. % % %
2. They want to struggle for more 10 38 13
8% 31% 100% Agree
challenges and problems. % % %
3. They become more focused

whenever the exams (such as 34 39 Extremely

8% 5% 13% 100%
Comprehensive) are fast % % Agree
approaching.

PEER PRESSURE
1. They became too conscious of Agree
10 36 36
their academic standings. 8% 10% 100% Extremely
% % %
Agree
2. They became too preoccupied of
10 46 15
studying. 8% 21% 100%
% % % Agree
3. They became too conscious of Agree
10 33 33
their academic results. 8% 15% 100% Extremely
% % %
Agree
Legend:

1 = Disagree 4 = Agree

2 = Rarely Disagree 5 = Extremely Agree

3 = Somewhat Agree

Table 4 shows the effects of a high academic standard in which respondents answered

accordingly. 80 out of 200 or 40% respond agreed that the BSA students become more

27
participative to school activities; 75 out of 200 or 37.5% of the respondents agreed the listed

effects from numbers 2-3 under Student Motivation.

Under Self- Esteem group, 75 out of 200 or 37.5% of the respond agreed that the BSA

students became confident of doing things on own. 75 out 200 or 37.5% of the respondents

extremely agreed the BSA students want to struggle for more challenges agreed that the students

become more focused whenever the exams (such as Comprehensive) are fast approaching.

Under Peer Pressure group, 70 out of 200 or 35% of the respondents extremely agreed

that the BSA students became too conscious of their academic standings. 90 out of 200 or 45%

of the respondents agreed that the BSA students became too preoccupied of studying. 70 out of

200 or 35% of the respondents extremely agreed that the BSA students became too conscious of

their academic.

CHAPTER V

28
 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary Findings

On the basis of the data collected from the questionnaires given, the researchers

carefully analyzed and evaluated that 95 out 200 or 47.5% of our respondents says that the

course difficulty of the subjects of BSA is influential; 75 out 200 or 37.5% says the depth of

course of college is influential; 90 out of 200 or 45% says the number of credit hours in

accounting subject is influential; 70 out of 200 or 35% availability of review manuals

(accounting books and reviewer) is influential; 95 out 200 or 47.5% says that the CPA board

exam is very influential; 75 out of 200 or 37.5% says that having Comprehensive Examinations

(Third Year) is influential; 85 out of 200 or 42.5% says that being able to participate in

accounting/non-accounting related academics activities, either inside or off-campus activities is

influential; 85 out of 200 or 42.5% says that the consistency of having more candidates for the

Dean’s List than other courses is influential; 90 out of 200 or 45% says that the teaching

standard of the teachers in their major subjects is influential; 65 out 200 or 32.5% says that their

time management in studying their lesson despite of having many subjects is very influential.

Furthermore, the effects of a high academic standard in which respondents answered

accordingly. 80 out of 200 or 40% respond agreed that the BSA students become more

participative to school activities; 75 out of 200 or 37.5% of the respondents agreed the listed

effects from numbers 2-3 under Student Motivation.

Under Self- Esteem group, 75 out of 200 or 37.5% of the respond agreed that the BSA

students became confident of doing things on own. 75 out 200 or 37.5% of the respondents

29
extremely agreed the BSA students want to struggle for more challenges agreed that the students

become more focused whenever the exams (such as Comprehensive) are fast approaching.

Under Peer Pressure group, 70 out of 200 or 35% of the respondents extremely agreed

that the BSA students became too conscious of their academic standings. 90 out of 200 or 45%

of the respondents agreed that the BSA students became too preoccupied of studying. 70 out of

200 or 35% of the respondents extremely agreed that the BSA students became too conscious of

their academic.

Conclusion

Based on the findings of the study, out of 200 respondents most of them are female

which has the highest number of one hundred forty (140) and the rest are male. Many factors

about what makes students look academically excellent are influential and very influential to

them. Students in all courses concludes that students motivation is influential regarding the

academic reputation of the BSA students, esteem of the BSA students are very influential and

influential and peer pressure of the students greatly affects the academics reputation especially in

their academic performance. There have been respond who conclude that having to take the CPA

board exam are influential for them to think that the BSA students look academically excellent

among other courses in the SMCC.

Based on the study, the researchers found out that there is a significant influence on the

effects of a high academic standard of BSA students among other students in SMCC.

30
Recommendation

Based on the summary and conclusion, the researcher would like to recommend that the

students should put in the mind that having differences especially in academic performance does

not mean that they should think that they are not academically excellent; must motivate not only

to other people but also to themselves that they can also excel in academics. Having few

candidates for DL is not actually a basis of concluding that you cannot excel in studies. They

must always think positively that they can do more than BSA students do. They must always put

their words in action especially when it is for the sake of their studies. They must think that

nothing is impossible when you have the courage and when you believe in God.

For the respondents, the researcher recommends to study well and strive hard to meet the

standard and to let them know what to aim for.

31
BIBLIOGRAPHY

A. WEBSITES

https://explorable.com/cognitive-learning-theory, Cognitive Learning Theory- Using Thinking to

Learn

http://en.wikipedia.org/wiki/Social_cognitive_theory, Social cognitive theory

https://www.clarku.edu/graduate/current/formatguides/thesis-format-guide.pdf, Thesis Format

Guide

https://www.grad.ubc.ca/sites/default/files/materials/thesis_review.page, Review Your Thesis or

Dissertation

“Attribution Theory.” Microsoft® Student 2009 [DVD]. Redmond, Microsoft Corporation, 2008.

Berliner, David C. “Educational Psychology.” Microsoft® Student [DVD]. Redmond, WA:

Microsoft Corporation, 2008.

32
 APPENDICES

APPENDIX A

St. Mary’s College of Catbalogan

Catbalogan City, Samar

Dear Sir:

Praised be Jesus and Mary!

We, the undersigned Bachelor of Science in Accountancy students of St. Mary’s

College of Catbalogan Samar, would like to conduct a research on the following problems:

1) The status of BSA Program of St. Mary’s College of Catbalogan asperceive by

students.
2) The causes of poor passing rate of Accountancy in St. Mary’s College of Catbalogan.
3) The courage of St. Mary’s College of Catbalogan Accountancy graduates in forcing
te CPA board examination.

We would like to solicit your opinion on which problem is much convenient on your part.
Hope for your favored consideration. More power and God bless!

Yours truly,
Katrina G. Jabien
Melchor G. Añonuevo
Aiden S. Aliman
Helsam Mae P. Doroja
Crizzadyl T. Mendiola
Vivian G. Aliman

33
 APPENDIX B

St. Mary’s College of Catbalogan

Catbalogan City, Samar

Dear Sir:

Praised be Jesus and Mary!

We, the under designed Bachelor of Science in Accountancy Students of Saint Mary’s
College of Catbalogan City, would like to ask permission to allow us to conduct an interview and
gather data regarding our Thesis entitled:

A RESEARCH STUDY ON THE HIGH ACADEMIC STANDARD OF BACHELOR

OF SCIENCE IN ACCOUNTANCY OF SAINT MARY'S COLLEGE OF CATBALOGAN.

Hope for your favourable consideration. More power and God Bless!

Yours Truly,
Helsam Mae P. Doroja
Melchor G. Anonuevo Jr.
Vivian G. Aliman
Aiden S. Aliman
Crizzadyl T. Mendiola
Katrina G. Jabien

Approved by:

RONALD B.COSMOD,CPA LATIP ABDURAHMAN,

Ph. D,
Program Head – BSA Departmant Research Adviser

34
 APPENDIX C

St. Mary’s College of Catbalogan

Catbalogan City, Samar

Dear Sir:

We, the under designed Bachelor of Science in Accountancy of Saint Mary’s College of
Catbalogan City, are presently conducting an investigation on A RESEARCH STUDY ON THE
HIGH ACADEMIC STANDARD OF BACHELOR OF SCIENCE IN ACCOUNTANCY OF
SAINT MARY'S COLLEGE OF CATBALOGAN, as a requirement for graduation, for the
degree of Bachelor of Science in Accountancy.

As a potent source of data necessary to device into this study are soliciting your
wholehearted cooperation by answering the question accurately. Rest assured that
information given will be strict confidentially.

Thank you very much!

Very truly yours,

Helsam Mae P. Doroja

Katrina G. Jabien
Melchor G. Anonuevo Jr.
Vivian G. Aliman
Aiden S. Aliman
Crizzady T.l Mendiola

35
 APPENDIX D

ST. MARY’S COLLEGE OF CATBALOGAN

CATBALOGAN CITY

QUESTIONNAIRE

NAME:____________________________________YR/COURSE:__________GENDER:_____
____

INSTRUCTION: Please mark a check.

I. What makes BSA students look academically excellent? Indicate your observation
using the rating scale below.

1 = Not Influential 3 = Somewhat Influential 5 = Very influential

2 = Rarely Influential 4 = Influential

FACTORS 1 2 3 4 5
1. Their course difficulty of subjects
2. Their depth of course average
3. Their number of credit hours in accounting
subjects
4. The availability of review manuals/textbooks
(i.e. Accounting books & reviewers)
5. Having to take the CPA Board Exams
6. Comprehensive Examinations (Third Year)
7. Being able to participate to accounting/non-
accounting related academic activities, either
inside or off-campus activities
8. Their consistency of having more candidates for
the Dean’s list than other courses
9. The teaching standards of the teachers in their
major subjects
10. Their time management in studying their
lessons despite of having many subjects

Legend:

36
 1 = Disagree 4 = Agree

2 = Rarely Disagree 5 = Extremely Agree

3 = Somewhat Agree

II. The effects of the BSA high academic standard in terms of:

a. Student motivation

b. Self-esteem

c. Peer pressure

EFFECTS OF THE BSA HIGH ACADEMIC 1 2 3 4 5

STANDARD

STUDENT MOTIVATION
1. They became more participative to school
activities.
2. They study in advance.

3. They become optimistic knowing that there

is the possibility of getting the CPA title.

SELF-ESTEEM 1 2 3 4 5

1. They became confident of doing things on

their own.

2. They want to struggle for more challenges

and problems.

3. They become more focused whenever the

exams (such as Comprehensive) are fast
approaching.

PEER PRESSURE 1 2 3 4 5

37
1. They became too conscious of their academic
standings.

2. They became too preoccupied of studying.

3. They became too conscious of their academic

results.

APPENDIX E

QUESTIONNAIRE RESULTS SUMMARY

LEGEND
1 = Not Influential
2 = Rarely Influential
3 = Somewhat Influential
4 = Influential
5 = Very Influential

I. What makes BSA students look academically excellent?

TABLE 1 – BSA
Factors 1 2 3 4 5 TOTAL
1. 5 10 25 25 50
2. 10 20 20 50
3. 10 25 15 50
4. 10 15 25 50
5. 5 10 35 50
6. 5 15 30 50
7. 5 5 25 15 50
8. 5 20 25 50
9. 15 25 10 50
10. 15 5 30 50

TABLE 2 – BSBA
Factors 1 2 3 4 5 TOTAL

38
 1. 10 20 15 5 50
2. 15 20 15 50
3. 5 5 15 25 50
4. 5 15 30 50
5. 10 10 25 5 50
6. 15 10 20 5 50
7. 5 10 15 20 50
8. 5 20 5 15 5 50
9. 10 10 30 50
10. 10 10 15 15 50
TABLE 3 – BSHRM
Factors 1 2 3 4 5 TOTAL
1. 10 10 30 50
2. 15 25 15 50
3. 5 10 20 15 50
4. 5 10 10 25 50
5. 15 35 50
6. 5 10 20 15 50
7. 15 15 25 50
8. 5 10 15 20 50
9. 5 10 5 15 15 50
10. 10 10 10 20 50

TABLE 4 – BSCS
Factors 1 2 3 4 5 TOTAL
1. 15 5 20
2. 5 10 5 20
3. 5 15 20
4. 10 10 20
5. 5 15 20
6. 5 15 20
7. 5 15 20
8. 5 15 20
9. 10 10 20
10. 5 10 5 20

TABLE 5 – BEED/BSED
Factors 1 2 3 4 5 TOTAL

39
 1. 5 10 10 5 30
2. 5 10 5 10 30
3. 5 5 5 15 30
4. 15 5 10 30
5. 10 20 30
6. 5 5 20 30
7. 5 15 10 30
8. 5 20 5 30
9. 10 10 10 30
10. 10 10 10 30

GENERALIZE RESULTS
Factors NI RI SI I VI TOTAL
1. 5 25 50 95 25 200
2. 0 25 45 75 45 200
3. 5 15 40 90 40 200
4. 5 15 50 70 60 200
5. 0 10 35 60 95 200
6. 0 20 35 75 70 200
7. 5 15 40 85 50 200
8. 10 30 20 85 55 200
9. 5 20 40 90 45 200
10. 10 20 55 50 65 200

NI RI SI I VI TOTAL CONCLUSION
2.5% 12.% 25% 47.5% 12.5% 100% Influential
0% 17.5% 22.5% 37.5% 22.5% 100% Influential
2.5% 7.5% 22.5% 45% 22.5% 100% Influential
2.5% 7.5% 25% 35% 30% 100% Influential
0% 5% 17.5% 30% 47.5% 100% Very Influential
0% 10% 17.5% 37.5% 35% 100% Influential
2.5% 7.5% 20% 45% 25% 100% Influential
5% 15% 10% 42.5% 27.5% 100% Influential
2.5% 10% 20% 45% 22.5% 100% Influential
5% 10% 27.5% 25% 32.5% 100% Very Influential

40
 LEGEND

1 = Disagree 4 = Agree
2 = Rarely Disagree 5 = Extremely Agree
3 = Somewhat Agree

II. The effects of the BSA high academic standard in terms of:

a. Student motivation

b. Self-esteem

c. Peer pressure

TABLE 1 – BSA
Student Motivation 1 2 3 4 5 TOTAL
1. 40 10 50
2. 15 30 5 50
3. 20 30 50
SELF-ESTEEM
1. 10 30 10 50
2. 10 30 10 50
3. 10 40 50
PEER PRUREESS
1. 5 20 20 50
2. 5 5 30 15 50
3. 5 20 25 50

TABLE 2- BSBA

Student Motivation 1 2 3 4 5 TOTAL

1. 10 25 10 5 50
2. 10 25 10 5 50
3. 10 25 10 5 50
SELF-ESTEEM Total
1. 15 10 5 15 50

41
 2. 10 10 30 20 50
3. 10 5 15 15 50
PEER PRUREESS
1. 15 5 10 15 5 50
2. 10 10 10 20 50
3. 10 5 15 15 5 50

TABLE 3 – BSHRM

Student Motivation 1 2 3 4 5 TOTAL

1. 10 5 15 20 50
2. 10 5 5 15 15 50
3. 10 10 15 15 50
SELF-ESTEEM
1. 10 10 10 5 15 50
2. 10 10 25 5 50
3. 5 5 10 5 15 50

PEER PRUREESS
1. 10 10 10 20 50
2. 5 10 25 10 50
3. 15 15 20

TABLE 4 – BSCS
Student Motivation 1 2 3 4 5 TOTAL
1. 15 5 20
2. 10 10 20
3. 5 15 20
SELF-ESTEEM
1. 15 5 20
2. 5 15 20
3. 5 10 5 20
PEER PRUREESS
1. 15 5 20
2. 15 5 0 20
3. 5 10 5 20

42
 TABLE 5 – BEED/BSED
Student Motivation 1 2 3 4 5 TOTAL
1. 10 5 15 30
2. 10 10 10 30
3. 15 15 30
SELF-ESTEEM
1. 15 5 10 30
2. 15 5 10 30
3. 5 20 10 30
PEER PRUREESS
1. 5 10 15 30
2. 5 5 10 10 30
3. 5 5 10 10 30

GENERALIZE RESULTS
NI RI SI I VI TOTAL
STUDENT MOTIVATION
20 5 65 80 30 200
20 5 65 75 35 200
10 10 40 75 65 200

CURRICULUM VITAE

Name Helsam Mae P. Doroja

Date of Birth November 04, 1994

Birthplace Gandara, Samar

Address Brgy. Minda Gandara, Samar

43
 EDUCATIONAL BACKGROUND

Elementary Gandara I Central Elementary School

Secondary St. Michael’s High School

Gandara, Samar

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Class Valedictorian - Elementary

Graduated With Honors – High School

Dean’s Lister – A.Y. 2014-2015

Dean’s Lister – A.Y. 2015-2016

Name Melchor G. Añonuevo Jr.

Date of Birth January 04, 1997

Birthplace Catbalogan City, Samar

Address Purok 3, Brgy. Guinsorongan

Catbalogan City, Samar

44
 EDUCATIONAL BACKGROUND

Elementary Guinsorongan Elementary School

Secondary Guinsorongan National High School

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Graduated With Honors – High School

Name Vivian G. Aliman

Date of Birth December 02, 1997

Birthplace Gandara, Samar

Address Brgy. Sto. Niño Gandara, Samar

45
 EDUCATIONAL BACKGROUND

Elementary Sto. Niño Integrated School

Secondary St. Michael’s High School

Gandara, Samar

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Graduated With Honors – High School

Name Crizzadyl T. Mendiola

Date of Birth September 13, 1998

Birthplace Gandara, Samar

Address Brgy. Dumalo-ong Gandara, Samar

46
 EDUCATIONAL BACKGROUND

Elementary Gandara I Central Elementary School

Secondary St. Michael’s High School

Gandara, Samar

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Graduated With Honors - Elementary

Graduated With Honors – High School

Name Katrina G. Jabien

Date of Birth August 4, 1997

Birthplace Jiabong, Samar

Address Brgy. Kasipagan, Jiabong, Samar

47
 EDUCATIONAL BACKGROUND

Elementary Jiabong Central Elem. School

Secondary Jiabong National High School

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Graduated With Honors - Elementary

Class Valedictorian – High School

Name Aiden S. Aliman

Date of Birth October 15, 1997

Birthplace Gandara, Samar

Address Brgy. Sto. Niño Gandara, Samar

48
 EDUCATIONAL BACKGROUND

Elementary Sto. Niño Elementary School

Secondary Ramon T. Diaz National High School

Gandara, Samar

College St. Mary’s College of Catbalogan

Catbalogan City, Samar

ACHIEVEMENTS

Class Valedictorian - Elementary

Graduated With Honors – High School

49