The Difficulties of Abm Students Is Thei

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THE Difficulties OF ABM Students IS THEI
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THE DIFFICULTIES FACED BY ABM STUDENTS IN THEIR

SPECIALIZED SUBJECTS
A Research Paper Presented to the Faculty of Integrated

Basic Education Department-Senior High School San Beda
University-Manila
In Partial Fulfillment of the Requirements for the Subject

Practical Research 1
(Qualitative Research)
Presented by:
ALVARADO, Kenneth
ENRIQUEZ, Elaijah
NOEL, Arsenio James
ROGADO, Hazelyn
UNCIANO, Jacob
Presented to:
Mr. Raffy D. Quines
March 2019

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APPROVAL SHEET
This research paper entitled, THE DIFFICULTIES FACED

BY ABM STUDENTS IN THEIR SPECIALIZED SUBJECTS,
prepared and submitted by Jacob Unciano, Hazelyn Rogado,
Elaijah Enriquez, Kenneth Alvarado, and Arsenio James Noel, in
partial fulfillment of the requirements for the subject Practical
Research 1 (Qualitative Research), has been examined and
recommended for acceptance and approval for ORAL
EXAMINATION.
MR. RAFFY D. QUINES

Research Adviser
----------------------------------------
Approved by the Committee on Oral Examination for San

Beda University Senior High School completion.
PANEL OF EVALUATOR
MS. GUIDALANGA
Panelist
Accepted in partial fulfillment of the requirements for San

Beda University Senior High School completion.
TERESITA T. BATTAD
Principal
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ACKNOWLEDGEMENT
We the researchers would like to thank the following
people who selflessly shared their time and resources to make
this research become possible.
To our parents, for their unending love and support for us
in every step of the way as we the researchers face so many
challenges as well as for the financial support in doing the
research. Without them, we would have lack motivation in
pursuing the study.
To our dear professors, Mr. Raffy D. Quines and Ms.
Irianne Labangon, for all the efforts in guiding us to make this
paper worth the study. We are grateful for the helpful comments
they gave us as well as the encouragement and training they
have conducted in preparing us for the defense.
We are also thankful to the respondents who shared their
precious time for the interview. Without their answers and
cooperation, the research will have no essence.
Lastly, we would like to thank God, for guiding us everyday
in the face of the people around us such as our families, peers,
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and friends. We are thankful for the opportunities God gave us
each day to live in his love.
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DEDICATION
This masterpiece is humbly dedicated to the following
people who extended help to make this research a successful
endeavor:
This study is dedicated to our God Almighty. The one who
gave the researchers strength physically, emotionally, and
spiritually. He is the one who provides the researchers
unconditional love even at times of failures and difficulties. At all
cost, whatever the researches do and conduct, it is all for Him.
Next, this study is dedicated for our Practical Research
teacher, Mr. Raffy Quines, who never gets tired of his students.
The passion, will, and determination that he spreads gives his
students the courage to strive for the best. He guides his
students well and makes them competitive and intellectually
mastered at any level.
For the ABM students and future senior high school
students, this is also dedicated for you. This study aims to form
and provide new knowledge and learnings. By knowing the
difficulties that ABM Students are facing, the future generations
will have an idea of what it is to be like. And for the upcoming

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senior high school students, it can affect your decision on what
strand and career program to take.
To our beloved alma mater, San Beda University for
providing us quality education and for forming us students along
with the Benedictine values and the motto Ora et Labora (Prayer
and Work).
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ABSTRACT
Difficulty can be a hardship, an obstacle, a hindrance or a
problem. In the study, it was used as a thing that is hard to
accomplish, deal with, or understand. In line with studying, the
current Grade 11 and 12 students who are currently taking the
Accounting, Business and Management strand experiences
problems regarding their specialized subjects. The purpose of
this study is to know the obstacles they are facing because the
researchers, as ABM Students themselves, seek to find answers
on what are the difficulties that the ABM students are facing as
well as how do they cope up with such. As future businessmen
and businesswomen, the researchers aim to know how to be
successful. But before doing that, we should fill our mind with
skills, learning and knowledge to enhance our capabilities and
cognitive capacity. Raising awareness on the certain factors that
affects the ABM Students’ in dealing with the introductory
tertiary level subjects is what the research aims to flourish.
Difficulties that were found are the lack of background,
difficulty in understanding, teaching methods of the teacher, and
the lack of time and preparation (study habits) in studying.
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There are ways that ABM students cope with the difficulties
by doing self study or by having long periods of study sessions,
by peer tutorials, as well as the acquisition of self motivation and
commitment to the path they are heading to.
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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………….................. i

APPROVAL SHEET.............................................................ii
ACKNOWLEDGEMENTS …………………………………………….............. iii
DEDICATION ………………………………………………………….................. v
ABSTRACT ..……………………………………………………………................vii
TABLE OF CONTENTS ..…………………………………………….............. ix
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction............................................................................................................1
Significance of the Study............................................................................4
Statement of the Problem..........................................................................5
Conceptual Framework.................................................................................6
Operational Definition of Variables.....................................................7
Scope and Delimitation of the Study................................................9
II. REVIEW OF RELATED LITERATURE

ANDSTUDIES.......................... ..10
III. RESEARCH METHODOLOGY

Methods and Techniques Used................................................................23
Population and Sample of the Study..................................................24
Instrument of the Study..............................................................................25
Data Gathering Procedure..........................................................................26
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IV. PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA.................................................................................................................28
V. SUMMARY OF FINDINGS,
CONCLUSIONS, RECOMMENDATIONS
Summary of Findings.....................................................................................39
Conclusions...........................................................................................................42
Recommendations............................................................................................43
BIBLIOGRAPHY...........................................................................................................45
APPENDICES
Appendix A: Letter........................................................................................49
Appendix B: Interview Questions.......................................................51
Appendix C: Transcribed Data..............................................................53
CURRICULUM VITAE...............................................................................................70

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Chapter 1
The Problem and Its Background
The new K to 12 curriculum proposed by the Department
of Education has a big role in guiding the student’s career by
giving the learners a fundamental training and introduction
about the necessary knowledge that is essential for their chosen
career path. The department of education proposed four tracks
that includes (1) The Academic Strand which includes the
Accountancy, Business and Management Strand, the Science,
Technology, Engineering, and Mathematics Strand, the
Humanities and social sciences strand, as well as the General
Academic Strand; the (2) Technical Vocational Strand that
includes the Home Economics Strand, the TVL Maritime, the
Agriculture and Fisheries Strand, and the Information and
Communications Strand; the (3) Sports Track; and the (4) Arts
and Design Track.
The curriculum of the different specializations of the
different strands are carefully selected and distributed to give
quality education to the Senior High School students. The
subjects offered are subdivided into three categories namely the

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core subjects, the applied subjects, and the specialized subjects.
Each subjects play a role in the students. The core subjects
include the general academics wherein it is taken by all the
strands. The applied subjects wherein simulations and practical
subjects were included that is also taken by all the strands. The
specialized subjects are enrichment courses that includes the
fundamental basics of selected college subjects.
The researchers aim to focus on the Accountancy,
Business, and Management strand as their respondents wherein
the focus of the research will be more subjective for it is
correlated. The main focus of the study is on the specialized
subjects and its problems to the ABM students.
The researchers claim that within the two years of Senior
High School, a lot of factors may influence the students in terms
of their behavior in taking the strand efficiently and seriously as
well as it may affect their view on the career path they are
heading to.
In addition, the process of decision making in choosing a
career be a huge factor in assessing if a student is ready and
capable in engaging to a specific field. Choosing a degree

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requires an individual to critically think before making final
decisions. It requires depth study - a student must consider the
different consequences and benefits as well as to asses his/her
strengths and weaknesses.
The success of a student's learning lies within his/her
environmental factors as hypothesized by Williams (1967). A lot
of school dropouts are in parallel with this issue. Some factors
include its social and interpersonal role to his/her community.
Another important thing is the teacher-student relationship.
As ABM students, the researchers' goal is to know and
discover arrays of diverse problems that ABM students face
earlier so that solutions may be given to the students as an aid
in facing the different challenges that an ABM student must
encounter.

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Significance of the Study
The underlying success of the paper will be benefitted to the
following:
Parents. This research can assess parents in guiding their
children to choose the right career and path to take up. As these
research continues, the parents won’t have a difficulty to advice
their children in their studies.
Students. This study will benefit the students to plan
effectively for their chosen degree programs. This will also aim
to know the students’ strengths and weaknesses and to know
what areas they need to improve.
School Administrators. This study will help the school
administrators to know their students’ needs and wants. The
school administrators are the ones who are planning and
administrating, so this will help them to make efficient and
effective plans for the students.
Business Industry. Having more prepared businessmen
can increase the business productivity and a lot of newer ideas
and opportunities will foster and this will happen because of the
good foundation that the K12 program provided.

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Statement of the Problem
The main purpose of the study is to aid and to raise
awareness on the rising difficulties faced by ABM students of
Senior High School Students of San Beda University Manila on
their specialized subjects and to provide a solution for this so
called problems. The obstacles faced by the students might be
caused by impulsive decision, wrong path, and lack of knowledge
about the strand. Thus, can lead to negative effects on the
student and can hamper from being successful in life.
Specifically, this study sought to answer the following questions:
1. What difficulties do the respondents have and encounter as
they take up the Accounting, Business and Management strand?
2. How do the respondents deal with these hindrances as they
enter their degree programs?
3. How do the specialized subjects in the Accountancy, Business
and Management strand affect the students in assessing their
selves' desired program to be stable and unfit for them?

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Conceptual Framework
This portion of the research will present a visual
representation of process to obtain required information as well
as presenting the final output of the study. It will cover the
required resources to obtain this said information and to
visualize the final output of the study.
•Gathering opinions from 6 respondents specifically 3

each grade 11 and 12 students in the Senior High School
INPUT Department of San Beda University
• The researchers will conduct an interview (Research

Questions) to obtain variety of answers that will
satisfy the set of questions proposed during the
PROCESS study. After that, the researchers are to analyze
and to interpret the data using thematic analysis.
•To construct a conclusion regarding the difficulties faced

OUTPUT
by ABM students in their specialized subjects

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Operational Definition of Variables
To fully comprehend the paper efficiently, the vocabulary listed
below are considered to be relevant with the study and has been
operationally defined based on connotation. The terminologies
are as follows:
Accountancy, Business and Management (ABM). A
strand in Senior High School wherein students studies the
fundamentals of Accountancy and the principles of Business
Management.
Career. A state in life where a person engage his/herself
in the productivity in work by applying his/her cognitive skills
(degree) or passion and by establishing a name in an industry.
Core Subjects. This are the general academic subjects of
Senior High School students that includes the mathematics, the
social sciences, and natural sciences.
Curriculum. A designed array of designed framework of
activities and instruction for academic purposes provided by an
educational institution to schools.

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Difficulties. This difficulty was used and described in this
study as the hindrances, obstacles and difficulties that ABM
students might face in their career.
Senior High School. The last two years of the high school
wherein students will choose their degree program.
Specialized Subjects. These are the subjects prepared
for Senior High School which are co-related with the track that
serves as an enrichment course to the students that is beneficial
of their college degree.
Subject Difficulty. A difficulty of a student in a certain
area. This may be affected by different factors including the
teacher-student relationship.
Teacher-Student Relationship. A type of bond in
between a teacher and a student.

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Scope and Delimitation of the study
This study focused on the difficulties experienced by Senior
High School students in the Accountancy, Business, and
Management (ABM) strand of the K to 12 Integrated Basic
Education Department regarding their specialized subjects
comprised of eight (8) specialized subjects — Business Math,
Organization and Management, Applied Economics, Business
Ethics and Social Responsibility, Principles of Marketing, Business
Finance, and Fundamentals of Accountancy Business and
Management 1, and Fundamentals of Accountancy Business and
Management 2 as well as the different factors that can affect
their learning. This study was limited to 20 officially enrolled
grade 11 and 12 ABM students of San Beda University-Manila
who were purposively selected in the academic year 2018-2019.
The answers of the respondents from the formal interview
conducted were the data utilized in this study. The names of the
respondents were not revealed because of the data privacy act
and some ethical considerations in research.

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Chapter 2
Review of Related Literature and Studies
The following journal articles and resources, both foreign
and local, that serves as a foundation to support the claim of the
present study. The researchers accumulated the resources both
from books in libraries and journals in the internet. The
summarized articles and studies below that are subjected to the
enhancement of the present research are as follows:
The Introduction of the K12 Curriculum in The Philippines:

Accountancy, Business, and Management Strand as an
enrichment for the future businessman
Acosta and Acosta (2016) stated that the K12 was the
enhancement of the basic education program that is also known
as the Republic Act No. 10533 or "An Act of Enhancing the Basic
Education in the Philippines" that was signed by the former
Philippine president Benigno Aquino on May 15, 2013 because
the Philippines is the last country in Asia with a 10-year pre-
university cycle.
The law proposed a new program that covers 12 years of
basic education which includes the additional two years in the
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secondary level and the deletion of the preparatory level in the
primary level.
Furthermore, the additional two years in Senior High
School was targeted to prepare students for tertiary education,
middle level skills development, entrepreneurship, and global
employment (Acosta& Acosta, 2016).
The Department of Education proposed four tracks which
are (1) The Academic strand which includes the Accountancy,
Business and Management strand (ABM), the Science,
Technology, Engineering, and Mathematics strand (STEM), the
Humanities and social sciences strand (HUMMS), as well as the
General Academic Strand (GAS); the (2) Technical Vocational
Strand that includes the Home Economics strand, the TVL
Maritime, the Agriculture and Fisheries strand, and the
Information and Communications strand; the (3) Sports track;
and the (4) Arts and Design track.
Moreover, the curriculum of the different specializations of
the different strands are carefully selected and distributed to
give quality education to the Senior High School students.
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The subjects offered are subdivided into three categories
namely the core subjects, the applied subjects, and the
specialized subjects. Each subjects play a role in the students.
The core subjects include the general academics wherein it is
taken by all the strands. The applied subjects wherein
simulations and practical subjects were included that is also
taken by all the strands. The specialized subjects are enrichment
courses that includes the fundamental basics of selected college
subjects.
Accountancy, Business, and Management a strand under
the academic track that is designed for students who are
planning to take up a degree related to commerce and business
on their tertiary level. With this program, the students in this
area will be garnering advance knowledge as well as to foster
the characteristics and attitudes of becoming a business oriented
person.
Supported by Abun, Foronda, Belandres, and
Magallanez(2018) claimed that the benefit of becoming an ABM
student is that it enhances the student's entrepreneurial
attitude.
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Therefore, it states that ABM is a good preparatory course
for business related programs in the tertiary level of education.
The Role of Career Planning in Choosing ABM as a Strand

in Senior High School
Ambition is the starting point in choosing a career. Porter
and Umbach (2006) explained that choosing a field is being
affected by different factors.
In the point of view of Baired (1988 as cited in
Montmarquette, Cannings, &Mahseredjian, 2001) scholars have
long understood the impact of academic majors on students, and
have concluded that they often produce quite different influences
on the development of students’ interests and abilities.
In addition to the given factors,Montmarquette et al.,
(2001) aspects include people who differ in their socioeconomic
and ascriptive characteristics as well as cognitive capabilities
also differ in their willing-ness to choose riskier areas of
concentration. Self-concept are the factual attributes of a person
that includes a person's skill, strengths, weaknesses, and the
like. And in choosing a career, one must asses his capabilities
and cognitive level. Planning a degree in accordance
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to one's self concept is accurate because it gives a justifiable
reason on why a person should choose a specific field. In
choosing, a person must consider each factor that could affect
his career. A helpful way is using a career decision model.
(c) Careers in Business by Domowski D & Staire L.
(c) Careers in Business by Domowski D & Staire L.
Every factor is important in career planning. To focus on
the difficulties of a student in academic level, a person is to
focus on his/her academic aptitudes and achievement which
refers to how well you have done or can do in school and where
your weak and strong areas are. Another thing to take into
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account is the student's occupational aptitudes and skills which
refers to how well you can perform or learn to perform certain
job-related task. Students who fail certain subjects in school
may be lacking in training from his past years of studying.
Another thing is the lack of adjustment in the school's demands.
Choosing a field in accountancy, business, and
management degrees require the following skills and abilities:
(1) Analytical ability; (2) Communications ability; (3)
Organizational ability; (4) Ability to think in numbers; (5)
Patience and persistence to work with detail; (6) Natural
tendency toward orderliness; (7) Ability to handle pressure in
meeting deadlines; (8) Think logically; (9) Being creative; (10)
Formulate problems; and (11) Resourcefulness (Domowski&
Stair 1986).
The qualities and skills listed above are important aspects
in a career because this is what a person must apply in work.
These are acquired from the things a person learned in school
that is why education has a big role in forming each student the
different skills, values, and attributes a professional must attain.
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Knowing in advance the important attributes of a career you are
to enter can help you asses on what you can work on.
The Importance of the Student's Study Habits in Learning
According to the book of Shertzer (1981), study habits are
an important ingredient in the life of the successful college
student. Almost all students would like to improve their study
habits or skills. Much research has reported that many students
worry about their study habits and about their reading, note-
taking, and test-taking skills. However, few students do much
about it, particularly on any kind of systematic, continuous basis.
Shertzer added that many authorities have proved that
certain habits can definitely improve academic performance. But
there is no magic in these study methods, unfortunately. Those
who try to use the methods until they become habits are usually
well rewarded, however, because they learn more with less
effort, they enjoy their studies more, and they get higher
grades.
Examples of which methods is increasing motivation.
Getting the will to study is an internal aspect where in a person
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must regenerate his inspiration and reason to be productive. The
lack of it may affect the student's behavior in studying.
Another is organizing study habits. Research on the study
habits of high school and college students shows three problems
hold back students who try to study: (1) They do not study as
much as they should; (2) They waste time going from one thing
to another; (3) They have trouble in settling down to work.
The solutions given to these problems are setting up a
schedule for studying which include time management and
finding a good place to study in order to increase productivity
(Shertzer, 1981).
Education as a Social Issue
Educational institutions serve important tasks for society,
including instruction, organization, socialization, the provision of
custodial care, and the sorting of individuals into various
statuses. Many social problems, such as employment, crime,
delinquency, and poverty, may be linked to the failure of the
educational institution to fulfill these basic functions (Mooney,
Knox, &Schacht 2000).
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An educational institution is responsible to teach the
students the skills which is an essential for the future
occupational roles, self development, and social functioning.
It is also important to include the teaching of socializing
skills to the students. The socialization function of education
involves teaching students to respect authority-behavior that is
essential for social organization (Merton, 1968). Banks and
Banks(1995, as cited in in Mooney et al., 2000) explained that
further multicultural education is a necessary element in the
battle against race, class, gender, and ethnic inequalities.
Schools sort out their students into levels and statuses by
providing credentials to individuals into statuses who achieve
various level of education, at various schools, within the system.
Aside from reunification, another responsibility of
educational institutions is to provide custodial care (Merton,
1968). The schools are responsible in supervising their students
especially in terms of academics such as tracking their academic
growth and by giving enrichment classes.
Indeed, "lack of parental supervision is one of the
strongest predictors of the development of conduct problems
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and delinquency" (Sautter1995, as cited in Mooneyet al., 2000 p.
313).
Educational institutions serve as an important guide to
students. As stated by Shertzer (1981), an individual's behavior
is usually directed toward some target or goal. Which many
philosophers and psychologists believe that the goal of human
behavior is to seek pleasure and no pain, or positivity which
therefore states that all of the factors affecting the growth of a
student must be given attention in order to create a good
behavior. Knowing these roles, the community can focus on the
different factors that could affect the learning of the students.
The Role of Teachers to The Student's Performance in the

Classroom Setting
Although students may believe that their own internal
views are the most important factor in decision making
(Darling,& Glendinning, 1996), external views such as those of
their teachers have also been shown to be an important source
of information for students (Vidal, 2007). This includes
information about subject difficulty. Teachers are likely to have
their own perceptions of subject difficulty, which may shape the
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advice that they provide, and the way in which they constrain
the choices available to students. Example are students that are
often only able to choose from predetermined lists of options set
by teachers(Blenkinsop, McCrone, Wade, & Morris, 2006).
The book of Mooney et al.,(2000) states that in terms of
the relationship of the teacher and student, there is a symbolic
interactionist perspective where it is concerned with the
institutional influences and power relations from a micro
perspective.
Under the teacher-student interactions, symbolic
interactionists have examined the ways students and teachers
relate to each other. For example, children from economically
advantaged homes may be more likely to bring social and verbal
skills into the classroom that elicit approval from the teacher.
From the teacher's point of view, middle-class children are easy
and fun to teach: they grasp the material quickly, do their
homework, and more likely to value their educational process
whereas on the other hand, children who are economically
disadvantaged often bring fewer social and verbal skills to those
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same middle class teachers, who may, inadvertently, hold up
social mirrors of disapproval. Teacher disapproval contributes to
the lower self-esteem among disadvantaged youth.
The self-fulfilling prophecy occurs when people act in a
manner consistent with the expectations of others. For example,
a teacher who defines a student a slow learner may be less likely
to call on that student or encourage the student to pursue
difficult subjects. As consequence of the teacher's behavior, the
student is more likely to perform at a lower level.
A study by Rosenthal and Jacobson (1968) provides
empirical evidence of the self-fulfilling prophecy in the public
school system. Five elementary school students in a San
Francisco school were selected at random and identified for their
teachers as "spurters". Such a label implied that they had
superior intelligence and academic ability. In reality, they were
no different from the other students in their classes. At the end
of the school year, however, these five students scored higher
on their intelligence quotient (IQ) tests and made higher grades
than their classmates who were not labeled as spurters. In
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addition, the teachers rated the spurters as more curious,
interresting, happy, and more likely to succeed than the
"nonspurters". Because the teachers expected the spurters to do
well, they treated the students in a way that they encouraged
better school performance. This shows that labelling of students
can affect the student's self-concept and performance
negatively.
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Synthesis
Accountancy, Business, and Management is a strand in the
academic track of the senior high school that is focused on the
field of commerce and business. The strand is unique by the
subject it offers. In taking ABM, the students may experience a
lot of difficulties and obstacles that may hinder them from
continuing their business ambitions. Factors were considered in
assessing the difficulties that may be faced by the students of
the ABM strand which includes: Preparing, planning and doing
depth study before head, the importance of the student's study
habits in learning the course, the social factors which includes
the role of the educational institution to the students, and lastly
is the teacher-student relationship which involves the motivation
of the students. These factors are simple in one’s perspective but
in reality, they provide a huge impact among students. They
inculcate the success within every student to continue on with
their ambitions whilst facing difficulties and challenges
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Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the methods and techniques used,
population and sample of the study, instrument of the study,
data gathering procedure, and data processing.
METHODS AND TECHNIQUES USED
This research is focused on the difficulties faced by ABM
students with their specialized subjects. The main tool used by
the researchers is the process of an interview. Furthermore,
questions were also utilized to generate answers needed.
The researchers used the qualitative method of research to
gather data about the present conditions and to interpret these
data by analyzing the answers of the respondents during the
interview. Furthermore, this method was also used because this
put emphasis on the present status of a certain phenomenon,
describes a current situation, person or process.
Crossman (2019) emphasize Qualitative research as a type
of social science research that collects and works with non-
numerical data and that seeks to interpret meaning from these
data that help us understand social life through the study of
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targeted populations or places. With this process, the research
can be more comprehensive because the data that will be
gathered will be more associated with words and situation. It
creates an in-depth understanding about the answers that was
given by the chosen respondents.
POPULATION AND SAMPLE OF THE STUDY
The respondents of this study were six purposively
selected grade 11 and grade 12 students of San Beda University
who are students/taking up the Accountancy, Business, and
Management Strand. There were three respondents for grade 11
and three respondents for grade 12. The researchers used
purposive sampling technique. The main goal of purposive
sampling is to focus on particular characteristics of a population
that are of interest, which will best enable you to answer your
research questions (Patton, 2002).
This study used this kind of technique for the reason that
there are specific characteristics that the research needed, in
which this technique will surely exhibit because it is a non-
probability sample that is selected based on the specified reason.
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This means that the researchers will get the targeted sample
quickly because of the usefulness of this technique.
INSTRUMENT OF THE STUDY
Interview
Unstructured Interview The unstructured interview is what
the name implies. The only structure to the interview is the one
that you provide. Basically, the interviewer is interested in
hearing from you, so you may be asked a variety of different
open ended questions.
You will find an unstructured interview to be more
conversational and less formal in tone than a structured
interview. You may be asked questions about your hobbies, what
you do on the weekends, or other casual questions designed to
put you at ease. Many students prefer this laid back style of
interviewing, but you must be cautious. Sometimes employers
intentionally adopt this casual demeanor so that you feel
comfortable enough to let down your guard and potentially
reveal something that you normally would not. If you find
yourself in an unstructured interview, be friendly but maintain
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your professionalism. Remember that you are there to showcase
your best assets and to convince the employer that you are the
most qualified candidate for the job. Casual conversation is
acceptable, and it can set a positive tone for the interview, but
be sure to bring the conversation around to your skills and
qualifications.
DATA GATHERING PROCEDURE
The researcher's study entitled “The difficulties faced by
ABM Students in their specialized subjects” intends to know the
problems this ABM Students are facing. This study uses the
purposive sampling. It is a non-probability sample that is
selected based on characteristics of a population and the
objective of the study (Crossman, 2018). The researchers used
this type for a qualitative research because the main focus and
the respondents are from the ABM Strand in which the main
goals is to identify their weaknesses and to be able to raise
awareness to upcoming Senior High School Students.
Before the researchers gathered data and information from
selected Grade 11 and 12 ABM students, a letter of consent was
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constructed thoroughly and secured first to be read and given as
permission to the respondents during the gathering of data.
Before conducting the interview, the researchers asked their
research teacher to check their letter of consent. Then, they also
asked their research teacher to validate and inspect their
formulated questions regarding the said topic. The researchers
will ask questions from their respondents, to be answered freely
with their own words and opinions.After gathering data and
information, the researchers will record, summarize and study
the answers they have collected.
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Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
This chapter presents the analysis and interpretation of the
data gathered by the researchers. The data was analyzed and
interpreted using thematic analysis to answer the research
questions raised in Chapter 1.
The qualitative data gathered became the bases of
knowing the difficulties faced by ABM students in their
specialized subjects.
Results
1. What difficulties do the respondents have and

encounter as they take up the Accounting, Business and
Management strand?
Four themes were identified to answer the first research
question. They are as follows:
Theme 1: Specialized subjects are new to some ABM

students
From the data gathered, it showed that two respondents
agreed that the specialized subjects are an adjustment for them
coming from junior high school. This is a difficulty in terms of the
student's expectation and performance in their specialized
subjects.
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With these thoughts, participants 1 and 2 said that the
subjects require a lot of skill which is hard for them because they
are not familiar with it even with the basic lessons.
Theme 2: Everyone has its own level of understanding a

particular lesson.
From the data gathered, it showed that four respondents
claimed that they have difficulties in specialized subjects in
terms of the cognitive demands. They had a hard time in
understanding the lessons itself. Most of the ABM student's
difficulty is on Accounting 1 in the grade eleven where on the
other hand is the Business mathematics in the grade twelve.
Based on the claims of participants 1, 2, 3, and 4, the
subjects require a lot of patience, a good analytical thinking, a
good understanding, and a good numerical ability especially in
the Accounting 1 subject.
Participant 1 stated that "10 column journal, worksheet" is
the hardest lesson in Accounting 1 which is supported by
Participant 2 saying "mahirap talaga yung 10 column journal,
yung worksheet. Matrabaho lang talaga" and Participant 3 saying
"recording and general journal and analyzing entries became
very hard for me". Business mathematics on the other hand is a
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struggle for Participant 4 saying "sobrang hirap, kas isobrang
hirap para saakinyung math eh. Mahirap na lesson and
equations ganon. Kasi ilang beses na ako nagkakaroon ng
mababang grade".
The ten column journal or also known as the worksheet is
a summary of all the trial balance, adjustments, income
statement, and the balance sheet. In order to accomplish the
worksheet, they must first analyze the business transactions
before they do the computations. Business mathematics'
difficulty is as well analyzing business problems that includes
annuities, interests, tax, and etc. These lessons in the subject
are accompanied of various formula that are somehow
complicated. Finding the given variables is also a thing because
in solving a problem, it is a sole basis on finding the answers to
the problem.
Theme 3: A teacher's way of teaching affects a student's

understanding.
From the data gathered, it showed that two participants
are having difficulty in understanding their lessons due to their
teacher. As known by many students, the teacher is the medium
of communication between the academic books and the
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students. They teach their students the lessons they must know
efficient as possible. Their way of teaching affects the student's
understanding because their methods of teaching are directly
proportional to the success of a student's retention and
connection to the lesson that was supported by Participant 3.
Participant 6 on the other hand claims that the teacher's
background on the course is important in order to explain the
lesson accurately. Participant 6 stated "Iba ibakasing teacher
last year, tapos yung samin kasi yung teacher naming di talaga
siya specialized teacher sa accounting so kami din medjo
nahirapan. Pag tinuturo kasi kahit sabihin mong basic pero mali
pala so nag iiba yung mga alam namin edi from there dun
palang sa tinuturo na mga lessons mahirap kasi intindihin
kaya mahirap din i-aaply. Factor kasi dun yung teacher".
The point of Participant 6 is that the delegation of the task
or job by the school is important because the school must select
qualified teachers that are fit who have at least units of a specific
course in their college degree program as well as the mastery in
it.
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Theme 4: Lack of preparation and studying
From the data gathered, two participants are struggling in
finding the time to study their specialized subjects. Time is an
important aspect in a person's daily life because time plays a big
role in the performance he/she sets in everything that he/she
do. For the students, it is hard for them to be deprived of it due
to the fact that a there are a lot of tasks for them to accomplish
as well as to study.
Participant 2 stated "nakukulangan pa ako sa oras, di na
naaara lkasi sobrang layo ko". The statement claims that the
proximity of a student's home from his/her school plays a big
role especially in terms of transportation where in it takes up a
lot of time for the students. The argument was also participated
by Participant 3 stating "time management. Requirements are
given in one snap".
Combining the two answers, it came into taught that a lot
of students are also facing these problems especially for those
who live outside the metro. The hardships of transportation and
the hardships of dealing with a lot of requirements can consume
a lot of time for the student to study his/her lessons at home.
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2. How do the respondents deal with these hindrances as

they enter their degree programs?
Four themes were identified to answer the second research
question. They are as follows:
Theme 1: Self studying can boost self learning
Self study is a common scenario for students who choose
to study in an isolated environment all by themselves. This
requires self effort and skill in studying. There are students from
high school to college that do this style of studying than having a
tutor because this challenges a person to build his/her skill of
independence and self learning.
Participant 5 supported the the self studying method and
stated "I had to keep looking for other sources of information if
there is something I don't understand". Participant 6 also agreed
by stating "todo study talaga yung gagawin namin para
maintindihan yung mga lessons". Doing this includes considering
library and the internet as other resource of information.
Theme 2: Asking for help with peers
"We can be, in some sense, friends to all men because
there is no man on earth with whom we do not have something
in common (Merton, 1995, p. 9)". It is a common norm to the
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society is to seek on other people. In the psychology of helping,
we have 3 main reasons. First is the social-exchange theory
which is an act of helping that is motivated by a desire for a
reward; second is the reciprocity norm which is also known by
Filipinos as the "utang na loob" where people help others who
helped them in the past; and third is the social-responsibility
norm where it is an expectation to help others without
something in return (Perez, 2016).
The respondent’s experiences help with their classmates
who are knowledgeable with the lesson. Participant 3 stated
"Sometimes I talk to my classmate for personal help in the
subject" as well as Participant 6 who states "Natututo lang kami
dun sa mga kaklase naming may alam ng Accounting 1".
Theme 3: Building self motivation can affect the mood in

your academics
It is important for a person not just to be intelligent in
his/her intelligent quotient (IQ) or academics but might as well
be intelligent in his/her emotional quotient (EQ) which includes a
person's ability to express himself/herself as well as to
successfully cope up with the demands of daily life (Bar-On,
2005).
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Self motivation is when a person possesses the trait of being
resilient in every trials as well to have passion or the positive
attitude in what you are doing. Participant 1 supports the claim
by saying "perseverance lang na matuto. Maka-aim ng
maintaining grades kasi as a distinction kailangan kong
makakuhang 85 so kailangan kong nagiistrive lang ako parati
parang, ano tiyaga lang mag-aral lang". Formulating goals can
help a person to be consistent in having self motivation.
Practicing self motivation can at least help in the internal aspects
of a person in coping up with his/her difficulties.
Theme 4: Establishing a study habit
One way of studying efficiently is by making a study habit.
Participant 1 stated that "aralin lang talaga para... kasipag-inaral
mo yunpaulit-ulit, parang masasanay na yung katawan mo"
while Participant 2 stated that "Aaralin ko nalang ganon, tapos
talagang makikinig ganon. Matagal ko talaga siyang inaaral kasi
madaming process". The participant's study methods are to do
repetitions in studying, long time studying, as well as to listen to
the professor in every discussion.
Study habits include motivation to continuous study in the
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internal aspect while being organized in time, and finding a good
place to study for the external aspect that are key tool in the
success of the student by improving academic performance
(Shertzer, 1981).
3. How do the specialized subjects in ABM affect a

student's thinking on why the Accountancy, Business and
Management strand, unstable and unfit for them?
One theme was identified to answer the third research
question. The theme follows:
Theme 1: ABM is just an option
As you enter your chosen career program, there is no
turning back at it. That is the reason why planning is important.
Planning a degree program is an important step in choosing one.
These programs are usually affected by the student's interest
and abilities that is why in choosing, a person must consider to
think objectively because it is a crucial stage. Objective thinking
includes the way of considering academic aptitudes and skills
rather than personal interests.
Participant 3 stated "I would choose HUMMS strand
because one of my goals is to be a lawyer someday, being a CPA
lawyer is just a choice. Being a lawyer is my choice is very
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compatible for first choice to be a. civil lawyer".
Participant 4 stated "Humss kasi gusto ko talaga maging
lawyer, pinush lang akong parents ko maging ABM kaya andito
ako ngayon. Kasi naisip ko sino ang mag hahandle ng business
namin eh ako".
Participant 5 stated "I would probably pick HUMSS
because their lessons are very interesting and rich. I believe
those people in that strand would become very influential people
in the future".
Participant 6 stated "HUMSS ano ewan ko madali kasing
mag voice out ng opinion sa pagiging HUMSS and ako sa
personality ko ako talaga yung ma voice out ng opinion. Feel ko
talaga kung hindi ako ABM, HUMSS ako".
There are respondents who only choose the ABM strand
because of their family businesses, as well as their parent's
preference of accountancy as a pre-law program for their
children. There are respondents who even prefer the HUMMS
strand because they see themselves as an expressive person as
well as it is really their preference.
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This is a crisis for some ABM students because it can affect
their studies as well as their acceptance to take the program
seriously. The specialized subjects just make the students feel
guilty on the wrong decision they make in choosing ABM as their
strand. It caused them to have difficulty in studying business
related subjects because it is not in their field of interest.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS,

RECOMMENDATIONS
The purpose of this study was to know and identify the
difficulties faced by ABM students in their specialized subjects.
There were six respondents who were purposively chosen.
The study used qualitative research design. The main tool
in gathering data was interview. The data were analyzed and
interpreted using thematic analysis.
SUMMARY OF FINDINGS
After interpreting the data, the researcher came up with
the following findings:
1. What difficulties do the respondents have and

encounter as they take up the Accounting, Business and
Management strand?
The researchers have gathered the common difficulties
encountered by ABM students and the difficulties are that [1] the
students have no background of the specialized subjects in
junior high school, [2] not all students have good intellectual and
numerical skills, [3] students have hard time on the ineffective
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teaching methods by their teachers, and [4] students have
difficulty in finding time for them to study their specialized
subjects.
2. How do the respondents deal with these

hindrances as they enter their degree programs?
The researchers found out the ways ABM students
strategize and cope up with their difficulties. According to the
participants, most of them do both self studying and by clarifying
lessons with their classmates and friends. In addition, they also
cope up with improving their self motivation as well.
3. How do the specialized subjects in ABM affect a

student's thinking on why the Accountancy, Business and
Management strand, unstable and unfit for them?
The researchers found out that the difficulties their facing
in their specialized subjects affect the students in terms of their
commitment to continue to the program they will be taking. An
external factor is by their parents choosing accountancy as a
pre-law. Some of the respondents choose ABM in order to take
up business courses so that they can supervise their family
business in the future.
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CONCLUSION
In line with the foregoing findings, a conclusion had been
drawn and encapsulated by the researchers.
1. With regards to the respondents or students, the
difficulties faced by ABM students in their specialized subjects
are [1] the students have no background of the specialized
subjects in junior high school, [2] not all students have good
intellectual and numerical skills, [3] students have hard time on
the ineffective teaching methods by their teachers, and [4]
students have difficulty in finding time for them to study their
2. ABM students cope up with the challenges they face by
long study sessions, self study and peer inquiries. A way of
coping in the terms of their internal aspect is self motivation
which is when a person knows how to motivate himself/herself.
Establishing study habits are effective key ingredient in a way
that it can direct a person to success.
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3. The ABM strand is not per say easy. Having full on focus
and determination is a total requirement. Students that finds
commitment to be hard because of the multiple difficulties faced
by ABM students due to factors such as: ABM is not their choice,
the ABM strand is unfit for them, or ABM is very difficult to
pursue.
RECOMMENDATIONS
Based on the findings and conclusions presented in this
study, the following recommendations are suggested:
1. The researchers would like to recommend to parents to
assure the likes and skills of their child for them not to
experience difficulties in a strand wherein their capabilities and
strengths are not properly executed,
2. As for ineffective teaching methods, the researchers
would like to recommend that teachers should come up with
more creative ways to disregard ineffective teaching to ensure
each student has the capacity to learn especially with their
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3. As for the students who are having difficulties due to the
workloads for their specialized subjects, the researchers would
recommend to asses and determine on what their likings and
skill set is before concluding a decision to continue on a strand
that is unfit for them.
4. As for the future researchers, it is highly recommended
for them to use this study in a different setting, situation, and
problem. In which this study wants to provide future researchers
the help that they need to improve and solidify their own
research by providing as a source of improvement, specifically
studies related to business.
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Bibliography:
Abun, D., Foronda, S., Agoot F., Belandres, M., & Magallanez,
T. (2018). Measuring entrepreneurial attitude and
entrepreneurial intention of ABM grade XII, Senior High
School students of Divine Word Colleges in Region I,
Philippines. Retrieved from
http://www.allresearchjournal.com/archives/2018/vol4iss
ue4/PartB/4-3-57-157.pdf
Acosta,I. & Acosta, A. (2016). Mixed methods on teachers'
perceptions of readiness of higher education institutions to
the implementation of K12 Curriculum. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1147809.pdf
Banks C, & Banks, J. (1995). Equity pedagogy: An essential
component of multicultural education. Theory Into
Practice,34(3), 152-158. Retrieved from
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Bar-On, R. & Maurice J. (2007). Educating people to be
emotionally intelligent. Praeger Publishers, London.
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Blenkinsop, S., McCrone, T., Wade, P., & Morris, M. (2006). How
do young people make choices at 14 and 16. National
Foundation for Educational Research.
Boyce, C., & Neale, P. (2006) Conducting in-depth interviews: A
guide for designing and conducting in-depth interviews.
Retrieved from https://research-methodology.net/research
methods/qualitative-research/interviews/.
Crossman, A. (2019). An overview of qualitative research
methods. Retrieved from
https://www.thoughtco.com/qualitative-research-methods-
3026555.
Darling, J., & Glendinning, A. (1996). Gender matters in schools:
Pupils and Teachers. Issues in Education Series. Cassell
and Co.
Domowski, D. & Stair, L. (1986). Careers in Business. Illinois:
National Textbook Company.
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Mooney L., Knox D.,&Schacht C. (2000). Understanding social
problems. East Carolina: Division International Thomson
Learning.
Merton T. (1995). No man is an island. Shambala Publications,
Inc. Boston, USA: Massachusetts Avenue, Boston
Merton R. (1968). Social theory and social structure. Third
Avenue, New York: The Free Press.
Montmarquette C., Cannings K., &Mahseredjian S. (2001). How
do young people choose college majors? Montreal,
Quebec: Pergamon.
Patton, M. (2002). Purposive sampling. Retrieved from
http://dissertation.laerd.com/purposive-sampling.php.
Perez A. (2016). Personal development. Vibal Group,
Inc.Gregorio.Quezon City, Philippines: 1253 Gregorio
AranetaAvnue.
Porter S., & Umbach P. (2006). College major choice. Iowa City,
USA: University of Iowa.
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Rosenthal R., & Jacobson L. (1968). Pygmalion in the

classroom. Retrieved from
https://doi.org/10.1007/BF02322211
Sautter, R. (1995). Standing up to Violence. The Phi Delt
a
Kappan, 76(5), K1-K12. Retrieved from
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Shertzer, B. (1981). Career planning freedom to choose.
Boston: Houghton Mifflin Company.
Vidal, R. (2007). A level subject choice in England: Patterns of
uptake and factors affecting subject preferences. England:
University of Cambridge.
Williams, V. (1967). The college dropout: Qualities of his
environment. Retrieved from https://onlinelibrary.wiley.c
om/doi/pdf/10.1002/j.21644 918.1967.tb04804.x
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APPENDICES
APPENDIX A
February 21, 2019
MRS. AURORA L. LIMCUMPAO

Vice Principal, SHS
San Beda University – IBED
Dearest Madam:
PAX!
We, the Grade 11 students from San Beda University Senior

High School- Manila, are conducting a research entitled, The
Difficulties Faced by ABM Students in Their Specialized
Subjects, in partial fulfilment of the requirements in the subject
Practical Research 1. This study aims to know the perceptions of
the respondents on a successful business; why they perceive
such; and how these perceptions help the respondents to make
their business successful in the future.
In line with this, we would like to request from your good office
to conduct the said study among the grade 11 students of San
Beda University Manila.
We assure you that the information gathered will be kept with

utmost confidentiality and will only be used for academic
purposes. For any concerns, you may contact the signatory at
(09985308929) or through e-mail
(coby_school@outlook.com). Your approval regarding this
matter is highly appreciated. Thank you very much!
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Respectfully yours, Endorsed:
JACOB S. UNCIANO MS. MERCEDITA MANZANO
Research Group Leader Prefect of Students Affairs

Noted: Approved:
MR. RAFFY D. QUINES MRS. AURORA L. LIMCUMPAO
Practical Research 1 Teacher Vice Principal, SHS
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APPENDIX B
INTERVIEW QUESTIONS
1. What are your specialized subjects as an Accountancy,
Business and Management student?
2. Name a specialized subject in your strand that made you

struggle
2.1. In a scale of 1-10 how hard (subject) is?
2.2. What are the struggles you face in (subject)?
2.3. Is this subject giving you a hard time (yes or
no) why?
3. How do you cope up with such difficulties you are
facing?
4. As an ABM Student, how many hours do you spend on
studying on your specialized subjects?
5. How many days in a week do you encounter your
specialized subjects?
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6. If you can choose one strand aside from ABM, what
would it be? And why?
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APPENDIX C
PARTICIPANT 1: GRADE 11 ABM 3
PARTICIPANT 1: "Fundamentals of Accountancy 1 and
Organization and Management".
2. Name a specilized subject in your strand that made you
struggle.
PARTICIPANT 1: "Di naman struggle, yung accountancy kasi
wala naman ako background sa accountancy so nag-adjust ako
nung first grading then nakacope up naman ako ng second
grading".
PARTICIPANT 1: "Ummm. 5 neutral lang kasi di rin siya mahirap
di rin siya madali parang ano lang, perseverance lang na
matuto".
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PARTICIPANT 1: "Ay yung 10 column journal, worksheet yun
worksheet. Yun lang kasi nagawa ko naman yung journalizing
yung mini task 1-3, inaral ko lang yun para makapasa
(chuckles)".
2.3. Is this subject giving you a hard time (yes or no)
why?
PARTICIPANT 1: "No, umm sakto lang neutral lang".
3. How do you cope up with such difficulties you are facing?
PARTICIPANT 1: "Umm... as a student naman kailangan kasi
nating maka-aim ng maintaining grades kasi as a distinction
kailangan kong makakuha ng 85 so kailangan kong nagiistrive
lang ako parati parang, ano tiyaga lang mag-aral lang ng… aralin
lang talaga para… kasi pag-inaral mo yun paulit-ulit parang
masasanay na yung katawan mo".
4.) As an ABM Student, how many hours do you spend on
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PARTICIPANT 1: "That depends sa situation. Umm… pag sa
exam, pag-uwi ko tulog muna tsaka ko aaralin. So mga 5-6
hours tapos natutulog na ako".
5.) If you can choose one strand aside from ABM, what would it
be? And why?
PARTICIPANT 1: "STEM kasi gusto ko din mag med dati, kaso
nga lang mas gusto ko ipursue yung tourism".
6.) Is ABM giving you a hard time
PARTICIPANT 1: "Hindi naman".
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PARTICIPANT 2: "Accounting and Orgman".
struggle
PARTICIPANT 2: "Accounting".
PARTICIPANT 2: "6? 7? 7. Kasi ano hindi pa talaga ako familiar
dun sa ano.. sa mga ano topic dun sa accounting kasi ngayon ko
lang siya na…. ngayon lang natackle. Like ngayon lang ako
nagkaroon ng accounting na subject. Tapos mahirap din yung sa
10 column journal yung worksheet".
PARTICIPANT 2: "Umm… siguro yung ano, minsan kulang ako sa
oras pag umuuwi. So pag nagrereview ako lalo na kung madami
talagang gagawin nakukulangan pa ako sa oras, so minsan, may
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times na may mga subject ako na di na naaaral kasi sobrang
layo ko tapos madalas traffic ganon tapos pag-uwi ko pagod na.
ayun lang naman yung struggles ko".
why?
PARTICIPANT 2: "Di naman, talagang matrabaho lang talaga
yung mga ano, accounting".
PARTICIPANT 2: "Aaralin ko nalang ganon, tapos talagang
makikinig ganon".
PARTICIPANT 2: "Sa accounting kasi matagal ko talaga siyang
inaaral kasi madaming process para ano eh. Siguro mga 5-6
hours".
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San Beda University

Manila
5.) How many days in a week do you encounter your specialized
subjects?
PARTICIPANT 2: "4 days".
be? And why?
PARTICIPANT 2: "Wala, ABM lang".
7.) Is ABM giving you a hard time
PARTICIPANT 2: "Hindi naman".
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Manila
PARTICIPANT 3: "My specialize subjects are Accounting and
Organization Management".
2. Name a specialized subject in your strand that made you
struggle.
PARTICIPANT 3: "The specialized subject that made me struggle
is Accounting 1".
PARTICIPANT 3: "In a scale of 1-10, i would rate it a 7 because
in terms of recording and general journal and analyzing entries
became very hard for me".
PARTICIPANT 3: "Maybe the time management and way on how
the teacher discuss the subject".
59

lOMoARcPSD|10820898
San Beda University

Manila
why?
PARTICIPANT 3: "I would say it as a yes, because, yes of course
it’s time management which gave me a hard time and all of the
requirements are sabay sabay"...
3.) How do you cope up with such difficulties you are facing?
PARTICIPANT 3: "Sometimes I talk to my classmate for personal
help in the subject, and then how I cope with it is I stress eat".
PARTICIPANT 3: "I would estimate it as 1-2 hours
(ACCOUNTING)".
subjects?
PARTICIPANT 3:" 4 times a week".
60

lOMoARcPSD|10820898
San Beda University

Manila
be? And why?
PARTICIPANT 3:" I would choose HUMMS strand because one of
my goals is to be a lawyer someday, being a CPA lawyer is just a
choice. Being a lawyer is my choice is very compatible for first
choice to be a. civil lawyer".
61

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 4: "Ah yung mga specialized subjects ko is, grade
11 and 12? In grade 11, yung mga tinatake niyo ngayon,
OrgMan, Marketing, ganon ganon.... tapos ganon pang business,
Accountancy, ganon ganon... Tapos ngayon naman Business
Financem tapos Business Math, tapos ano... parangMarketing
din tapos ngayon, sa second sem na tinatake ko meron Business
Simulation and Business Ethics ineenhance yung pagiging ABM
or Business minded natin ganon ganon"....
struggle
PARTICIPANT 4: "Accountancy and Business Math nung sa grade
11 talaga kasi sobrang hirap, kasi sobrang hirap para saakin
yung math eh".
62

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 4: "8. Kasi ayoko ng stats kasi may stats don, diba
merong stats sa inyo? Yun yung dahilan kung bakit di ako
naging qualifier".
PARTICIPANT 4: "Hmm? Yung ano, yung mahirap na lesson and
equations ganon".
why?
PARTICIPANT 4: "Right now? (BEFORE) Hmm, yes. It was hard,
kasi enemy ko talaga yan dati".
PARTICIPANT 4: "Wala ngayon nagpapatutor ako parang
nagstutudy ako kasi ilang beses na ako nagkaka mababang
grade".
63

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 4: "uhmm, mga ano 7 hours ganon".
5. How many days in a week do you encounter your specialized
subjects?
PARTICIPANT 4: "As fair as I know, ano mga 4 or 3 times a
week".
be? And why?
PARTICIPANT 4: "Humss kasi gusto ko talaga maging lawyer,
pinush lang ako ng parents ko maging ABM kaya andito ako
ngayon. Kasi naisip ko sino ang maghahandle ng business namin
eh ako na pala mag hahandle eh gusto ko maging lawyer".
64

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 5: "Accounting, Orgman, Business Finance,
Applied Economics".
struggle
PARTICIPANT 5: "All specialized subjects had their own
difficulties so no".
PARTICIPANT 5: N/A
PARTICIPANT 5: N/A
why?
PARTICIPANT 5: N/A
65

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 5: "I had to keep looking for other sources of

information if there is something I do not understand".
PARTICIPANT 5: "Specialized subjects can get from an hour to

more than 6 hours".
5. How many days in a week do you encounter your specialized
subjects?
PARTICIPANT 5: "There are subjects every day".
be? And why?
PARTICIPANT 5: "I would probably pick HUMSS because their
lessons are very interesting and rich. I believe those people in
that strand would become very influential people in the future".
66

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 6: "Hala ka! Wait lang… Hinde alam ko yan. Yung
this year ba o last year? Yung mga naala ko? O my gad. Hmm
ewan ko kung specialized siya pero, e tech ba specialized? Ahh
applied lang. Accountancy 1, Accountancy 2, Orgman then
entrep, Marketing".
struggle
PARTICIPANT 6: "Accounting, Accounting talaga. Accounting 1".
PARTICIPANT 6: "Siguro kasi nagging mahirap siya samin mga
7, 8 ganon. Iba iba kasi ng teacher last year, tapos yung samin
kasi yung teacher naming di talaga siya specialized teacher sa
accounting so kami din medjo nahirapan. Natututo lang kami
dun sa mga kaklase naming na may alam ng Accounting 1".
67

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 6: "Yung ano.. Since ako wala akong alam sa
Accounting 1 yung basics mismo. Pag tinuturo kasi kahit sabihin
mong basic pero mali pala so nag iiba yung mga alam namin edi
from there dun palang sa tinuturo na mga lessons mahirap kasi
intindihin kaya mahirap din I-aaply".
why?
PARTICIPANT 6: "Yes, lalo na last year kasi yun nga factor kasi
dun yung teacher and ano so kung di naming alam todo study
talaga yung gagawin namin para maintindihan yung lessons.
Masakit lang talaga sa ulo. Siguro dahil na din don pero, oo".
PARTICIPANT 6: "kasi ako nag papaturo talaga ako sa may alam
ng basics sa Accounting 1 tas from there ako nalang mismo nag
aaral".
68

lOMoARcPSD|10820898
San Beda University

Manila
PARTICIPANT 6: "Hala. Ilang oras ba, dipende kasi kung kaano
kadami pinapagawa sa subject eh pero pag nag kasabay sabay
yan ahhh lets say 6hrs siguro at kalahati yung specialized".
subjects?
PARTICIPANT 6: "last year? Both, halos araw araw kasi ano
dipende sa ano per subject so kunyari Accounting 1 wala siya
nungThursday pero yung Marketing mo may Thursday, both
specialized subjects meron kanang isang Linggo".
be? And why?
PARTICIPANT 6: "HUMSS ano ewan ko mas madali kasing mag
voice out ng opinion sa pagiging HUMSS and ako sa personality
ko ako talaga yung ma voice out ng opinion. Feel ko talaga kung
hindi ako ABM, HUMSS ako. Welcome".
69

lOMoARcPSD|10820898
San Beda University

Manila
CURRICULUM VITAE
JACOB S. UNCIANO
2216 Maui Oasis Filinvest, Anonas St.
Sta Mesa, Manila
09985308929
coby_school@outlook.com
EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL San Beda University

2018- present Manila
Accountancy, Business,
and Management
(ABM)
JUNIOR HIGH SCHOOL Immaculate Heart of

Mary College
2014- 2018 Quezon City
AWARDS/HONORS RECEIVED
SENIOR HIGH SCHOOL 1

st
and 2
nd
Quarter
Academic Distinction
Awardee
st nd
1 and 2 Quarter
Distinction in
Deportment Awardee
st nd
1 and 2 Quarter Top
5 in class
JUNIOR HIGH SCHOOL Homeroom Award (Grade 10)
Homeroom Award (Grade 9)

Christian Living Award
(Grade 9, 3rd and 4th
Quarter)
Loyalty Award
Marian Choir Service Award
70

lOMoARcPSD|10820898
San Beda University

Manila
(Grade 10)
Citizenship Advancement
Training Service
Award (Grade 10)
Senior Aspirant Club Award
(Grade 10)
Men's Volleyball Service
Award
(Grade 9)
With Honors (Grade 8, 4th
Quarter)
Techno Kids Award
SEMINARS/WORKSHOPS ATTENDED
May 5, 2014 Introduction to Volleyball-

Basic Skills Coure
La Salle Green Hills
Participant
October 15 , 2016 Career Talk 2016
St.Anns Hall
Imacculate Heart of Mary
College
Participant
October 23, 2016 NCR Re-echo of the COM-
VMY National Youth Camp

2016
Sta. Isabel College
Participant
September 9, 2017 Vincentian Charism Jamboree
Concordia College
Participant
December 10, 2017- Marshal Training 2016-2017
March 5, 2018 (session) Quadrangle

Immaculate Heart of Mary
College
71

lOMoARcPSD|10820898
San Beda University

Manila
Participant
September 18, 2018 Homeroom Officers
Leadership Training Seminar
San Beda University
Manila
Participant
PERSONAL INFORMATION
DATE OF BIRTH: August 29, 2001
PLACE OF BIRTH: Sta. Teresita General

Hospital Quezon City
AGE: 17
SEX: Male
STATUS: Single
FATHER: George A. Unciano
OCCUPATION: Industrial Engineer

MOTHER: Lee-Ann S. Unciano
OCCUPATION: Dentist
72

lOMoARcPSD|10820898
San Beda University

Manila
HAZELYN MITZI A. ROGADO

3050 Abucay Street, Manuguit,
Tondo, Manila
09776261727
hazelynrogado@gmail.com

and Management
(ABM)
JUNIOR HIGH SCHOOL Immaculate
2014-2017 Conception Academy of

Manila, Philippines
SENIOR HIGH SCHOOL nd

2 place in Cheer
Dance Competition
2019
nd
2 place in Street Dance
Competition 2019
Academic Distinction in
nd
2 Quarter Distinction in
Deportment in
nd
2 Quarter Perfect
Attendance in
nd
2 Quarter Academic
Distinction in
st
1 Quarter Distinction in
st
Deportment in 1
Quarter
Perfect Attendance in 1st
Quarter
73

lOMoARcPSD|10820898
San Beda University

Manila
JUNIOR HIGH SCHOOL Grade 10 – With Honors in

st th
1 to 4 Quarter
Perfect Attendance in Grade
st th
10 from 1 to 4 Quarter
Champion in Mosaic-Making
Art Contest in 2018
st
1 Runner up in a Musical
Play Contest in 2018 entitled
“Cats”
Best Actress in a Musical Play
Contest in 2018 entitled
“Cats”
st
1 Runner up in Film Making
Contest in 2018 entitled
“Utos ng Hari”
st
Grade 9 – With Honors in 1
th
to 4 Quarter
st th
st
1 Runner up in Bb. Agham
Sipnayan 2016-2017
People’s Choice Award in Bb.
Agham Sipnayan 2016-2017
Best in Costume Award in
Bb. Agham Sipnayan 2016-
2017
Grade 8 – Second Honor in
st th
1 to 4 Quarter
st th
st
1 Runner up in Poem
Writing Contest in Grade 8
st
1 Runner up in a Jingle-
Making Contest in 2015
Grade 7 – Second Honor in
st th
1 to 4 Quarter
st th
74
lOMoARcPSD|10820898
San Beda University

Manila
st
1 Runner up in Plate-Making
Design Art Contest in Grade
7
June, 2015 Leadership Seminar

Workshop for Homeroom
Officers
Immaculate Conception
Academy of Manila
Participant
July, 2015 Leadership Seminar for Club
Officers
Academy of Manila
Participant
June, 2016 Leadership Seminar

Officers
Academy of Manila
Participant
July, 2017 Leadership Seminar

Officers
Academy of Manila
Participant
September, 2018 Science-Week Seminar for
Young Astronomers 2018

Academy of Manila
Participant
75

lOMoARcPSD|10820898
San Beda University

Manila
August, 2018 Career Symposium 2018 –
Stewards of God’s Creation

San Beda University
Participant
October, 2018 Homeroom Officers
Leadership Training Seminar

San Beda University
Participant
November, 2018 Classroom Research Seminar
of Grade 12- Students

Nursing Building, San Beda
University
Participant
DATE OF BIRTH: June 26, 2002
PLACE OF BIRTH: Manila, Philippines

AGE: 16
SEX: Female
STATUS: Single
FATHER: Ritchzie B. Rogado
OCCUPATION: Seaman
MOTHER: Rowena A. Rogado

OCCUPATION: Bar and Restaurant Manager
76

lOMoARcPSD|10820898
San Beda University

Manila
ENRIQUEZ ELAIJAH P.
19 B Domingo Street Christine
Village Dela Paz Pasig City
09196022884
elai.enriquez20@gmail.com

and Management
(ABM)
JUNIOR HIGH SCHOOL ADT Montessori School

2014-2018 Pasig
st nd
SENIOR HIGH SCHOOL 1 and 2 Quarter Academic
Distinction Award
st nd
1 and 2 Quarter
Distinction in Deportment
JUNIOR HIGH SCHOOL rd
Rank 3 – overall
With Honors Award

Loyalty Award
Champion in the Educational
Magazine Quiz Bee 2018
st
1 Quarter Certificate of
Merit (Grade 10)
nd
Merit (Grade 10)
rd
Merit (Grade 10)
th
Merit (Grade 10)
1st Quarter Perfect
Attendance Award
(Grade 10)
77
lOMoARcPSD|10820898
San Beda University

Manila
Quarter Perfect
2nd
Attendance Award
(Grade 10)
3rd Quarter Perfect
Attendance Award
(Grade 10)
nd
Merit (Grade 9)
rd
Merit (Grade 9)
th
Merit (Grade 9)
2nd Quarter Perfect
Attendance Award
(Grade 9)
3rd Quarter Perfect
Attendance Award
(Grade 9)
4th Quarter Perfect
Attendance Award
(Grade 9)
October 26, 2018 Seminar Workshop-
Accounting
San Beda University
Participant
August, 2018 Career Symposium
San Beda University

Participant
January 2018 PAPRISA Leadership Training
in Tagaytay
ADT Montessori School
Participant
78
lOMoARcPSD|10820898
San Beda University

Manila
Septemper 23, 2017 rd

3 ADT Montessori School
Student Leadership Training

ADT Montessori School
Participant
DATE OF BIRTH: December 20, 2001
PLACE OF BIRTH: Makati City

AGE: 17
SEX: Male
STATUS: Single
FATHER: Angelo M. Enriquez
OCCUPATION: Call Center Agent

MOTHER: Carmela S. Padagdag
OCCUPATION: Accountant
79

lOMoARcPSD|10820898
San Beda University

Manila
KENNETH ROSS M. ALVARADO

st
Unit G #5 1 West Crame, Brgy.
West Crame, San Juan City
0916216482
kenneth17.ka@gmail.com

Accountancy, Business, and
Management
(ABM)
JUNIOR HIGH SCHOOL Don Alejandro Roces Sr.

2014-2018 Science-Technology H.S.
Quezon City
JUNIOR HIGH SCHOOL Grade 10 Top 5 classroom

st
Recognition (1 quarter)
th
Grade 9 with honors (4
quarter)
rd
quarter)
nd
quarter)
st
quarter)
August 2018 Career Symposium
San Beda University - Manila

Participant
80

lOMoARcPSD|10820898
San Beda University

Manila
DATE OF BIRTH: May 17, 2001
PLACE OF BIRTH: Binan, Laguna

AGE: 17 Years old
SEX: Male
STATUS: Single
FATHER: Ross Alvarado
OCCUPATION: Police Officer

MOTHER: Cristina Alvarado
OCCUPATION: Midwife
81

lOMoARcPSD|10820898
San Beda University

Manila
ARSENIO JAMES F. NOEL

San Francisco Gardens Cluster
1 Unit 3B Mandaluyong City
09266386870
ajnoelf@yahoo.com

Accountancy, Business, and
Management
(ABM)
JUNIOR HIGH SCHOOL Good Shepherd Christian

2014-2018 School
Mandaluyong City
SENIOR HIGH SCHOOL Member of San Beda Red

Cubs
JUNIOR HIGH SCHOOL Christian School Basketball

League Champion
August, 2018 Career Symposium
San Beda University
Participant
November, 2018 Referee Symposium

San Beda University
Participant
82

lOMoARcPSD|10820898
San Beda University

Manila
DATE OF BIRTH: January 30 2002
PLACE OF BIRTH: Mandaluyong City

AGE: 17
SEX: Male
STATUS: Single
FATHER: Jaime C. Noel
OCCUPATION: Business Man

MOTHER: Sylvianna F. Noel
OCCUPATION: Secretary
83

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THE Difficulties OF ABM Students IS THEI

Accountancy (Far Eastern University)

StuDocu is not sponsored or endorsed by any college or university

San Beda University

THE DIFFICULTIES FACED BY ABM STUDENTS IN THEIR

A Research Paper Presented to the Faculty of Integrated

In Partial Fulfillment of the Requirements for the Subject

Mr. Raffy D. Quines

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San Beda University

This research paper entitled, THE DIFFICULTIES FACED

MR. RAFFY D. QUINES

Approved by the Committee on Oral Examination for San

Accepted in partial fulfillment of the requirements for San

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San Beda University

We the researchers would like to thank the following

people who selflessly shared their time and resources to make

this research become possible.

To our parents, for their unending love and support for us

in every step of the way as we the researchers face so many

challenges as well as for the financial support in doing the

research. Without them, we would have lack motivation in

pursuing the study.

To our dear professors, Mr. Raffy D. Quines and Ms.

Irianne Labangon, for all the efforts in guiding us to make this

they gave us as well as the encouragement and training they

have conducted in preparing us for the defense.

We are also thankful to the respondents who shared their

precious time for the interview. Without their answers and

cooperation, the research will have no essence.

Lastly, we would like to thank God, for guiding us everyday

in the face of the people around us such as our families, peers,

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San Beda University

and friends. We are thankful for the opportunities God gave us

each day to live in his love.

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San Beda University

This masterpiece is humbly dedicated to the following

people who extended help to make this research a successful

This study is dedicated to our God Almighty. The one who

gave the researchers strength physically, emotionally, and

spiritually. He is the one who provides the researchers

unconditional love even at times of failures and difficulties. At all

cost, whatever the researches do and conduct, it is all for Him.

Next, this study is dedicated for our Practical Research

The passion, will, and determination that he spreads gives his

students the courage to strive for the best. He guides his

students well and makes them competitive and intellectually

mastered at any level.

For the ABM students and future senior high school

and provide new knowledge and learnings. By knowing the

difficulties that ABM Students are facing, the future generations

will have an idea of what it is to be like. And for the upcoming

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San Beda University

senior high school students, it can affect your decision on what

strand and career program to take.

To our beloved alma mater, San Beda University for

providing us quality education and for forming us students along

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