CHAPTER 1

INTRODUCTION

This study is focused on the competency of BSA freshmen students of

NDU who came from ABM strand during their senior high school. In this study,

“competency” talked about the competency of students in the accountancy

program, a platform that also showcased the current BSA freshmen students’

skills in accounting and business fields. It is a study that performed an analysis

on how Freshmen BSA students dealt on certain accounting abilities and in their

other subjects, as well as their ability or understanding of certain management

skills, an instrument that also researches on their efficiency on those fields. This

research is also a way to test where or which accounting or management

aspects the students are well competent and where are they incompetent.

The researchers chose this topic because of its current applicability and

inspired by the change in the curriculum in the K to12, the additional two years in

the secondary level and the introduction of the Accounting Business

management strand or the ABM strand. It is presumed by these researchers

that such curriculum change and the introduction of the ABM strand have certain

effects among the freshmen BSA college students, in terms of their competency

in the Accounting or the Accountancy program. The researchers believed that

this will contribute further understanding of how the current freshmen BSA

students, use up their collective Accounting knowledge and applying these in the

pursuit of their Accounting course.

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Review of Related Literature

Competency

Competency is the combination of observable and measurable knowledge,

skills, abilities and personal attributes that contribute to enhance employee

performance and ultimately result in organizational success. To understand

competencies, it is important to define the various core competencies.

Core competencies

A section in the book by Edward J. Cripe and Richard S. Mansfield entitled

“The Value-Added Employee” (2002) summarizes competencies into three major

competency categories: Competencies dealing with people, Competencies

dealing with business, and Self-management competencies.

Self-management competencies

On Cripe and Mansfield’s study there are four competencies under self-

management competencies listed namely self-confidence, stress management,

personal credibility, and flexibility. Self-confidence is faith in one’s own ideas and

capability to be successful; willingness to take an independent position in the

face of opposition. Stress management is the ability to keep functioning

effectively when under pressure and maintain self-control in the face of hostility

or provocation. Personal credibility demonstrates concerns that one is viewed as

responsible, reliable, and trustworthy. Lastly, Flexibility refers to openness to

different and new ways of doing things.

 3

Competencies dealing with people

On the competencies dealing with people, they enumerated fifteen

competencies namely: establishing focus, providing motivational support,

fostering teamwork, empowering others, managing change, developing others,

managing performance, attention to communication, oral communication, written

communication, persuasive communication, interpersonal awareness,

influencing others, building collaborative relationships, customer orientation.

Establishing focus refers to the ability to develop and communicate goals in

support of a mission; also, it helps develop goals and plans to fulfill the said

mission. Providing motivational support is the ability to enhance others’

commitment to their work. He had enumerated few examples of what

motivational support is, recognition and rewarding of people for positive results,

acknowledgement and thanks for contributions, identify morale problem, give

talks to energize group, and, many more. Fostering teamwork refers to the ability

of a member to effectively cooperate with others on a team or as a leader the

ability to draw the best out of a team’s ability. The following behaviours for team

members are considered ideal: attentiveness and constructive response to

ideas, offers support, vocal about concerns, reinforce members for their ideas,

provide assistance, and shares expertise. For team leaders, the following

behaviors are ideal: provide opportunities for people to learn to work as a team,

enlist active participation equally, promotes cooperation, fair treatment of

members, recognizes and encourage behaviors that contribute to teamwork.

 4

Empowering others refers to the ability to convey confidence in employee to

become successful, most notably on challenging new tasks and delegation of

authority and responsibility. Managing change is the ability to support innovation

and for organizational changes needed to improve effectiveness. Developing

others means to delegate responsibility and to work with others and coach them

to develop their capabilities. Managing performance is the ability to take

responsibility for member’s performance and guiding them along the goal with

feedbacks and addressing concerns about performances. Attention to

communication is the ability to ensure information is passed to others who are

relevant to the information discreetly. Oral communication is the expression of

ideas clearly in a conversation and interaction with others. Written

communication is parallel to oral communication, here it is expressed in writing.

Persuasive communication is the ability to plan and deliver oral and written

communication with impact to persuade their intended audiences. Interpersonal

awareness is the ability to notice, interpret, and anticipate others’ concerns and

feelings, and to communicate this awareness empathetically to others.

Influencing others is the ability to gain others support for ideas, proposals,

projects, and solutions. And lastly for competencies in dealing with people, client

orientation. This refers to ability to demonstrate concern for satisfying one’s

external or internal client.

Competencies dealing with business

Cripe and Mansfield had enumerated twelve competencies under dealing

with business. This part covers the prevention and problem solving
 5

competencies. The twelve competencies are diagnostic information gathering,

analytical thinking, forward thinking, conceptual thinking, strategically thinking,

technical expertise, initiative, entrepreneurial orientation, fostering innovation,

results, orientation, thoroughness, and decisiveness.

Diagnostic information gathering is the ability to identify the information needed

to clarify a situation, seek that information from appropriate sources, and use

skillful questioning to draw out the information, when others are reluctant to

disclose it. Analytical thinking tackles problems using logical, systematic, and

sequential approaches. Several examples of analytical thinking are systematic

comparisons of two or more alternatives, notice discrepancies and

inconsistencies in available information, approaches a complex task by breaking

it down into its component parts and considering each part in detail, and many

more. Forward thinking is the ability to anticipate the implications and

consequences of situations and take appropriate action to be prepared for

contingencies. Conceptual thinking is the ability to find effective solutions by

taking a holistic, abstract, or theoretical perspective. Strategic thinking, is the

ability to analyze an organization’s or situation competitive position by

considering various factors related to it.

Technical expertise is the ability to demonstrate depth of knowledge and skill

in technical area. Initiative refers to ability to identify necessary things needed to

be done before the situation requires it. Opportunity orientation is the ability to

seize opportunities and willingness to take calculated risks to achieve goals.

Fostering innovation is the ability to develop, sponsor, or support the introduction

 6

of new and improved method, products, procedures, or technologies. Results

orientation is the ability to focus on desired results and setting challenging goals,

focusing effort on the goal or exceeding them. Thoroughness ensures the work

done is complete and accurate. Decisiveness is the ability to make difficult

decisions in a timely manner.

Basic Accounting Theories and its usefulness

For those who are dreaming of pursuing a degree in accountancy of any

business related course, learning the basic accounting theories is very important.

Accounting theories provide both the theoretical basis and the rules based on

that theoretical basis used to guide accountants in creating useful financial

documents. If accounting methods and practices can be considered the meat of

accounting, then accounting theories are the bones that lend them shape and

structure.

Uses of Accounting

For financial documents to be useful to their intended end users, the

information presented therein must be accurate, consistent and presented in

time for financial decisions to be made. Accounting theories and rules based on

accounting theories are useful because their creation and implementation ensure

that these factors are promoted in accounting methods and practices. Financial

documents that cannot provide accurate and consistent information in time for

financial decisions to be made are useless and pointless.

Accounting Equation
 7

Accounting theories provide the fundamental assumptions on which

accounting methods and practices accrue and accumulate. It is assumed that

assets should always be equal to liabilities and equities combined. The change

in one side equates to change also to the other side.

Accounting Rules

Accounting rules and principles are the implementations of accounting

theories intended to bolster the usefulness of financial documents through

creating a common basis of understanding among accountants and end users.

Without these rules and principles, users cannot understand and interpret such

documents in the right manner because their meanings are left up to the

individual accountants.

Basic Accounting Phases, Principles, Assumptions, and Steps

In basic accounting, there are steps, phases, and assumptions already

considered as a basis for basic accounting. These serves as guidelines and a

manual for those who are practicing the profession and intended users.

The four phases of accounting

Recording, classifying, summarizing, and interpreting of financial data are

fundamental when it comes to accounting practice. Recording refers to the basic

phase where all financial transactions are recorded in a systematic and

chronological manner in appropriate books. Accounting records includes assets,

liabilities, ledgers, journal and other supporting documents such as invoices and

checks. Classifying is the sorting and grouping of similar items unders

designated name, category, or account. This phase uses a systematic analysis

 8

of recorded data in which all transaction are grouped in one place. The

summarizing phase of accounting involves summarizing the data after each

accounting period, such as a month, quarter or year. The data must be

presented in a manner which is easy to understand and use by both external and

internal users of the accounting statements. Graphs and other visual elements

are often used to complement the text data. Lastly, Interpreting phase refers to

the process concerned with analyzing financial data and is a critical tool for

decision-making. This phase interprets recorded data in a way which allow users

to make meaningful judgments regarding financial condition of a business or

account.

Accounting Principles and Assumptions

The basic or fundamental principles in accounting are the cost principle, full

disclosure principle, matching principle, revenue recognition principle, economic

entity assumption, monetary unit assumption, time period assumption, going

concern assumption, and materiality.

The 10-step accounting cycle

The first step in an accounting cycle is the identifying and analyzing of

business transactions. This step separates transactions and events that are

deemed not included in the accounting system. The second step is the recording

of transactions to the journal. After identifying and analyzing the transactions and

events, all that were viewed as included in accounting system are now formally

recorded in the journals. Next step is the posting of the journal entries to the

ledgers or books of final entry. The balances of each account can now be
 9

identified after the posting in the ledger are finished. The fourth step in the

accounting cycle is the preparation of unadjusted trial balance. This trial balance

is prepared to test the equality of the debit and credit balances that are extracted

from the ledgers. The fifth step is the adjusting entries. In adjusting entries, all

balances that have been incurred but not yet recorded in the journals or income

earned but not yet entered in the books are reconciled with the use of adjusting

entries. This step is to update the accounts before they are summarized in the

financial statements.

The lower half of the accounting cycle is composed of preparation of trial

balance, financial statements, closing entries, and lastly the reversing entries.

The adjusted trial balance is prepared before the financial statements are

prepared. This is to test if the debits are equal to credits after adjusting entries

are made. Financial statements are the end products of an accounting system. It

is comprised of Statement of comprehensive income, statement of changes in

equity, statement of financial position, statement of cash flows, and notes to the

financial statements. Closing entries are entries that are prepared to close all

nominal accounts. Post-closing trial balance is the last step and the last of the

three trial balances. The post-closing trial balance is prepared to test the equality

of balances after the closing entries are made. Reversing entries is an optional

step in the accounting cycle and is prepared at the beginning of a new

accounting period to facilitate a smoother and more consistent recording

process.
 10

Basic Education Act of 2013

This is an act implemented by the government aimed to improve

graduates of Philippine schools to meet international standards. The Basic

Education Act of 2013, most commonly known as K to 12, is composed of at

least a year of kindergarten, six years of elementary education, four years of

junior high school, and 2 years of senior high school. Upon reaching senior high

school, the students are given choices on educational strands such as ABM,

STEM, HUMSS, and GAS. These strands are important prerequisites for

pursuing a college degree.

ABM Strand

ABM or Accounting and Business Management is one of the few

educational strands that students can choose when reaching the senior high

level. The ABM strand focused on the concepts regarding financial management,

business management, and accounting.

Subjects implemented in ABM strand in Grade 11 and 12

Listed below are the current layout of subjects in ABM strand. The stated

subjects are beneficial preparatory knowledge and skills for higher degree. On

grade 11 first semester, the core subjects are Oral communication,

Komunikasyon sa Pananaliksik sa wika at kulturang Pilipino, General

Mathematics, Earth and Life Sciences, Personal Development or Pansariling

Kaunlaran, Understanding Culture, Society, and Politics, Physical Education and

health. The contextualized subjects are English for Academic and Professional
 11

Purposes, and Research in Daily Life 1. For the Second semester, the core

subjects are Reading and writing skills, Pagbasa at pasusuri ng iba’t-ibang

teksto tungo sa pananaliksik, Statistics and Probability, Physical science,

Physical Education and Health. Meanwhile, the Contextualized subject is

Empowerment technologies (E-tech): ICT for professional tracks. Added on the

second semester are specialization subjects namely Business math,

Organization and management, Fundamentals of Accounting, Business and

Management 1. Each weekday should encompass 6.6 hours.

On grade 12 first semester, the core subjects are 21 st century Literature from

the Philippines and the World, Introduction to the Philosophy of the Human

Person or Pamungad sa Pilosopiya ng Tao, Contemporary Philippine Arts from

the regions, Media and Information Literacy, Physical Education and Health.

Research and Daily Life 2 is the only contextualized subject for the first semester

of grade 12. The specialization subjects are Fundamentals of Accounting,

Business, and Management 2, and Business Finance. For the second semester

of grade 12 the core subject is only composed of Physical Education and Health.

Entrepreneurship, Pagsusulat sa Piling Larangan, Research Project is covered

by the contextualized subjects. As for the specialization subjects, Applied

economics, Business Ethics and Social responsibility, Business Marketing, and

Business Enterprise Simulation are the subjects covered in specialization. Each

weekday should encompass 5.8 hours.

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The following subjects have prerequisites and co-requisites:

Subjects Prerequisite(s)
Research in Daily Life 2 Statistics and Probability
Business Finance Fundamentals of Accountancy, Business, and
Fundamentals of Accountancy, Business, and Management 1
Management 2
Business Ethics and Social Responsibility Fundamentals of Accountancy, Business, and
Management 1, Organization and
Management, Principles of Marketing, and
Business Math
Business Marketing Organization and Management

Subject Co-requisite

Business Finance Fundamentals of Accountancy, Business, and

Management 2

Notre Dame University’s mission in educating students

Notre Dame University has been educating people for 70 years already. It is

NDU’s mission to develop graduates who are locally and globally competitive,

form persons with social conscience and responsibility, foster a culture of peace

and dialogue of faiths and cultures, facilitate community empowerment for total

human development especially among the poor, promote holistic institutional

growth, to nurture a community of stakeholders and partners valuing and sharing

this vision and working towards its attainment.

College of Business and Accountancy

College of Business and Accountancy is a Department under Notre Dame

University that offers its students’ knowledge on Business and Accounting

related courses. The following programs are offered by the College of Business

and Accountancy:
 13

Bachelor of Science in Accountancy (BSA), Bachelor of Science in Accounting

Technology (BSAcT), Bachelor of Science in Business Administration (BSBA)

Major in: Marketing Management, Financial Management, Human Resource

Management, Bachelor of Science in Entrepreneurship (BSEntrep), and

Bachelor of Science in Accounting Information Systems (BSAIS).

Related Study
A study conducted by Jennifer Cunnigham, Emily Key, and Rhonda Capron

entitled, An evaluation of competency‐based education programs, is about the

developmental process of competency-based programs and how does it affect

orthodox teaching practices currently used in educational programs. It was

concluded in the study in designing a competency-based program can be costly

but with worthwhile results. The government should play a huge role in helping

improve the smoothness of the implementation of transitioning into a

competency-based program. The changes that the authors have stated were on

how assessments should really be validated, how students react to different

faculty and staff practices and also to technological advances. The study also

points out institutions starting to implement a competency-based program. Each

of these institutions have common implementations of processes namely,

reviews of assessments in a regular interval, supporting students through

assessment process, improved faculty roles, alignment, and validity.

 14

Theoretical Framework

Competency-Based Education Theory

Competency-based education or CBE theory states that there are five

components, namely: Students should advance knowledge attained through

mastery, competencies includes explicit, measurable, transferable learning

objectives that empower students; Assessment is meaningful and positive

experience for students, it should also be timely and differentiated support

based on students individual learning needs, and learning outcomes emphasizes

competencies that include application and creation of knowledge along with the

development of important skills.

A competency-based program is usually designed answering the questions:

 What do graduates of this program need to know?

 What theories, ideas, or readings must graduates understand?

 What does the graduate need to be able to do?

 What are the typical tasks that graduates perform? 

 What dispositions must they display?

 In what settings do graduates typically apply their competencies?

 15

Conceptual Framework

Independent Variable Dependent Variable

Understanding and
Competency of:
NDU Freshmen BSA students  Accounting phases,
from BSA Strand principles, and
assumptions

 Accounting cycle

 Management skills

Intervening variable:

Profile of the respondents:

Name

Senior High School

ABM Strand

In this study, the independent variable is the accounting 1st year students

that have graduated from ABM strand, the dependent variable is the

understanding and competency of Accounting assumptions, and management

skills. The intervening variable are name, senior high school, and their respective

strand.
 16

Statement of the Problem

The purpose of this study is to determine the competency of the freshmen

students currently enrolled in Accountancy program. Specifically, the study will

seek to answer the following questions:

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

1.1 Name?

1.2 Senior High School?

2. What is the extent of knowledge and understanding of their basic

accounting?

3. What is their competency level on Accounting and management-

related skills?

Significance of the Study

The findings of this study redound to the welfare of Freshmen BSA

students. This study provides gain knowledge on how the practices, methods

and teachings provided to freshmen accountancy students during their senior

high school affect the competency of future graduates. The study showcased

how do freshmen Accountancy students deal or use their skills gained on ABM

courses in their lives while taking Accounting and Business courses here at

Notre Dame University. This study provide different insights on how do ABM

graduates become competent in their taken field.

 17

To the instructors, this study gives them certain awareness as to where

the BSA freshmen students lack competency and other areas that should be

taken into consideration or focused on.

As to the Institution, this study is another venue to gather information

which may be used as bases on how to improve the ABM course strand.

This study provides bases to other researchers which can be beneficial to

their studies to be conducted.

Scope and Limitation

This study covered freshmen accountancy students that graduated from

ABM strand currently enrolled in Notre Dame University for the First semester of

School year 2018-2019. The usage of survey questionnaires provides

information for this study.

Definition of Terms

Accounting is the work or practice of an accountant

ABM Strand is a curriculum strand which is a preparatory course for individuals

seeking a profession in Accounting, Business, and Management fields.

Competency is the ability to do something successfully or efficiently.

Competency-based Education is a type of educational system that aids

students in attaining knowledge by continuous assessment and is a learner-

based type of education.

 18

Institution is an organization, establishment, foundation, society, or the like,

devoted to the promotion of a particular cause or program, especially one of a

public, educational, or charitable character. In this study it is Notre Dame

University in Cotabato City.

Instructors are the faculty members teaching Accounting, Business and

Management at Notre Dame University.

 CHAPTER II
RESEARCH METHODOLOGY

This chapter is intended to explain the research design, study setting,

participants, instruments and data gathering procedure. This describes what will

be the method of research to be used in the completion of the study.

Research Design

The descriptive research design used in this study describes the ABM

strand graduate’s competency for the Accountancy program of Notre Dame

University. The data will be gathered through the use of questionnaires

formulated by the researchers.

Locale of the Study

The study is conducted at Notre Dame University, College of Business

and Accountancy.

Unit of Analysis/Participants/Respondents

All the freshmen students who have graduated from the ABM strand

currently enrolled in Bachelor of Science Major in Accountancy are the

respondents of the study, a total population of one hundred sixty eight ABM

strand students.

Research Instrument

The researchers used self-made survey questionnaires to gather the data.

The questionnaires are prepared and personally distributed by the researchers.

It is composed of three parts. The first part is the Personal profiles where in the
 20

respondents are asked of their name, senior high school, and strand. The

second part is a measure on the respondent’s knowledge about the various

phases and concepts of Accounting. The third part of the questionnaire is a scale

composed of the different skills related to accounting and management. The

respondents then evaluated its effectiveness for their preparation in Accountancy

course.

Data Gathering Procedure

The researchers asked first the permission from the Dean of the College

of Business and Accountancy and the respective advisers and panelists in the

subject concerned to conduct the study. After the approval of the survey

questionnaires, the researchers asked the Accountancy program head for the list

of all the freshmen students enrolled in Accounting Course. After gathering the

list of freshmen students the researchers then account the total number of BSA

freshmen students, the researchers then printed out questionnaires to be

provided in the survey process. The researchers asked BSA freshmen

acquaintances for the time and location of their classes to know where to go and

begin the survey. The researchers then conducted the survey on the designated

time and place. The researchers asked the permission of the teacher present to

perform and distribute the survey questionnaires. After distributing all the

questionnaires, the researchers then performed the results process. All data

gathered will remain confidential by nature.

 21

Statistical Treatment

The researchers used Likert response scaling. Data gathered through

survey is measured using ordinal data levels. The researchers averaged all the

responses of the respondents and used the following scales to interpret the data:

For the understanding level of Basic Accounting Phases, Principles, and

Assumptions:

Mean Description Interpretation

1.00-1.49 Very Low Lacks understanding
1.50-2.49 Low Needs improvement
2.50-3.49 Average Understands fairly
3.50-4.49 High Knowledgeable
4.50-5.00 Very High Advanced understanding

For the competency in accounting and management skills:

Mean Description Interpretation
1.00-1.49 Poor Lacks competency
1.50-2.49 Fair Needs improvement

2.50-3.49 Good Fairly Competent

3.50-4.49 Very Good Competent
4.50-5.00 Excellent Well Competent
 CHAPTER III
RESULTS

This chapter demonstrates and interprets the findings of the results of the

gathered data by the researchers from the survey questionnaires. The survey

showed the different levels of knowledge and competencies first year

accountancy students currently enrolled in Notre Dame University. They were

tested on knowledge, understanding, and competency in basic accounting

Table 1. Respondent’s profile

Senior High School f %
NDRVMCC 17 10.97%
NDC 27 17.42%

STI 4 2.58%

CCNHS-MAIN CAMPUS 7 4.52%

NDU-SHS 73 47.10%

ADdU 1 0.65%

CCI 1 0.65%

St. Benedict College 1 0.65%

ND. Village High School 1 0.65%

St. Columban College 1 0.65%

STI-Illigan 1 0.65%

APEC School 1 0.65%

TNHS 1 0.65%

Laboratory High School 1 0.65%

N/A 18 11.61%

Total Number of Students 155 100.00%

 23

Table 1 shows where the respondents attended their senior high

education. Most of the respondents were from Notre Dame University Senior

High School with 73 respondents and compromising 47.10% of the total

population.

Table 2. Knowledge and Understanding of Basic Accounting Theories

Table 2.1 Phases of Accounting

STATEMENT MEAN DESCRIPTION INTERPRETATION
Is able to record transactions 3.43 Average Average understanding
accurately of phases in
accounting
Can classify items in transactions 3.48 Average Average understanding
to proper account titles of phases in
accounting
Able to summarize data recorded 3.29 Average Average understanding
to financial statements of phases in
accounting
Understands and can interpret all 3.23 Average Average understanding
data that have been recorded of phases in
accounting
WEIGHTED MEAN: 3.35 Average Average
understanding of
phases in accounting

The table shows that the weighted mean is 3.35. The table showed that

classification of items in transactions to proper account titles is the highest

rating aspect with the mean of 3.48.

 24

Table 2.2 Principles of Accounting

STATEMENT MEAN DESCRIPTION INTERPRETATION

Can determine item’s original costs 3.22 Average Average understanding

at the time of the transaction of principles of
accounting
Can apply accounting methods and 3.22 Average Average understanding
practices on a uniform basis from of principles of
period to period accounting

Is able to determine item’s relative 3.09 Average Average understanding

size and inquire owner’s perspective of principles of
if item is material or immaterial accounting

Matching

Can identify and record expenses 3.37 Average Average understanding

during the period it was incurred, of principles of
regardless when the transfer of cash accounting
occurs

Can identify and record revenues 3.35 Average Average understanding

during the period they are incurred, of principles of
regardless when the transfer of cash accounting
occurs

Is able to prepare comprehensive 3.23 Average Average understanding

and clear financial statements and of principles of
entity’s financial position accounting

WEIGHTED MEAN: 3.25 Average Average

understanding of
principles of
accounting

The table shows that the weighted mean is 3.25. The table also shows

that identifying and recording revenues during the period whether transfer of

cash occurs is the highest rating aspect with the mean of 3.35.
 25

Table 2.3 Assumptions

STATEMENT MEAN DESCRIPTION INTERPRETATION
Understands the assumption of 3.52 Average Average understanding
separate entity in accounting of the basic accounting
assumptions
Understands the assumption of going- 3.42 Average Average understanding
concern in accounting of the basic accounting
assumptions
Understands the assumption of 3.38 Average Average understanding
periodicity or Time Period in of the basic accounting
accounting assumptions
Understands the assumption of 3.37 Average Average understanding
monetary unit in accounting of the basic accounting
assumptions
Understands the assumption of 3.27 Average Average understanding
accrual basis and its parts in of the basic accounting
accounting assumptions
WEIGHTED MEAN: 3.39 Average Average
understanding of the
basic accounting
assumptions

The table shows that the weighted mean is 3.39. The table showed that

the Going – concern assumption is the highest rated aspect with the mean of

3.42.
 26

Table 3. Competency on Accounting and Management Related Skills

Table 3.1 Accounting cycle

STATEMENT MEAN DESCRIPTION INTERPRETATION
Analyzing transactions and records 3.31 Good Can analyze and
record transaction
good
Journalizing business transaction in the 3.40 Good Can journalize
accounting records transaction good.

Posting recorded transactions into ledgers 3.36 Good Can post transactions
into ledgers good

Preparation of Trial Balance 3.47 Good Can prepare trial

balances good

Preparation for adjusting entries 2.70 Good Can prepare for

adjusting entries good

Preparation for worksheets 3.18 Good Can prepare for

worksheets good

Preparation of Financial statements 3.31 Good Can prepare for

financial statements
good

Preparation for Closing entries 3.09 Good Can prepare closing

entries good

Preparation for Post-closing trial balance 3.16 Good Can prepare post-
closing trial balance
good

Preparation for reverse entries 3.22 Good Can prepare reversing

entries good

WEIGHTED MEAN: 3.22 Good Can perform

accounting cycle
good

The table shows that the weighted mean is 3.22. The table showed that trial

balance preparation is the highest rating aspect with the mean of 3.47.
 27

Table 3.2 Management Skills

STATEMENT MEAN DESCRIPTION INTERPRETATION
Can communicate well with others 3.41 Good Good communication
with others
Has the ability to work under pressure 3.29 Good Good stress
management
Have good decision making skill 3.06 Good Good decision-
making skills
Have good understanding and handling of 3.09 Good Good time
your time management
Can be self-motivated during work 3.25 Good Good self-motivation
aspect
Able to resolve internal and external conflicts 3.13 Good Good conflict
management
Have good leadership skill 3.01 Good Good leadership skill
Adaptability to Office Environment 3.29 Good Good adaptability to
environment
Ability to work with a team 3.49 Good Good teamwork
Able to produce good results creatively 3.25 Good Good productivity
WEIGHTED MEAN: 3.23 Good Good management
skills

The table shows that the weighted mean is 3.23. The table showed that

teamwork or the ability to work with a team is the highest rating aspect with the

mean of 3.49.
 CHAPTER IV
DISCUSSIONS

This chapter presents the discussion and analysis of the results of the

study from raw data gathered presented in a tabular manner and analysis, in a

tabular form, using statistical procedures. The data presented on the figures in

Chapter III are in the form of statistical figures and were analyzed and

interpreted based on the objectives of the study.

The researchers have evaluated the results from the guide questions in

forming a competency-based program, namely, what do graduates of this

program need to know?; What theories, ideas, or readings must graduates

understand?; What do the graduates need to do? What are the typical tasks

that graduates perform?; What dispositions must they display?; and in what

settings do graduates typically apply their competencies? The researchers tallied

the results on knowledge of basic accounting to skills and management skills of

the respondents in order to identify if they are competent or incompetent for the

Accountancy program and what specific core competencies they are outstanding

and lacking.

The first part of the survey is about the respondent’s profiles. There were

a total of 155 respondents and majority of them are from Notre Dame University-

Senior High School with 73 students making up the 47.10% of the total. Comes

next is Notre Dame College of Cotabato with 27 students. The least number of

students are from Ateneo de Davao University, St. Benedict College of Cotabato,
 29

Notre Dame Village High School, St. Columban College, STI Illigan, APEC

schools, TNHS, Laboratory High School, and Cotabato City Institute with only

one student each.

On the second part of the survey, the researchers wanted to know the self-

assessment of the respondents about their knowledge in various accounting

phases, principles, and assumptions. This step is important to determine the

extent of the knowledge the respondents have and will be the comparison for the

competency part. The results showed that the respondents arrived only on an

average assessment of their understanding of basic Accounting.

Although the general is scored close to each other, the lowest three

statements in understanding part is materiality principle, historical cost, and

consistency principle. Materiality principle requires inquiry with the client at the

same time analyzation of those transactions and values if it’s material or

immaterial. Historical cost requires a diagnostic information gathering, and

thoroughness. Consistency principle requires a consistent accounting method for

reporting or thoroughness. In summary, the respondents have assessed

themselves to having a harder time dealing with things that requires inquiry,

thoroughness, information gathering, and analytical thinking based on the results

gathered.

The competency part is split into two parts, skills and dispositions. Skills talks

about what does Accountants need to do or how Accountants should perform

their designated job. Disposition refers to the attitude and perception needed to

be displayed
 30

Accounting cycle is the application of the aforementioned basic Accounting

theories and is the main goal of basic Accounting. The respondents scored good

overall in the weighted mean. The identifiable lowest three statements in the

skills part in competency are adjusting entries, closing entries, and preparation

for post-closing trial balance. The adjusting entries require accountants to have a

good information gathering skill, analytical, conceptual, and thoroughness.

Closing entries requires information gathering, results orientation, and

thoroughness. Lastly, post-closing trial balance requires a thorough listing of all

the balances after analysis of the information gathered is done. In summary, the

respondents assessed themselves to be short on information gathering,

analytical, conceptual, results orientation, and thoroughness in performing the

accounting cycle.

Listed on the management skills are certain statements that will test out the

respondents self and interpersonal skills. The average for the totality of the

means resulted in a good description. Meanwhile, the three lowest statements

assessed by the respondents are leadership skill, decision making skill, and time

management. Leadership skills requires a good focus on the mission or objective

set up, must also be able to provide empowerment and motivational support for

the team members, has the ability to foster teamwork too, oral and persuasive

communication. In contrast to leadership skill scored fair to good, teamwork was

assessed by the respondents as good to very good. Decision making skill

requires to have good self-confidence. Time management requires flexibility and

openness to different ways of doing things efficiently.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings

The following are the summary of the major findings of the study:

The respondents scored highest on Accounting assumptions and lowest in

principles of Accounting in the understanding phase. The respondents scored

highest on separate entity, recording, and classifying. This does not involve

much technical expertise and analysis. The respondents have also assessed

themselves on having a harder time dealing with things that requires inquiry,

thoroughness, information gathering, and analytical thinking based on the results

gathered.

On Accounting cycle, the respondents also rated themselves high on

recording transactions, journalizing, and preparation of trial balance. This is

parallel to their evaluation of their knowledge and understanding of basic

Accounting. The respondents assessed themselves to be short on information

gathering, analytical, conceptual, results orientation, and thoroughness in

performing the accounting cycle.

On Management skills, the respondents have rated themselves as good team

workers, adaptable to environment, and have good communication skill. This

shows that the current students are very sociable and outgoing. On the contrary,

the respondents have rated themselves lower on areas such as leadership skills,
 32

decision-making, and time management. Although they are sociable, the

respondents have lower confidence in themselves in areas concerning

responsibilities, coming up with decisions, and managing time.

Conclusions

Based on the results of the findings of the study, the researchers

concluded that first year accounting students currently enrolled in NDU that

had graduated from ABM strand have rated themselves as fairly

knowledgeable on basic Accounting theories and also got good competency

on Accounting cycle and management skills.

Recommendations

From the findings of the study culminating in the above conclusion, the

following recommendation are proposed.

To the students, it is suggested to enhance their ability in preparing

financial statements while mastering their knowledge on basic Accounting

steps, principles, and assumption. Also, they should be more active in

participating in group activities that promotes leadership. A more frequent

self-assessment besides an actual result of a test is also a good practice as

it can help identify what you are lacking in other areas.

To the institution, it is suggested that seminars and workshops about

social skills are advisable to improve students’ knowledge and competency.

Also, helping instructors attain more educational knowledge that is timely

 33

and relevant is a good investment as it will also improve the quality of

education an institution can give. Workshops involving skills that promotes

handling of time, decision making, and leading is also advisable.

To the instructors, it is suggested that periodic assessment and usage of

varying learning instrument to find what is best suited for a class can help

improve student competency.

To the future researchers of this study, it is suggested that other

research instrument besides questionnaire on self-assessment can provide a

more detailed outlook around the study.

References

Edward J. Price and Richard S. Mansfield

Value Added Employee

https://www.workforce.com/2002/09/03/31-core-competencies-explained/

Nancy McClure

Developing specific skills, competencies, and points of view needed by professionals in

the field most closely related to this course

http://www.ideaedu.org/Resources-Events/Teaching-Learning-Resources/Developing-
specific-skills-competencies-and-points-of-view-needed-by-professionals-in-the-field-
most-closely-related-to-this-course

Ernesto Arimagao

ABM Strand suggested scheduling of subjects

https://www.academia.edu/35063729/
ABM_Strand_Suggested_Scheduling_of_Subjects_revised_16_June_2015

Jennifer Cunningham, Emily Key, and Rhonda Capron

An evaluation of competency-based education programs: A study of the development

process of competency-based programs, November 16, 2016

https://onlinelibrary.wiley.com/doi/full/10.1002/cbe2.1025

Aimzhan Tulegenovna Makulova , Gaukhar Mukhtashevna Alimzhanova1, Zhanar Mustafaevna

Bekturganova, Zaure Asetovna Umirzakova, Laura Tulegenovna Makulova & Kulzinat
Meirambaevna Karymbayeva

Theory and Practive of Competency-Based Approach in Education

https://files.eric.ed.gov/fulltext/EJ1070819.pdf

Su-Chang Chen

Instructional Experiment Of Practical Competencies-Oriented Teaching Materials In

Technical Universities

https://files.eric.ed.gov/fulltext/EJ1058552.pdf
 35

A.W. (Tony) Bates

Teaching in Digital Age

https://opentextbc.ca/teachinginadigitalage/chapter/6-6-competency-based-learning/

Kimberlee Leonard

What are the Basic Accounting Theories

https://smallbusiness.chron.com/basic-accounting-theories-55960.html

Steven Bragg

The key accounting assumptions

https://www.accountingtools.com/articles/what-are-the-key-accounting-
assumptions.html
 36

B. Letter to the Respondents

Notre Dame University
College of Business and Accountancy
Notre Dame Avenue, Cotabato City

Dear Respondents,

Greetings of Peace!

We are fourth year BS in Accounting Technology students of Notre Dame University

currently enrolled in Synthesis subject for this First Semester, School Year 2018-2019.
We are currently conducting a research entitled “ABM Strand Graduates Competency
for Accountancy Program.” This study aims to know the competency of the current
first year accountancy students in terms of accounting and management skills

Rest assured that the data collected will be used only for this purpose and that the
information will be considered with utmost confidentiality. Thank you and God Bless.

Respectfully yours,

Leynor Leigh C. Olazo Jojo G. Montaner III

Researcher Researcher

Noted by:

Ms. Mae Alma C. Pedrosa, CPA, MBA

Accountancy Program Head/Adviser

Dr. Ronald G. Mamaril, CPA, DBA

CBA Dean
 37

C. Survey Questionnaire
Part 1. Personal Profile:

Please provide the information asked, or check the box of your response.

Name (Optional): ___________________________________

Senior High School: ________________________________

Part 2. Knowledge and Understanding of Basic Accounting?

Please rate your level of knowledge and understanding of the basic concepts and principles
of Accounting by checking the box corresponding to the following scale:
1- Very Low 4- High
2- Low 5- Very High
3- Average

2-1. 4 Phases of Accounting 1 2 3 4 5

1. Is able to record transactions accurately
2. Can classify items in transactions to proper account titles
3. Able to summarize data recorded to financial statements
4. Understands and can interpret all data that have been recorded

2-2. Principles of Accounting 1 2 3 4 5

1. Can determine item’s original costs at the time of the transaction
2. Can apply accounting methods and practices on a uniform basis
from period to period
3. Is able to determine item’s relative size and inquire owner’s
perspective if item is material or immaterial
4. Matching
A. Can identify and record expenses during the period it was
incurred, regardless when the transfer of cash occurs
B. Can identify and record revenues during the period they are
incurred, regardless when the transfer of cash occurs
5. Is able to prepare comprehensive and clear financial statements
and entity’s financial position
 38

2-3. Assumptions 1 2 3 4 5
1. Understands the assumption of separate entity in accounting
2. Understands the assumption of going-concern in accounting
3. Understands the assumption of periodicity or Time Period in
accounting
4. Understands the assumption of monetary unit in accounting
5. Understands the assumption of accrual basis and its parts in
accounting

Part 3. Competency on Accounting and Management-related skills.

Please rate your competency or your ability to perform the accounting or management
related tasks listed below using the following scale:
1- Poor 4- Very Good
2- Fair 5- Excellent
3- Good

3-1. Accounting Cycle 1 2 3 4 5

1. Analyzing transactions and records
2. Journalizing business transaction in the accounting records
3. Posting recorded transactions into ledgers
4. Preparation of Trial Balance
5. Preparation for adjusting entries
6. Preparation for worksheets
7. Preparation of Financial statements
8. Preparation for Closing entries
9. Preparation for Post-closing trial balance
10. Preparation for reverse entries

3-2. Management Skills 1 2 3 4 5

1. Can communicate well with others
2. Has the ability to work under pressure
3. Have good decision making skill
4. Have good understanding and handling of your time
5. Can be self-motivated during work
6. Able to resolve internal and external conflicts
7. Have good leadership skill
8. Adaptability to Office Environment
9. Ability to work with team
10. Able to produce good results creatively