CHAPTER 4 Edited Demographic Not Done

REGINA MONDI COLLEGE, INC.
Highway 1, San Jose, Iriga City, 4431

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Email Address: regina_mondi@yahoo.com
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA
This chapter is a presentation, analysis, and interpretation of the data
which were collected by means of a questionnaire through survey. The data were
presented in tabular forms to facilitate and provide clear discussion. Descriptive
and evaluative analysis were used in the process. This chapter includes the
discussion of the respondents’ profile, the motivation, confidence and
preparedness, and the problems encountered accountancy students.
I. Profile of the Accountancy students of Regina Mondi College, Inc.
This section includes the discussion of the analysis and interpretation of
the gathered data as to the profile. Respondents’ profile contains age, gender,
occupation of the students, and annual family income. Each of these has a
frequency which represents the percent according to the number and exactness
of the responses.
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a. Age
Table 1
Profile of the Respondents according to Age
Age Group Frequency Percentage (%)

20 years old 0 0
21 years old 3 16
22 years old 20 80
23 years old 1 4
Total 25 100
Table 1 shows the frequency distribution of the respondents in terms of
age. Based on the survey conducted, 0 or 0% of the respondents are at the age
of 20 years old. 3 or 16% of the respondents are at the age of 21 years old. 20 or
80% of the respondents are at the age of 22 years old. The remaining 1 or 4% of
the respondents are at the age of 23 years old. Based on the data gathered, it
shows that most of the accountancy students are at the age of 22 years old with
a number and percentage of 20 or 80%.
2
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Profile of the Respondents according to Age

90
80
80
70
60
50
40
30
20 16
10
4
0
0
20 21 22 23
Figure 1
Figure 1 shows the frequency distribution of the respondents in terms of
age. Based on the survey conducted, 0 or 0% of the respondents are at the age
of 20 years old. 3 or 16% of the respondents are at the age of 21 years old. 20 or
80% of the respondents are at the age of 22 years old. The remaining 1 or 4% of
the respondents are at the age of 23 years old. Based on the data gathered, it
shows that most of the accountancy students are at the age of 22 years old with
a number and percentage of 20 or 80%.
3
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b. Gender
Table 2
Profile of the Respondents according to Gender
Sex Frequency Percentage (%)
Male 3 12
Female 22 88
Total 25 100
Table 2 highlights the frequency distribution of respondents in terms of
gender. The findings revealed that 3 or 12% of the accountancy students are
male respondents, while 22 or 88% of them are female. Therefore, most of the
respondents are female because it has 22 or 88% of the total respondents.
Profile of the Respondents according to Gender

25
20
15
10
0
Male Female
Figure 2
4
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Figure 2 highlights the frequency distribution of respondents in terms of
gender. The findings revealed that 3 or 12% of the accountancy students are
male respondents, while 22 or 88% of them are female. Therefore, most of the
respondents are female because it has 22 or 88% of the total respondents.
c. Occupation of the Students
Table 3
Profile of the Respondents according to Occupation of the Students
Occupation of the students Frequency Percentage (%)
Have a part time job 2 8
None 23 92
Total 25 100
As presented in table 3, the respondents who have a part-time job consist
of 2 or 8% and 23 or 92% are those who answered none. Therefore, the data
implies that most of the respondents belong to 23 or 92% who currently don’t
have a job. Probably because they want to invest their time in studying since they
are college students.
5
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Profile of the Respondents according to Occupation of the

Students
100
90
80
70
60
50
40
30
20
10
0
Have a part time job None
Figure 3
As presented in figure 4, the respondents who have a part-time job consist
of 2 or 8% and 23 or 92% are those who answered none. Therefore, the data
implies that most of the respondents belong to 23 or 92% who currently don’t
have a job. Probably because they want to invest their time in studying since they
are college students.
6
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d. Annual Family Income
Table 4
Profile of the Respondents according to Annual Family Income
Annual Family Income Frequency Percentage (%)
50,000 below 20 80
50,000-90,000 3 12
100,000-140,000 1 4
150,000-190,000 1 4
200,000 and above 0 0
Total 25 100
As you can see in table 4, it reveals the profile of respondents according
to their annual family income. 20 or 80% of the accountancy students have a
family income of 50,000 below. 3 or 12% of the accountancy students have a
family income of 50,000 to 90,000. 1 or 4% of the accountancy students have a
family income of 100,000 to 140,000. 1 or 4% of the accountancy students have
a family income of 150,000 to 190,000. Lastly, 0 or 0% of the accountancy
students have a family income of 200,000 and above. Based from the data
gathered, majority of the accountancy students have an annual family income of
50,000 below with a number and percentage of 20 or 80%.
7
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Profile of the Respondents according to Annual Family Income

90
80
70
60
50
40
30
20
10
0
50,000 below 50,000-90,000 100,000-140,000 150,000-190,000 200,000 and above
Figure 5
As you can see in figure 4, it reveals the profile of respondents according
to their annual family income. 20 or 80% of the accountancy students have a
family income of 50,000 below. 3 or 12% of the accountancy students have a
family income of 50,000 to 90,000. 1 or 4% of the accountancy students have a
family income of 100,000 to 140,000. 1 or 4% of the accountancy students have
a family income of 150,000 to 190,000. Lastly, 0 or 0% of the accountancy
students have a family income of 200,000 and above. Based from the data
gathered, majority of the accountancy students have an annual family income of
50,000 below with a number and percentage of 20 or 80%.
8
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II. Motivation, Confidence and Preparedness
This section is the presentation of the analysis and the interpretation of the
gathered weighted mean and verbal interpretation on the Level of Preparedness
in Taking the Licensure Examination for Certified Public Accountants of
Graduating Students as to motivation, confidence, and preparedness.
Table 6
Motivation
Weighted Verbal Rank

Motivation mean interpretation
1
Family 4.02 Agree
3
Friends 2.64 Undecided
2
Seniority 3.86 Agree
As presented in Table 6, these are the factors affecting the motivation in
the level of preparedness in taking CPA Licensure examination of the students. It
includes Family with a 4.02 percentage which is agree, Friends with a 2.64 which
is undecided and Seniority with a percentage of 3.86 which is agree.
Therefore, it indicates that majority of the respondents finds family with a
percentage of 4.02 as the major factor affecting the level of preparedness in
taking CPA Licensure examination of the students in terms of motivation.
9
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Learning Strategies of the Students

3.5
2.5
1.5
0.5
0
Agree 4.02 Family Undecided 2.64 Friends Agree 3.86 Seniority
Figure 6
As presented in Table 6, these are the factors affecting the motivation in
the level of preparedness in taking CPA Licensure examination of the students. It
includes Family with a 4.02 percentage which is agree, Friends with a 2.64 which
is undecided and Seniority with a percentage of 3.86 which is agree. Therefore, it
indicates that majority of the respondents finds family with a percentage of 4.02
as the major factor affecting the level of preparedness in taking CPA Licensure
examination of the students in terms of motivation.
Table 8
Allotted Time for Studying
Hours Frequency Percentage (%)

1-2 hours 16 24
3-4 hours 30 43
5-6 hours 21 29
10
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7-8 hours 1 2
9 hours a day and above 1 2
Total 70 100
Table 8 shows the students allotted time in studying. Based from the
survey, 16 or 24% of the students studied for 1 to 2 hours a day. 30 or 43 of the
students studied for 3 to 4 hours a day. 21 or 29% of the students studied for 5 to
6 hours a day. 1 or 2% of the students studied for 7 to 8 hours a day. The
remaining 1 or 2% of the students studied for 9 hours and above a day. It implies
that majority of the students studied for 3 to 4 hours a day with a number and
percentage of 30 or 43%.
Alloted Time for Studying

50
45
40
35
30
25
20
15
10
0
1-2 hours 3-4 hours 5-6 hours 7-8 hours 9 hours a day and
above
Figure 8
11
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Figure 8 shows the students allotted time in studying. Based from the
survey, 16 or 24% of the students studied for 1 to 2 hours a day. 30 or 43 of the
students studied for 3 to 4 hours a day. 21 or 29% of the students studied for 5 to
6 hours a day. 1 or 2% of the students studied for 7 to 8 hours a day. The
remaining 1 or 2% of the students studied for 9 hours and above a day. It implies
that majority of the students studied for 3 to 4 hours a day with a number and
Table 9
Learning Strategies in terms of Conventional
Conventional Learning strategies Frequency Percentage (%)

I prefer to read books at the library
11 3
I prefer to take notes/lecture while the
instructor is discussing
52 16
I prefer to just listen to our instructor and not
take notes as it distracts me
15 5
When I don’t understand a problem/
discussion, I collaborate with my classmates
45 14
I prefer to learn by doing exercises and drills
in class. (Practicing problem-solving activity)
29 9
I remember things better if I discuss them with
someone face to face.
36 11
I prefer to make flashcards to retain important
lessons that I want to remember
18 6
I learn more by just simply reading books and
texts by myself
15 5
I learn more when I summarize things and 44 14
12
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rewrite them on a sheet of paper

I do highlight, annotate, and underline
important information on the learning material
while reading
55 17
Total
320 100
Table 9 shows the sets of learning strategies in terms of conventional
learning. The tabulated responses are more than the number of respondents
because most of the respondents chose more than one learning strategies.
Based from the survey, 11 or 3% prefer to read books in the library, 52 or 16%
prefer to take notes during discussion, 15 or 5% prefer to listen to our instructor
and not take notes as it did distracts them, 45 or 14% prefer to collaborate with
their classmates if they don't understand the discussion, 29 or 9% prefer to learn
by doing exercises in drills in class, 36 or 11% remember things better if it
discussed them with someone face to face, 18 or 6% prefer to make flash cards
to retain important lessons that they want to remember, 15 or 5% learn by just
simply reading books and text by themselves, 44 or 14% learn more when they
summarized things and write them on a sheet of paper and 55 or 17% highlight,
annotate, and underline important information on the learning material while
reading.
Based from the data gathered most of the respondents choose
highlighting, annotating, and underlining important information on the learning
material while reading as their learning strategy in conventional learning with a
number and percentage of 55 or 17%.
13
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Based from the survey, 11 or 3% prefer to read books in the library, 52 or 16%
learning. The tabulated responses are more than the number of respondents
Figure 9 shows the sets of learning strategies in terms of conventional
because most of the respondents chose more than one learning strategies.
g
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and not take notes as it did distracts them, 45 or 14% prefer to collaborate with
their classmates if they don't understand the discussion, 29 or 9% prefer to learn
by doing exercises in drills in class, 36 or 11% remember things better if it
discussed them with someone face to face, 18 or 6% prefer to make flash cards
to retain important lessons that they want to remember, 15 or 5% learn by just
simply reading books and text by themselves, 44 or 14% learn more when they
summarized things and write them on a sheet of paper and 55 or 17% highlight,
annotate, and underline important information on the learning material while
reading.
Based from the data gathered most of the respondents choose
material while reading as their learning strategy in conventional learning with a
15
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Table 10
Learning Strategies in terms of Digital
Digital Learning strategies Frequency Percentage (%)

I learn effectively by watching TV and Video
lectures on YouTube
41 18
I prefer to search on google when I don’t
understand a certain word or topic
69 30
I prefer to store and save learning materials
on a flash drive/ google drive as it helps me
to retain documents and be able to go back
anytime I needed.
37 16
I make use of applications on my device to
serve as a scheduler to manage my time
effectively
25 11
I have enrolled in some accounting review
centers to have more review materials as a
supplement while studying majors
1 1
It’s more convenient for me to use digital
notes rather than traditional writing
7 3
I always use my digital devices to study
instead of books and printed learning
materials
8 4
I take quizzes online to retain my knowledge
about the topic
8 4
I prefer to use Microsoft Excel for solving
accounting problems
10 4
I understand more the topic if it’s on screen
19 9
16
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Total
225 100
Table 10 indicates sets of learning strategies in terms of digital learning.
The tabulated responses are more than the number of respondents because
most of the respondents chose more than one learning strategies. Based from
the survey, 41 or 18% learn effectively by watching TV and video lectures on
YouTube, 69 or 30% prefer to search on Google when they don't understand a
certain word or topic, 37 or 16% prefer to store and save learning materials on a
flash drive or Google Drive as it helps them to retain documents and be able to
go back anytime they needed, 25 or 11% make use of application to serve as
scheduler to manage date time effectively, 1 or 1% enrolled in some accounting
review centers to have more review materials as a supplement while studying
majors, 7 or 3% said that it's more convenient for them to use digital notes rather
than traditional writing, 8 or 4% use digital notes to study instead of books and
printed learning materials, the latter number is also the percent who take quizzes
online their knowledge about the topic, 10 or 4% prefer to use Microsoft Excel for
solving accounting problems and 19 or 9% understand more the topic if it’s on
screen.
Based from the data gathered, most of the respondents choose to search
on google when certain words or topics are don’t understand as their learning
strategy in digital learning with a number and percentage of 69 or 30%.
17
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18
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Figure 10 indicates sets of learning strategies in terms of digital learning.
the survey, 41 or 18% learn effectively by watching TV and video lectures on
YouTube, 69 or 30% prefer to search on Google when they don't understand a
certain word or topic, 37 or 16% prefer to store and save learning materials on a
flash drive or Google Drive as it helps them to retain documents and be able to
go back anytime they needed, 25 or 11% make use of application to serve as
scheduler to manage date time effectively, 1 or 1% enrolled in some accounting
review centers to have more review materials as a supplement while studying
majors, 7 or 3% said that it's more convenient for them to use digital notes rather
than traditional writing, 8 or 4% use digital notes to study instead of books and
printed learning materials, the latter number is also the percent who take quizzes
online their knowledge about the topic, 10 or 4% prefer to use Microsoft Excel for
solving accounting problems and 19 or 9% understand more the topic if it’s on
screen.
Based from the data gathered, most of the respondents choose to search
on google when certain words or topics are don’t understand as their learning
strategy in digital learning with a number and percentage of 69 or 30%.
19
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Table 11
Learning Strategies in terms of Blended
Blended Learning strategies Frequency Percentage (%)

I efficiently learned when I read books right
after I watch video lectures online
33 11
I watch videos and take down notes prior to
class discussions for me to have ideas and
understand more during the lessons
41 13
I search review documents on the internet
and print them out to provide study material
22 7
I prefer printing out the given presentation
of my instructor and using it as review
material
34 11
I prefer face-to-face discussion while
having a digital presentation
37 12
Using my books as the main reference and
look online for additional information
47 15
Watching practice problem solving online
and trying it by myself after
25 8
I record my instructor’s lesson during face-
to-face discussion and make notes out of it
after
15 5
I prefer solving problems together with my
instructor and classmates but using the
computer laboratory of our school
11 4
It’s easy to understand more the concept if
I collaborate with my classmates on the
lesson I learned online
43 14
Total
308 100
20
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Table 11 indicates sets of learning strategies in terms of digital learning.
the survey, 33 or 11% efficiently learn when they read books right after they
watch video lectures online, 41 or 13% watch videos and take down notes prior
to class discussions for them to have ideas and understand more the topic
during the lessons, 22 or 7% search review documents on the Internet and print
them out to provide study material, 34 or 11% prefer printing out the given
presentation of their instructor and use it as a review material, 37 or 12% prefer
face-to-face discussion while having a digital presentation, 47 or 15% use books
as the main reference and look online for additional information, 25 or 8% prefer
to watch practice problem solving online and try it by themselves after, 15 or 5%
record the instructors lesson during face-to-face discussion and make notes out
of it after, 11 or 4% prefer solving problems together with their instructor or
classmates but using the computer laboratory of school and the remaining 43 or
14% understand more the concept if they collaborate with their classmates on
the lesson they learned online.
Based from the data gathered, most of the respondents have chosen
using books as the main reference and look online for additional information as
their learning strategy in blended learning with a number and percentage of 47 or
15%.
21
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Learning Strategies in terms of Blended
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Figure 11 indicates sets of learning strategies in terms of digital learning.
the survey, 33 or 11% efficiently learn when they read books right after they
watch video lectures online, 41 or 13% watch videos and take down notes prior
to class discussions for them to have ideas and understand more the topic
during the lessons, 22 or 7% search review documents on the Internet and print
them out to provide study material, 34 or 11% prefer printing out the given
presentation of their instructor and use it as a review material, 37 or 12% prefer
face-to-face discussion while having a digital presentation, 47 or 15% use books
as the main reference and look online for additional information, 25 or 8% prefer
to watch practice problem solving online and try it by themselves after, 15 or 5%
record the instructors lesson during face-to-face discussion and make notes out
of it after, 11 or 4% prefer solving problems together with their instructor or
classmates but using the computer laboratory of school and the remaining 43 or
14% understand more the concept if they collaborate with their classmates on
the lesson they learned online.
Based from the data gathered, most of the respondents have chosen
using books as the main reference and look online for additional information as
their learning strategy in blended learning with a number and percentage of 47 or
15%.
23
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24
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III. Effectiveness of the Learning Strategies
learning strategies of the students and its effectiveness as to conventional
learning, digital learning, and blended learning
Table 12
Effectiveness of Learning Strategies in terms of Conventional Learning
Weighted Verbal
Conventional Learning strategies Mean Interpretation Rank
Moderately
I prefer to read books at the library 3.24 Effective
8
I prefer to take notes/lecture while the instructor
is discussing Very Effective
4.08 3
I prefer to just listen to our instructor and not Moderately
take notes as it distracts me Effective
2.76 10
When I don’t understand a problem/ discussion,
I collaborate with my classmates Very Effective
4.10 2
I prefer to learn by doing exercises and drills in
class. (Practicing problem-solving activity)
3.90 Very Effective 5
I remember things better if I discuss them with
someone face to face.
I prefer to make flashcards to retain important
lessons that I want to remember Moderately
3.18 Effective 9
I learn more by just simply reading books and
texts by myself
I learn more when I summarize things and
rewrite them on a sheet of paper
I do highlight, annotate, and underline important
information on the learning material while
reading
Average Weighted Mean 3.65 Very Effective
25
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Table 12 presents the effectiveness of learning strategies of the
accountancy students in terms of conventional learning. It shows that
materials while reading is the most effective learning strategy in terms of
conventional learning, it is rank 1 among the 10 learning strategies with a
weighted mean of 4.14 and is interpreted as very effective learning strategies.
The rank 2 effective learning strategy is by collaborating with classmates when
students do not understand the problems and discussions, its learning strategy
has a 4.10 weighted mean and is interpreted as a second very effective strategy,
this is followed by the strategy of taking notes or lecturing while the instructor is
discussing, its style is rated to rank 3, this learning strategy has a 4.08 and
interpreted as a very effective strategy. Thoroughly summarizing and rewriting
things on a sheet of paper is the rank 4 learning strategy, this has a 3.98
weighted mean and is interpreted as very effective. The rank 5 learning strategy
is the technique of doing exercises and drills such as practicing problem-solving
activities, its style has a 3.90 weighted mean and is interpreted as very effective.
The rank 6 learning strategy is by sharing knowledge with someone face-to-face
to retain the learning and remember things better, it has a 3.73 weighted mean
and is interpreted as very effective. The rank 7 learning strategy is simply reading
books and texts all alone, it has a 3.41 weighted mean and is interpreted as a
very effective learning strategy. The rank 8 is by reading books at the library, its
learning strategy has a 3.24 weighted mean and is interpreted as moderately
26
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effective. The rank 9 learning strategy is by doing flashcards to retain important
information, it has a 3.18 weighted mean and is interpreted as moderately
effective. Lastly, the rank 10 learning strategy is to just listen to the instructor
without taking notes, it has a 2.76 weighted mean and is interpreted as
moderately effective. Overall, the average weighted mean of the learning
strategies in terms of conventional learning is 3.65 weighted mean and is
interpreted as very effective strategies.
Effectiveness of Learning Strategies in terms of Conventional

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Figure 12 presents the effectiveness of learning strategies of the
accountancy students in terms of conventional learning. It shows that
materials while reading is the most effective learning strategy in terms of
conventional learning, it is rank 1 among the 10 learning strategies with a
weighted mean of 4.14 and is interpreted as very effective learning strategies.
The rank 2 effective learning strategy is by collaborating with classmates when
students do not understand the problems and discussions, its learning strategy
has a 4.10 weighted mean and is interpreted as a second very effective strategy,
this is followed by the strategy of taking notes or lecturing while the instructor is
discussing, its style is rated to rank 3, this learning strategy has a 4.08 and
interpreted as a very effective strategy. Thoroughly summarizing and rewriting
things on a sheet of paper is the rank 4 learning strategy, this has a 3.98
weighted mean and is interpreted as very effective. The rank 5 learning strategy
is the technique of doing exercises and drills such as practicing problem-solving
activities, its style has a 3.90 weighted mean and is interpreted as very effective.
The rank 6 learning strategy is by sharing knowledge with someone face-to-face
to retain the learning and remember things better, it has a 3.73 weighted mean
and is interpreted as very effective. The rank 7 learning strategy is simply reading
books and texts all alone, it has a 3.41 weighted mean and is interpreted as a
very effective learning strategy. The rank 8 is by reading books at the library, its
learning strategy has a 3.24 weighted mean and is interpreted as moderately
28
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effective. The rank 9 learning strategy is by doing flashcards to retain important
information, it has a 3.18 weighted mean and is interpreted as moderately
effective. Lastly, the rank 10 learning strategy is to just listen to the instructor
without taking notes, it has a 2.76 weighted mean and is interpreted as
moderately effective. Overall, the average weighted mean of the learning
strategies in terms of conventional learning is 3.65 weighted mean and is
interpreted as very effective strategies.
29
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Table 13
Weighted Verbal
Digital Learning strategies Mean Interpretation Rank
I learn effectively by watching TV and Video

lectures on YouTube
I prefer to search on google when I don’t Extremely
understand a certain word or topic Effective
4.51 1
I prefer to store and save learning materials
on a flash drive/ google drive as it helps me
to retain documents and be able to go back
anytime I needed.
I make use of applications on my device to
serve as a scheduler to manage my time
effectively Moderately
3.10 Effective 5
I have enrolled in some accounting review
centers to have more review materials as a Slightly
supplement while studying majors Effective
2.59 10
It’s more convenient for me to use digital
notes rather than traditional writing Moderately
2.67 Effective 9
I always use my digital devices to study
instead of books and printed learning
materials Moderately
2.71 Effective 8
I take quizzes online to retain my knowledge
about the topic Moderately
3.02 Effective 6
I prefer to use Microsoft Excel for solving
accounting problems Moderately
2.82 Effective 7
I understand more the topic if it’s on screen Moderately
3.20 Effective 4
Average Weighted Mean Moderately
3.19 Effective
30
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Table 13 presents the learning strategies of the accountancy students in
terms of digital learning. It shows that searching on google when don’t
understand certain words or topics is the most effective learning strategy among
all given strategies. It is ranked 1 with a weighted mean of 4.51 and is interpreted
as an extremely effective learning strategy. It is followed by watching on TV and
video lectures on YouTube, the rank 2 with a weighted mean of 3.78 and
interpreted as a very effective learning strategy. The rank 3 learning strategy is
by storing and saving learning materials on a flash drive and google drive to
retain documents and be able to go back when anytime needed which has 3.55
weighted mean and is interpreted as very effective. Rank 4 is the lesson is more
understandable when it is flashed on the screen which has 3.20 weighted mean
and is interpreted as moderately effective. The rank 5 learning strategy is by
making use of applications on devices such as laptops, tablets, and cellphones to
serve as schedulers to manage study time which has a 3.10 weighted mean and
is interpreted as moderately effective. The rank 6 learning strategy is by taking
available quizzes online to retain knowledge about the topic which has a 3.02
weighted mean and is interpreted as moderately effective. The rank 7 is by using
Microsoft excel when solving accounting problems which has a 2.82 weighted
mean and is interpreted as moderately effective. The rank 8 learning strategy is
by using digital devices when studying instead of using books and any printed
31
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learning materials which has a 2.71 weighted mean and is interpreted as
moderately effective. The rank 9 learning strategy is by using digital notes than
making traditional writing which has a 2.67 weighted mean and is interpreted as
moderately effective. Lastly, rank 10 is by enrolling in some accounting review
centers to have more review materials making as a supplement while studying
major subjects which has a lowest weighted mean of 2.59 and is interpreted as
slightly effective. Overall, the learning strategies given in terms of digital learning
have an average weighted mean of 3.19 and is interpreted as moderately
effective.
32
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Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
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understand certain words or topics is the most effective learning strategy among
all given strategies. It is ranked 1 with a weighted mean of 4.51 and is interpreted
video lectures on YouTube, the rank 2 with a weighted mean of 3.78 and
interpreted as a very effective learning strategy. The rank 3 learning strategy is

terms of digital learning. It shows that searching on google when don’t
as an extremely effective learning strategy. It is followed by watching on TV and

Figure 13 presents the learning strategies of the accountancy students in
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
by storing and saving learning materials on a flash drive and google drive to
retain documents and be able to go back when anytime needed which has 3.55
weighted mean and is interpreted as very effective. Rank 4 is the lesson is more
understandable when it is flashed on the screen which has 3.20 weighted mean
and is interpreted as moderately effective. The rank 5 learning strategy is by
making use of applications on devices such as laptops, tablets, and cellphones to
serve as schedulers to manage study time which has a 3.10 weighted mean and
is interpreted as moderately effective. The rank 6 learning strategy is by taking
available quizzes online to retain knowledge about the topic which has a 3.02
weighted mean and is interpreted as moderately effective. The rank 7 is by using
Microsoft excel when solving accounting problems which has a 2.82 weighted
mean and is interpreted as moderately effective. The rank 8 learning strategy is
by using digital devices when studying instead of using books and any printed
learning materials which has a 2.71 weighted mean and is interpreted as
moderately effective. The rank 9 learning strategy is by using digital notes than
making traditional writing which has a 2.67 weighted mean and is interpreted as
moderately effective. Lastly, rank 10 is by enrolling in some accounting review
centers to have more review materials making as a supplement while studying
major subjects which has a lowest weighted mean of 2.59 and is interpreted as
slightly effective. Overall, the learning strategies given in terms of digital learning
have an average weighted mean of 3.19 and is interpreted as moderately
effective.
34
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35
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Table 14
Effective Learning Strategies in terms of Blended
Weighte Verbal
Blended Learning strategies d Mean Interpretation Rank
I efficiently learned when I read books right
after I watch video lectures online
I watch videos and take down notes prior to
class discussions for me to have ideas and
understand more during the lessons
I search review documents on the internet and
print them out to provide study material
I prefer printing out the given presentation of
my instructor and using it as review material
I prefer face-to-face discussion while having a
digital presentation
Using my books as the main reference and
look online for additional information
Watching practice problem solving online and
trying it by myself after
I record my instructor’s lesson during face-to-
Moderately
face discussion and make notes out of it after
3.04 Effective 9.5
I prefer solving problems together with my
instructor and classmates but using the
Moderately
computer laboratory of our school
3.04 Effective 9.5
It’s easy to understand more the concept if I
collaborate with my classmates on the lesson I
learned online
Average Weighted Mean 3.72 Very
36
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Effective
Table 14 presents the learning strategies of the accountancy students in
terms of blended learning. It shows that using the books as the main reference
and browsing online for additional information are the top effective learning
strategies in terms of blended learning which have a weighted mean of 4.18 and
is interpreted as a very effective learning strategy. It is followed by watching
videos and writing notes prior to class discussion to be able to gain ideas and
making it more understandable during the class discussion is the second most
effective learning strategy of blended learning with a weighted mean of 4.06 and
interpreted as a very effective strategy. The third most effective learning strategy
or the rank 3 is the face-to-face discussion while having a digital presentation
which has a 4.04 weighted mean and is interpreted as very effective. Rank 4 is
learning by reading books right after watching video lectures online which has a
3.82 weighted mean and is interpreted as very effective. The rank 5 learning
strategy is by watching practice problem solving online and trying it after which
has a weighted mean of 3.80 and is interpreted as very effective. Rank 6 is
printing out the given presentation by the instructor and using it as review
material which has a 3.78 weighted mean and is interpreted as very effective.
The rank 7 learning strategy is collaborating with classmates about the lessons
gathered and learned online which has a 3.70 weighted mean and is interpreted
37
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as very effective. The rank 8 learning strategy is searching for review documents
on the internet and printing them out to have study material which has a 3.53
weighted mean and is interpreted as very effective. Lastly, ranked 9.5 learning
strategies are by recording the instructor’s lesson during face-to-face discussion
and making notes right after, and solving problems with the collaboration of the
instructor and classmates in the computer laboratory in the school are the
learning strategies that have the low weighted mean of 3.04 and both interpreted
as moderately effective. Overall, the learning strategies in terms of blended
learning have an average weighted mean of 3.72 and interpreted as very
effective.
38
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Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
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strategies in terms of blended learning which have a weighted mean of 4.18 and
is interpreted as a very effective learning strategy. It is followed by watching

and browsing online for additional information are the top effective learning
terms of blended learning. It shows that using the books as the main reference
videos and writing notes prior to class discussion to be able to gain ideas and
Figure 14 presents the learning strategies of the accountancy students in
making it more understandable during the class discussion is the second most
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
effective learning strategy of blended learning with a weighted mean of 4.06 and
interpreted as a very effective strategy. The third most effective learning strategy
or the rank 3 is the face-to-face discussion while having a digital presentation
which has a 4.04 weighted mean and is interpreted as very effective. Rank 4 is
learning by reading books right after watching video lectures online which has a
3.82 weighted mean and is interpreted as very effective. The rank 5 learning
strategy is by watching practice problem solving online and trying it after which
has a weighted mean of 3.80 and is interpreted as very effective. Rank 6 is
printing out the given presentation by the instructor and using it as review
material which has a 3.78 weighted mean and is interpreted as very effective.
The rank 7 learning strategy is collaborating with classmates about the lessons
gathered and learned online which has a 3.70 weighted mean and is interpreted
as very effective. The rank 8 learning strategy is searching for review documents
on the internet and printing them out to have study material which has a 3.53
weighted mean and is interpreted as very effective. Lastly, ranked 9.5 learning
strategies are by recording the instructor’s lesson during face-to-face discussion
and making notes right after, and solving problems with the collaboration of the
instructor and classmates in the computer laboratory in the school are the
learning strategies that have the low weighted mean of 3.04 and both interpreted
as moderately effective. Overall, the learning strategies in terms of blended
learning have an average weighted mean of 3.72 and interpreted as very
effective.
40
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IV. Problems Encountered in Learning Process
problems encountered in the learning process of the accountancy students in
Regina Mondi College, Inc.
Table 15
Problems Encountered in Learning Process
Problems in Learning Process Frequency Percentage (%)

I forgot our lessons easily 51 14
I could not focus due to noise distraction

56 15
Increased workload due to home and
other responsibilities
55 15
I do have much fun to video games
11 3
Having a lack of study materials
27 7
Lack of internet access or connectivity
issues
32 8
Lack of motivation
37 10
Lack of communication and collaboration
with the instructor
44 12
Online classes are not effective for me
21 6
Improper application of time management
40 11
41
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Total
373 100
Table 15 revealed the problems encountered in the learning process of
the respondents. The tabulated responses are more than the number of the
respondents because most of the respondents chose more than one problem.
Based on the survey conducted, 51 or 14% of the respondents forgot their lesson
easily. 56 or 15% of the respondents could not focus due to noise distraction. 55
or 15% of the respondents have an increased workload due to home and other
responsibilities. 11 or 3% of the respondents have much fun playing video
games. 27 or 7% of the respondents have a lack of study materials. 32 or 8% of
the respondents have a lack of internet access or connectivity issues. 37 or 10%
of the respondents have a lack of motivation. 44 or 12% of the respondents have
a lack of communication and collaboration with the instructor. 21 or 6% of the
respondents chose online classes that are not effective for me. And the
remaining 40 or 11% of the respondents chose improper application of time
management.
It implies that majority of the respondents could not focus because of
noise distraction with a number and percentage of 56 or 15%.
42
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Problems Encountered in Learning Process

16
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Figure 15
Figure 15 revealed the problems encountered in the learning process of
the respondents. The tabulated responses are more than the number of the
respondents because most of the respondents chose more than one problem.
43
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Based on the survey conducted, 51 or 14% of the respondents forgot their lesson
easily. 56 or 15% of the respondents could not focus due to noise distraction. 55
or 15% of the respondents have an increased workload due to home and other
responsibilities. 11 or 3% of the respondents have much fun playing video
games. 27 or 7% of the respondents have a lack of study materials. 32 or 8% of
the respondents have a lack of internet access or connectivity issues. 37 or 10%
of the respondents have a lack of motivation. 44 or 12% of the respondents have
a lack of communication and collaboration with the instructor. 21 or 6% of the
respondents chose online classes that are not effective for me. And the
remaining 40 or 11% of the respondents chose improper application of time
management.
It implies that majority of the respondents could not focus because of
noise distraction with a number and percentage of 56 or 15%.
44
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V. The Solutions to the Problems Encountered
solutions to the problems encountered by the accountancy students in Regina
Mondi College, Inc.
Table 16
Solutions if Lessons are Easily Forgotten
Solutions if Lessons are Easily Percentage

Forgotten Frequency (%) Rank
Be able not to forget the lessons so I must
reread it all over again
9 13 3
Jot down important information during or
after discussion
36 52 1
Pay attention, focus, and listen carefully
when the instructor is discussing
25 35 2
Total
70 100
Table 16 shows the possible solutions for forgetting the lessons easily.
Based from the survey conducted, 9 or 13% of the respondents answered that in
order not to forget the lessons easily is they must reread the lessons all over
again. 36 or 52% of the respondents chosen for jotting down important
information during or after discussion. Lastly, 25 or 35% of the respondents
chosen for paying attention, focus, and listen carefully when the instructor is
discussing.
45
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It implies that the recommended solution for the problem encountered as
forgetting the lessons easily was the rank 1 which is jotting down important
information during and after discussion with a number and percentage of 36 or
52%.
Solutions if Lessons are Easily Forgotten

60
50
40
30
20
10
0
Be able not to forget the lessons I Jot down important information Pay attention, focus, and listen
have to reread it all over again during or after discussion carefully when the instructor is
discussing
Figure 16
Figure 16 shows the possible solutions for forgetting the lessons easily.
Based from the survey conducted, 9 or 13% of the respondents answered that in
order not to forget the lessons easily is they must reread the lessons all over
again. 36 or 52% of the respondents chosen for jotting down important
information during or after discussion. Lastly, 25 or 35% of the respondents
46
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
chosen for paying attention, focus, and listen carefully when the instructor is
discussing.
forgetting the lessons easily was the rank 1 which is jotting down important
information during and after discussion with a number and percentage of 36 or
52%.
Table 17
Solutions if Could not Focus due to Noise Distraction
Percentage
Solutions to Noise Distraction Frequency (%) Rank
Choose an easy task when you are in a
noisy environment
3 4 3
Find a place or corner in your house
which you think you can focus and with
less noise
59 84 1
Concentrate on your task, not on the
noise
8 12 2
Total
70 100
Table 17 shows the possible solutions if the students cannot focus due to
noise distraction. Based from the survey conducted, 3 or 4% of the respondents
answered for choosing an easy task when you are in a noisy environment. 59 or
84% of the respondents answered for finding a place or corner in your house you
47
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
think you can focus and with less noise. The remaining 8 or 12% respondents
answered for concentrating on your task, not on the noise.
could not focus due to noise distraction was the rank 1 which is find a place or
corner in your house which you think you can focus and with less noise with a
Solutions if Could not Focus due to Noise Distraction

90
80
70
60
50
40
30
20
10
0
Choose an easy task when you are Find a place or corner in your house Concentrate on your task, not on the
in a noisy environment which you think you can focus and noise
with less noise
Figure 17
Figure 17 shows the possible solutions if the students cannot focus due to
noise distraction. Based from the survey conducted, 3 or 4% of the respondents
answered for choosing an easy task when you are in a noisy environment. 59 or
84% of the respondents answered for finding a place or corner in your house you
48
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
think you can focus and with less noise. The remaining 8 or 12% respondents
answered for concentrating on your task, not on the noise.
could not focus due to noise distraction was the rank 1 which is find a place or
corner in your house which you think you can focus and with less noise with a
Table 18
Solutions for Increased Workload due to Home and other
Responsibilities
Solutions to Increased workload due to Percentage

home and other responsibilities Frequency (%) Rank
Do a time schedule, allocate your time for
studying, and time for other things
25 36 2
Prioritize the things that are most
important
11 16 3
Be able spare time do time management,
finish all your home responsibilities then
right after focus on your studies
34 48 1
Total
70 100
Table 18 shows the possible solutions for increased workload due to
home and other responsibilities. Based from the survey conducted, 25 or 36% of
the respondents answered for doing a time schedule, allocating time for studying,
and time for other things. 11 or 16% of the respondents answered for prioritizing
49
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the things that are most important. The remaining 34 or 48% of the respondents
answered for being able spare time do time management, finish all your home
responsibilities then right after focus on your studies.
increased workload due to home and other responsibilities was the rank 1 which
is to be able spare time do time management, finish all your home
responsibilities then right after focus on your studies with a number and
Solutions for Increase Workload due to Home and other

Responsibilities
40
30
20
10
0
nt
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in
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Figure 18
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Figure 18 shows the possible solutions for increased workload due to

e
i sh
tim
fin
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t,
Do
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home and other responsibilities. Based from the survey conducted, 25 or 36% of
ag
an
m
e
tim
the respondents answered for doing a time schedule, allocating time for studying,
do
e
tim
e
ar
sp
50
le
ab
Be
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
and time for other things. 11 or 16% of the respondents answered for prioritizing
the things that are most important. The remaining 34 or 48% of the respondents
answered for being able spare time do time management, finish all your home
responsibilities then right after focus on your studies.
increased workload due to home and other responsibilities was the rank 1 which
is to be able spare time do time management, finish all your home
responsibilities then right after focus on your studies with a number and
Table 19
Solutions for Spending much Time on Video Games
Solutions for spending much

time on video games Frequency Percentage (%) Rank
Uninstall gaming applications to
avoid distractions
31 44 1
Finish first all your school
responsibilities before gaming
29 42 2
Set concrete limit on video
gaming
10 15 3
Total
70 100
Table 19 shows the possible solutions for spending much time on video
games. Based from the survey conducted, 31 or 44% of the respondents
51
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
answered for uninstalling gaming applications to avoid distractions. 29 or 42% of
the respondents answered for finish first all school responsibilities before gaming.
The remaining 10 or 15% of the respondents answered for set concrete limit on
video gaming.
spending much time on video games was the rank 1 which is uninstall gaming
applications to avoid distractions with a number and percentage of 31 or 44%.
Solutions for Spending much Time on Video Games

49
47
45
43
41
39
g
ns
in
in
tio
m
m
ga
c
ga
ra
eo
st
e
or
di
vid
ef
d
oi
sb
on
av
tie
it
o
l im
ili
st
ib
on
e
ns
t
cre
ti
po
ca
on
es
pli
tc
lr
ap
oo
Se
g
ch
in
rs
am
ou
lg
ly
al
al
st
in
st
Un
fir
sh
ni
Fi
Figure 19
Figure 19 shows the possible solutions for spending much time on video
games. Based from the survey conducted, 31 or 44% of the respondents
answered for uninstalling gaming applications to avoid distractions. 29 or 42% of
the respondents answered for finish first all school responsibilities before gaming.
52
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
The remaining 10 or 15% of the respondents answered for set concrete limit on
video gaming.
spending much time on video games was the rank 1 which is uninstall gaming
applications to avoid distractions with a number and percentage of 31 or 44%.
Table 20
Solutions for Having Lack of Study Materials
Solutions for having a lack of study

materials Frequency Percentage (%) Rank
To have more study materials you may
borrow from your classmate
16 22 2
Go to the library
9 13 3
Download related files from the internet
45 64 1
Total
70 100
Table 20 shows the possible solutions for having lack of study material.
Based from the survey conducted, 16 or 22% of the respondents answered that
to be able to have more study materials, you may borrow from your classmate. 9
or 13% of the respondents answered to go to the library. The remaining 45 or
64% of the respondents answered for download related files from the internet.
53
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of study material was the rank 1 which is download related files from
the internet with a number and percentage of 45 or 64%.
Solutions for Having Lack of Study Materials

25
20
15
10
5
0
ry
et
e
ra
at
rn
l ib
te
m
in
ss
e
th
la
e
th
c
to
ur
m
Go
yo
ro
m
sf
fro
e
fil
w
d
rro
te
la
bo
re
ay
d
oa
m
nl
u
yo
w
Do
ls
ia
er
at
ym
ud
st
e
or
m
Figure 20
ve
ha
To
Figure 20 shows the possible solutions for having lack of study material.
Based from the survey conducted, 16 or 22% of the respondents answered that
to be able to have more study materials, you may borrow from your classmate. 9
or 13% of the respondents answered to go to the library. The remaining 45 or
64% of the respondents answered for download related files from the internet.
having lack of study material was the rank 1 which is download related files from
the internet with a number and percentage of 45 or 64%.
54
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
Table 21
Solutions for Lack of Internet Access or Having Connectivity Issues
Solutions to lack of internet access or have Ran

connectivity issues Frequency Percentage (%) k
To avoid problems with internet connectivity,
change your internet provider
13 19 3
Find an internet provider that suits your location
31 45 1
Close non-essential applications and ask your
family to restrain from streaming videos or
getting on video calls while you are attending
online classes
25 36 2
Total
70 100
Table 21 shows the possible solutions for lack of internet access or have
connectivity issues. Based from the survey conducted, 13 or 19% of the
respondents answered for to be able to avoid problems with internet connectivity,
change internet provider. 31 or 45% of the respondents answered to find an
internet provider that suits your location. The remaining 25 or 36% of the
respondents answered to close non-essential applications and ask your family to
restrain from streaming videos or getting on video calls while you are attending
online classes.
55
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of internet access or have connectivity issues was the rank 1 which is
find an internet provider that suits your location with a number and percentage of
31 or 45%.
Solutions for Lack of Internet Access or Having Connectivity

Issues
50 45
40 36
30
19
20
10
s
se
as
0
cl
r
de
e
tio
lin
vi
ro
on
ca
tp
lo
ng
ne
ur
di
er
yo
en
nt
its
att
i
ur
su
e
yo
ar
at
e
th
u
ng
yo
r
ha
de
le
,c
hi
ov
i ty
w
pr
tiv
l ls
et
ca
ec
rn
nn
eo
te
co
in
vid
an
et
on
rn
nd
te
ng
Fi
in
etti
i th
g
w
or
s
os
m
de
le
Figure 21
ob
vi
pr
g
in
d
m
oi
a
av
re
st
To
Figure 21 shows the possible solutions for lack of internet access or have
om
fr
n i
ra
st
re
connectivity issues. Based from the survey conducted, 13 or 19% of the

to
ily
fam
respondents answered for to be able to avoid problems with internet connectivity,

ur
yo
k
as
so
al
change internet provider. 31 or 45% of the respondents answered to find an

d
an
s
on
ati
internet provider that suits your location. The remaining 25 or 36% of the
li c
pp
la
tia
en
respondents answered to close non-essential applications and ask your family to

s
es
n-
no
e
restrain from streaming videos or getting on video calls while you are attending
os
Cl
online classes.
56
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of internet access or have connectivity issues was the rank 1 which is
find an internet provider that suits your location with a number and percentage of
31 or 45%.
Table 22
Solutions for Having Lack of Motivation
Solutions to lack of motivation Frequency Percentage (%) Rank

Choose a circle of friends that will
influence you to study and strive
more
19 27 2
Believe in yourself and increase
your chances of success
29 60 1
Appreciate your small victory
9 13 3
Total
70 100
Table 22 shows the possible solutions for lack of motivation. Based from
the survey conducted, 19 or 27% of the respondents answered to choose a circle
of friends that will influence you to study and strive more. 29 or 60% of the
respondents answered to believe in yourself and increase your chances of
success. The remaining 9 or 13% of the respondents answered to appreciate
your small victory.
57
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of motivation was the rank 1 which is to believe in yourself and
increase your chances of success with a number and percentage of 39 or 60%.
Solutions for Having Lack of Motivation

70
60
50
40
30
20
10
0
y
s
or
e
s
or
ce
ict
m
uc
lv
e
al
riv
of
m
st
es
s
nd
ur
nc
yo
a
ha
dy
te
c
stu
ur
ia
ec
yo
to
pr
e
u
Ap
s
yo
ea
cr
ce
in
en
d
flu
an
in
lf
se
i ll
w
ur
yo
t
ha
n
st
i
ve
nd
lie
rie
Be
f
of
cle
cir
Figure 22
a
se
oo
Ch
Figure 22 shows the possible solutions for lack of motivation. Based from
the survey conducted, 19 or 27% of the respondents answered to choose a circle
of friends that will influence you to study and strive more. 29 or 60% of the
respondents answered to believe in yourself and increase your chances of
success. The remaining 9 or 13% of the respondents answered to appreciate
your small victory.
58
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of motivation was the rank 1 which is to believe in yourself and
increase your chances of success with a number and percentage of 39 or 60%.
Table 23
Solutions for Lack of Communication and Collaboration with the
Instructor
Solutions to lack of
communication and collaboration
with the instructor Frequency Percentage (%) Rank
Approach your instructor and tell
your concerns
41 58 1
Ask questions after discussion
29 42 2
Report to school administration
0 0 3
Total
70 100
Table 23 shows the possible solutions for lack of communication and
collaboration with the instructor. Based from the survey conducted, 41 or 58% of
the respondents answered to approach your instructor and tell your concerns.
The remaining 29 or 42% of the respondents answered to ask instructors a
question after discussion. While there is no respondents who answered to report
instructor to school administration.
59
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
having lack of communication and collaboration with the instructor was the rank 1
which is to approach your instructor and tell your concerns with a number and
Solutions for Lack of Communication and Collaboration with

the Instructors
70
60
50
40
30
20
10
0
n
on
s
io
rn
ti
s
ce
ra
us
on
st
sc
ini
rc
di
dm
ou
r
fte
ly
a
sa
el
ol
on
ho
t
nd
sc
sti
a
ue
to
or
kq
rt
ct
po
tru
As
Re
ns
i
ur
yo
ch
oa
pr
Ap
Figure 23
Figure 23 shows the possible solutions for lack of communication and
collaboration with the instructor. Based from the survey conducted, 41 or 58% of
the respondents answered to approach your instructor and tell your concerns.
The remaining 29 or 42% of the respondents answered to ask instructors a
60
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
question after discussion. While there is no respondents who answered to report
instructor to school administration.
having lack of communication and collaboration with the instructor was the rank 1
which is to approach your instructor and tell your concerns with a number and
Table 24
Solutions to Online Class as being not Effective for Students
Solutions to online class as

beingnot effective for student Frequency Percentage (%) Rank
Learn to adapt the new normal
18 25 2
Motivate yourself to go through
3 4 3
Make a certain goal to keep you in
track and remember your purpose
why you are studying
50 71 1
Total
70 100
Table 24 shows the possible solutions for online class as not effective for
students. Based from the survey conducted, 18 or 25% of the respondents
answered to learn to adapt the new normal, 3 or 4% of the respondents
answered to motivate yourself to go through, and the remaining 50 or 71% of the
61
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
respondents answered to make a certain goal to keep you in track and remember
your purpose why you are studying.
online classes are not effective for students was the rank 1 which is to make a
certain goal to keep you in track and remember your purpose why you are
studying with a number and percentage of 50 or 71%.
Solutions to Online Class as being Not Effective for Students

80
60
40
20
0
h
al
ug
g
rm
yin
ro
no
th
ud
w
st
go
ne
e
to
ar
he
lf
u
tt
se
yo
ap
ur
hy
yo
ad
w
te
to
se
va
n
po
ar
oti
ur
Le
rp
ou
ry
be
em
m
re
nd
a
ck
tra
in
u
yo
Figure 24
ep
ke
lto
oa
ng i
Figure 24 shows the possible solutions for online class as not effective for
rta
ce
a
e
ak
M
students. Based from the survey conducted, 18 or 25% of the respondents
answered to learn to adapt the new normal, 3 or 4% of the respondents
answered to motivate yourself to go through, and the remaining 50 or 71% of the
62
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
respondents answered to make a certain goal to keep you in track and remember
your purpose why you are studying.
online classes are not effective for students was the rank 1 which is to make a
certain goal to keep you in track and remember your purpose why you are
studying with a number and percentage of 50 or 71%.
Table 25
Solutions for Improper Application of Time Management
Solutions to improper application Ran

of time management Frequency Percentage (%) k
Make a schedule and stick to it
34 49 1
Never procrastinate
18 26 2.5
Stay away from distractions
18 26 2.5
Total
70 100
Table 25 shows the possible solutions for improper application of time
management. Based from the survey conducted, 34 or 49% of the respondents
answered to make a schedule and stick to it. 18 or 26% of the respondents
answered to never procrastinate. The remaining 18 or 26% of the respondents
answered to stay away from distractions.
63
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
to improper application of time management was the rank 1 which is to make a
schedule and stick to it with a number and percentage of 34 or 49%.
Solutions for Improper Application of Time Management

60
50
40
30
20
10
0
Make a schedule and stick to it Never procrastinate Stay away from distractions
Figure 25
Figure 25 shows the possible solutions for improper application of time
management. Based from the survey conducted, 34 or 49% of the respondents
answered to make a schedule and stick to it. 18 or 26% of the respondents
answered to never procrastinate. The remaining 18 or 26% of the respondents
answered to stay away from distractions.
64
Tel. No.: (054) 299-1498/Telefax: (054) 299-1498
to improper application of time management was the rank 1 which is to make a
schedule and stick to it with a number and percentage of 34 or 49%.
65

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REGINA MONDI COLLEGE, INC.

Highway 1, San Jose, Iriga City, 4431

PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA

This chapter is a presentation, analysis, and interpretation of the data

presented in tabular forms to facilitate and provide clear discussion. Descriptive

discussion of the respondents’ profile, the motivation, confidence and

preparedness, and the problems encountered accountancy students.

I. Profile of the Accountancy students of Regina Mondi College, Inc.

This section includes the discussion of the analysis and interpretation of

Profile of the Respondents according to Age

Age Group Frequency Percentage (%)

Table 1 shows the frequency distribution of the respondents in terms of

a number and percentage of 20 or 80%.

Profile of the Respondents according to Age

Figure 1 shows the frequency distribution of the respondents in terms of

a number and percentage of 20 or 80%.

Profile of the Respondents according to Gender

Sex Frequency Percentage (%)

Table 2 highlights the frequency distribution of respondents in terms of

respondents are female because it has 22 or 88% of the total respondents.

Profile of the Respondents according to Gender

Figure 2 highlights the frequency distribution of respondents in terms of

respondents are female because it has 22 or 88% of the total respondents.

c. Occupation of the Students

Profile of the Respondents according to Occupation of the Students

Occupation of the students Frequency Percentage (%)

Have a part time job 2 8

As presented in table 3, the respondents who have a part-time job consist

are college students.

Profile of the Respondents according to Occupation of the

As presented in figure 4, the respondents who have a part-time job consist

are college students.

d. Annual Family Income

Profile of the Respondents according to Annual Family Income

Annual Family Income Frequency Percentage (%)

200,000 and above 0 0

As you can see in table 4, it reveals the profile of respondents according

to their annual family income. 20 or 80% of the accountancy students have a

family income of 50,000 below. 3 or 12% of the accountancy students have a

family income of 50,000 to 90,000. 1 or 4% of the accountancy students have a

family income of 100,000 to 140,000. 1 or 4% of the accountancy students have

a family income of 150,000 to 190,000. Lastly, 0 or 0% of the accountancy

gathered, majority of the accountancy students have an annual family income of

50,000 below with a number and percentage of 20 or 80%.

Profile of the Respondents according to Annual Family Income

As you can see in figure 4, it reveals the profile of respondents according

to their annual family income. 20 or 80% of the accountancy students have a

family income of 50,000 below. 3 or 12% of the accountancy students have a

family income of 50,000 to 90,000. 1 or 4% of the accountancy students have a

family income of 100,000 to 140,000. 1 or 4% of the accountancy students have

a family income of 150,000 to 190,000. Lastly, 0 or 0% of the accountancy

gathered, majority of the accountancy students have an annual family income of

50,000 below with a number and percentage of 20 or 80%.

II. Motivation, Confidence and Preparedness

gathered weighted mean and verbal interpretation on the Level of Preparedness

in Taking the Licensure Examination for Certified Public Accountants of

Graduating Students as to motivation, confidence, and preparedness.

Weighted Verbal Rank

As presented in Table 6, these are the factors affecting the motivation in

the level of preparedness in taking CPA Licensure examination of the students. It

is undecided and Seniority with a percentage of 3.86 which is agree.

Therefore, it indicates that majority of the respondents finds family with a

percentage of 4.02 as the major factor affecting the level of preparedness in