ACADEMIC PERFORMANCE AS A PREDICTOR OF UC BS ACCOUNTANCY STUDENTS’

PERFORMANCE IN THE SIMULATED EXAMINATION FOR ACCOUNTANCY

LICENSURE (SEAL)

An Undergraduate Thesis Presented to

the Faculty of the College of Accountancy

University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Subject

Accounting Research Methods (AE 118)

By

MA. JOYCE ANNE C. CATABONA

HARLENE B. GUIAGUI

JECKSON L. KIKIM

KIMSON JHUN S. LICYAYO

CARYLLE D. MANAOIS

HANNAH M. TONGNAWA

March 2023
 2

APPROVAL SHEET

This undergraduate thesis entitled ACADEMIC PERFORMANCE AS A

PREDICTOR OF UC BS ACCOUNTANCY STUDENTS’ PERFORMANCE IN THE

SIMULATED EXAMINATION FOR ACCOUNTANCY LICENSURE (SEAL) prepared and

submitted by MA. JOYCE ANN C. CATABONA, HARLENE B. GUIAGUI, JECKSON

L. KIKIM, KIMSON JHUN S. LICYAYO, CARYLLE D. MANAOIS, and HANNAH M.

TONGNAWA in partial fulfillment of the requirements for the subject

ACCOUNTING RESEARCH METHODS (AE 118), has been examined and is

recommended for acceptance and approval for oral examination.

SIEGFRIED M. ERORITA, CPA, MBA, PhD

Adviser

Thesis Committee

FLORENZO DAUZ JR., CPA, MBA, MSA

Chairperson

JULIE ANNE U. ABELLERA, CPA, MBA, PhD VANESSA M. ROBERTO, CPA, MBA
Member Member
______________________________________________________________

PANEL OF EXAMINERS

APPROVED by the Committee on Oral Examination on

__________________ with a grade of _________.

FLORENZO DAUZ JR., CPA, MBA, MSA

Chairperson

JULIE ANNE U. ABELLERA, CPA, MBA, PhD VANESSA M. ROBERTO, CPA, MBA
Member Member

ACCEPTED AND APPROVED in partial fulfillment of the

requirements for the subject ACCOUNTING RESEARCH METHODS (AE 118)

Comprehensive Examination passed on __________________.

JASMIN MAY P. BANIAGA, CPA, CMA, MBA

Dean, College of Accountancy
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TABLE OF CONTENTS
PAGE
TITLE PAGE 1
APPROVAL SHEET 2
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS 3
LIST OF TABLES 4
LIST OF FIGURES 5

CHAPTER
I. THE PROBLEM 6
Background of the Study 6
Theoretical/Conceptual Framework 18
Research Paradigm 26
Statement of the Problem 27
II. DESIGN AND METHODOLOGY 28
Research Design 28
Population and Locale of the Study 28
Data Gathering Tool 29
Data Gathering Procedure 30
Treatment of Data 31
III. PRESENTATION, ANALYSIS, and INTERPRETATION OF DATA
IV. SUMMARY, CONCLUSIONS, and RECOMMENDATIONS
Conclusions
Recommendations

REFERENCES 34
APPENDICES 38
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LIST OF TABLES

Table No. Table Title Page

1 List of SEAL and Non-SEAL Subjects 25
2.1 Subjects with a minimum required grade of 85% 32
2.2 Subjects with a minimum required grade of 75% 32
3 Level of Correlation 33
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LIST OF FIGURES

Figure No. Title Page

1 Research Paradigm 26
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Chapter I

THE PROBLEM

Background of the Study

Accountancy is reasonably one of the most in-demand

professions globally. These individuals employ an inquiring mind to

their work founded based on their knowledge of the entities’

financials and support growth in the private and public sectors by

providing better, more reliable, and transparent financial

information. Professional accountants in the private sector assist

with corporate strategy, provide advice and help businesses to

reduce costs, improve their top line and mitigate risks. As internal

auditors, professional accountants provide independent assurance to

management that the organization’s risk management, governance, and

internal control processes are operating effectively (Jui & Wong,

2013).

In the public sphere, effective financial reporting provided

by professional accountants in government shapes fiscal policies

that had far-reaching impacts on the lives of many. It is also

crucial for providing legislators, markets, and citizens with the

information they need to make efficient policy decisions and to hold

governments accountable for their performance (Msadek, 2016).

Moreover, accountants in academia are tasked with the important role

of imparting the knowledge, skills, and ethical underpinnings of the

profession to the next generation (Jui & Wong, 2013). As such,

professional accountants are an important critical mass in the

global accountancy profession. The same applies at the national

level.

In the Philippines, to amass expertise in this field, a

 Chapter I THE PROBLEM 7

student needs to enroll in a program that has various courses

preparatory for the profession. The foundation of this is taking the

program of Bachelor of Science in Accountancy (BSA).

Bachelor of Science in Accountancy (BSA) is “a program that

provides general accounting education to students wanting to pursue

a professional career in Accountancy in general, and in Public

Accounting in particular” as defined by Commission on Higher

Education (CHED), the nation’s agency which governs tertiary-level

institutions. The current BSA curriculum adopts the latest CHED

MEMORANDUM ORDER NO. 27 Series of 2017, based on the International

Education Standards which focuses on equipping students to meet the

competencies required in the workplace of the accountancy profession

within or outside the Philippines.

The University of the Cordilleras, the locale of this study,

employs its BSA program as a four–year course program or an 11-

trimester course (3 years plus 2 semesters) which is equivalent to a

five-year course in a semestral setting of most schools. Graduates

of this program take the Licensure Examination for Certified Public

Accountants (LECPA) to attain certifications in Accountancy given by

the Professional Regulatory Commission – Board of Accountants (PRC-

BOA).

In addition, a high passing rate in the LECPA is an indicator

of a school’s high performance in offering the BSA program (Basaen,

Bejar & Bambao, 2005 as cited in Perez, 2015). The aforementioned

CHED memorandum cautioned that poor performance of the graduates in

ten CPA Board examinations within a period of five years could lead

to a gradual phase-out and eventual closure of the school’s

accountancy program following CHED’s policies and procedures.

 Chapter I THE PROBLEM 8

Schools shall be given a warning or shall not be allowed to offer an

accountancy program should the overall rating pitch lower than the

national passing rate. This is the reason why schools have to

comprehensively monitor the passing performance of the graduates.

Perpetua (2014) states that performance is a measure to determine

the quality and standard of education the school provides to its

students.

Taking this into consideration, it is important to see that

for Universities and Colleges to attain outstanding licensure exam

performance, there is a need for knowledgeable, honed, and well-

prepared graduates to take the LECPA. In this regard, Universities

and Colleges offering the BSA program usually develop interventions

and continuously devise their retention policy which is strictly

implemented to further improve their performance and increase the

number of passers in the licensure examination (Fetalvero et. al,

2018 as cited in Encio, 2022).

To mention, the students are only allowed to continue in the

BSA program by maintaining a satisfactory academic performance or

grades as stated in the school retention policy. In the University

of the Cordilleras, a minimum grade of 85% is required for all

professional courses and common/departmental examinations which are

computed on a “base 50” method. Students who failed to attain the

85% quota grade can either retake the subject or shift courses.

Comprehensive examinations are given to first to third-year BS

Accountancy students after completion of the third trimester to

determine the students who can continue in the program for the next

academic year. Students who failed the comprehensive exam have to

shift to other accountancy-related programs. However, these students

 Chapter I THE PROBLEM 9

also have the chance to return to the BS Accountancy program after

graduating by taking and passing the qualifying exam.

These actions highlight how academic performance is given

importance and utilized by the College in checking whether the

students are learning, performing well, and are fit for the program.

Academic performance is found to have a significant relationship

with board examination results. This reveals that the better the

academic performance, the better the performance in CPA Board

Examination (Encio, 2022). However, it is important to note that by

positive moderate correlations, moderate means that there is still

room for failure. Thus, students who graduate with high grades or

honors are not guaranteed accountancy licensure examination success

(Salcedo et al., 2021).

Despite student effort, many are still not succeeding in

passing the examination. To pass takes time, patience,

determination, and self-control (Taxguro, 2021). According to

Laguador and Refozar (2020), there is a declining national trend of

school performance in the LECPA and a large number of examinees did

not contribute well to increasing the record of passing percentage.

According to Dimaculangan and Tun (2016), not succeeding in

passing the examination can cause a downward trend in LECPA. This

downward trend can be due to the perception of most people in the

accounting sector that it is one of the most difficult government

licensure examinations in terms of breadth and coverage. Other

studies revealed that the difficulty of the LECPA could also be

attributable to its contents and coverage (Perez, 2015). This

downward trend in performance can also be due to personal

difficulties such as a lack of preparation by graduates who took the

 Chapter I THE PROBLEM 10

exam and failure to enroll in a review class due to budgetary

constraints (Mohammed, 2017).

To resolve this, a mock board examination is being practiced

by the university to help the students to perform better in the

actual examination (Encio, 2022). Along with its retention policy,

the University of the Cordilleras had crafted and implemented a mock

board examination for BS Accountancy, particularly known as the

Simulated Examination for Accountancy Licensure (SEAL) that students

take every trimester. The SEAL consists of six subjects namely,

Financial Accounting and Reporting (FAR), Advanced Financial

Accounting and Reporting (AFAR), Management Services (MS),

Regulatory Framework for Business Transactions (RFBT), Taxation, and

Auditing which are paralleled to the subjects covered in the LECPA

as provided under Republic Act 9298.

A mock board examination is a simulation of the actual board

examination. The PRC has nothing to do with the mock board

examination, and any school or organization can conduct one without

notice or consultation with the PRC. A mock board exam is a helpful

tool for students to use as a learning activity to gain familiarity

with the question formats and the overall board examination

performance (Geemiz, 2011 as cited in Dela Cruz, n.d.).

Several studies were also conducted to gain inputs that will

help in the betterment of the accountancy program. With the goal of

developing an intervention program to further improve the

performance of accountancy graduates in the CPA Board Examinations,

past studies have determined the relationship between Licensure

Examination for Certified Public Accountants (LECPA) performance to

areas of academic performance, retention rates, and mock board

 Chapter I THE PROBLEM 11

examinations. Correlates of LECPA have long been studied. However,

among these determinants, the mock board examinations for

accountancy students - particularly to UC, the SEAL - is not yet

explored as much, with only limited studies centered on it. With

this gap, it is imperative to conduct research regarding SEAL, so

that innovative and continuous improvement to such intervention

programs be undertaken to maintain or improve the performance of

students in the CPA board examination.

In a study made on the correlation of the LPU-Batangas Bachelor

of Science Accountancy Retention Program and the Certified Public

Accountant Licensure Examination, academic performance and the mock

board examinations were the variables utilized to determine the

2015- 2017 Licensure Examination for Certified Public Accountants

passing percentage. It was discovered through statistical analysis

that only academic performance has a moderately positive

relationship with the board examination, and the mock board does not

show a significant relationship with the licensure examination. This

reveals that the better the academic performance is, the better the

performance in CPA Board Examination. However, through exhaustive

interviews, the study found that the mock board plays a significant

role in the preparation for the actual board examination. Moreover,

the results showed that the passing rate performance in the mock-

board examinations is consistent with academic performance. Though

the grades registered only average ratings, the increase and

decrease in academic average grades showed the same effect for the

mock-board examination results (Encio, 2022).

Similar to the findings of Encio (2022) regarding academic

performance, a recent study by Salcedo et al. (2021) which aimed to

 Chapter I THE PROBLEM 12

gauge how a cumulative qualifying grade point average (CGPA) of a

student from 1st year to 5th-year college and the 5th comprehensive

examinations serve as predictors for the CPA Board Examinations for

a university in Central Luzon, discovered that these academic

performance determinants have positive moderate correlations with

the CPA Board Examinations. The findings convey that having good

grades in the undergraduate subjects and high grades in the

comprehensive examinations provide positive moderate correlations

with the CPA board exams.

Relative to the aforementioned studies, by Edenfield and

Hansen (2000) which aimed to establish and determine the

relationships among dental hygiene course grades, mock board dental

hygiene examinations, and the National Board Dental Examination, it

is found that grade point average (GPA) had the most significant

correlation with the National Council Licensure Examination scores.

Aside from this, another study conducted outside the accounting

profession by Bellen et al. (2018), which examined the relationship

between academic achievement and LET performance, demonstrates that

for a particular group of graduates, college academic achievement

does establish the link to the performance in the licensure

examination for teachers. These studies are relevant to the present

study as their findings provide proof that performance in the

licensure examination not only for CPA but also for other

professions is attributed to factors like academic achievement in

college.

Similarly, although the following related researches are not

accountancy related, they present findings that are comparable to

the findings of the previous literature by Encio (2022) regarding

 Chapter I THE PROBLEM 13

mock board exams which are relevant in understanding the

relationship between mock board exams and actual board exams. A

study by Dotado-Maderazo, et. al. (2016) discovered, through

statistical analysis, that there is a significant relationship

between the mock board written proficiency and the theoretical phase

of the dentist licensure examination (DLE). Moreover, the

performance in DLE is affected by their performance in mock board

examinations. It shows that the better the performance in the mock

board examination, the better the performance they achieved in the

licensure examination. Thus, the mock board was considered a valid

tool for making decisions and requirements for the graduation of

candidates.

In another study focusing on the University of Baguio – School

of Criminal Justice and Public Safety discovered that its mock board

examinations have a weak to moderate but significant relationship

with Licensure Examination for Criminologists. The primary goal of

the study was to examine the relationship between the performance of

University of Baguio criminology graduates during the mock board and

actual board examinations. Based on the findings, the researcher

concluded that the results of the mock exam evaluate the graduates'

level of knowledge. It gives a clear picture of how these graduates

performed and achieved the required standard (Tad-awan, 2018).

Similarly, based on research made by Saudi Arabian medical

students that evaluated the impact of continuous mock Saudi Medical

Licensure Exams (SMLEs) with immediate personalized feedback on

graduate scores on the graduate’ actual SMLE performance, it was

asserted that students were able to identify their knowledge gaps

through comprehensive, tailored, learning outcome achievement

 Chapter I THE PROBLEM 14

feedback because of mock medical licensure exams. This, together

with the familiarization of the exam's structure and setting, helped

students score better on the actual licensure exam (Al-Sheikh et

al., 2022).

In relation to the studies presented regarding academic

performance and mock board exams, Pudadera (2008) also studied the

predictive power of academic grades and pre-board ratings on the

2000- 2001 and 2001-2002 CPA Board Performance of accountancy

graduates at Central Philippines University. The results of his

study implied that board-related subjects' ratings and pre-board

ratings have a bearing on the CPA board performance of CPU

accounting students. It was asserted that ratings in board-related

subjects and the board review examination are significant predictors

of CPA board performance, but the latter is a stronger predictor

than the former. The findings of this research are relevant to the

present study as it suggests that the higher the rating in the

board-related subjects and pre-board examination, the higher their

chances to pass the CPA board examination. From this, it can also be

implied that it is important for BS Accountancy students to have a

good or solid foundation in each of the subjects related to SEAL to

attain a higher possibility of passing the LECPA.

On the other hand, Jalagat (2016) utilized correlation

analysis and determined that there is a positive significant

relationship between graduates’ performance in Math, English, and

Professional Accounting subjects and their performance in the CPA

examination. Particularly, Math has the strongest relationship

followed by English. This suggests that academic ratings in English,

Mathematics, and Professional subjects are significant predictors of

 Chapter I THE PROBLEM 15

the outcomes of the CPA licensure examination. He further stated

that based on the results, those with lower academic ratings in

mathematics, English, and professional subjects have lower

performance ratings in the licensure examination. Likewise, those

with a higher level of competencies in Mathematics, English, and

professional courses have higher performance ratings in the

licensure examination for CPA. Moreover, his study also implies that

competencies in Mathematics and English significantly impact the

ratings of the students in professional courses which are the main

examination subject areas of the licensure examination. Jalagat also

cited the study of Agunto (1996) concluding that English, Math, and

Science are important subjects necessary for students to excel in

high school, college, and professional examinations. This study is

relevant to the present study by providing information that aside

from accounting subjects or SEAL subjects, non-SEAL subjects such as

Math, English, and Professional subjects also influence passing

examinations.

Supporting these findings of Jalagat (2016) is a related

research conducted to predict board exam performance in the

Criminologists Licensure Examinations (CLE), wherein, academic

performance and college admission were selected by the researchers

to serve as the variables for the study. Through binary logistic

regression, the researchers discovered that examinees who scored

high on their English qualifying Examination and major subjects have

a higher chance of passing the CLE. The researchers recommended that

a strict retention policy, concentrating on criminology major

subjects, must be implemented to achieve excellent results by

weeding out those who are likely to fail in the CLE. Additionally,
 Chapter I THE PROBLEM 16

the researchers advised the university to use English qualifying

scores to screen enrollees to sustain high performance in the CLE

(Barera, et al., 2013).

Furthermore, a study conducted by Cammayo and Gonzales (2022)

which aims to determine the predictors of qualifying for the

Accountancy Program in a public university in the Philippines, shows

that there was a statistically significant relationship between all

the grades in the courses at the first-year level and qualifying in

the BSA Program. Accordingly, those four (4) courses which can serve

as the best predictors of qualifying the students for the BSA

program are Accounting 31 (Fundamentals of Accounting 2); Management

30(Business Organization and Management); English 13 (Speech & Oral

communication); and Natural Science 11 (Physical Science). Its

findings imply that the combined effect of the four courses

contributes about 86 percent to the total variation in the

qualifying of the students in the BSA program. This study

corresponds to and supports the research of Pudadera (2008), Jalagat

(2016), and Barera et al. (2013) and is also relevant to the present

study by providing information that both SEAL subjects and non-SEAL

subjects serve as predictors of qualifying for the BS Accountancy

program.

In conclusion, to improve the overall performance of students

in LECPA, determining and understanding its predictors is necessary.

And these predictors point to their undergrad performances. As the

studies reveal that academic and SEAL performance are significant

predictors of passing the board examination, determining how these

predictors could be improved are also necessary. As such, the need

to study whether academic performance can also be used as a

 Chapter I THE PROBLEM 17

predictor in the SEAL performance of students arises to improve the

said intervention. Considering that SEAL is a simulation of the

actual board exam which can be influenced and improved by the

College for it to be an effective tool, knowing the scope of its

content and subjects that must be given importance and taught to

students are essential. This is the ultimate reason why the

researchers want to conduct this study.

Thus, the researchers of the current study proposed to conduct

research focusing on determining the relationship between UC BS

Accountancy students’ academic performance and SEAL performance. In

this research, the grades of the respondents on all subjects—SEAL

subjects and non-SEAL subjects, shall be explored in terms of their

relationship with SEAL performance

Conducting this study would be significantly beneficial for it

will serve as a reference to people understanding the relevance of

the Simulated Examination for Accountancy Licensure (SEAL) and its

relationship with academic performance. The study would be helpful

to the College because a valid predictor of performance would yield

the following benefits: (1) determining the relevance and necessity

of the prescribed test; (2) improvement of the contents of the SEAL

and other mock board examinations and; (2) influence any change in

the focus subjects of the SEAL and other mock board examinations.

Aside from this, this study can pave the way for further research

and provide information with its findings based on its gathered

data.
 Chapter I THE PROBLEM 18

Theoretical/Conceptual Framework

Academic Success

The ambiguity associated with the definition of academic

success is partially attributed to its inherently perspectival

nature. That is, varying constituents view success, and thereby

academic success, differently (York et. al., 2015). York et. al.

(2015) contends definition of the term “academic success” is “an

amorphous construct that broadly incorporates a broad range of

educational outcomes from degree attainment to moral development.”

A revised definition of the term based on their findings was

provided to include academic achievement, attainment of learning

objectives, acquisition of desired skills and competencies,

satisfaction, persistence, and post-college performance. Due to

its ambiguous nature, measuring academic success without clearly

defining the outcome of interest would prove to be a difficult and

complex process.

Academic Performance/Achievement

As traditionally used, the term “academic performance” refers

to some method of expressing a student’s scholastic standing, which

is usually a student’s grade for a course, an average for a group

of courses in a subject area, or an average for all courses

expressed on a 0 to 100 or another quantitative scale (Lavin,

1965). Similarly, the study of York et. al. (2015) defined academic

achievement as a student’s ability to meet performance criteria.

This is because it is almost always referenced in an aggregate form

(grade in a course or GPA). In this study, the traditional

definition used by Lavin (1965) and York et. al.(2015) as well as

the traditional measure (i.e. grades or GPA) shall be used.

 Chapter I THE PROBLEM 19

SEAL

Simulated Examination for Accountancy Licensure (SEAL) as

its name suggests, is simply a simulation for the actual board

examination for accountancy (LECPA). It is an evaluation that

measures a student's competency and mastery of concepts in the

field of accountancy.

SEAL Performance

SEAL performance refers to the respondents’ achievement

across the six subjects they took in the SEAL.

SEAL Subjects

SEAL subjects are those whose topic coverage are under the

Table of Specifications (TOS) of the six subjects in the LECPA,

namely: Financial Accounting and Reporting; Advanced Financial

Accounting and Reporting; Management Services; Auditing; Taxation;

and Regulatory Framework for Business Transactions which have the

following definition and scope according to De La Salle University

(n.d.):

Financial Accounting and Reporting. This course deals with

the conceptual framework for the financial reporting and standard-

setting process of the Philippine Financial Reporting Standards

(PFRS) and the Philippine Accounting Standards (PAS). This course

also covers the detailed discussion, appreciation, and application

of PFRS on the financial assets of the business enterprise.

Advanced Financial Accounting and Reporting. This course

deals with specialized accounting problems likely to be

encountered by accountants. The study of the various topics in

this course is based on fundamental valuation accounting and

 Chapter I THE PROBLEM 20

accounting theory as applied to special income and expense

recognition methods and expanded business operations.

Management Services. This course deals mainly with topics

that relate to the foundation of management accounting and its

operational aspects. It is designed to use the case study method

to simulate the application of concepts in an actual business

scenario. It is geared towards providing the students with

exposure to business consulting either as an internal or external

management accountant

Auditing. It is designed to provide the students with the

conceptual knowledge and understanding of the professional

practice of Accountancy. It covers the Philippine Accountancy

Law, the Code of Ethics for Professional Accountants, and some

of the phases of the financial statement audit process for

manufacturing, trading, service, and specialized industries.

Taxation. This course involves an intensive study of the

Philippine tax system covering an introduction to taxation and

part of income taxation imposed under the Tax Code. It deals with

the basic principles of taxation, tax administration, and

conceptual and practical application of income taxation of

individuals, corporations, partnerships, estates, and trusts,

including withholding taxes, as they relate to the accountancy

profession.

Regulatory Framework for Business Transactions. This course

includes legal principles, concepts, doctrines, and cases covered

by the syllabus of the Regulatory Framework for Business

Organization. It deals with the legal provisions of the Law on

Partnership, the Revised Corporation Code of the Philippines, and

 Chapter I THE PROBLEM 21

the Philippine Cooperative Code. Aside from that, it also includes

a discussion of the Financial Rehabilitation and Insolvency Act,

Philippine Competition Act, Securities Regulation Code, and Code

of Corporate Governance.

Non-SEAL Subjects

Non-SEAL subjects pertain to general education subjects

promulgated by the Commission on Higher Education (CHED), and

other subjects that do not meet the definition of SEAL subjects.

General education subjects as defined in CHED Memorandum Order

Number 20, are those subjects common to all undergraduate students

regardless of their major. General education subjects are

typically designed to teach diverse skills that every person

should master in order to lead a productive life, become a

knowledgeable citizen, and communicate ideas as a useful member of

society, regardless of her chosen course of study (Melega, n.d.).

Specifically, they aim to develop these three competencies-based

outcomes: 1) Intellectual Competencies; 2) Personal and Civic

Competencies; and 3) Practical Responsibilities (CMO No. 8 Series

of 2017). Melega (n.d.) classified these subjects into five broad

categories namely: 1) Arts and Humanities; 2) English Language and

Literature; 3) Foreign Language; 4) History; and 5) Mathematics

and Science. However, for simplicity purposes, this study will

only include those categories and subjects with established

relationship to SEAL/LECPA performance which includes the

following subjects: 

English Language and Literature. These subjects ensure

that students are receiving an educational foundation that

teaches them to write, appreciate world literature, and analyze

 Chapter I THE PROBLEM 22

written words to form educated opinions (Melega, n.d.). Research

conducted by Dimaculangan et. al. (2016) has established links

between the English language and the accounting profession with

their findings indicating that the CPA licensure examination is

dependent on the student’s performance in the English subject.

Similarly, Jalagat (2016), also stated that the findings of his

study imply that to be accepted and be retained in the

Accountancy program, students at least must show good ratings in

English. 

Mathematics and Science. These are subjects offered with

the rationale that even students pursuing majors outside of

Science Technology Engineering and Mathematics (STEM) fields

should possess basic math and science knowledge. 

Although most accounting educators readily acknowledge that

mathematical ability has a significant impact on student

performance in accounting courses, to date, no statistical

research has appeared that numerically quantifies the effect

(Yunker et. al., 2009). The findings of Yunker et. al.,(2009)

revealed that a student’s mathematical ability has statistically

significant but numerically small incremental explanatory power as

a determinant of success in the study of accounting. On the other

hand, a study conducted by Jalagat (2016) implied that in order to

be accepted and be retained in the Accountancy program, students

at least must show very good ratings in Math. Considering these

contradicting findings, this study will include Mathematics as one

potential predictor of SEAL performance.

Science, as a general education subject seeks to instill

reflective knowledge in the students that they can live the good
 Chapter I THE PROBLEM 23

life and display ethical decision-making in the face of scientific

and technological advancement. This course includes mandatory

topics on climate change (CMO No.20, s.2013). While it’s true that

accounting is sometimes defined as social science, its scientific

aspect only pertains to its nature - as a body of knowledge that

has been systematically gathered, classified, and organized.

Practically, it is unrelated to the science mentioned in CMO No.

20, Series of 2013. For that reason, this study will not include

the Science subject.

Aside from the five broad categories of general education

subjects, presented below are other broad categories of subjects

not classified as SEAL subjects but relates to the understanding

and application of accounting:

Statistics and Research. Statistics is concerned with

collecting, analyzing, interpreting, and presenting data. In the

field of Accounting, it is important for some reasons such as to

summarize data related to revenue, expense, and profit of the

company, use charts to visualize trends, and use time series

forecasting to predict metrics (Zach, 2022). Accounting research

is conducted by academic researchers and practicing accountants.

It includes the assessment of current accounting policies, the

development of new practices, and the development of the

university curriculum. It provides new information, helps users

make optimal utilization of the information and the changing

markets, and plays a key role in an organization's decision-

making, evaluation, and prediction (Stafford, 2022).

Information Technology. The International Accounting

Education Standards Board (IAESB) describes Information Technology

 Chapter I THE PROBLEM 24

(IT) as pervasive in business, requiring professional accountants

to be competent in this technology. IT-related topics,

specifically those that relate to information systems in general

are included in the syllabus of auditing subjects although the

discussions are not profound.

Technical subjects. These courses are devoted to a

particular study such as engineering, technology, design,

business, or other workforce-related subjects; a technical aspect

of a wider field of study (Colorín Colorado, n.d.). The primary

objective of technical courses is to make the student job ready

for a particular sector by the time the course ends (Jeet, 2017).

In a study by Hairston et. al. (2020), technical subjects were

considered to determine whether experience gained on the job

through internship also results in knowledge that can help with

passing the CPA exam. Research indicates that on average students

completing an internship score higher on all parts of the CPA

exam. In addition, on average, students completing internships had

a higher overall passing rate for each section of the exam, with

the passing rate for the Regulation section being significantly

higher for students that have completed internships. 

Professional elective courses. These are courses that

further a student's professional development by allowing them to

develop a more specialized understanding of content included in

the professional curriculum, by addressing subject matter not

included in the professional curriculum but relevant to the chosen

professions, or by preparing a student for post-graduate training

(Winkle, 2014). Although these subjects are without a doubt

related to certain LECPA subjects, their topic coverage falls

 Chapter I THE PROBLEM 25

outside the range covered in the LECPA (e.g. Professional

Electives 3 (Operations Auditing)). 

The list of all academic subjects as well as their

classification is presented in Table 1. List of SEAL and Non-SEAL

Subjects.

SEAL Subjects Non-SEAL Subjects

Financial Accounting and Reporting (FAR) Mathematics and

1. Financial Accounting and Reporting Science
(AE100) 1. Mathematics in
2. Conceptual Framework and Accounting The Modern World
Standards (AE 102) (MATH 100)
3. Intermediate Financial Accounting 1
(AE 105) English Language and
4. Intermediate Financial Accounting 2 Literature
(AE 109) 1. Purposive
5. Intermediate Financial Accounting 3 Communication
(AE 112) (ENGL 100)
6. Mastery in Financial Accounting and
Reporting (AC 110) Professional
Electives
Advance Financial Accounting and Reporting 1. Professional
(AFAR) Electives 1
1. Accounting for Special Transactions (Financial
(AC 102) Analytics)
2. Conceptual Framework and Accounting (AC ELEC 1 (FA))
Standards (AE 102) 2. Professional
3. Financial Accounting and Reporting Electives
(AE100) 2(Updates In FRS,
4. Cost Accounting and Control (AE 103) Taxation & RFBT))
5. Accounting for Business Combinations (AC ELEC 2)
(AE 120) 3. Professional
6. Accounting for Government & Non-Profit Electives 3
Organization (AE 119) (Operations
7. Mastery in Advanced Financial Auditing)
Accounting & Reporting (AC 111) (AC ELEC 3)
4. Professional
Management Services (MS) Electives 4
1. Financial Markets (AE 113) (Valuation
2. International Business and Trade Concepts &
(AE 116) Methods)
3. Strategic Business Analysis (AE 117) (AC ELEC 4)
4. Managerial Economics (AE 101)
5. Economic Development (AE 104) Statistics and
6. Management Science (AE 106) Research
7. Financial Management (AE 108) 1. Statistical
8. Operations Management & TQM (CBME 1) Analysis with
9. Strategic Management (CBME 2) Software
10. Strategic Cost Management (AE 107) Application
11. Mastery in Management Services(AC 107) (AE 114)
 Chapter I THE PROBLEM 26

Regulatory Framework for Business 2. Accounting

Transactions (RFBT) Research Methods
1. Law on Obligations and Contracts(RFBT (AE 118)
1) 3. Accountancy
2. Business Laws and Regulations (RFBT 2) Research(AC 106)
3. Regulatory Framework & Legal Issues in
Business 1 (RFBT 3) Information
4. Mastery in Regulatory Framework for Technology
Business Transactions (AC 109) 1. IT Application
Tools in Business
Taxation (TAX) (AE 110)
1. Income Taxation (TX 100) 2. Accounting
2. Business Taxation (TX 101) Information
3. Local and Preferential Taxation & Other System (AE 111)
Special Topics (TX 102)
4. Mastery in Taxation (AC 108) Technical Subjects
1. Technopreneurship
Auditing (AUDIT) (TECH 100)
1. Governance, Business Ethics, Risk 2. Accounting
Management & Internal Control (AE 115) Internship
2. Auditing and Assurance Principles (AC 105) 
(AC100)
3. Auditing in A CIS Environment (AC 101)
4. Auditing & Assurance: Concepts &
Applications (AC 103)
5. Auditing & Assurance: Specialized
Industries (AC 104)
6. Professional Electives 3 (Operations
Auditing)(AC ELEC 3)
7. Mastery in Applied Auditing (AC 112)
8. Mastery in Auditing Theory (AC 113)

The Research Paradigm

Figure 1. Research Paradigm

INPUT PROCESS OUTPUT

Survey and analysis of:

Academic Performance

SEAL Performance
a. Academic Determined
performance Correlations between: Relationship of
of SEAL  Academic Performance in Academic
subjects SEAL subjects and SEAL Performance and
performance SEAL
b. Academic
Performance
performance Academic
of Non-SEAL  Performance in non- SEAL
subjects subjects and SEAL
performance
 Chapter I THE PROBLEM 27

Statement of the Problem

This study aims to determine the relationship between academic

performance and Simulated Examination for Accountancy Licensure

(SEAL) performance of the 3rd and 4th-year Bachelor of Science

Accountancy (BSA) students of the University of the Cordilleras for

the academic year 2022-2023.

Specifically, it shall provide answers to the following

queries:

1. What is the level of academic performance of the respondents as

to:

a. SEAL subjects

b. Non-SEAL subjects

2. What is the level of SEAL performance of the respondents as to:

a. Financial Accounting and Reporting (FAR)

b. Advanced Financial Accounting and Reporting (AFAR)

c. Management Services (MS)

d. Auditing (AUD)

e. Taxation (TAX)

f. Regulatory Framework for Business Transactions (RFBT)

3. What is the relationship between the respondents’ academic

performance and SEAL performance?

 28

Chapter II

DESIGN AND METHODOLOGY

In this chapter, the general design of the research and the

methods used for data collection are explained in detail.

Research Design

This study shall use the descriptive-correlational method to

determine the relationship between academic performance and

Simulated Examination for Accountancy Licensure (SEAL) performance

of the College of Accountancy - Bachelor of Science Accountancy

(BSA) Program students, 3rd and 4th-year level, of the University of

the Cordilleras for the academic year 2022-2023.

Descriptive research refers to the process involving the

collection of numerical data to test hypotheses or answer questions

about the current subject of the study (Gay, et al., 2011 as cited

in Erorita, 2011). Specifically, it aims to identify

characteristics, frequencies, trends, and categories of the subject

(McCombes, 2021). Correlational research involves collecting data to

determine whether, and to what degree, a relationship exists between

two or more quantifiable variables (Gay, et al., 2011).

Descriptive-correlational studies describe the variables and

the relationship that occur naturally between and among them, and

this study has sought to describe and correlate the academic

performance and SEAL performance of the respondents.

Population and Locale of the Study

This study shall entail respondents who are 3rd and 4th-year

students enrolled in A.Y. 2022-2023 under the College of Accountancy

- Bachelor of Science Accountancy (BSA) Program of the University of

the Cordilleras. Provided, however, that the aforementioned

 Chapter II DESIGN AND METHODOLOGY 29

respondents completely took the last Simulated Examination for

Accountancy Licensure (SEAL) in the said academic year, of which

results shall be retrieved. The University of the Cordilleras in

Baguio City, Philippines was chosen as the locale of the study for

convenience, as well as being the only school that offers the SEAL.

Purposive sampling is employed by the researchers in obtaining

the respondents that shall participate in this study since the

following criteria were provided: (a) that they must be 3rd and 4th-

year students enrolled in A.Y. 2022-2023 under the College of

Accountancy - Bachelor of Science Accountancy (BSA) Program of the

University of the Cordilleras; and (b) they must have completely

taken their last Simulated Examination for Accountancy Licensure

(SEAL) in the said academic year.

Purposive sampling refers to a group of non-probability

sampling techniques in which units are selected because they have

characteristics that you need in your sample. In other words, units

are selected “on purpose” in purposive sampling. Also called

judgmental sampling, this sampling method relies on the researcher’s

judgment when identifying and selecting the individuals, cases, or

events that can provide the best information to achieve the study’s

objectives (Nikolopoulou, 2022).

The respondents of the study comprise a total of thirty-four

(34) students, eighteen (18) are 3rd year and sixteen (16) are 4th-

year students, of which a response rate of 100% is expected.

Data Gathering Tool

First, a semi-structured interview, which is a blend of

structured and unstructured interviews, shall be used in this

study. It is a data collection method that relies on asking

 Chapter II DESIGN AND METHODOLOGY 30

questions within a predetermined thematic framework. However, the

questions are not set in order or phrasing. In research, semi-

structured interviews are often qualitative in nature. They are

generally used as exploratory tools in marketing, social science,

survey methodology, and other research fields (George, 2022). 

Second, a letter of authorization, or correspondence, shall

also be used. As the use of correspondence as a primary data

collection method in research is unusual, little literature exists

on its use to date. Though the use (or usefulness) of letters as

data appears acceptable within the qualitative inquiry, they have

traditionally been allocated a peripheral, secondary status, often

used to verify or clarify findings from primary sources (Harris,

2002).

The researchers’ initial method of data gathering is to

acquire the necessary data from the respondents themselves.

However, to avoid error and bias out of reproach, and to assure

that ethical considerations are provided, the researchers decided

to utilize letters of authorization for gathering data.

Data Gathering Procedure

To gather the data needed for this study, the researchers

first conducted consultations with the research adviser which

prompted the researchers to arrange a semi-structured interview with

the Dean of the UC College of Accountancy, Jasmine May Baniaga. This

is regarding the specifications of the retention policy, as cited in

Section III under Academic Policies of the UC Student Handbook,

“Retention policies in UC vary with the degree programs being

pursued. Students may refer to their respective college policies for

specific guidelines on retention.”

 Chapter II DESIGN AND METHODOLOGY 31

Second, letters of authorization/consent forms to allow the

retrieval and utilization of the corresponding data necessary for

data analysis shall be addressed and distributed to the target

respondents. Authorization letters for the respondents shall be in

hard copies. Before distributing the request letter for

authorization or consent forms to the respondents, the researchers

shall inform them about the purpose of the study being conducted and

shall assure the respondents that their information will be kept

confidential and will only be used for the research.

Third and lastly, another request letter along with the

letters of authorization or consent forms of the respondents shall

be addressed and given to the Office of the College of Accountancy,

specifically to the Dean, Jasmine May Baniaga; as well as to the

Board Chairperson, Julie Ann Abellera to retrieve the data needed

for the study. Data includes the respondents’ final grades and final

SEAL scores, A.Y. 2022-2023.

Treatment of Data

The data gathered shall be tallied, encoded, and interpreted

using the Statistical Package for the Social Sciences (SPSS), also

known as IBM SPSS Statistics. It is a software package used for the

analysis of statistical data. SPSS provides data analysis for

descriptive and bivariate statistics, numerical outcome predictions,

and predictions for identifying groups.

The researchers shall use the SPSS for Windows Version 17.0

by using the following statistical tools:

Descriptives and Frequencies. SPSS has two primary options for

calculating statistics: Descriptives (for basic statistics like

mean, median, range, and standard deviation) and Frequencies

 Chapter II DESIGN AND METHODOLOGY 32

(additional options like quartiles, percentiles, and more dispersion

statistics).

As cited under the Grading System of the UC Student Handbook,

with no specifications, UC adopts the percentage grading system in

all levels and colleges. For Undergraduate Level, the passing grades

range is 75% to 99% while the failing grades range is 74% and

below. Meanwhile, in the UC-COA, a minimum grade of 85% is required

for all professional courses and common/departmental examinations

which are computed on a “base 50” method. 

When the results are obtained, the level of academic

performance of students for SEAL and Non-SEAL subjects will be

interpreted. To do this, the researchers, in accordance with the

aforementioned policies, adopt two different tables of ranges for

both SEAL subjects and Non-SEAL subjects depending on the subject

falling under:

Table 2.1. Subjects with a minimum required grade of 85%:

Range Descriptor
97-100 Outstanding
93-96 Very Satisfactory
89-92 Satisfactory
85-88 Fairly Satisfactory
below 85 Did Not Meet Expectations

Table 2.2. Subjects with a minimum required grade of 75%:

Range Descriptor
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
below 75 Did Not Meet Expectations
 Chapter II DESIGN AND METHODOLOGY 33

In accordance with the university-wide grading system, the

final grade given to a student in a course is based solely on

scholastic performance. Any addition or diminution in the course

grade for co-curricular activities, attendance, any misconduct, or

any activities or requirements not related to the course is not

allowed.

In addition, when a grade of INC (incomplete) is received due

to missed exam or major requirements, the student shall take the

completion examination or submit completion requirements on a

scheduled date.

Pearson-Product Moment of Correlation (Pearson’s r). This is

the statistical method used to determine the extent of the

relationship between and among two quantitative variables (academic

performance and SEAL performance) of the study.

When the results are obtained, Guildford’s (1973) Rule of

Thumb shall be applied to interpret the strength of the correlation

between variables. According to this rule, a correlation coefficient

of below 0.20 shows a ‘negligible’ relationship; 0.20 to 0.40 means

a ‘low’ relationship; 0.40 to 0.70 indicates a ‘moderate’

relationship; 0.70 to 0.90 shows a ‘high’ relationship; and a

coefficient of more than 0.90 suggests a ‘very high’ relationship

(Guilford, 1988 as cited in Erorita, 2011).

Table 3. Level of Correlation

Less than +/- 0.20 Slight, almost negligible relationship

Low correlation; definite but small
+/- 0.20 - +/- 0.40
relationship
+/- 0.40 - +/- 0.70 Moderate correlation; substantial relationship
+/- 0.70 - +/- 0.90 High correlation; marked relationship
Very high correlation; very dependable
+/- 0.90 - +/- 1.00
relationship
 34

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 39

APPENDICES

Request Letter for Data Gathering

February 23, 2023

MS. JASMIN MAY P. BANIAGA, CPA, CMA, MBA

Dean, College of Accountancy
University of the Cordilleras
Governor Pack Road, Baguio City

Ma’am:

Greetings!

We, the undersigned researchers under the UC-COA Bachelor of Science in

Accountancy (BSA) program, are currently conducting a study regarding academic
performance as a predictor of UC BS Accountancy students’ performance in the
Simulated Examination for Accountancy Licensure (SEAL).

In relation to this, we are humbly requesting your good office for

authorization to (1) acquire the list of names of 3rd and 4th-year BSA
students for the Academic Year 2022-2023; (2) retrieve the respective
grades of the aforementioned students after obtaining their authorization
and; (3) release the scores of the identified BSA students for the SEAL
Examination that took place during the 2nd trimester of the academic year
2022-2023.

Rest assured that the students’ consent will be obtained, and

ethical research practices will be observed in the conduct of our study.
Any information gathered will also be treated with the utmost
confidentiality. If you have any questions or comments, you may contact us
through the following:

Email: harleneguiagui25@gmail.com
Phone No: 09499769066

Thank you very much for giving this matter your attention and we hope
for your positive response to this request.

Respectfully,

MA. JOYCE ANN C. CATABONA HARLENE B. GUIAGUI JECKSON L. KIKIM

KIMSON JHUN S. LICYAYO CARYLLE D. MANAOIS HANNAH M. TONGNAWA

Noted by:

Mr. SIEGFRIED M. ERORITA, CPA, MBA, PhD

 40

Research Adviser

Request Letter for Data Gathering

February 23, 2023

MS. JULIE ANN U. ABELLERA, CPA, MBA, PhD

Program Chair, College of Accountancy
University of the Cordilleras
Governor Pack Road, Baguio City

Ma’am:

Greetings!

We, the undersigned researchers under the UC-COA Bachelor of Science in

Accountancy (BSA) program, are currently conducting a study regarding academic
performance as a predictor of UC BS Accountancy students’ performance in the
Simulated Examination for Accountancy Licensure (SEAL).

In relation to this, we are humbly requesting your good office to

release the scores of the current 3rd and 4th year BSA students for the
SEAL Examination that took place during the 2nd trimester of the academic
year 2022-2023. Attached to this letter are the documented and signed
authorization letters of the respective students, consenting the
researchers to retrieve and utilize their academic records, as well as the
signed approval of the college dean, Ms. Jasmin May P. Baniaga.

Rest assured that ethical research practices will be observed in the

conduct of our study and that the information gathered will be treated with
the utmost confidentiality. If you have any questions or comments, you may
contact us through the following:

Email: harleneguiagui25@gmail.com
Phone No: 09499769066

Thank you very much for giving this matter your attention.

Respectfully,

MA. JOYCE ANN C. CATABONA HARLENE B. GUIAGUI JECKSON L. KIKIM

CARYLLE D. MANAOIS HANNAH M. TONGNAWA

KIMSON JHUN S. LICYAYO
Noted by:

Mr. SIEGFRIED M. ERORITA, CPA, MBA, PhD

Research Adviser
 41

Authorization Letter of Respondents

February 23, 2023

3RD AND 4TH YEAR BSA STUDENTS (A.Y. 2022-2023)

University of the Cordilleras
Governor Pack Road, Baguio City

Sir/Ma’am:

Greetings from the University of the Cordilleras – College of Accountancy!

We, the undersigned researchers under the UC-COA Bachelor of Science in

Accountancy (BSA) program, are currently conducting a study regarding academic
performance as a predictor of UC BS Accountancy students’ performance in the Simulated
Examination for Accountancy Licensure (SEAL).

In relation to this, we are humbly requesting your authorization to allow the

utilization and retrieval of your data from the College’s records. Rest assured that
ethical research practices will be observed in the conduct of our study and that the
information gathered will be treated with the utmost confidentiality. If you have any
questions or comments, you may contact us through the following:

Email: harleneguiagui25@gmail.com
Phone #: 09499769066

Thank you very much for giving this matter your attention.

Respectfully,

MA. JOYCE ANN C. CATABONA HARLENE B. GUIAGUI JECKSON L. KIKIM

CARYLLE D. MANAOIS

KIMSON JHUN S. LICYAYO Noted by: HANNAH M. TONGNAWA

Mr. SIEGFRIED M. ERORITA, CPA, MBA, PhD

Research Adviser

—---------------------------------------------------------------------------INFORMED
CONSENT

I, _______________________________, voluntarily and expressly give my permission to

the researchers to retrieve and utilize my college academic records for their study. I
have read and fully understood the contents of the authorization letter above. I also
understand that the researchers will maintain my anonymity with regard to my academic
records, and will treat any information gathered with the utmost confidentiality.

 Yes, I ALLOW the proponents of the study to retrieve and utilize my academic
records for the data gathering of their research.

 No, I DO NOT ALLOW the proponents of the study to retrieve and utilize my
academic records for the data gathering of their research.
 42

Signed this __ day of _______________ _______________________

Student
(Name | Signature)