REVIEWER:

INTRODUCTION
1. Purpose of JPIA: JPIA (Junior Philippine Institute of Accountants) is an organization
dedicated to benefiting its accounting student members by promoting their welfare and nurturing
them as future accountants and responsible members of society. It initiate various non-academic
activities that empower students and strengthen their individuality and sense of responsibility.
2. National Federation of JPIA: JPIA is a part of the National Federation of the Junior Philippine
Institute of Accountants (NFJPIA), a network of local JPIA chapters with a shared goal of
developing highly qualified and competent future accountants to contribute to the country's
business sector.
3. Benefits of Student Organization Involvement: Research by Wong et al. (2022) highlights the
significance of student organization involvement for accounting students. It provides
opportunities for leadership, networking, and skill development, all of which contribute to the
development and competency of accounting students.
4. Use of Experiential Learning Theory: The researchers in this study employed the Experiential
Learning Theory as a reference to assess the development and competency of accounting
students through JPIA activities. This theoretical framework guided the research in achieving its
objectives.
5. Research Motivation: The study was conducted because the researchers were concerned about
the development and competency of accounting students through efficient JPIA-PAU activities.
They believe that the study's outcomes will encourage students to view JPIA positively and
increase their participation in various activities.
6. Uniqueness of the Study: Unlike previous research that focused on online classes or university
programs, this study assesses the development and competency of accounting students
specifically through their involvement in JPIA-PAU activities. It offers a unique perspective on
the role of extracurricular activities in student development.
7. Relevant References: The study draws on relevant references, including Del Rosario (2017)
and Wong et al. (2022), to provide a solid foundation for its research and findings.
8. We can use these key points to emphasize the significance of student organization
involvement, particularly within JPIA, in shaping the development and competency of
accounting students. This research offers valuable insights that can inform educational
institutions and organizations about the positive impact of extracurricular activities on students'
growth and professional readiness.
RRL
 Age: Research suggests that age plays a role in students' learning satisfaction and
development. Older students, typically those aged 20 and above, may have a positive
relationship with their learning and development.
 Gender: Gender differences can affect student participation and perception in student
organization activities, with studies showing that female students are often the majority in
such organizations. Gender can also impact the types of organizations students join and
the leadership opportunities available to them.
 Course: The type of course or specialization, such as BSA, BSMA, and BSAIS, is
relevant to the development of future accountants. JPIA programs have been considered
useful for students in these courses.
 Building Skill-set: Student organizations provide opportunities for students to acquire
and develop various skills, both soft and hard, which are essential for their competency.
This development of skills is critical for their success as future professionals.
 Time Management: Time management is a form of self-management that involves
understanding what activities to do, how to do them efficiently, and when to do them.
Effective time management behaviors are linked to positive academic outcomes and
better learning achievement.
 Collaborative Skills: Collaboration in academic can intensify critical thinking and
enhance academic performance. Cooperative learning opportunities provided by student
organizations can improve students' abilities and interest in challenging courses, leading
to academic success.
 Building Friendship and Networking Opportunities: Participation in student
organizations offers students the chance to build friendships, network with professionals,
and develop relationships that bridge barriers. These connections are valuable for their
academic and future professional journeys.
 Building Confidence: Active involvement in student organizations is associated with
increased confidence levels, empowering students to express their opinions and
communicate effectively. This heightened confidence can also improve English fluency
and pronunciation skills.
 College Experience: Student involvement enhances degree attainment and the successful
negotiation of the college experience. It contributes to socialization, personal
development, and professional growth, ultimately preparing students for the workforce.
 Increase Marketability: Marketability depends on factors such as confidence,
knowledge, and competence. Participation in student organizations like JPIA can
significantly enhance career-relevant social skills, academic knowledge, and competence,
making members well-prepared for future job opportunities.
THEORETICAL
 Experiential Learning Theory: The study is grounded in the Experiential Learning
Theory, which emphasizes that the best way to learn is through actual experiences. This
theory has been recognized as a potential method for attracting and retaining members in
student organizations. Students highly value activities that offer professional
development and opportunities to interact with professionals. These opportunities are
often facilitated through junior affiliates of professional organizations.
 The College of St. Scholastica's Seven Factors: The College of St. Scholastica has
identified seven factors that emphasize the importance of student involvement in campus
organization activities. These factors include building skill sets, time management,
collaborative skills, building friendships and networking opportunities, building
confidence, college experience, and increased marketability. These factors highlight the
wide-ranging benefits of student involvement in organizations.
 Linkage to the Study: The theoretical framework suggests a strong connection between
the Experiential Learning Theory and the College of St. Scholastica's seven factors with
the study's focus. The research aims to understand the experiences of respondents in JPIA
activities and their impact on development and competency. Involvement in college
organizations, particularly JPIA, is seen as a valuable way for students to acquire
essential skills and hands-on experience.
 This theoretical framework provides a strong foundation for understanding the role of
experiential learning and the broader factors associated with student organization
involvement in the development and competency of accounting students.

CONCEPTUAL
 IV-DV Model: The research employs an Independent Variable-Dependent Variable (IV-
DV) model to measure cause-and-effect relationships. The independent variable, in this
case, is the cause, and its value remains unaffected by other variables in the study. The
dependent variable, on the other hand, represents the effect, and its value depends on
changes in the independent variable.
 Components in the Independent Variable: The independent variable comprises several
components, including the demographic profile of the respondents, such as age, gender,
and course. It also encompasses the students' development and competency through
JPIA-PAU activities, with specific variables related to building skill sets, time
management, collaboration, building friendships and networking opportunities, building
confidence, college experience, and increasing marketability.
 Dependent Variable: The dependent variable focuses on the students' development and
competency through their participation in JPIA-PAU activities.
 Output: The study aims to generate an output referred to as the "Innovative Activities
Proposal." This proposal consists of various activity suggestions designed to enhance the
development and competency of students.
  This conceptual framework sets the stage for understanding the relationship between
the independent and dependent variables and the ultimate goal of providing innovative
activity proposals to support students' development and competency through JPIA-PAU
activities.

SOP

1. How may the demographic profile of accounting students (BSA, BSAIS, and BSMA)
be described in terms of: 1.1. Age 1.2. Gender 1.3. Course
- The study aims to describe the demographic profile of accounting students (BSA, BSAIS,
and BSMA) in terms of age, gender, and course. This provides a comprehensive
understanding of the student population under this research.

2. How may the development and competency of students through JPIA-PAU

activities be described in terms of: 2.1 Building Skill-set 2.2. Time management 2.3
Collaborative 2.4 Building friendship and networking opportunities 2.5 Building
confidence 2.6 College experience 2.7 Increase marketability
- The research seeks to describe the development and competency of students through their
participation in JPIA-PAU activities. This description includes various aspects such as building
skill-set, time management, collaboration, building friendships and networking opportunities,
building confidence, college experience, and increased marketability.

3. Is there a significant relationship between the age of the students and development
and competency of students through JPIA-PAU activities?
- The study investigates whether there is a significant relationship between the age of the
students and their development and competency through JPIA-PAU activities. This analysis will
help determine if age plays a role in students' development and competency.

4. Is there a significant difference among gender and course with the development and
competency of students through JPIA-PAU activities?
- The research explores if there are significant differences among gender and course concerning
the development and competency of students through JPIA-PAU activities. This analysis will
shed light on whether gender and the chosen course have an impact on students' development
and competency.

5. What activities may be proposed to improve the development and competency of the
students through JPIA-PAU?
- The study aims to propose activities that can enhance the development and competency of the
students through JPIA-PAU. This practical aspect of the research provides actionable
recommendations for improving student experiences and outcomes.
HYPOTHESIS
 Hypothesis 1:
- Null Hypothesis: There is no significant relationship between the age of the students and their
development and competency through JPIA-PAU activities. This hypothesis challenges the
notion that age influences students' development and competency through their participation in
JPIA-PAU activities.
 Hypothesis 2:
- Null Hypothesis: There is no significant difference among gender and course concerning the
development and competency of students through JPIA-PAU activities. This hypothesis
examines whether gender and the choice of course have any notable impact on students'
development and competency when participating in JPIA-PAU activities.

SOS
 Accounting Students: The research will provide valuable insights into assessing the
development and competency of accounting students. It enhances their understanding of
how participation in JPIA activities contributes to their abilities and future careers in the
field of accountancy.
 JPIA-PAU: The study evaluates the level of involvement and offers recommendations to
enhance non-academic activities conducted by JPIA-PAU. This will aid in the
development of strategies to further enrich the knowledge and skills of accounting
students.
 CMA Department: The study assists the CMA department in assessing students'
development and competency through JPIA-PAU activities. It serves as a valuable
resource to innovate JPIA activities, creating new categories and strategies to foster the
growth of its members.
 PHINMA Araullo University Administrators: The findings of this research enable the
school administrators to evaluate the impact of students' organizational activities,
particularly JPIA-PAU, on the development and competency of accounting students.
 Researchers: This study provides valuable insights to researchers, enhancing their
understanding of the dynamics of JPIA-PAU activities and their influence on students'
future professions.
 Future Researchers: The findings of this study can serve as a reference for future
research, paving the way for further investigations into the development and competency
of students through non-academic organizational activities. It contributes to the body of
knowledge in this area, facilitating future studies and improvements in educational
practices.
SCOPE AND LIMITATION
 Scope of the Study:
This study was conducted on the campus of PHINMA Araullo University, Main Campus,
Cabanatuan City, Nueva Ecija. The research focuses on JPIA PAU members who are 3rd and
4th-year students during the Armobriyo year 2022-2023. These students were randomly selected
from the Bachelor of Science in Accountancy (BSA), Bachelor of Science in Accounting
Information System (BSAIS), and Bachelor of Science in Management Accounting (BSMA)
programs. The selection criteria were based on their active participation in JPIA activities. The
study excludes JPIA officers to prevent conflicts of interest. The research spanned the 2nd
semester of the academic year 2022-2023 and continued into the 1st semester of the academic
year 2023-2024.
 Limitations of the Study:
The study is limited to specific factors that the researchers considered vital in assessing students'
development and competency through JPIA-PAU activities, with a focus on non-academic
aspects. These factors include building a skill set, time management, collaboration, building
friendships and networking opportunities, building confidence, college experience, and
increasing marketability. Other potential factors not included in this research were considered
less relevant for the study's objectives. The researchers suggest that these unexplored factors
could be the subject of future studies.

DOT
 Building friendship and networking opportunities: This refers to the process of
establishing relationships and a network that will assist students in their careers.
 Collaborative: This term denotes the ability to work effectively with others, showing
cooperation and a willingness to assist peers to gain knowledge and achieve common
goals.
 College experience: It encompasses the full range of opportunities and activities
available on campus and within school organizations, which aim to help students develop
the skills needed for future work environments.
 Competency: This term represents the students' ability to successfully apply the skills,
knowledge, and abilities they have acquired, aligning these attributes with their work and
expertise.
 Confidence: It reflects a significant skill and the feeling of assurance about one's
capabilities and knowledge, enabling effective leadership and communication.
 Development: It refers to the enhancement of skills acquired by students through non-
academic activities they engage in.
  Junior Philippine Institute of Accountants (JPIA): This is an association for students
enrolled in bachelor's degree programs in accounting, accounting information systems,
and management accounting.
 JPIA activities: These activities and events are organized by JPIA for the development
and competency of its student members.
 Marketability: Marketability encompasses both hard and soft skills and is often referred
to as employability skills. It relates to the ability to present oneself confidently,
knowledgeably, and competently.
 Non-academic activities: These are non-academic-related activities and events, such as
JPIA Day, Organization Fair (Cosplay Carnival), and accounting seminars.
 Skill-set: It encompasses a student's range of skills and abilities acquired through
participation in JPIA activities, including both soft skills (interpersonal and
communication skills) and hard skills (technical skills required for future employment).
 Time management: This skill involves managing time wisely to balance academic and
social activities effectively.

CHAPTER 2
DESIGN
 Descriptive Correlational Research Design: This research design is used to describe
the variables and understand the natural relationships that exist among them. It is suitable
for exploring how variables are connected and whether correlations exist between them.
 Quantitative Approach: The study adopts a quantitative approach, which is systematic,
objective, and formal in describing and testing correlations, as well as investigating
cause-and-effect relationships among variables. This approach provides a structured
method for analyzing data.
 Descriptive Survey Method: The study employs a descriptive survey method, which is a
widely used approach for gathering information from a sample of individuals. It involves
collecting data about groups of people, including their characteristics, opinions, attitudes,
and past experiences, through the use of survey questionnaires. This method is valuable
for gathering and analyzing a variety of data to understand the research questions and
objectives.

FLOW CHART
In Figure 2.0, the Research Flowchart provides an essential visualization of the research
workflow. A flowchart, serving as a graphical representation of an algorithm, define the step-by-
step approach undertaken to address the research objectives and methodology. It illustrates the
systematic process followed to ensure clarity and understanding of the research path during the
final defense presentation. (PAKI TIGNAN NALANG UNG TABLE/ FIGURE SA MISMONG
RESEARCH PAPER)
GANTT CHART
(PAKI TIGNAN NALANG UNG TABLE/ FIGURE SA MISMONG RESEARCH PAPER)
LOCALE
In Figure 4.0, the Research Locale is significant for the study as it sets the context and
geographical location where the research is conducted. It provides a clear understanding of the
study's environment, PHINMA Araullo University, emphasizing its reputation as an educational
institution in Cabanatuan City, Nueva Ecija. highlighting the university's mission and efforts to
enhance education and produce competitive professionals adds depth to the research's
background and significance.
RESPONDENTS
In Table 1, the summary of respondents is provided, highlighting the sample selection process.
The selection focuses on 3rd and 4th year accounting students (BSA, BSAIS, and BSMA) at
PHINMA Araullo University Main Campus during the 1st semester of the school year 2023-
2024, who are members of JPIA. The total population of eligible students is 411, with a sample
size of 170. This information is crucial as it explains the process of selecting participants and
helps in understanding the demographic characteristics of the respondents. This can be
effectively utilized in the final defense presentation to clarify the sampling strategy and the
distribution of respondents.
SAMPLE AND SAMPLING PROCEDURE
Sampling Procedure: The study employs stratified random sampling to ensure that each
subgroup of interest (3rd and 4th-year accounting students from BSA, BSAIS, and BSMA) is
properly represented. This method provides a structured approach to sample selection.
Sample Size Calculation: Raosoft Calculator was used to determine the sample size. The 170
participants were chosen to represent the total population of 411, with a confidence level of 95%
and a margin of error of 5%. This information is essential to understand the size and
characteristics of the sample.
CONSTRUCTION OF INTRUMENTS
Instrument Construction: The study utilizes a quantitative research approach with surveys as
the primary data collection tool. The questionnaire is described in detail, emphasizing its three
parts, including demographic profiles and questions related to students' development and
competency through JPIA-PAU activities.
Questionnaire Design: The questionnaire was designed based on the statement of the problem,
theoretical framework, and related literature. It consists of 49 items with four response options
(Strongly Agree, Agree, Disagree, and Strongly Disagree). The description of the Likert Scale
used is valuable for understanding how respondents indicate their agreement or disagreement.
VALIDITY AND RELIABILITY
 The validity of the instrument is discussed, including how the questionnaire was
validated by research panelists and their recommendations incorporated. The reliability of
the instrument is affirmed through a reliability test conducted by an expert statistician.
DATA GATHERING PROCEDURE
 The process of data collection is elaborated. It begins with the determination of the
population and sample size and proceeds to questionnaire preparation. The importance of
consent, privacy, and the distribution of questionnaires are highlighted. The use of
stratified random sampling is mentioned.
QUESTIONNAIRE ADMINISTRATION
 The survey is administered to the 3rd and 4th-year students of BSA, BSAIS, and BSMA
who were selected through stratified random sampling. The procedure for collecting
questionnaires is described, underlining that respondent handed them in after completing
them.
CHAPTER 3
SOP 1
Age Distribution (Table 6):
- The data shows that out of 170 respondents, 84 (49.4%) are in the age range of 19-20.
- Additionally, 86 respondents (50.6%) are 21 years old and above.
- This indicates that the majority of the accounting students at PHINMA - Araullo University are
aged 21 and above.
Gender Distribution (Table 7):
- Among the respondents, 133 (78.2%) are female, while 37 (21.8%) are male.
- This data reflects that the majority of accounting students are female at PHINMA - Araullo
University.
Course Distribution (Table 8):
- The study reveals that 69.4% of the respondents are enrolled in the BSMA program.
- BSAIS has 14.7% of the students, and BSA represents 15.9%.
- The results suggest that BSMA is the most prevalent program among accounting students at
PHINMA - Araullo University.
Comparison to Prior Studies:
- The findings can be compared with the study by Villalobos et al. (2016), where they found that
students' primary motivation for joining extracurricular activities was personal enjoyment and
satisfaction.
- The present study aligns with this by showing that the age and gender demographics are
inclined toward similar patterns in your university.
SOP 2
Building Skill-set:
- JPIA activities are effective in developing various skills among students.
- The highest-rated statement in this category was about improving presentation skills through
JPIA seminars and workshops.
- The lowest-rated statement in this category was about enhancing knowledge about computers.
- The average weighted mean is 2.92, indicating that JPIA activities are effective in building a
skill-set among accounting students.
Time Management:
- Students perceive JPIA activities as beneficial for time management.
- The highest-rated statement in this category was about JPIA activities providing tips on
highlighting tasks and responsibilities.
- The lowest-rated statement in this category was about managing daily and weekly schedules.
- The average weighted mean is 2.90, signifying that JPIA activities effectively contribute to
students' time management skills.
Collaborative Skills:
- JPIA activities help students collaborate effectively with team members.
- The highest-rated statement in this category was about collaboration with team members to
achieve common goals.
- The lowest-rated statement in this category was about managing and resolving conflicts within
a team.
- The average weighted mean is 3.13, showing that JPIA activities are effective in fostering
collaboration.
Building Friendship and Networking Opportunities:
- JPIA activities lead to the development of friendships and networking opportunities.
- The highest-rated statements in this category were about meeting people with similar interests
in accounting.
- The lowest-rated statement was about meeting alumni and learning from them.
- The average weighted mean is 3.06, indicating that JPIA activities effectively promote building
friendships and networking opportunities.
Building Confidence:
- JPIA activities contribute to students' confidence in various aspects, such as leadership and
public speaking.
- The highest-rated statement in this category was about gaining confidence in career goals
through mentorship from accounting professionals.
- The lowest-rated statement was about being confident to be a leader in group activities.
- The average weighted mean is 2.94, signifying that JPIA activities effectively help students
build confidence.
College Experience:
- JPIA activities enhance the overall college experience by developing skills and engagement.
- The highest-rated statement in this category was about exploring different career paths and
experiences.
- The lowest-rated statement was about participating in competitions and applying accounting
knowledge and skills.
- The average weighted mean is 3.07, demonstrating that JPIA activities effectively contribute to
students' college experiences.
Increase Marketability:
- JPIA activities positively impact students' marketability by providing various opportunities.
- The highest-rated statements in this category were about attending career fairs and preparing
for job interviews.
- The lowest-rated statements were about the advantage of including JPIA scholarships on
resumes.
- The average weighted mean is 3.02, indicating that JPIA activities effectively enhance students'
marketability.
SOP 3
1. Significant Relationship with Building Confidence: The analysis indicates a significant
relationship between the age of students and their building confidence, with a significant p-value
of 0.015. This suggests that as students grow older, their confidence tends to increase, likely due
to their participation in activities that boost self-confidence.
2. No Significant Relationship with Other Competencies: In contrast, there is no significant
relationship between age and other competencies, including building skill-set, time management,
collaborative skills, building friendships and networking opportunities, college experience, and
increase marketability. This means that the age of the students does not significantly impact their
development in these areas through JPIA-PAU activities.
3. Implications for Student Development: The findings imply that JPIA-PAU activities are
effective in building confidence across different age groups. However, the lack of significant
correlations with other competencies suggests that these activities are generally beneficial for
students of all ages, and age does not play a substantial role in the development of other
competencies.
4. Relevance of Prior Research: The research aligns with previous studies, such as the one by
Beyrambibi Bayat et al. (2019), which found that self-confidence tends to increase with age. This
alignment further validates the importance of confidence-building activities within the JPIA-
PAU context.
SOP 4
1. Significant Gender Differences: The paired samples t-test revealed a highly significant
difference (p < 0.001) between genders in terms of the development and competency of students.
This implies that male and female students experience distinct outcomes in their development
and competency through JPIA-PAU activities. It's crucial to dig deeper into these gender-specific
differences to understand how the activities impact each group.
2. Significant Course Differences: Similarly, the analysis indicated a substantial difference (p <
0.001) among students from different courses regarding their development and competency
through these activities. This highlights that students enrolled in various courses may derive
varying benefits from their participation in JPIA-PAU activities. Exploring these distinctions can
provide insights into tailoring activities to suit the needs of specific courses.
3. Importance of Identifying Differences: Acknowledging these significant differences is a
vital step in crafting more effective and targeted strategies for student development and
competency enhancement. By recognizing the diversity in responses based on gender and course,
you can set JPIA-PAU activities to better address the unique needs of different student groups.
4. Alignment with Previous Research: The findings align with existing research, such as that
by Cromley et al. (2016), which highlights how competency can be a predictor of gender
differences. Building upon this existing knowledge, your study contributes to a deeper
understanding of how gender and course-related differences impact student development and
competency.
SOP 5
1. Time Management: The proposed activities aim to improve time management skills. "Virtual
talks: Tips for students to manage time wisely" and "Online Games and tutorials on how to make
calendars, reminders, and schedules" empower students to become more productive and
punctual. By utilizing online resources, these activities engage students of all levels, enhancing
their time management capabilities.
2. Building Skill-Set: To bolster the skill-set of accounting students, the "Tulong Dunong
(tutorial)" activity encourages volunteerism among 3rd and 4th-year JPIANs, who tutor lower-
year accounting students. Additionally, the "Online Weekly Quiz bee" fosters social interaction
among students by using an online platform for quiz competitions, involving students from all
levels and even CMA professors.
3. Building Confidence: "Carnival Party and Games: Myths and Tales" is designed to boost the
confidence of JPIAns. By encouraging creativity in costumes and gifting, it helps students feel
appreciated as federation members. The "Healthy Eating Day" promotes healthy eating habits
and provides an opportunity for students to prepare healthy cuisine together, reinforcing their
confidence.
4. Increase Marketability/ Building Friendship and Networking Opportunities: "A Day with
Your Alumni" invites alumni practicing in various industries for a full-day event. This event
aims to foster meaningful interactions, share experiences, and provide networking opportunities.
It enhances students' marketability and helps build friendships with alumni.
5. College Experience: The "JPIA-PAU Annual General Assembly" serves as a platform to
showcase the federation's achievements and engage the JPIA community. Voluntary work and
community service activities, including tutorials for children, nursing for the elderly, and
plantation activities, enable students to give back to society, enrich their college experience, and
promote a sense of social responsibility.
6. Collaborative: "JPIA Week and JPIA Day" involve a range of academic and non-academic
activities such as quiz bees, debates, talent shows, and contests. "Sports Week" encourages
students to engage in physical activities, fostering collaboration and emphasizing the importance
of health.

CHAPTER 4
SUMMARY OF FINDINGS:
1. Profile of the Respondents: This study revealed that the majority of the respondents were
aged 21 and above, primarily female students, and most were enrolled in the BSMA program.
2. Development and Competency of Students through JPIA-PAU Activities: The research
found positive effects from JPIA-PAU activities on students' development and competency in
terms of building skill-set, time management, collaborative skills, building friendships and
networking opportunities, building confidence, enhancing college experiences, and increasing
marketability.
3. Relationship between Age and Development and Competency: There was a significant
relationship between age and the building of confidence, while age did not significantly affect
the other factors of development and competency through JPIA-PAU activities.
4. Significant Differences among Gender and Course: A significant difference was identified
among gender and course groups regarding the development and competency of students through
JPIA-PAU activities.
CONCLUSIONS
1. Demographics of Respondents: The study found that the majority of respondents were
under 21 years old, with a significant portion being female students enrolled in the
Bachelor of Science in Management and Accountancy course. This demographic
information provides context for the subsequent findings.
2. Factors of Development and Competency: Among the factors related to the
development and competency of students through JPIA-PAU activities, collaborative
activities received the highest mean score, indicating their importance in enhancing
student skills. College experience, building friendship and networking opportunities, and
increasing marketability followed in descending order. Building confidence, building
skill-set, and time management were also identified as important factors. These results
suggest that JPIA-PAU activities positively impact students' soft skills through non-
academic engagements, helping them discover and maximize their potential.
Effectiveness of JPIA-PAU Activities: The study concluded that JPIA-PAU activities
are "effective" in enhancing the development and competency of accounting students.
This finding underscores the value of extracurricular activities in a student's educational
journey, particularly in terms of soft skill development.
3. Age: While there was a significant relationship between a student's age and their building
skill-set factor, no significant relationship was found between age and the other factors of
development and competency. This suggests that age plays a role in specific skill
development, but not in other areas.
4. Gender and Course: The study revealed a significant difference between gender and
course with respect to the development and competency of students through JPIA-PAU
activities. This emphasizes the importance of tailoring activities to suit the diverse needs
and expectations of students based on gender and their academic program.
5. Proposed Activities: Based on the findings, the researchers have developed a series of
innovative activities and programs aimed at helping accounting students further develop
their skills and competencies. These activities encompass various aspects of personal and
professional growth, including time management, building skill-set, building confidence,
building friendship and networking opportunities, increase marketability, college
experience, and collaboration. The proposed activities seek to provide students with an
integrated college experience, providing them with the skills necessary for the corporate
world.
RECOMMENDATIONS:
1. To Accounting Students: Encourage increased participation in JPIA-PAU activities to boost
confidence, skills, and future career advantages.
2. To JPIA-PAU: Suggested diversifying activities, considering modern methods and
technologies, and making non-academic activities enjoyable, fun, and educational to enhance
students' skills and knowledge.
3. To CMA Department: Extend support in formulating and modeling activities and actively
contribute to identifying effective non-academic activities.
4. To PHINMA Araullo University Administrators: Suggested increased coordination with
the CMA department and JPIA-PAU to better support the activities for accounting students.
5. To Future Researchers: Recommendations for future research include expanding the sample
population to include 2nd-year students, exploring academic activities, and considering
additional factors or parameters to gain a broader perspective on students' development and
competency through JPIA-PAU activities.

COMPUTATION:
1. Frequency
Age, gender and course

SPSS
 Input data: Go to variable view then input data (name, type, decimal, label, values,
measure and role).
o Name- name of the variables such as age, gender, course, and the rest of the seven
factors.
o Type- Numeric
o Decimal- 2 decimal
o Values- click the values, add value and label (1.00- male, 2.00- female)
o Measure- choose nominal for all the variables.
o Role- choose input for all the variables.
 Then, go to data view and input the data. In our group, we already tabulated our data in
excel and we copied and pasted the data when we used SPSS to make it easier.
 Then, click analyze.
 Click on Descriptive Statistics
 Click on Frequencies
 Move the variable of interest to the Variable(s) section
 Check if Display frequency tables is ticked.
Excel
o =frequency (column of data) then enter.
o Drag.

2. Weighted mean
 SPSS- click analyze, then descriptive statistics, then descriptive, move variable of
interest, ok, check if the descriptive table displays, then copy the table.
 Excel- =average(click the values of variables or q1-7 of factor 1) then enter, then drag.

3. Pearson Correlation
 SPSS- click anlyze, click correlate, then click bivariate correlations. Move age, and seven
factors. Click pearson in correlation coefficient, click two tailed in test of significance,
then ok.

4. T test
 SPSS- click anlyze, click compare means, then click paired sample t test. Move gender
and course to variable 1, the move the avwm of factors to variable 2. Then ok.