THE LEVEL OF PERFORMANCE OF BSACC1-1 STUDENTS IN THEIR MAJOR SUBJECT, FUNDAMENTALS OF ACCOUNTING PART 1

A Research Paper Presented To Ms. Ellen A. Ronquillo College of Arts and Sciences Cavite State University Indang, Cavite

In Partial Fulfillment Of the Requirements for English II – Writing in the Discipline

MARIAH ANNE D. CASUMPANG JOHN ALLEN C. ERNI CHERRY LOU S. FRANCO JERREMIAH JOSH R. REMENTILLA SHARMAINE M. VILLEDO BSACC1-1

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March 2011 INTRODUCTION According to (Adolescent Psychology, 1980), adolescents particularly college students spend majority of their time studying at educational institutions such as colleges or universities. Aside from educational functions, these institutions also act as social mechanisms that promote students to become responsible contributors to the society. Therefore, there seems to be a link between economic success and academic performance. Several factors are present within the college environment such as value orientation of the students’ major field of specialization. Evidently, most of the students focus on their major subjects because of its significant contribution to their chosen field. Question such as “What career am I suited for?” is common among college students (Spungin & Tallent, 1977). This is a major problem since career planning is life planning which is the total period of the person’s life that is devoted to work (Santamaria, 2000) and competent performance in college education greatly helps to reach success. Intelligence is requirement to comply with studying requirements. However, this does not develop automatically. In the development of intellectual potentials, the desire of growth and positive efforts are required for the individual to obtain average to excellent grades (Paraso & Zulueta, 2004). In educational institutions, success is measured by academic performance. As career competition grows intense in the working world, the importance of high performance in colleges, universities and schools caught the attention of parents, educators, government officials and the like. Tracking of academic performance fulfills a number of purposes such as determining areas of achievement and failure (Bell, 2011).

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Since major subjects have substantial inputs in collegiate education, it is very important that students need to give more attention and effort for these and good performance may indicate higher chances for the student to continue in pursuing a program. On the other hand, low performance may suggest the student to shift and pursue a different program. For these reasons, this research paper aims to determine the level of performance of BS Accountancy 1-1 students in their major subject, “Fundamentals of Accounting Part 1” to help the students in career planning.

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RESULTS AND DISCUSSION In this part, the data gathered by the researchers has been tabulated and analyzed to get a meaningful interpretation about the data. Table 1 Students’ Performance in Class Participation Statements 1. I am always attentive in class. 2. I am sure with my answers whenever I’m reciting in class. 2.48 3. I always go to class on time. 4. I understand the topics being discussed. 5. I cooperate well during group activities. MEAN SCORE
Legend: 3.21 – 4.00 Strongly Agree 2.41 – 3.20 Moderately Agree 1.61 – 2.40 Undecided 0.81 – 1.60 Moderately Disagree 0.00 – 0.80 Strongly Disagree

Mean 2.36

Interpretation Undecided

3.39 2.82 2.94 2.80

Moderately Agree Strongly Agree Moderately Agree Moderately Agree Moderately Agree

Table 1 shows the students’ performance in class participation. The mean score of Table 1 is 2.80 or moderately agree. The respondents strongly agree in always going to class on time (3.39); moderately agree in cooperating well during group activities (2.94); understanding the topics being discussed (2.82); being sure of the answers during recitation (2.48); being always attentive in class (2.36); undecided in being attentive in

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class (2.36).

In general, this may indicate that BSACC1-1 students have a good

performance in class participation. Table 2 Students’ Performance in Written Output Statements 1. I easily understand the questions. 2. I answer the questions confidently. 3. I get scores above 80%. 4. I review the topics before the scheduled examinations. 5. I do seat works, assignments and projects eagerly. MEAN SCORE
Legend: 3.21-4.00 Strongly Agree 2.41-3.20 Moderately Agree 1.61-2.40 Undecided 0.81-1.60 Moderately Disagree 0.00-0.80 Strongly Disagree

Mean 2.82 2.55 2.27 3.24 2.82 2.74

Interpretation Moderately Agree Moderately Agree Undecided Strongly Agree Moderately Agree Moderately Agree

Table 2 shows the students’ performance in written output. The mean source of Table 2 is 2.74 or moderately agrees. The respondents strongly agree in reviewing the topics before the scheduled examinations (3.24); moderately agree in easily understanding the questions (2.82);answering the questions confidently (2.55); doing seatwork’s, assignments and projects eagerly (2.82); and undecided in getting the scores above 80%(2.27). In general, this may indicate that performance in written output. Table 3 Study Habits of the Students BSACC1-1 students have a good

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Statements 1. I do advance reading. 2. I review in advance the exercises found in my book. 3. I make reviewers for my exams. 4. I can understand the topics that I’m reviewing. 5. I allot enough time for me to study at home. MEAN SCORE
Legend: 3.21-4.00 Strongly Agree 2.41-3.20 Moderately Agree 1.61-2.40 Undecided 0.81-1.60 Moderately Disagree 0.00-0.80 Strongly Disagree

Mean 2.52 2.45 2.39 2.85 2.76 2.59

Interpretation Moderately Agree Moderately Agree Moderately Agree Moderately Agree Moderately Agree Moderately Agree

Table 3 shows the study habits of the students. The mean score of Table 3 is 2.59 or moderately agree. The respondents moderately agree in doing advance reading (2.52); reviewing in advance the exercises found in books (2.45); making reviewers for exams (2.39); understanding the topics (2.85); and allotting enough time for studying at home (2.76). In general, this may indicate that BSACC1-1 students have a good study habits.

Table 4 Overall Performances of the BSACC1-1 Students in their Major Subject Aspects 1. Class Participation 2. Written Output 3. Study Habits Mean 2.80 2.74 2.59 Interpretations Moderately Agree Moderately Agree Moderately Agree

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MEAN SCORE
Legend: 3.21-4.00 Strongly Agree 2.41-3.20 Moderately Agree 1.61-2.40 Undecided 0.81-1.60 Moderately Disagree 0.00-0.80 Strongly Disagree

2.71

Moderately Agree

Table 4 shows the overall performances of the BSACC1-1 students in their major subject. The mean score of Table 4 is 2.71 or moderately agree. The majority of the respondents moderately agree in class participation; in written output and in study habits. As a whole, this may indicate that BSACC1-1 students have an overall good performance.

CONCLUSION

The researchers have determined that the level of performance of BSACC1-1 students have moderately agreed to the statements that refers to different aspects such as

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class participation, written output and study habits. The researchers have assumed that the students have shown responsibility, motivation and diligence based on the survey. Based on the conclusion that the researchers made, it was formulated that the students should continue what they have started. Throughout the research, it had been supposed that this study about the level of performance of BSACC1-1 students in their major subject, Fundamentals of Accounting Part I was successful enough to aid the students in career planning. The researchers therefore recommend the following for future researchers: 1. The researchers more recommend greater number of respondents for the study to be more accurate and reliable. 2. The researchers also recommend conducting similar surveys in different college programs other than BS Accountancy. 3. The researchers also recommend a post-study to determine the progress of the performance of BS Accountancy students.

BIBLIOGRAPHY Adolescent psychology. (1980). Baguio City, Philippines: St. Louis University Bell, M. (2011). Define academic performance. Retrieved March 3, 2011, from http://www.ehow.com/about_4740750_define-academic-performance.html

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Parasco, M., & Zulueta, F. (2004). General psychology. Mandaluyong City , Philippines: National Bookstore Press. Santamaria, J. (2000). Life career planning workbook, 3rd Edition. Makati City, Philippines: Career Systems, Inc. Spungin, C., & Tallent, N. (1977). Psychology understanding ourselves and others. New York City: American Book Company.