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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 Mean Interpretation
1. I am always attentive in class. Undecided
2.36
2. I am sure with my answers whenever I’m reciting in
class.
2.48 Moderately Agree
3. I always go to class on time. Strongly Agree
3.39
4. I understand the topics being discussed. Moderately Agree
2.82
5. I cooperate well during group activities. 2.94 Moderately Agree
MEAN SCORE 2.80 Moderately Agree

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

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 Mean Interpretation
1. I easily understand the questions. 2.82 Moderately Agree
2. I answer the questions confidently. 2.55 Moderately Agree
3. I get scores above 80%. 2.27 Undecided
4. I review the topics before the scheduled 3.24 Strongly Agree
examinations.

5. I do seat works, assignments and projects 2.82 Moderately Agree
eagerly.
MEAN SCORE 2.74 Moderately Agree

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

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 BSACC1-1 students have a good

performance in written output.

Table 3 Study Habits of the Students
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Statements Mean Interpretation
1. I do advance reading. 2.52 Moderately Agree
2. I review in advance the exercises found in 2.45 Moderately Agree
my book.
3. I make reviewers for my exams. 2.39 Moderately Agree
4. I can understand the topics that I’m 2.85 Moderately Agree
reviewing.
5. I allot enough time for me to study at home. 2.76 Moderately Agree

MEAN SCORE 2.59 Moderately Agree

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

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 Mean Interpretations
1. Class Participation 2.80 Moderately Agree
2. Written Output 2.74 Moderately Agree
3. Study Habits 2.59 Moderately Agree
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MEAN SCORE 2.71 Moderately Agree

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

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.