THESIS GUIDE.docx

EMILIO AGUINALDO COLLEGE

Factors Influencing the Decisions in Selecting Accountancy Course among BSA Students

of EAC

A STUDY SUBMITTED TO THE SCHOOL OF BUSINESS ADMINISTRATION

AS A REQUIREMENT IN MANAGEMENT CONSULTANCY

DEPARTMENT OF ACCOUNTANCY

BY

Peras, Erickson G. Sotelo, Manuel Christian S.

ERMITA, MANILA OCTOBER 2013

ACKNOWLEDGEMENT

This research study would not be made possible without the aid and

support from the people including our parents, brothers and sisters, friends, our college

dean and professors. We would like to dedicate and extend our gratitude to the

following significant individuals:

First, we would like to thank our School of Business and Administration

Dean Gary Huang and secretary Julieta Rodelas for giving us permission to conduct our

research and providing us the relevant data needed in completing the study.

Second, we would like to thank our Management Consultancy adviser

Professor Angelito Descalzo, our Accountancy Chairperson Bernardo Niduaza, Jr.,

Professor Rommel Zimara and Dr. Rolando Mamaradlo for lending their guidance in

developing our research study.

Third, we would like to thank our ever supportive former Professor Rolirey

Flores for reading and offering his advices regarding the grammar and detailed

information of the study.

Finally, we would like to express our deepest gratitude to our family and

friends, who supported us until we accomplish the research study.

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ABSTRACT

The objective of this research study is to investigate the factors influencing

the decisions in selecting the accountancy course among BSA students of EAC. The

study employs the Theory of Reasoned Action (TRA) in determining the respondents’

motive in selecting accountancy as their course and the influential factors associated

with those motives. Data were collected with the distribution of a rating scale

questionnaire to the accounting students of Emilio Aguinaldo College. The sampling

size technique was applied to come up with the total size of 87 respondents. The

questionnaires were then tallied and analyzed using frequency and percentage,

weighted mean, and T-test. It can be concluded from the findings that the influencing

factors are affirmatively related in influencing the students in selecting accountancy as

their course. The results will present useful knowledge to the learning institutions,

faculty, students and the society in providing innovative strategies to improve the

accountancy course.

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ii

TABLE OF CONTENTS

Acknowledgement ……………………………………………………………………. i

Abstract ……………………………………………………………………………. ii

CHAPTER I – Introduction ……………………………………………………………. 1

Statement of the Problem ……………………………………………………. 3

Significance of the Study ……………………………………………………. 4

Scope and Delimitation ……………………………………………………. 4

Conceptual Paradigm …………………………………………………..... 5

Theoretical Framework ……………………………………………………. 6

Definition of Terms ……………………………………………………………. 7

CHAPTER II – Review of Related Literature and Studies ……………………. 8

Related Foreign Literature and Studies …………………………………….. 8

Related Local Literature and Studies …………………………………….. 10

CHAPTER III – Methods of Research and Procedures ……………………………. 12

Research Design ……………………………………………………………. 12

Sampling Plan ……………………………………………………………. 12

Research Instrument ……………………………………………………. 13

Validation of the Research Instrument ……………………………………. 14

Data Collection Procedure ……………………………………………………. 14 Statistical Treatment of Data …………………………………………….. 14

Frequency and Percentage …………………………………………….. 15

Weighted Mean …………………………………………………………….. 15

Mode …………………………………………………………………………….. 16

CHAPTER IV – Data Analysis and Findings …………………………………….. 17

CHAPTER V – Summary of Findings, Recommendations and Conclusions ……. 43

Conclusion …………………………………………………………………….. 48

Recommendation …………………………………………………………….. 48

Bibliography …………………………………………………………………….. iii

Appendix …………………………………………………………………………….. v

Researchers’ Profile …………………………………………………………….. vi

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CHAPTER I

Introduction

Background of the Study

Accounting is the science of businesses that assesses, record, and

analyzes their financial status. For this reason, it is considered as an important

profession in economics and business. An accountant plays a key role in an

organization and is responsible in generating accounting and financial statements. Most

multinational companies require accountants with great academic record and qualities

to be a part of their company.

Accounting course faced many difficulties in the 1990’s with the decline in

enrollment from 4% in 1990 to 2% in 2000 (Alberchet & Sack, Accounting Education:

Charting the Course through a Perilous Future). This can be attributed to several reasons

such as the character of the accounting curriculum, unclear future for the profession and

corporate scandals. In general, the student finds the subjects to be monotonous and

tedious that does not secure a beneficial income in the near future. Moreover, the

stirring corporate scandals have greatly tainted the perception of the accounting

profession. As a result to the discouragement of students from taking the course.

In the Philippines, Accountants and auditors is one of the top ten in-

demand job in the country that is hard to fill. There is an increase in the demand of

accountants based on the recent report of the National Statistical Coordination Board

Secretary General Jose Ramon Albert in January 11, 2013 entitled “Beyond the

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Numbers (is education in sync with labor)” from the year 2007-2008 the proportion of

vacancies rose from 9.63 to 13.42 in the year 2009-2010( BLES Integrated

Survey,2007-2010). Most vacancies in such positions are hard to fill due to the specific

technical requirements and most of which necessitate the passing of an eligibility exam.

However, accountants are needed to run the economy. They possess a

wide range of intellect and skills needed to keep the financial structure afloat. This

matter prompted scholars and researchers to recognize factors the made students to

pursue their accounting course.

The majority of the studies utilized the Theory of Reasoned Action (TRA)

in investigating the people’s decision making. (Cohen & Hanno, 1993). According to the

TRA, Human behavior is directly affected by the intention to perform an action or display

a behavior (Ajzen & Fishbein, 1980 p8). The stronger the intention and more likely the

behavior to be performed. The theory explains that the intention is determined by the

individual’s beliefs outcomes or attributes of performing the behavior, weighted through

evaluations of those outcomes or attributes.

Despite the fact of the decrease of accountants to cope with the demand

an increase in the number of accountants is necessary. This issue has become a great

concern internationally including the Philippines. Thus this subject encourages the

researcher to investigate the situation in the Philippine settings on the Factors that

influence the students to pursue Accountancy Program.

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Statement of the Problem

This research study aims to investigate the Factors Influencing the

Decisions in Selecting Accountancy Course among BSA Students of EAC.

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Year Level

2. Find out the influencing factors of the students in terms of:

a. Personal factors

b. Social factors

c. Academic factors

3. What are the preferred influencing factors of the students in selecting

accountancy for the school year 2013?

4. If there is a significant relationship between the influencing factors and the

decision making of the student in selecting accountancy course.

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Significance of the study

This study will provide information that will benefit the School of Business

Administration of Emilio Aguinaldo College to further improve the BSA program that

would cater to the needs of future enrollees. For the faculty, the information gathered

may serve as a basis to help them develop new teaching strategy. This study will

provide insight to students and society on the factors to be considered in selecting a

BSA course. Moreover, this will provide data to other researchers in supporting their

assumptions in doing research.

Scope and Delimitation

In general, the study was conducted specifically among the accountancy

students currently enrolled in Emilio Aguinaldo College School of Business

Administration of all year levels. This study is limited since only a descriptive – survey

research conducted in 88 of the 111 students, who are currently enrolled for the school

year 2013.

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Conceptual Paradigm

The conceptual paradigm shows the different factors influencing the

decisions of students in selecting a course depends upon future employment

opportunities, recommendation from family/friends, trending job, personal choice, and

personal capability that will be collected by the researcher through the utilization of a

questionnaire. As a result, there is the factor that contributed in the decision making of

the student in selecting the course.

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course.

accountancy as their

Aguinaldo College

choosing the Emilio

BSA students in

Decision made by the

OUTPUT

interpretation of data.

Analysis and 2.

questionnaire.

made –

through a researcher

Collection of the data 1.

PROCESS

Factors

Academic 2.3

Social Factors 2.2

Personal Factors 2.1

of:

the students in terms

Influencing factors of 2.

Year Level 1.3

Gender 1.2

Age 1.1

Respondents

Profile of the 1.

INPUT

Figure no. 1

Theoretical Framework

This research work was based on the theory of reasoned action that

asserts that a person's behavior can be predicted through his behavioral intentions.

(Ajzen and Fishbein, 1980). The stronger the person’s intention towards the behavior

the more likely that behavior to be executed. In addition, the theory states that the

intention is based on the attitude and subjective norms perceived by a person. Attitudes

are made from behavioral beliefs that are acquired from experience either positive or

negative depends on the evaluation of the individual will produce the believed outcome.

On the contrary, subjective norms were the belief of another individual or group such as

friend, family and the society that confers one action to comply depending on the

motivation of the referents either positive or negative.

Many studies have utilized the Theory of Reasoned Action (TRA) in

predicting an individual’s decision and behavior (Cohen& Hanno, 1993; Zhang, 2010).

The TRA model has been a useful framework in investigating the variables influencing

the choice of academic program (Strader & Katz 1990; Cohen & Hanno, 1993).

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Definition of Terms

Personal Factors – pertains to an individual preference/attitude in selecting the course.

Social Factors – pertains to norms/trends that affects in decision making.

Academic Factors – pertains to the academic performance that influence his/her in

selecting the course.

Financial Statements – this contains the financial activities of a business, an

individual or any other entity that is meant to present the

current financial position that are usually intended for external

users.

Multinational Companies – a corporation that has its facilities and assets in at least

one country other than his home country.

Theory of Reasoned Action – this theory is designed to make statistical

generalizations predicting people’s behavior.

Subjective Norms – is a perceived social pressure to engage or not to engage in a

behavior.

CHAPTER II

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Review of Related Literature and Studies

This chapter is a presentation of related literature and studies with a

significant implication of the present study. The review of related literature and studies

plays an important role in research. Its purpose is to give an insight to help the

researchers establish facts.

Related Foreign Literature and Studies

A significant number of studies have been conducted to address various decisions in

choosing a career in college. On the research entitled “Choosing a College

Major Based on Your Personality” by Lawrence K. Jones, Ph.D., NCC. Jones listed five

(5) strategies that a student can use as an advantage in choosing a college major such

as: (1) Take a valid interest inventory or career test; (2) Use a “valid” list of majors; (3)

Learn about the environment for each of the majors; (4) Use the strategies described

here in choosing a “career pathway” or “career field”; (5) Make a good decision. It takes

self-discipline but it’s worth it. According to Byrne, when students commence their

higher education, they carry not only their prior knowledge and academic achievements

but also the motives, intentions and expectations. Prior research indicates that students

who motivated of interested in their studies usually seek to attain understanding and

intellectual development. Students’ expectation of success and their confidence in their

capabilities are definitely affiliated with their academic performance as emphasized by

Zeegers.

Maheran Zakaria on her research entitled “Accounting as a Choice of Academic

Program” concluded that attitudes towards the accounting subject and subjective norms

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influence students to choose accounting as their academic programs. Moreover,

students are concerned with the outcomes of their decisions this will lead us to factors

which influence them the most such as excellent long term income, can work on

different business areas, excitement and career advancement. The more positive the

outcomes, the stronger are the intention to choose accounting program. Zakaria added,

in an effort to attract students to engage in the accounting profession, it is essential to

educate students about the positive outcomes of the profession as well as to attract the

significant referents.

Many studies have adapted Theory of Reasoned Action (TRA) in

anticipating people’s decision and behavior (Cohen & Hanno, 1993; Zhang, 2010). The

TRA model that provides a social psychological framework has been proven to explain

many types of behavior (Ajzen & Fishbein, 1980; Sheppard, Hartwick & Warshaw,

1988). The model was then suggested to be useful in examining the variables that affect

the decision of selecting an academic program (Strader & Katz, 1990; Cohen & Hanno,

1993).

The California State University, Long Beach (CSULB) College of Business

Administration stated in their article that “the reason accounting may be the best route to

a successful business career is because accounting has always been considered as the

language and basic tool of business”. As the world continues to embrace the dynamic

change especially the business sector, the field of accounting has been changing

radically in response to such evolution, accounting skills are very much in demand and

also become an effective career.

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In a case study of Lee and Chatfield (2010), they had identified 11 factors

of college choice and extending their previous research they found more factors such as

degree benefit, career preparation and media impact. Their study also compared the

differences in the factors among three different groups namely: instate, out-of-state

students and international students. Their results revealed that out-of-state students

consider cost, facilities and family support as a relevant factor when choosing a college

course. In addition, their result also shows that media such as TV programs and news

plays an important role in influencing international students in selecting their choice of a

college course.

Related Local Literature and Studies

Espero (2010) Factors like socioeconomic status, parental attachment,

and parental expectations might have explained that there was a significant influence on

the career decisions of children whose parents were Overseas Filipino Workers.

In a dissertation by Tan (2009), future job opportunities, programs of

study, academic quality and religious emphasis were the factors with the highest ratings.

It is desirable for college administrators to develop recruiting strategies and procedures

that would emphasize these factors by recruiting students from high schools. Moreover,

promoting the linkages with corporations that will provide job opportunities to students

through internships during their college years. In addition, the highest among the college

choice factors associated with people was the factor of “parents”. School administrators

should focus on the parents as their target market.

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Actions such as determining the parents’ college concerns, giving parents some insights

about the college and administer family tours of the college campus.

CHAPTER III

Methods of Research and Procedures

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This section presents the method of research and respondents used for

the study. It also describes the sources of data of the study, including the statistical

methods to be employed in analyzing the data.

Research Design

The study used the descriptive research to analyze the factors influencing the decision

in selecting accountancy courses among BSA students of EAC. Descriptive research as

described by Estolas and Boquiren, “is a study that can obtain facts about existing

conditions or detach significant relationships between current phenomena. It describes

and interprets prevailing conditions”. The goal of descriptive research is to describe the

significant relationship between the influencing factors and the decision making of the

students in selecting an accountancy course. (Polit and Beck 8th Edition)

The research design aims to take part in the aspect that will determine the

respondents’ reactions to a limited level of expression and impressions through a rating

scale questionnaire.

Sampling Plan

The researcher utilized purposive sampling technique to determine the target

population. The respondents of the study include all students enroll in the BSA program

for the curricular year 2013. The researcher will distribute the questionnaires randomly

to different levels of student under the BSA program.

To sustain the quality and effectiveness of the research, the researcher

applied the sampling size technique (Slovin’s Formula) determine the total sample of 87.

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The formula is:

n = N / (1 + Ne2)

Where:

n = Number of Samples

N = Total Population

e = Error Tolerance

Research Instrument

A researcher – made questionnaire is used to gather data. The

questionnaire is divided into 3 categories each with 8 questions. All questions listed in

the survey questionnaire are based on the statement of the problem and is rated from

14; 1-strongly agree 2- disagree 3- agree 4- strongly disagree. Using the tool, the

respondents would rate them accordingly and the researcher will then collect the

questionnaires to tabulate the result.

Its objective is to gather information about influencing factors categorized

as Personal Factors, Social Factors and Academic Factors and how it affects their

decision in selecting the accountancy program for the school year 2013.

Validation of the Research Instrument

Validation of the survey questionnaire was administered in order to enhance the

questions and directions in the questionnaire and to verify if there is unnecessary

questions that need to be eliminated. Ten (10) respondents, 5 males and 5 females,

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from the EAC School of Business Administration BSA course were given a

questionnaire. But the respondents were not included in the target population. After the

respondents complete the data, these questionnaires were collected and tallied.

Data Collection Procedure

The researcher had requested permission for a complete list of the

students currently enrolled in the EAC School of Business Administration BSA course.

After the approval, the researcher had utilized both the library and the internet as their

main source of information. A wide – ranging review of related studies will serve as a

guide to the researchers in preparing all the required information in creating the

questionnaire. The questionnaires will be administered and collected personally. The

collected data will then be analyzed by the researchers in order to make their

conclusions and recommendation.

Statistical Treatment of Data

The following statistical tools and techniques will be used to ensure the

validity and systematic presentation, analysis and interpretation of data: frequency and

percentage, weighted mean, and T-test as their primary tool in computing for the

statistical data.

Frequency and Percentage

This will be used to describe the profile of the respondents. The formula is:

ƒ

X 100

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Where:

% = percentage, ƒ = frequency

of respondents; and

N = total number of respondents

Weighted Mean

This will be computed to determine the average response of the

company on the various factors considered in the study. The formula is:

Where:

WM = weighted mean,

W = weights assigned,

∑WF = sum of all weighted scores obtained by a sample; and

N = number of respondents in the sample.

The study made use of a 4-point Likert Scale for the students rate their

personal agreement or disagreement in the given survey questionnaire.

Weight Limits Verbal Interpretation

4 4.00 – 5.00 Strongly Agree

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3 3.00 – 3.99 Agree

2 2.00 – 2.99 Disagree

1 1.00 – 1.99 Strongly Disagree

Mode

The mode is the simplest both in concept and in application under the

measure of central tendency. It is referred to as the value that appears most often in a

set of data. It is also defined as the most usual characteristics of a group of observation.

The mode can be determined quickly especially for ungrouped datas.

CHAPTER IV

Data Analysis and Findings

This chapter interprets and explains the data gathered and gives the

reader a full understanding of the results. Tabulation of the data was gathered and

presented to provide a clearer view. The results aim to show the determinants affecting

the study of Bachelor of Science in Accountancy students of Emilio Aguinaldo College

Manila.

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Table 1

Frequency and Percentage Distribution of Respondents According

to Age

Age Frequency (ƒ)

Percentage (%)

15 – 17 years old

18 – 20 years old

21 years old – Above

41

28

18

47.13%

32.18%

20.69%

Total 87 100%

Table 1 indicates that the majority of the respondents had an age ranging

from 15 – 17 years old with the rate of 47.13% followed by 18 – 20 years old age

bracket with a rate of 32.18% and 20.69% came from 21 years old – Above age range.

Table 2


to Gender

Gender Frequency

(ƒ) Percentage (%)

Male Female

49

38

56.32%

43.68%

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Total 87 100%

Table 2 reveals that the majority of the respondents’ gender were male.

Out of the 87 respondents, 56.32% of them were male while 43.68% of them were

female.

Table 3


to Year Level

Year Level Frequency (ƒ)

Percentage (%)

1st Year

2nd Year

3rd Year

4th Year

14

22

28

23

16.09%

25.29%

32.18%

26.44%

Total 87 100%

Table 3 illustrates that the majority of the respondents were from 3rd year

level with a frequency of 28 out of 87 that is 32.18% of the total percentage followed by

the 4th year level with 26.44%, 2nd year with 25.29% and 16.09% were from the 1st year.

Table 4

Frequency, Percentage and Ranking Distribution According to

“I Personally Chose My Course”

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Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 19 21.84% 2

3 53 60.92% 1

2 15 17.24% 3

1 0 0 -

Total 87 100%

Table 4 exhibits that 60.92% of the respondents Agreed that they

personally chose their course which ranked 1st, 21.84% of them Strongly Agreed which

ranked 2nd and 17.24% of them Disagreed which ranked 3rd.

Table 5


“My Parents/Relatives Chose My Course”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 5 5.75% 4

3 53 60.92% 1

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2 19 21.84% 2

1 10 11.49% 3

Total 87 100%

Table 5 emphasizes that 60.92% of the respondents Agreed that their

parents/relatives chose their course which ranked 1st, followed by 21.84% who

Disagreed, 11.49% of them Strongly Disagreed and got the 3rd rank while 5.75% of them

Strongly Agreed got the 4th rank.

Table 6


“I Want To Become A CPA Someday”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 37 42.53% 2

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3 45 51.72% 1

2 0 0 -

1 5 5.75% 3

Total 87 100%

Table 6 depicts that 51.72% of the respondents Agreed that they want to

become a CPA someday which ranked 1st, 42.53% of them Strongly Agreed got the 2nd

rank and 5.75% Strongly Disagreed ranked 3rd.

Table 7


“I Am Motivated To Take The Course”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 9 10.34% 2

3 73 83.91% 1

2 5 5.75% 3

1 0 0 -

Total 53 100%

Table 7 indicates that 83.91% of the respondents Agreed that they were

motivated to take the course got the 1st rank, 10.34% of them Strongly Agreed which

ranked 2nd and 5.75% Disagreed on the 3rd rank.

Table 8

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Frequency, Percentage and Ranking Distribution According to “I Have The

Right Attitude Required In The Accountancy Course”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 0 0 -

3 63 72.41% 1

2 24 27.59% 2

1 0 0 -

Total 87 100%

Table 8 represents that 72.41% of the respondents Agreed that they had

the right attitude required in the Accountancy course earned the 1st rank followed by

27.59% of them Disagreed which ranked 2nd.

Table 9


“I Did/Have Done Career Research On My Own”

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Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 0 0 -

3 58 66.67% 1

2 29 33.33% 2

1 0 0 -

Total 87 100%

Table 9 portrays that 66.67% of the respondents Agreed that they did/had

done career research on their own which ranked 1st while 33.33% of them Disagreed

and obtained the 2nd rank.

Table 10

Frequency, Percentage and Ranking Distribution According to “Doing Well

In This Course Would Be Personally Rewarding”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 33 37.94% 2

3 44 50.57% 1

2 10 11.49% 3

1 0 0 -

Total 87 100%

Table 10 explains that 50.57% of the respondents Agreed that doing well

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in the course would be personally rewarding earned the 1st rank, 37.94% of them

Strongly Agreed which ranked 2nd and 11.49% of them Disagreed and got the 3rd rank.

Table 11


“This Course Will Help Me Do Well In My Career”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 34 39.08% 2

3 48 55.17% 1

2 5 5.75% 3

1 0 0 -

Total 87 100%

Table 11 depicts that 55.17% of the respondents Agreed that this course

will help them do well in their career got the 1st rank followed by 39.08% of them

Strongly Agreed got the 2nd rank and on the 3rd rank with 5.75% of the respondents

Disagreed.

Table 12

Frequency, Percentage and Ranking Distribution According to “My Teacher/s In

High School Influenced Me To Take Up Accountancy Course”

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Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 6 6.89% 4

3 24 27.59% 2

2 39 44.83% 1

1 18 20.69% 3

Total 87 100%

Table 12 interprets 44.83% of the respondents Disagreed that their

teacher/s in high school influenced them to take up the accountancy course, earned the

1st rank, 27.59% of them Agreed got the 2nd rank, 20.69% of them Strongly Agreed and

got the 3rd rank followed by 6.89% of respondents who Disagreed which ranked 4th.

Table 13

Frequency, Percentage and Ranking Distribution According to “I Like The

Prestige Associated With The Title of CPA”

Choices Frequency Percentage Ranking

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(ƒ) (%)

4 33 37.94% 2

3 44 50.57% 1

2 10 11.49% 3

1 0 0 -

Total 87 100%

Table 13 discloses that 50.57% of the respondents Agreed that they like

the prestige associated with the title of CPA which ranked 1st, 37.94% of them Strongly

Agreed and got the 2nd rank while on the 3rd rank 11.49% of them Disagreed.

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Frequency, Percentage and Ranking Distribution According to Table 14

“There Are A Lot of Job Opportunities In

The Field of Accountancy”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 58 66.67% 1

3 29 33.33% 2

2 0 0 -

1 0 0 -

Total 87 100%

Table 14 shows that on the 1st rank 66.67% of the respondents Strongly

Agreed that there were a lot of job opportunities in the field of accountancy while

33.33% of them Agreed and obtained the 2nd rank.

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Table 15

“I Have Relatives and Family Friends Who Are Working

As Professional Accountants”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 28 32.19% 2

3 44 50.57% 1

2 15 17.24% 3

1 0 0 -

Total 87 100%

Table 15 illustrates that 50.57% of the respondents Agreed that they had

relatives and family friends who are working as a professional accountant which got the

1st rank, 32.19% of them Strongly Agreed which ranked 2nd and 17.24% of them

Disagreed got the 3rd rank.

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Table 16

“This Course Will Help Me To Do Well

In My Future Business”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 39 44.83% 2

3 48 55.17% 1

2 0 0 -

1 0 0 -

Total 87 100%

Table 16 reveals that 55.17% of the respondents Agreed that this course

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Frequency, Percentage and Ranking Distribution According to will help them to do well in their future business which got the 1st rank followed by

55.17% of Agreed which got the 2nd rank.

Table 17

“The Opportunities For Regular Employment”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 39 44.83% 2

3 48 55.17% 1

2 0 0 -

1 0 0 -

Total 87 100%

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Frequency, Percentage and Ranking Distribution According to Table 17 demonstrates that on the 1st rank with 55.17% of the

respondents Agreed that there were opportunities for regular employment followed by

44.83% of Strongly Agreed which ranked 2nd.

Table 18

“The People I Knew Who Were Already

Attending This Course”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 19 21.84% 3

3 44 50.57% 1

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Frequency, Percentage and Ranking Distribution According to 2 24 27.59% 2

1 0 0 -

Total 87 100%

Table 18 states that 50.57% of the respondents Agreed that they knew

people who were attending the course earned the 1st rank, 27.59% of them Disagreed

got the 2nd rank and 21.84% of them Strongly Agreed in the 3rd rank.

Table 19

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Frequency, Percentage and Ranking Distribution According to “Opportunity To Have A Well Paying Job

Expectation of High Salary”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 48 55.18% 1

3 34 39.07% 2

2 5 5.75% 3

1 0 0 -

Total 87 100%

Table 19 portrays that 55.18% of the respondents Strongly Agreed that

the accountancy course had an opportunity to have a well paying job expectation of high

salary which ranked 1st, 39.07% of them Agreed in the 2nd rank and 5.75% of Disagreed

ranked 3rd.

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Table 20


“The Academic Reputation of The Institution”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 24 27.59% 2

3 63 72.41% 1

2 0 0 -

1 0 0 -

Total 87 100%

Table 20 explains that on the 1st rank with 72.41% of the respondents

Agreed that one factor is the academic reputation of the institution while 27.59% of them

Strongly Agreed obtained the 2nd rank.

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Table 21


“The Academic Competitiveness of The Institution

Compared To Other Institutions”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 24 27.59% 2

3 63 72.41% 1

2 0 0 -

1 0 0 -

Total 87 100%

Table 21 depicts that 72.41% of the respondents Agreed that one factor is

the academic competitiveness of the institution compared to other institutions which got

the 1st rank followed by 27.59% Strongly Agreed which ranked 2nd.

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Table 22

“The Quality of The Faculty At The Institution”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 29 33.33% 2

3 53 60.92% 1

2 5 5.75% 3

1 0 0 -

Total 87 100%

Table 22 illustrates that 60.92% of the respondents Agreed that one factor

is the quality of the faculty of the institution earned the 1st rank, 33.33% Strongly Agreed

which ranked 2nd and 5.75% of Disagree got the 3rd rank.

Table 23


“I Passed The Entrance Exam In College”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

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Frequency, Percentage and Ranking Distribution According to 4 39 44.83% 2

3 48 55.17% 1

2 0 0 -

1 0 0 -

Total 87 100%

Table 23 shows that on the 1st rank with 55.17% of the respondents

Agreed that they passed the entrance exam in college and that 44.83% of Strongly

Agreed obtained the 2nd rank.

Table 24


“I Am/Was Limited To My Career Choice

By My Grades”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 24 27.58% 2

3 19 21.84% 3

2 25 28.74% 1

1 19 21.84% 3

Total 87 100%

Table 24 indicates that 28.74% of the respondents Disagreed that they

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were limited in their career choice by their grades which got the 1 st rank, 27.58%

Strongly Agreed with the 2nd rank while Agreed and Strongly Disagreed had the same

rate in the 3rd rank which is 21.84%.

Table 25

“I Receive A Scholarship In Accountancy Course”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 10 11.49% 3

3 19 21.84% 2

2 39 44.83% 1

1 19 21.84% 2

Total 87 100%

Table 25 reveals that ranked 1st with 44.83% of the respondents

Disagreed that they received a scholarship in accountancy course, both Agreed and

Strongly Disagreed had the same rate of 21.84% in the 2nd rank while 11.49% of them

Strongly Agreed in the 3rd rank.

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Frequency, Percentage and Ranking Distribution According to Table 26

“I Am Confident I Can Pass The Subjects

In The Program”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 5 5.75% 2

3 77 88.50% 1

2 5 5.75% 2

1 0 0 -

Total 87 100%

Table 26 interprets that 88.50% of the respondents Agreed that they are

confident to pass the subjects in the program which got the 1st rank, both Strongly

Agreed and Disagreed had the same rate of 5.75% in the 2nd rank.

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Table 27

“I Excel In Math Related Subjects During My

High School Years”

Choices

Frequency

(ƒ)

Percentage

(%) Ranking

4 43 49.43% 1

3 29 33.33% 2

2 10 11.49% 3

1 5 5.75% 4

Total 87 100%

Table 27 exhibits that on the 1st rank with 49.43% of the respondents

Strongly Agreed that they excel in math related subjects during their high school years,

33.33% of them Agreed and got the 2nd rank, in the 3rd rank with 11.49% were the

respondents who Disagreed followed by 5.75% of Strongly Agreed in the 4 th rank.

Table 28

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Survey Questionnaire Result Summary

According to Personal Factors

Items SD D A SA

1 - 3 11 4

2 2 4 11 1

3 1 - 9 8

4 - 1 15 2

5 - 5 13 -

6 - 6 12 -

7 - 2 9 7

8 - 1 10 7

Total 3 22 90 29

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Table 29


According to Social Factors

Items SD D A SA

1 4 8 5 1

2 - 2 9 7

3 - - 6 12

4 - 3 9 6

5 - - 10 8

6 - - 10 8

7 - 5 9 4

8 - 1 7 10

Total 4 19 65 56

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Table 30


According to Academic Factors

Items SD D A SA

1 - - 13 5

2 - - 13 5

3 - 1 11 6

4 - - 10 9

5 4 5 4 5

6 4 8 4 2

7 - 1 16 1

8 1 2 6 9

Total 9 17 77 42

Tables 28 – 30 shows the survey questionnaire result summary of the

three groups of influencing factors namely Personal, Social and Academic. According to

the table, it reveals that the majority of the respondents preferred Social Factors, which

scores the most number of 56 Strongly Agree, compared to Personal Factors with 29

and Academic Factors with 42.

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CHAPTER V

Summary of Findings, Recommendations and Conclusions

This chapter presents the summary of findings, conclusions and

recommendations based on the data analysis and findings.

Summary of Findings

The majority of the respondents had an age ranging from 15 – 17 years

old with the rate of 47.13% followed by 18 – 20 years old age bracket with a rate of

32.18% and 20.69% came from 21 years old – Above age range.

The majority of the respondents’ gender were male. Out of the 87

respondents, 56.32% of them were male while 43.68% of them were female.

The majority of the respondents were from 3rd year level with a frequency

of 28 out of 87 that is 32.18% of the total percentage followed by the 4 th year level with

26.44%, 2nd year with 25.29% and 16.09% were from the 1st year.

60.92% of the respondents Agreed that they personally chose their course

which ranked 1st, 21.84% of them Strongly Agreed which ranked 2nd and 17.24% of them

Disagreed which ranked 3rd.

60.92% of the respondents Agreed that their parents/relatives choose their

course which ranked 1st, 21.84% of them Disagreed and ranked 2nd, 11.49% of them

Strongly Disagreed and got the 3rd rank while 5.75% of them Strongly Agreed got the 4 th

rank.

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51.72% of the respondents Agreed that they want to become a CPA

someday which ranked 1st, 42.53% of them Strongly Agreed got the 2nd rank and 5.75%

Strongly Disagreed ranked 3rd.

83.91% of the respondents Agreed that they were motivated to take the

course got the 1st rank, 10.34% of them Strongly Agreed which ranked 2nd and 5.75%

Disagreed on the 3rd rank.

72.41% of the respondents Agreed that they had the right attitude required

in the Accountancy course earned the 1st rank followed by 27.59% of them Disagreed

which ranked 2nd.

66.67% of the respondents Agreed that they did/had done career research

on their own which ranked 1st while 33.33% of them Disagreed and obtained the 2nd

rank.

50.57% of the respondents Agreed that doing well in the course would be

personally rewarding earned the 1st rank, 37.94% of them Strongly Agreed which ranked

2nd and 11.49% of them Disagreed and got the 3rd rank.

55.17% of the respondents Agreed that this course will help them do well

in their career got the 1st rank followed by 39.08% of them Strongly Agreed got the 2nd

rank and on the 3rd rank with 5.75% of the respondents Disagreed.

44.83% of the respondents Disagreed that their teacher/s in high school

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influenced them to take up the accountancy course, earned the 1st rank, 27.59% of them

Agreed got the 2nd rank, 20.69% of them Strongly Agreed and got the 3 rd rank followed

by 6.89% of respondents who Disagreed which ranked 4th.

50.57% of the respondents Agreed that they like the prestige associated

with the title of CPA which ranked 1st, 37.94% of them Strongly Agreed and got the 2nd

rank while on the 3rd rank 11.49% of them Disagreed.

On the 1st rank 66.67% of the respondents Strongly Agreed that there

were a lot of job opportunities in the field of accountancy while 33.33% of them Agreed

and obtained the 2nd rank.

50.57% of the respondents Agreed that they had relatives and family

friends who are working as a professional accountant which got the 1st rank, 32.19% of

them Strongly Agreed which ranked 2nd and 17.24% of them Disagreed got the 3rd rank.

55.17% of the respondents Agreed that this course will help them to do

well in their future business which got the 1st rank followed by 55.17% of Agreed which

got the 2nd rank.

On the 1st rank with 55.17% of the respondents Agreed that there were

opportunities for regular employment followed by 44.83% of Strongly Agreed which

ranked 2nd.

50.57% of the respondents Agreed that they knew people who were

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attending the course earned the 1st rank, 27.59% of them Disagreed got the 2nd rank

and 21.84% of them Strongly Agreed in the 3rd rank.

55.18% of the respondents Strongly Agreed that the accountancy course

had an opportunity to have a well paying job expectation of high salary which ranked 1st,

39.07% of them Agreed in the 2nd rank and 5.75% of Disagreed ranked 3rd.

On the 1st rank with 72.41% of the respondents Agreed that one factor is

the academic reputation of the institution while 27.59% of them Strongly Agreed

obtained the 2nd rank.

72.41% of the respondents Agreed that one factor is the academic

competitiveness of the institution compared to other institutions which got the 1st rank

followed by 27.59% Strongly Agreed which ranked 2nd.

60.92% of the respondents Agreed that one factor is the quality of the

faculty in the institution earned the 1st rank, 33.33% Strongly Agreed which ranked 2nd

and 5.75% of Disagree got the 3rd rank.

On the 1st rank with 55.17% of the respondents Agreed that they passed

the entrance exam in college and that 44.83% of Strongly Agreed obtained the 2nd rank.

28.74% of the respondents Disagreed that they were limited in their career

choice by their grades which got the 1st rank, 27.58% Strongly Agreed with the 2nd rank

while Agreed and Strongly Disagreed had the same rate in the 3rd rank which is

21.84%.

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Ranked 1st with 44.83% of the respondents Disagreed that they received a

scholarship in accountancy course, both Agreed and Strongly Disagreed had the same

rate of 21.84% in the 2nd rank while 11.49% of them Strongly Agreed in the 3rd rank.

88.50% of the respondents Agreed that they are confident to pass the

subjects in the program which got the 1st rank, both Strongly Agreed and Disagreed had

the same rate of 5.75% in the 2nd rank.

On the 1st rank with 49.43% of the respondents Strongly Agreed that they

excel in math related subjects during their high school years, 33.33% of them Agreed

and got the 2nd rank, in the 3rd rank with 11.49% were the respondents who Disagreed

followed by 5.75% of Strongly Agreed in the 4th rank.

The survey questionnaire result summary of the three groups of

influencing factors namely Personal, Social and Academic. According to the table, it

reveals that the majority of the respondents preferred Social Factors, which scores the

most number of 56 Strongly Agree compared to Personal Factors with 29 and Academic

Factors with 42.

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Conclusion

Based on the gathered data, the factor that influence most of the

accounting students in taking up the accountancy course is the Social Factors. This was

based on the total number of Strongly Agreed on each factor.

The most preferred factor by the students in selecting accountancy is the

category “I Like the Prestige Associated with the Title of CPA” under the Social Factors.

According to the results given by the respondents there is a significant

relationship between the influencing factors and the decision making of the students in

selecting the accountancy course based on the year level of the respondents, most of

them are in their 3rd year.

Recommendation

Based on the study, the researchers would like to recommend the

following:

• Conduct seminars about the fields in accounting that graduates can

venture in, to encourage them to take the accountancy program and to

boost their confidence towards their course.

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• We recommend promotion of school organizations to further help the

accountancy students by motivating them and introducing different

fields in accountancy.

• We recommend school improvements in the school facilities so it could

be more conducive for learning.

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BIBLIOGRAPHY

Albrecht and Sack. (2000). “Accounting Education: Charting the Course through a Perilous Future”. Florida. American Accounting Association.

Atkinson and Hilgard. (2003). “Introduction to Psychology 14th Edition, Thomson Asian

Edition”. Singapore. Thomson Learning Asia. Byrne, M. and Flood, B. (2005). “A study of accounting students’ motives, expectations

and preparedness for higher education”. Journal of Further and Higher Education Zeegers, P. (2004). “Student Learning in Higher Education: A Path Analysis of

Academic Achievement in Science”. Higher Education Research and Development

Zakaria, Maheran. (2012). “Accounting As A Choice of Academic Program”. Journal of

Business Administration Research, Vol. 1, No. 1; 2012. Lee, So Jung and Chatfield, Hyun Kyung (2010). “The Analysis of Factors Affecting

Choice of College: A Case Study of UNLV Hotel College Students”. University of Nevada Las Vegas.

Espero, Catherine O. (2010). “Correlates of Career Decisions Among Children of

Overseas Filipino Workers”. Cohen, J. and Hanno, D.M. (1993), “An analysis of underlying constructs affecting the

choice of accounting as a major”. Issues in Accounting Education, 8(2), pp. 219238.

Tan, Christine Joy. (May 2009). “College Choice in the Philippines”. University of North

Texas. Polit and Beck. (2008). “8th Edition: Nursing Research Generating and Assessing

Evidence for Nursing Practice”. J.B. Lippincott Company. pp. 274-276. Calderon and Gonzales. (1993). “Methods of Research and Thesis Writing”.

Mandaluyong City. National Bookstore.

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Jones, Lawrence K. (2013). “Choosing A College Major Based on Your Personality”. The Career Key, Inc.

California State University College of Business Administration, Long Beach. “Why Major

in Accounting”. “n.d.”. http://www.csulb.edu/colleges/cba/accountancy/major National Statistical Coordination Board. January 11, 2013. “Beyond the Numbers”.

http://www.nscb.gov.ph/beyondthenumbers/2013/01112013_jrga_educlabor.asp APPENDIX

EMILIO AGUINALDO COLLEGE

Dear student, This information is being collected as part of a research study. Your participation in this research will provide EAC Accounting profession with valuable information to reach to a better understanding of how different factors influencing decisions in selecting Accountancy course among us for the Academic Year 2013 – 2014. Your participation in this research is strictly voluntary. Your responses are held in strictest confidence.

The Researchers

Name: _________________________________ Gender: __________ Year

level: _______

Direction: Please indicate your personal agreement or disagreement to the following statements by putting a check mark in the appropriate column.

PART I. PERSONAL FACTORS

Questions

1

Strongly Disagree

2 Disagree

3 Agree

4

Strongly Agree

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1. I personally chose my course

2. My parents/relatives chose my course

3. I want to become a CPA someday

4. I am motivated to take the course

5. I have the right attitude required in the Accountancy course

6. I did/have done career research on my own

7. Doing well in this course would be personally rewarding

8. This course will help me do well in my career

PART II. SOCIAL FACTORS

Questions

1

Strongly Disagree

2 Disagree

3 Agree

4

Strongly Agree

1. My teacher/s in high school influenced me to take up accountancy course

2. I like the prestige associated with the title of CPA

3. There are a lot of job opportunities in the field of accountancy

4. I have relatives and family friends who are working as professional accountants

5. This course will help me to do well in my future business

6. The opportunities for regular employment

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7. The people I knew who were already attending this course

8. Opportunity to have a well paying job expectation of high salary

PART III. ACADEMIC FACTORS

Questions

1

Strongly Disagree

2 Disagree

3 Agree

4

Strongly Agree

1. The academic reputation of the institution

2. The academic competitiveness of the institution compared to other institutions

3. The quality of the faculty at the institution

4. I passed the entrance exam in college

5. I am/was limited to my career choice by my grades

6. I receive a scholarship in accountancy course

7. I am confident I can pass the subjects in the program

8. I excel in math related subjects during my high school years

Thank you for completing the survey.

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RESEARCHERS’ PROFILE

Last Name: Peras First Name: Erickson Middle Name: Guy Birthday: July 14, 1987 Academic Year & Course: 4th year BS

Accountancy School: Business Administration Campus: Emilio Aguinaldo College-Manila Mailing Address: 1532 M. Hizon St., Sta. Cruz, Metro

Manila Contact Numbers: 0906 7796405 E-mail Address:

[email protected]

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Last Name: Sotelo First Name: Manuel Christian Middle Name: Samson

Birthday: May 8, 1991 Academic Year & Course: 4th year BS Accountancy School: Business Administration Campus: Emilio Aguinaldo College-Manila Mailing Address: 175-C R.Pascual St. San Juan City

Metro Manila Contact Numbers: 09274670499 E-mail Address: [email protected]

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