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Research Paper on Academic Strands

Business Law (Notre Dame of Kidapawan College)

Studocu is not sponsored or endorsed by any college or university

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COMPARISON OF THE ACADEMIC PERFORMANCE OF BUSINESS

ADMINISTRATION STUDENTS OF NOTRE DAME OF KIDAPAWAN
COLLEGE; ABM VERSUS NON-ABM.

A Research paper submitted in Partial Fulfilment of the Requirements in

Methods of Research (BA 200) for the Degree
Master in Business Administration

EFREN REY B. DEL ROSARIO

May 2020

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ABSTRACT

DEL ROSARIO, EFREN REY B., 2020. “Comparison of the Academic Performance of
Business Administration Students of Notre Dame of Kidapawan College; ABM
Versus Non-ABM.”

A problem arising from allowing senior high school graduates to select the

college degree that is not related to the strand he/she graduated was observed by the

researcher and connected this misalignment to the possible effects on college academic

performance. This study aims to measure the academic performance of the second

year business administration students of Notre Dame of Kidapawan College and

determine whether graduates of ABM strand in senior high school has significantly

higher academic performance than the Non-ABM strand graduates. Quantitative

approach of research, specifically the comparative research design was used to analyse

the data that was collected from the respondents through a survey questionnaire.

Independent one-tailed T-test was used to test the hypothesis and showed a p-value or

sig 1-tailed equal to .001 which is less than the set level of significance 0.05 and a

Cohen‟s D value of 0.87 (large). This means that the null hypothesis (that the academic

performance of second year business administration students who were ABM graduates

is equal or lower than the Non-ABM graduates) is rejected. This further means that the

graduates of ABM strand have significantly higher academic performance than non-

ABM graduates and the independent variables has large effect on the dependent

variable of this study. This agreed to the results of the research of Sicat & Panganiban

(2009) and Amasuomo (2014) that used similar variables showing the relationship of

high school background to college academic performance.

ii

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ACKNOWLEDGEMENTS

The researcher, with grateful and joyful heart, extends his warmest and sincerest

thanks and commendation to the following who have exerted individual efforts in the

accomplishment of this study:

First and foremost, to God Almighty for providing him good physical health,

emotional stability, heavenly knowledge and wisdom, unending blessings and financial

capacity that made it easy for him to accomplish this study. All the glory, honor and

adoration are for Him alone, for he knows that without Him he wouldn‟t have finished

this study;

To Dr. Blenn B. Nimer, PhD, his mentor and adviser of this study, for sharing his

knowledge and support in the conduct of this study, and for the advices and

recommendations that made this study even more presentable;

To Dr. Klemm Ryan Z. Bernabe, Department head of College of Business and

Accountancy of Notre Dame of Kidapawan College, for allowing the researcher to

conduct this study, and to the second year business administration students who served

as the respondents for their kindness and patience in answering the questionnaires; and

Finally, to his friends and classmates for being there in times of need and for the

encouragement that helped strengthen his determination to complete this study. Their

efforts will always be remembered and will never be forgotten.

iii

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TABLE OF CONTENTS

Page
TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGEMENTS iii
LIST OF TABLES vi
LIST OF FIGURES vii
Chapter
1 INSTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Objective of the Study 3
Significance of the Study 4
Scope and Limitation of the Study 4
Definition of Terms 5
2 REVIEW OF RELATED LITERATURE 6
Related Literature 6
Academic Performance 6
Alignment of Senior High School Strand
to College Degree 8
Academic Performance and Alignment of
Senior High School Strand to College
Degree 11
Synthesis 12
Theoretical Framework 13
Conceptual Framework 14
Research Hypothesis 15

iv

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Page
3 METHODOLOGY 16
Methods Used 16
Sources of Data 17
Data Gathering Instrument 17
Sampling Technique 18
Procedure of the Study 18
Securing Permission 18
Data Mining 18
Data
Tabulation 18
Analysis 19
Interpretation 19
Statistical Treatment 20
4 RESULTS AND DISCUSSION 22
Demographic Profile of Respondents 22
Grades of Business Administration Students
that are ABM graduates 23
Grades of Business Administration Students
that are Non ABM graduates 24
Comparison of Grades of ABM and Non ABM
Graduates 24
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 27
Summary 27
Conclusions 30
Recommendations 31
REFERENCES 33
APPENDICES 36
A RESEARCH INSTRUMENT 37
B LETTER 38
C STATISTICAL ANALYSIS 39
CURRICULUM VITAE 49

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LIST OF TABLES

Table Title Page

1 Tests of Normality 20

2 Demographic Profile of Second Year Business Administration Student

of Notre Dame of Kidapawan College for School Year 2019-2020. 22

3 Descriptive Statistics of Grades of Business Administration Students

that are ABM Graduates. 23

4 Descriptive Statistics of Grades of Business Administration Students

that are Non ABM Graduates. 24

5 Independent Sample Test of Average Grades of Second Year Business

Administration Students of NDKC; ABM versus Non ABM Graduates. 24

vi

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LIST OF FIGURES

Figure Title Page

1 Tinto‟s Social Integration Theory Conceptual Schema 13

2 Schematic Diagram Showing the Variables of the Study 14

3 Test of Normality Plots 20

vii

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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the problem,

objective, significance and scope and limitations of the study will be presented. It will

also include definition of terms.

Background of the Study

The Philippine education system, starting from the school year 2016 – 2017

adapted through the implementation of Republic Act No. 10533 the K-to-12 program,

otherwise known as the “Enhanced Basic Education Act of 2013,” approved on May 15,

2013, and which took effect on June 8, 2013. This program is a specialized program

that added two years to the previous ten-year basic education program of the

Philippines (Philippines Official Gazette, 2013).

A problem arose when Commission on Higher Education (CHEd) and

Department of Education (DepEd) allowed crossovers of College course taken, which is

allowing students to choose courses not related to the strand they took up in Senior

High School. A student perhaps after finishing STEM wants to pursue a business and

management related college degree; because of misalignment of the strand and college

degree, he/she is now required to take additional courses called “bridging programs” if

he/she wants to take ABM major in college which is taken during the first year of college

or weeks in summer before college starts (Acdedios, 2018).

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A study by Sicat & Panganiban (2009) regarding high school background and

academic performance which used UP entrance test score, a variable that can be

considered as a measure of academic performance, as the dependent variable resulted

to a conclusion that high school background plays an important role to the UP entrance

test score.

A study about the levels of academic performance of two groups of students

admitted with different entry certificates to the Nigeria certificate in Education (NCE);

Senior Secondary School Certificates (SSCE) or City and Guilds (C&G)/West African

Examination Council (WAEC), was conducted by Amasuomo (2014) to find out whether

either group differed significantly in terms of performance.

The SSCE certificate holder presents a relatively better academic performance

than those with C&G/WAEC certificate when the mean scores are considered; this

significant difference could be attributed to the difference in academic background of

both groups in terms of their entry qualifications; and the type of schools they attended

(one group attended secondary schools, the other attended technical colleges)

(Amasuomo, 2014).

Upon reading related literature with this topic, the researcher noticed lack of

studies that are related to this research topic. Studies related to the problem of

misalignment of college degree to the senior high school strand and its impact on the

academic performance of students are very limited to none. That is why the researcher

chose this topic to be studied; to compare the academic performance of the ABM and

Non-ABM graduates to further tackle the issue of misalignment of the SHS strand and

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college course; if there is a significant difference that is if the ABM graduates have

higher academic performance than those that are non-ABM graduates, it can trigger a

discussion on whether the allowed crossover of SHS strand/track to different major in

college through bridging programs is questionable or not.

Statement of the Problem

The study focused on the comparison of the academic performance of students

of Notre Dame of Kidapawan College currently enrolled in the business administration

program for first semester of the academic year 2019-2020 in terms of whether they

graduated from Accountancy, Business, and Management (ABM) strand during Senior

High School or not. Specifically, it aims to answer the following questions:

1. What is the academic performance, measured by grades during the first

semester subjects, of the second year business administration students of NDKC

that graduated ABM strand in SHS?

2. What is the academic performance, measured by grades during the first

semester subjects, of the second year business administration students of NDKC

who were not graduates of ABM strand in SHS?

3. Is the academic performance of ABM graduates significantly higher than that of

the academic performance of Non-ABM graduates?

Objective of the Study

This study aims to measure the academic performance of the second year

business administration students of Notre Dame of Kidapawan College and determine

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whether graduates of ABM strand in senior high school has significantly higher

academic performance than the Non-ABM strand graduates.

Significance of the Study

The study is focused on finding out whether the academic performance of the

ABM graduates is significantly higher than that of those Non-ABM graduates. Moreover,

the study will be beneficial to the following;

CHEd and DepEd. Results may be useful to further study this topic and to

broaden its scope to national level. If results will be the same, then it can be used to

support a revisit in the existing rules on transition from Senior High to College and make

clearer guidelines that Universities and Colleges can follow.

NDKC College of Business and Accountancy. They will be able to assess and

compare the second year business administration students‟ academic performance and

provide supplementary lessons to those non ABM graduates if ever results show a

significantly higher academic performance of ABM graduates.

Researcher. This is a final requirement for the subject Methods of Research

which the researcher took for his post graduate study, Masters of Business

Administration, at Notre Dame of Kidapawan College Graduate School.

Scope and Limitation of the Study

The study is focused on the comparison of academic performance - measured by

the grades in subjects related to business of business administration students with

respect to the Senior High School Strand they graduated. The data came from all the

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second year business administration students of Notre Dame of Kidapawan College for

the school year 2019-2020 which will represent the population for the study. Although

this research has reached its objectives, the researcher encountered unavoidable

limitations; first, because of the limited time, the respondents chosen were only a small

fraction of the total population of second year business administration students in the

Philippines. Therefore, to generalize the results a larger portion and geographical scope

should be considered. Second, because of time constraint and differences in schedule,

only 59 out of the 83 second year students was surveyed and only 51 was usable data.

Third, this study did not consider other factors that may affect the academic

performance of the students.

Definition of Terms

Academic Performance – Measured by the grades of the second year business

administration students in business related subjects; Basic Microeconomics,

Elements of Business Mathematics, Basic Finance, Principles of Management and

Business Organization, and Principles of Marketing.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature and previous studies related to this research.

The purpose of this literature review is to give the readers overview of the subtopics of

this research; academic performance, alignment of senior high school strand (

Accountancy, Business and Management - ABM) to their college course which is BS in

Business administration and the difference in the academic performance of ABM and

Non-ABM graduates. This chapter will also present the theoretical and conceptual

framework to further understand this study.

Related Literature

Academic Performance. This term has been defined in many researches by

various authors. Academic performance is an outcome of education, that is, the degree

of achievement of goal (which differ from one individual or institution to another) of a

student, teacher or institution over a specific period of time that can be measured

through examinations and continuous evaluation (Narad & Abdullah, 2016).

Academic performance and achievement, although interrelated, have different

definitions. Academic performance is the observable and measurable behavior of a

student in a given situation such as scores from a teacher-made test while academic

achievement is the action of completing or attaining by exertion or anything won by

exertion or a distinguished or successful action (Yusuf, 2002).

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According to Aba & Makinde (2020), academic performance refers to the level of

accomplishment in written works and exams; how the students cope with their studies

and accomplish different task given by their teachers which is measured from the

standpoint of academic grades.

The definitions given by authors shows that academic performance is a measurable

variable, such as academic grade, which is a result of how a student, teacher or

institution accomplish their goal in a specific period of time.

Previous studies measured academic performance through the student‟s grade or

general/grade point average (GPA) or general weighted average (GWA) ( Magpily &

Mercado 2015; Patron, 2016; Bangcola, 2016; Capuno, Necesario, Etcuban, Espina,

Padillo & Manguilimotan 2019). As it is the commonly used measurement of academic

performance, Average grades for business related subjects will also be used to

measure the business administration students‟ performance in this study.

Academic performance is influenced by a lot of factors. Some of the factors are

learning style, study habits, and attitude of students ( Bangcola, 2016; Magulod 2019;

Capuno et al., 2019). These authors, through their research, concluded a significant

relationship between these variables and the academic performance of students.

A positive and statistically significant impact was found between adequacy and

functionality of school learning facilities, proper guidance from parents, communication

skills and student‟s performance (Singh, Malik, & Singh 2016; Olufemioladebinu,

Adediran & Oyediran, 2018). There a significant and positive correlation between

general mental ability, home environment, interest and academic performance of

students (Dev, 2016).

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Although a lot of researches was conducted to find the factors affecting the

academic performance of students, there are a lot of other factors that are not yet

considered specially factors that are based on a local situation. Singh et al. (2016)

limited their study with the impact of specific variables on student‟s academic

performance and recommended to conduct further studies to analyze other factors that

can influence or have a significant impact on student‟s academic performance.

In Philippine setup, there are local factors that can affect a student‟s performance in

the tertiary level of education like the alignment of senior high school strand to the

course in college. This is the main topic of this research topic.

Alignment of Senior High School Strand to College Degree. Beginning school

year 2016-2017, Philippines implemented Republic Act No. 10533, entitled “An Act

Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and

Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and

for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013,”

approved on May 15, 2013, and which took effect on June 8, 2013. This program is a

specialized program that added two years to the previous ten-year basic education

program of the Philippines (Philippines Official Gazette, 2013).

For the two years, students are allowed to choose a specialization based on their

aptitude, interests, and capacity. There are four academic track to choose from namely;

Academic; Arts and Design; Sports; and Technical-Vocational-Livelihood. The academic

track was further subdivided into four strands; Accountancy, Business, and

Management (ABM); Humanities and Social Sciences (HUMSS); Science, Technology,

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Engineering and Mathematics (STEM); ); and the General Academic (GA) (RA 10533,

2013).

Senior High School serves as the preparatory stage for students before entering

tertiary level of education; through the use of higher level of teaching, broader and

diverse lessons together with actual application of learning in real life, Senior High

School program will equip learners with skills that will prepare them for higher

education. SHS program offers core, applied and specialized subjects that will equip

students on their fields of interest that are based on the strand they belong to (Bonquin,

M. R., Castillo, R. D., De Guzman J., Delos Reyes, D. M., De Torres, B., Flores, K.,

Pilapil, K. M., Plamo, L., 2017)

A huge role is played by SHS strand and undergraduate program preference in the

career path of a student. Jacolbia, Balitaan, Deloria, Perey, Publico, Reyes & Vicencio,

(2018) made a comparative study about College Course preference and Senior High

School track and the factors that mainly affect the college course preference of Senior

High School Students.

Majority of the students who are in the ABM strand of Polytechnic University of the

Philippines (PUP) has focused their college program on ABM-related courses; these

decisions were made considering their own perception of future career path, personal

interest and capabilities (Jacolbia et al., 2018).

The career and college degree choice of students of senior high school in Tacloban

City, although mostly are personal choice, is not free from any influence; they are

affected by multiple factors---from Academic Qualifications to social and economic

factors (Penedilla, 2017).

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Pioneer SHS graduates of Bulacan State University Laboratory High School chose

their college course based on their interest in their future profession and future financial

and employment matters in connection to their previous Senior High School strands

(Santos, Blas, Panganiban, Reyes & Sayo, 2019). The result of their study also showed

that only 80.67% ot the 119 pioneer SHS graduates of BSU-LHS‟s previous academic

strand are aligned to their college course, while determining the three major factors that

contributed to their decision in enrolling to their current course which are the strong

desire/Interest in the course, possible financial outcome, and employment prospects.

A problem arose when Commission on Higher Education (CHEd) and Department

of Education (DepEd) allowed crossovers of College course taken, which is allowing

students to choose courses not related to the strand they took up in Senior High School.

A student perhaps after finishing STEM wants to pursue a business and management

related college degree; because of misalignment of the strand and college degree,

he/she is now required to take additional courses called “bridging programs” if he/she

wants to take ABM major in college which is taken during the first year of college or

weeks in summer before college starts (Acdedios, 2018).

The National Union of Student of the Philippines (NUSP) (2018), through their

twitter account expressed their grave concern about this issue, they said that several

universities require students to take additional subjects to be qualified to take their

college course - this entails additional fees on top of their already bloated tuition and

other school fees. NUSP (2018) further expressed their dismay through the statement,

“The implementation of the Bridging Program displays the failure of K-12 to produce

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college-ready graduates despite the additional two years in high school. It exposes the

rotten K-12 program as nothing short of a burden to the Filipino people.”

Academic Performance and Alignment of Senior High School Strand to

College Degree. As the researcher studied different literature about the variables of this

study, he noticed that literature that connects the variables being studied are very

limited to almost none.

A very similar study, although not entirely the same, by Sicat & Panganiban (2009)

regarding high school background and academic performance which used UP entrance

test score, a variable that can be considered as a measure of academic performance,

as the dependent variable resulted to a conclusion that high school background plays

an important role to the UP entrance test score.

A study about the levels of academic performance of two groups of students

admitted with different entry certificates to the Nigeria certificate in Education (NCE);

Senior Secondary School Certificates (SSCE) or City and Guilds (C&G)/West African

Examination Council (WAEC), was conducted by Amasuomo (2014) to find out whether

either group differed significantly in terms of performance.

The SSCE certificate holder presents a relatively better academic performance than

those with C&G/WAEC certificate when the mean scores are considered; this significant

difference could be attributed to the difference in academic background of both groups

in terms of their entry qualifications; and the type of schools they attended (one group

attended secondary schools, the other attended technical colleges) (Amasuomo, 2014).

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12

The previously discussed study had a very similar approach to what this study aims

to do, which is to compare the academic performance of the ABM and Non-ABM

graduates to further tackle the issue of misalignment of the SHS strand and college

course; if there is a significant difference that is if the ABM graduates have higher

academic performance than those that are non-ABM graduates, it can trigger a

discussion on whether the allowed crossover of SHS strand/track to different major in

college through bridging programs is questionable or not.

Synthesis

Academic performance is a variable that can be measured and is an outcome of a

student‟s goal at a specific period of time. This can be measured through teacher made

tests or other evaluation techniques. The K-12 or Kindergarten plus 12 years of basic

education program of the government has greatly changed the Philippine education

system; the addition of two years of basic education had advantage and disadvantages.

It added additional years of experience to the students to better equip and prepare them

to either pursue a higher education or employment but it also developed issues like

misalignment of SHS strand to the college course taken thus invalidating the advantage

it originally offers to the students. The literature review of the researcher found that

there is limited to no studies that investigated the relationship of these variables. This

study was conducted to start a discussion whether the decision to allow crossovers of

college major from different academic strand is questionable or not.

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Theoretical Framework

Figure 1. Tinto‟s Social Integration Theory Conceptual Schema

Tinto‟s Social Integration Theory is a model with high regards in the field of

academic student retention literature (Kember, 1995). According to Tinto‟s theory the

decision to „drop out‟ arises from a combination of student characteristics and the extent

of their academic, environmental and social integration in an institution (Tinto 1975).

The first segment of Tinto‟s 1993 model of Social Integration Theory is labelled as

pre-entry attributes. This segment includes family background, abilities, skills and prior

schooling. Although one cannot underestimate the significance of post-entry educational

experiences, to a certain extent it is the pre-entry attributes associated with students,

which provide insight into understanding how they will ultimately respond to their

educational environment and persist (Conolly, 2017).

The first segment includes prior schooling or in this research‟s context high school

background together with other factors that will affect the academic performance and

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14

ultimately the drop-out decision of a student. This part of the conceptual schema was

used by the researcher to support the hypothesis that graduating ABM strand will result

to a significantly higher academic performance than that of non ABM graduates.

Conceptual Framework

Figure 2. Schematic Diagram Showing the Variables of the Study

The figure shows the relationship of the variables in this study; Independent

variables, whether the respondent is an ABM or Non-ABM graduate, can affect the

dependent variable (Academic Performance). In this study, the researcher wish to

investigate if the academic performance of ABM graduates which are currently enrolled

in the Business Administration Program of NDKC is a significantly higher than those

Non-ABM graduates.

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Research Hypothesis

This study‟s hypothesis is that the academic performance of second year business

administration students of Notre Dame of Kidapawan College that are ABM graduates is

significantly higher than the academic performance of Non-ABM graduates.

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CHAPTER III

METHODOLOGY

This chapter presents the Methods used, sources of data, data gathering

instrument, sampling technique used, procedure of the study, and statistical treatment

used to arrive to the conclusion.

Methods Used

In order to satisfy the objectives of this research, the researcher used quantitative

approach of research specifically the comparative research design. The data used to

measure the academic performance, which is grades, are numerical in nature. Hence,

the quantitative approach is used in this research. Quantitative research approach is a

method of research that relies on measuring variables using a numerical system and

then analysing them using any of a variety of statistical models, and reporting

relationships and associations among the studied variables (Lucas-Alfieri, 2015).

The study was focused on determining if the academic performance of one

independent variable is significantly higher than the performance of another

independent variable. The most appropriate design to use is the comparative research

design, which is a method where the researcher compares two or more variables

(independent) with a view of discovering something about one or all of the things being

compared (Heidenheimer, Heclo & Adams, 1983).

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Sources of Data

For this research purpose, primary data is used. The data of the second year

business administration students of Notre Dame of Kidapawan College (NDKC) was

collected through a survey questionnaire. This includes their grades in business related

subjects for the first semester, age, senior high school strand graduated, major and sex

category.

Primary data are data that are collected for the first time by an investigator or

researcher for any statistical analysis; It has high degree of accuracy and are more

reliable (Mehta, 2015).

Data Gathering Instrument

Questionnaires are instruments consisting of a series of questions for the purpose

of gathering information from respondents; it is a cheap, quick and efficient way of

obtaining information from a large sample of people (Mcleod, 2018).

The researcher used a survey questionnaire that he developed. The most

important data he needed was grades, to measure the academic performance of the

students, this data together with the student‟s sex category, strand graduated, major

and age are the only data that was asked in the questionnaire. All the questions are

close ended questions, which means that they are questions that allows responses

which fit into pre-decided category.

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Sampling Technique

In this study, the respondents were the second year business administration

students of Notre Dame of Kidapawan College. Since the population of second year

business administration students of NDKC is only 83 students, the researcher decided

to conduct the study using complete enumeration technique. Complete enumeration or

census procedure is a technique where all members of the population are questioned to

eliminate sampling errors (Arnab, 2017).

Due to time constraint and schedule differences the researcher was only able to

collect 59 out of 83 questionnaires and of which only 51 were answered with usable

data (at least 3 subjects have grades filled in).

Procedure of the Study

Securing Permission. The researcher prepared a letter addressed to the school

administrator to request permission to conduct a survey to gather necessary information

used in the research. Data needed were discussed above.

Data Mining. After securing permission, the researcher conducted the survey using

the survey questionnaire he made. He was able to distribute the questionnaires but

unfortunately only 59 out of 83 were able to retrieve.

Data Tabulation. The data gathered was arranged and tabulated. It was encoded

one by one in Microsoft excel and then questionnaire with limited information was

disregarded. The tabulation was done in a manner that will make it easier to transfer in

the SPSS program.

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Analysis. From the data gathered and arranged, the researcher analysed the data

using independent t-test since the study is focused on comparing the means of two

independent variables, ABM and Non ABM graduates. Independent t-test is a

parametric test.

There are assumptions when analysing data using t-test, these assumptions are:

First, the scale of measurement applied to the data collected follows a continuous or

ordinal scale, such as the scores for an IQ test. Second, is the assumption that the data

is collected from a representative, randomly selected portion of the total population.

Third assumption is that the data, when plotted, results in a normal distribution, bell-

shaped distribution curve. Fourth, assumption is a reasonably large sample size is

used. Larger sample size means the distribution of results should approach a normal

bell-shaped curve. Final assumption is the homogeneity of variance. Homogeneous, or

equal, variance exists when the standard deviations of samples are approximately equal

(Hayes, 2019).

After making sure that these assumptions are met using the data compiled by the

researcher, he will run the t-test using a statistical tool package and generate a report

where the interpretation will be based.

Interpretation. The final procedure is that the researcher, after analysing and

running the t-test in the tool used, will interpret the result based on the objective of the

study which is to determine whether the academic performance of ABM graduates of

NDKC business administration students is significantly higher than the academic

performance of Non ABM graduates.

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Statistical Treatment

The researcher used both descriptive and inferential statistics in this study.

Descriptive statistics such as measures of central tendency, skewness and dispersion

was initially used to summarize and describe the data collected. Inferential Statistics

was then used to draw conclusion from the sample to be generalized in the population

(Frost, 2019).

The descriptive statistics used, and some other tests such as histogram, qq plot test

and box plot was used determine whether the assumption in using t-test regarding the

normality of data used as discussed above will be met.

Figure 3. Test of Normality Plots

Table 1.Tests of Normality

a
Kolmogorov-Smirnov Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

*
AVERAGE .077 51 .200 .972 51 .256

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The test of normality was done in the SPSS and the results were showing an

approximately normal set of data. Since the sample size is more than 50, Kolmogorov-

Smirnov was used; Sig value is greater than .05, then it suggests a normally distributed

data. The Histogram, box plot and qq plots also showed an approximately normal data

since histogram is almost bell shaped, qq plots shows data that are approximately lie

within the line or zero line and the box plot shows an approximately centered 2 nd quartile

line. These tests showed that the assumption of normality of distribution of data was

met.

To test the hypothesis, the statistical analysis to be employed in this study is t-test,

a test to determine if there is a significant difference in the means of two variables

(Kenton, 2019).

The hypothesis will be tested specifically using independent one tailed or directional

t-test at five percent level of significance (α = 0.05). This means that there is 5 out of

100 or 5% chance of committing a type I error or the error of rejecting a true null

hypothesis.

The decision criterion is that, if the p-value shown in the report generated is less

than the level of significance which is .025 or half of five percent, the researcher should

reject the null hypothesis. If the p-value will then be greater than the set level of

significance of .025 or half of 5%, the researcher should not reject the null hypothesis.

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CHAPTER IV

RESULTS AND DISCUSSION

In this part of the research study, the data gathered about the academic

performance of second year business administration of Notre Dame of Kidapawan

College are presented, analysed and interpreted to know if the academic performance

of ABM graduates is significantly higher than that of Non ABM graduates.

Demographic Profile of Respondents

Table 2. Demographic Profile of Second Year Business Administration Students of

Notre Dame of Kidapawan College for School Year 2019-2020.
CUMMU-
LATIVE
FREQUENCY PERCENTAGE MEAN
VARIABLES PERCEN-
TAGE

SEX CATEGORY
MALE 12 23.5 23.5
N/A
FEMALE 39 76.5 100
STRAND
ABM 31 60.8 60.8
N/A
NON-ABM 20 39.2 100
MAJOR
FINANCIAL MANAGEMENT 17 33.3 33.3
HUMAN RESOURCE 15 29.4 62.7 N/A
MARKETING MANAGEMENT 19 37.3 100
AGE
18 1 2 2
19 10 19.6 21.6
20 29 56.9 78.4
21 5 9.8 88.2
20
22 2 3.9 92.2
23 1 2 94.1
24 2 3.9 98
30 1 2 100

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The total population of second year business administration students of Notre

Dame of Kidapawan College is 83. Out of the 83 students, 59 respondents were able to

be questioned and 51 respondents gave usable data. Most of the respondents are

female with total of 39 or 76.5% of the respondents, 31 out of 51 or 60.8% are ABM

graduates and although 24 financial management students were able to return the

questionnaire, only 17 gave usable data. 76.4 percent of the respondents are 19 and 20

years old with the average age of 20 years old.

Grades of Business Administration Students that are ABM graduates

Table 3. Descriptive Statistics of Grades of Business Administration Students that are

ABM Graduates.
ABM GRADUATES

Mean 85.21290323
Standard Error 0.534017678
Median 85.2
Mode 89
Standard Deviation 2.973284596
Sample Variance 8.84042129
Kurtosis -0.0832634
Skewness -0.19733947
Range 12.4
Minimum 77.6
Maximum 90
Sum 2641.6
Count 31

The 31 ABM graduate students have a mean grade point average of 85.21, with

the highest average of 90 and lowest of 77.6.

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Grades of Business Administration Students that are Non ABM graduates

Table 4. Descriptive Statistics of Grades of Business Administration Students that are

Non ABM Graduates.
NON ABM GRADUATES

Mean 82.6435
Standard Error 0.493183
Median 82.8
Mode 82.8
Standard Deviation 2.20558
Sample Variance 4.864582
Kurtosis 0.09551
Skewness -0.27051
Range 8.6
Minimum 78.4
Maximum 87
Sum 1652.87
Count 20

The 20 Non ABM graduate students have a mean grade point average of 82.64,

with the highest average of 87 and lowest of 78.4.

Comparison of Grades of ABM and Non ABM Graduates

Table 5. Independent Sample Test of Average Grades of Second Year Business

Administration Students of NDKC; ABM versus Non ABM Graduates.

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One tailed independent t-test was used to determine whether the average of

second year BA students which were ABM graduates is higher than that of Non ABM

graduates. The Lervene‟s test of equality shows a Sig value of 0.155 which is higher

than 0.05; this means that the null hypothesis that the variances in academic

performance of ABM and Non ABM graduates are equal or does not significantly differ

is not rejected thus the assumption of homogeneity in t-test for equality of means is not

violated. This also means that the decision criterion for this study will be based on the

values under equal variances assumed.

The most important part of the table presented below is the sig value, since

SPSS has no specific procedure or dialog box to run a one-tailed test for independent

sample t-test, the significance for this one tailed t-test will be the displayed significance

divided by two (since the t statistic has a symmetrical distribution, the “significant” tails

will have the same probability such as in a two-tailed test, a 0.05 criteria reflects that the

0.025 tails will reflect significance, and since we are looking at only one of those tails,

we would divide the significance in two to determine if the t statistic is significant or not).

Another issue is the direction that we want the t-statistic to go. Here, we expect that the

mean of group 1 or ABM graduates is higher than group 2 or Non ABM graduates, then

we should look for a positive t-statistic (since SPSS uses the mean of group 1 minis the

mean of group 2 as the numerator in computing the t-statistic).

The table shows a p-value or sig 2-tailed of .002, this means that sig 1-tailed is

equal to .001, which is less than the set level significance of 5% or 0.05. This means

that the null hypothesis is rejected. A positive t-statistic of 3.316 is also shown in the

table; this means that ABM graduates have higher grade point average than that of

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Non-ABM graduates which is significant at 5% level of significance. This is in agreement

with the study by Sicat & Panganiban (2009) which concluded that high school

background plays an important role to the UP entrance test (a variable that can be

compared to academic performance). Another study about the levels of academic

performance of two groups of students admitted with different entry certificates. The

SSCE certificate holder presents a relatively better academic performance than those

with C&G/WAEC certificate when the mean scores are considered; this significant

difference could be attributed to the difference in academic background of both groups

in terms of their entry qualifications; and the type of schools they attended (one group

attended secondary schools, the other attended technical colleges) (Amasuomo, 2014)

The power for a t-test can be computed directly from Cohen‟s D. Cohen‟s D is

one of the most common ways to measure how large an effect of something is. For

example, in this study, how large is the effect of graduating ABM strand to the student‟s

college academic performance. Cohen‟s D is equal to the difference of the mean of the

two independent groups divided by the pooled standard deviation. The Cohen‟s d in this

study is equal to 0.87 which indicates a large effect on the academic performance; this

means that the difference in mean of the average grades of ABM and Non ABM

graduates is large and that the academic performance is largely affected by whether a

student graduated ABM strand or not.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter will conclude the study. It will present the overall summary of results

of the analysis of the study and the conclusions based on the data analysed on the

previous chapter. Recommendations for further research will end this chapter.

Summary

The problem of misalignment of a student‟s college degree from his/her senior

high school strand and its effect to his/her college academic performance was the focus

of this study. It aims specifically to measure the academic performance of the second

year business administration students of Notre Dame of Kidapawan College and

determine whether graduates of ABM strand in senior high school has significantly

higher academic performance than the Non-ABM strand graduates.

The data used to measure the academic performance, which is grades, are

numerical in nature. Therefore, in order to satisfy this objective of this study, the

researcher used quantitative approach of research specifically the comparative

research design. Quantitative research approach is a method of research that relies on

measuring variables using a numerical system and then analysing them using any of a

variety of statistical models, and reporting relationships and associations among the

studied variables (Lucas-Alfieri, 2015).

The most appropriate design to use is the comparative research design, which is a

method where the researcher compares two or more variables (independent) with a

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view of discovering something about one or all of the things being compared

(Heidenheimer, Heclo & Adams, 1983). This is because the study was focused on

determining if the academic performance of one independent variable is significantly

higher than the performance of another independent variable.

The researcher used both descriptive and inferential statistics in this study.

Descriptive statistics such as measures of central tendency, skewness and dispersion

was initially used to summarize and describe the data collected. Inferential Statistics

was then used to draw conclusion from the sample to be generalized in the population

(Frost, 2019).

To test the hypothesis, the statistical analysis to be employed in this study is t-

test, a test to determine if there is a significant difference in the means of two variables

(Kenton, 2019). The hypothesis will be tested specifically using independent one tailed

or directional t-test at five percent level of significance (α = 0.05). This means that there

is 5 out of 100 or 5% chance of committing a type I error or the error of rejecting a true

null hypothesis.

To collect the data from the chosen respondents, the second year business

administration students of Notre Dame of Kidapawan College for the school year 2019 –

2020, the researcher used a survey questionnaire that he developed. The most

important data he needed was grades, to measure the academic performance of the

students, this data together with the student‟s sex category, strand graduated, major

and age are the only data that was asked in the questionnaire. All the questions are

close ended questions, which means that they are questions that allows responses

which fit into pre-decided category.

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The questionnaire was specifically designed to answer the following research

questions; What is the academic performance, measured by grades during the first

semester subjects, of the second year business administration students of NDKC that

graduated ABM strand in SHS?; What is the academic performance, measured by

grades during the first semester subjects, of the second year business administration

students of NDKC who were not graduates of ABM strand in SHS?; and, Is the

academic performance of ABM graduates significantly higher than that of the academic

performance of Non-ABM graduates?

After gathering the data needed and before testing the hypothesis, the

researcher tested for compliance to the assumption of normality which is one of the five

assumptions in using independent one-tailed t-test in testing the hypothesis.

Kolmogorov-Smirnov, histogram, box plot and qq plots all showed an approximately

normal data and showed that the assumption of normality of distribution of data was

met.

After all assumptions was met, the researcher analysed the data and results

showed that at 5% level of significance, the null hypothesis (that the academic

performance of second year business administration students who were ABM graduates

is equal or lower than the Non-ABM graduates) is rejected since t-test showed a p-value

or sig 1-tailed of .001 which is lower than the set alpha of 0.05.

A positive t-statistic of 3.316 is also shown in the table; this means that ABM

graduates have higher grade point average than that of Non-ABM graduates which is

significant at 5% level of significance. This is in agreement with the study by Sicat &

Panganiban (2009) which concluded that high school background plays an important

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role to the UP entrance test (a variable that can be compared to academic

performance). Another study about the levels of academic performance of two groups of

students admitted with different entry certificates. The SSCE certificate holder presents

a relatively better academic performance than those with C&G/WAEC certificate when

the mean scores are considered; this significant difference could be attributed to the

difference in academic background of both groups in terms of their entry qualifications;

and the type of schools they attended (one group attended secondary schools, the other

attended technical colleges) (Amasuomo, 2014). The Cohen‟s d in this study is equal to

0.87 which indicates a large effect on the academic performance; this means that the

difference in mean of the average grades of ABM and Non ABM graduates is large and

that the academic performance is largely affected by whether a student graduated ABM

strand or not.

Conclusions

The K-to-12 otherwise known as the “Enhanced Basic Education Act of 2013”

took effect on June 8, 2013 which added two years to the previous ten-year basic

education program in the Philippines. Due to sudden shift of education curriculum, a

problem arose regarding the alignment of Senior High School strand and college degree

taken up by the students. The students were allowed to take courses that are not

related to the strand that they took during senior high school given that they will take

bridging classes that will either be on summer or spread over their semesters in college.

This will not only add cost and time to the students but may potentially affect their

academic performance in college. To know if academic performance is affected, the

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researcher compared the academic performances of Accountancy Business and

Management (ABM, a strand in the k-to-12 program) graduates and Non ABM

graduates that are currently enrolled in school year 2019-2020 as second year business

administration students in Notre Dame of Kidapawan College. Specifically it is aimed to

know if the academic performance of ABM graduates is significantly higher than that of

the Non-ABM graduates.

Based on a quantitative analysis, the researcher can statistically conclude that

for Notre Dame of Kidapawan College, the graduates of ABM strand have significantly

higher academic performance than non-ABM graduates and the independent variables

(whether the students are ABM or Non ABM graduates) has large effect on the

dependent variable which is the academic performance. This supports first segment of

Tinto‟s 1993 model of Social Integration Theory which states that to a certain extent it is

the pre-entry attributes such as family background, abilities, skills and prior schooling or

in this research‟s context high school background will affect the academic

performance and ultimately the drop-out decision of a student.

Recommendations

After thorough analysis of data, the following recommendations are hereby

made:

This research paper considered only the alignment of senior high school strand

to college degree as determinant of college academic performance. Yet, there are other

factors that may affect the academic performance of students. Future research may

consider other factors and determine the effect of these factors to the existing

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relationship of the variables presented in this paper, whether it widens or narrows the

difference in the academic performance.

The time constraint made the scope of this research paper very narrow, thus

making conclusions hard to be generalized. Future researches may widen the scope of

this study up to national level and compare if the results of this study will be the same to

the national level result; and then formulate a generalized conclusion about this topic.

Finally, future researches may use the result of this study as basis to question

the existing Implementing Rules and Regulations regarding the crossovers of college

degree taken, which is allowing students to choose courses not related to the strand

they took up in Senior High School.

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APPENDICES

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APPENDIX A. RESEARCH INSTRUMENT

COMPARISON OF THE ACADEMIC PERFORMANCE OF BUSINESS ADMINISTRATION STUDENTS OF NOTRE DAME OF

KIDAPAWAN COLLEGE; ABM VERSUS NON-ABM.
INSTRUCTION: PUT A MARK ( / OR X ) TO ANSWER THE QUESTIONS. FILL IN THE SPACE PROVIDED WITH YOUR GRADES LAST
SEMESTER IN THE SUBJECTS LISTED BELOW. PLEASE DON'T LEAVE ANY QUESTIONS UNANSWERED. THANK YOU.

SEX CATEGORY: STRAND GRADUATED: MAJOR: AGE:

MALE ABM FINANCIAL MANAGEMENT
FEMALE NON-ABM HUMAN RESOURCE
MARKETING MANAGEMENT
GRADES:
BASIC MICROECONOMICS

ELEMENTS OF BUSINESS MATHEMATICS

BASIC FINANCE

PRINCIPLES OF MANAGEMENT & BUSINESS ORGANIZATION

PRINCIPLES OF MARKETING

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APPENDIX B. LETTER

Date: _________________

DR. KLEMM RYAN Z. BERNABE

Chairperson, Department of Business and Accountancy
Notre Dame of Kidapawan College
Kidapawan City

Sir:

Greetings!

I am a second year Masters of Business Administration student in this institution and I

am currently conducting a study regarding the difference in academic performance of
ABM and Non ABM graduates that are currently enrolled in the Accountancy program.
The study aims to know if the ABM graduates perform significantly better than those
who did not.

In line with this, I wish to request from your office to allow me to gather data from first
year and second year students in your department currently enrolled under
Accountancy program for the second semester of school year 2019-2020.

May this request merit your kind approval.

Sincerely,

EFREN REY B. DEL ROSARIO

Researcher

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APPENDIX C. STATISTICAL ANALYSIS

EXAMINE VARIABLES=AVERAGE

/PLOT BOXPLOT STEMLEAF HISTOGRAM NPPLOT

/COMPARE GROUPS

/STATISTICS DESCRIPTIVES

/CINTERVAL 95

/MISSING LISTWISE

/NOTOTAL.

Explore

Notes

Output Created 11-MAR-2020 22:32:05

Comments

Input Active Dataset DataSet0

Filter <none>

Weight <none>

Split File <none>

N of Rows in Working Data

51
File

Missing Value Handling Definition of Missing User-defined missing values for

dependent variables are treated as
missing.

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Cases Used Statistics are based on cases with no

missing values for any dependent
variable or factor used.

Syntax EXAMINE VARIABLES=AVERAGE

/PLOT BOXPLOT STEMLEAF

HISTOGRAM NPPLOT

/COMPARE GROUPS

/STATISTICS DESCRIPTIVES

/CINTERVAL 95

/MISSING LISTWISE

/NOTOTAL.

Resources Processor Time 00:00:00.66

Elapsed Time 00:00:00.66

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

AVERAGE 51 100.0% 0 0.0% 51 100.0%

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Descriptives

Statistic Std. Error

AVERAGE Mean 84.2052 .41439

95% Confidence Interval for Lower Bound 83.3729

Mean
Upper Bound 85.0376

5% Trimmed Mean 84.2367

Median 83.8000

Variance 8.758

Std. Deviation 2.95936

Minimum 77.60

Maximum 90.00

Range 12.40

Interquartile Range 3.27

Skewness .104 .333

Kurtosis -.174 .656

Tests of Normality

a
Kolmogorov-Smirnov Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

*
AVERAGE .077 51 .200 .972 51 .256

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

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AVERAGE

AVERAGE Stem-and-Leaf Plot

Frequency Stem & Leaf

3.00 7 . 788

29.00 8 . 01111122222222233333333444444

18.00 8 . 555555566677899999

1.00 9. 0

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Stem width: 10.00

Each leaf: 1 case(s)

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T-TEST GROUPS=STRAND(1 2)

/MISSING=ANALYSIS

/VARIABLES=AVERAGE

/CRITERIA=CI(.95).

T-Test

Notes

Output Created 15-MAR-2020 23:37:59

Comments

Input Data C:\Users\Efren\Desktop\DATA 3.sav

Active Dataset DataSet1

Filter <none>

Weight <none>

Split File <none>

N of Rows in Working Data

51
File

Missing Value Handling Definition of Missing User defined missing values are treated
as missing.

Cases Used Statistics for each analysis are based

on the cases with no missing or out-of-
range data for any variable in the
analysis.

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Syntax T-TEST GROUPS=STRAND(1 2)

/MISSING=ANALYSIS

/VARIABLES=AVERAGE

/CRITERIA=CI(.95).

Resources Processor Time 00:00:00.02

Elapsed Time 00:00:00.02

Group Statistics

STRAND N Mean Std. Deviation Std. Error Mean

AVERAGE 1.00 31 85.2129 2.97323 .53401

2.00 20 82.6433 2.20550 .49316

Independent Samples Test

Levene's Test for Equality of t-test for Equality of

Variances Means

F Sig. t df

AVERAGE Equal variances assumed 2.088 .155 3.316 49

Equal variances not

3.535 47.937
assumed

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Independent Samples Test

t-test for Equality of Means

95%
Confidence
Interval of the
Difference
Std. Error
Sig. (2-tailed) Mean Difference Difference Lower

AVERAGE Equal variances assumed .002 2.56957 .77483 1.01250

Equal variances not

.001 2.56957 .72690 1.10800
assumed

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of the

Difference

Upper

AVERAGE Equal variances assumed 4.12664

Equal variances not assumed 4.03114

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CURRICULUM VITAE

Personal Data

Name: Efren Rey B. Del Rosario, CPA

Address: Kabacan, North Cotabato
Mobile No.: 09208268872
Date of Birth: September 02, 1995
Place of Birth: Kabacan, Cotabato
Email: [email protected]

Education

2019 – Present Master in Business Administration

NDDU-Notre Dame of Kidapawan College
Kidapawan City
38 Units Earned

2012-2016 Bachelor of Science in Accountancy

University of Southern Mindanao
Kabacan, North Cotabato
Magna cum Laude

2008-2012 University Laboratory School – University of Southern Mindanao

Kabacan, North Cotabato
Salutatorian

2003-2008 Kabacan Pilot Central School

Kabacan, North Cotabato
Valedictorian

Research Title

Comparison of the Academic Performance of Business Administration Students of Notre

Dame of Kidapawan College; ABM Versus Non-ABM

Work Experience

2018 – Present Accountant

Landbank of the Philippines – Kidapawan Accounting Center
Kidapawan City

2017-2018 Loans Bookkeeper

LBPSC – assigned to Landbank Kidapawan AC
Kidapawan City

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