Technological Institute of the Philippines – Manila

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College of Business Education
Bachelor of Science in Accountancy

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

As businesses rapidly increase in present times, there is an increase demand for

individuals who are skilled in the practice of accounting, hence the introduction of accounting

courses in Business programs for tertiary institutions. It is true that many students in Accounting

Education today do not have background in Secondary Education on Accounting unlike

Mathematics, Economics, English, Government and the likes, and therefore they tend to have a

negative attitude at the very beginning of the course at the university and assume that

accounting is a very difficult course.

Financial accounting requires focus and greater attention to details for a student to

learn this subject especially that this involves concepts, applications and procedures. For some

reasons, most students were having difficulties in dealing with this subject.

Academic Performances plays a vital role towards the student not only during their stay

in the institution but also in their practices held being professionals. Several factors may affect

students’ academic performance at universities. This study aims to measure and study these

factors and how it affects their academic performance especially during their study on Financial

Accounting 1. This study is intended to pinpoint those areas and variables which lead to low

performances in Financial Accounting 1 that will help those in Academe to create or suggest

attainable prompt solutions and remedies on those problems which mostly affect the
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performance of the students to obtain better and positive results for the succeeding generations

of students.

Background of the Study

The College of Business Education department in Technological Institute of the

Philippines –Manila initially offer programs related to accounting: Bachelor of Science in

Accountancy, Bachelor of Science in Accounting Technology, and Bachelor of Science in

Financial and Management Accounting.

The Technological Institute of the Philippines Manila, offers Financial Accounting Part 1

in BSA, BSAT, FMA students during their 1st semester of their 3 rd year.

This study covers financial accounting Part 1 which focuses on the asset side of the

balance sheet such as Cash, accounts and notes receivable, inventory, marketable securities,

equity investments, Properties, Plants and Equipments (PPE), and intangibles. The course also

covers revenue and expense recognition issues, and generally accepted accounting principles

that affect the format and presentation of the financial statements. Financial Accounting is one

of those important subjects in Business Accounting not only because it is one of the subjects

included in the Board Examination for Accountancy but also because it is said to be one of the

foundations of Accountancy profession.

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Statement of the Problem

The study aimed to assess the Causes of Low Performance in Financial Accounting 1

as perceived by students. It sought to assess the following sub-problems:

1. What is the profile of the students in terms of the following:

1.1. Program
1.2. Year Level
1.3. Grade in Financial Accounting 1
2. How do the student’s perceive the causes of low performance in Financial Accounting in

terms of:
2.1. Foundation Courses
2.2. Class Schedule
2.3. Coverage
2.4. Faculty Mentoring
2.5. Reference Materials
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Conceptual Framework

Foundation Courses Coverage

LOW PERFORMANCE OF
STUDENTS IN FINANCIAL
ACCOUNTING 1

Class Schedule

Faculty Mentoring

Reference Materials
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Figure 1: Research Paradigm

The research was designed to investigate what factors BSA, BSAT, and FMA students

considered affecting their low academic performance in Financial Accounting 1. The framework

provides different aspects of the three courses such as Foundation Courses, Coverage, Class

Schedule, Reference Materials, and Faculty Mentoring. The inputs gathered through survey and

questionnaires were summarized through the use of statistical techniques with the aid of scientific

method in order to arrive at the conclusion with the sufficient evidential matter.
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Significance of the Study

The purpose of this study is to identify the causes for low performance rate in financial

accounting 1 as determined by the students which will help the College of Business Education

department administrators and faculty on directly working through to overcome these factors as

perceived by students.

For students, this study aims to depict their certain needs with the subject Financial

Accounting 1 which must be analyzed thoroughly and provided timely solutions by the

professors. The findings may compel the responsible faculty to restructure the course syllabus,

come up with new effective ways to evaluate professors and/or make any new adjustments in

the class schedule for this particular subject. This study will also help to expose the extent of

students’ needs to source for new reference materials relevant to this subject. Improvement in

the students’ performance with the subject can be expected from the implementation of the said

changes.

For Instructors, accumulated results pertinent to their scope compels them to learn for

new, more effective, and life-changing teaching approaches in order to train students better.

This research may also pave way for finding critical areas in this major accounting subject.

Thus, new techniques and principles in learning this subject may be arrived at.

For the administrators, this calls their attention to implement changes which has to be

done in pursuit of providing a well managed educational environment conducive to learning and

as an evocative solution to the emerging low performance of students in financial accounting.

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For the school, this is also one way of implementing its outcome-based education

which is to transform students into graduates with full competence in their field of study. In

pursuit of the institution’s commitment for providing total quality in education, studies like this

are helpful instruments for continuous improvement of educational services provided.

Lastly, this research can also serve as a useful reference or basis for any future studies

which aims to improve the quality of accounting education.

Scope and Delimitation

The main purpose of this research is to identify the causes of low performance of the

students. This study focused for the third year and fourth year Bachelor of Science in

Accountancy (BSA), Bachelor of Science in Accounting Technology (BSAT) and Bachelor of

Science Financial and Management Accounting (FMA) students in Technological Institute of the

Philippines- Manila during the First Semester of Academic Year 2016 – 2017. The study will

contain the profile of the respondents which includes their year level, program and grade in

financial accounting 1.

The researcher limited this research to the College of Business Education Department

in Technological Institute of the Philippines- Manila for the survey of 118 students as population

and uses only 56 students for the sample which is based on their average grades of 2.5 and

below. Each of the respondents was already given the same questionnaires to answer. The

results of this study are applicable to the respondents of this study and to other lower level.
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Definition of Terms

Financial Accounting is the field of accountancy concerned with the preparation of financial

statements for decision makers, such as stakeholders, suppliers, banks, employees,

government agencies, owners, and other stakeholders. It is also reporting of the financial

position and performance of a firm through financial statements issued to external users on a

periodic basis.

Fundamentals of Accounting includes the areas of Debits and Credits; Accounts; Assets,

Liabilities, Equity, Revenue and Expenses; and, an accounting system that offers a method for

checking, balancing, and reconciling all accounting related transactions in order to produce

accurate pictures of the entities financial health.

Accounting Cycle – refers to the six steps in the processing of financial transactions (from the

time they occur to their inclusion in financial statements) pertaining to an accounting period.

These steps are: (1) analyzing the transactions as they occur, (2) recording them in the

journals, (3) posting debits and credits from journal entries to the general ledger, (4) adjusting

the assets with a trial balance, (5) preparing financial statements, and (6) closing the temporary

accounts.

Coverage-these pertains to topics included in Financial Accounting I.

Mentoring- is the act offering guidance, support and teaching and acts as a role model for the

person being mentored.

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Class Schedule-refers to the schedule of students pertaining to Financial Accounting subject if

its morning, afternoon or on evening classes.

Reference Materials- books or other review materials used by students during their study on

Financial Accounting which helps them understand the topics better.

BSA- Bachelor of Science in Business Administration major in Accountancy

FMA- Financial and Management Accounting

BSAT- Bachelor of Science in Accounting Technology

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Local Related Literature

Clarissa S. Layug (2014) a BSAT student of Holy Angel University , Angeles City who

graduated last 2014, Financial Accounting is the subject she finds difficult for it will be taken on

2nd year 1st semester to 3rd year 1st semester, because it covers 3 volumes.

According to Marvin Galang (2016) on his journal entitled The Horror that is

Accounting-Why students shouldn’t dread the subject. He says, “I think that what really makes

accounting so difficult in the eyes of students is actually the view towards the subject. It’s

already preempted to be difficult and with a mindset like that.” He further says that he believes

in the popular saying that goes “first impressions last” and he believe this applies not only to

people, but on a very general level and is applicable to almost anything and anyone. If you

believe accounting to be difficult even before you actually experience it, then you’ve already put

it on a pedestal and just the same, you’ve lowered your confidence in actually facing it.

According to Lindbergh Soriano (2012) in his blog on the TOP 5 hardest Accounting

Subject he mentioned that Financial Accounting and Reporting II – This subject is a continuation

of Financial Accounting and Reporting I. Whereas part I focused mainly on assets, part II would

focus mainly in liabilities and shareholders’ equity.

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A Study prepared by Philippine National Commission for UNESCO (1956) which was

entitled The Causes of Failure in School mentioned that teachers are to blame too, for they

intend to spoil the students with academic spoon-feeding , thus breeding laziness.

Foreign Related Literature

Several studies have been conduct by researchers from many countries which purpose

is to solve or suggest solutions to certain factors which affect the performance of accounting

students. Some researches put emphasize on individuals’ internal characteristics (e.g.

intelligence, self-concept, etc) and some others consider external characteristics (family, social

status, educational environment, etc) important. On the other hand, one of the most important

factors underlying development is education. Developed countries usually have effective

educational system but education lacks adequate infrastructure in developing countries (Poor

Ali, 2005). The following consist of previous works or findings which were gathered together and

summarized not just to have a preview of this study but it also served as a guide for the

researchers to attain its objectives.

Teaching Methods

According to Duff in a research conducted in England, the accounting teaching in the

undergraduate levels favours students with preferences to the theoretical learning. However

there is no direct relationship between the performance and the preference by the learning

style. In this case, the accounting program can be wide, more innovative, and to adopt teaching

methods that satisfy also those without preference for theoretical learning.
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Instructor’s Qualities

Deppe enumerated the necessary competencies for a successful professional that the

educator should have in mind during the teaching process:

1. Communication Skills
2. Ability to develop and distribute information
3. Ability to decision making
4. Accounting knowledge, auditing and taxation
5. Knowledge of business environment
6. Professionalism
7. Leadership development

Reference and Instructional Materials

Several studies on instructional materials and academic achievement have been

conducted before. For example, (Isola, 2010), conducted a research on the effects of

instructional resources on students’ performance in West Africa School Certificate Examinations

(WASCE) in Kwara State. He linked material resources with academic achievements of

students in ten subjects. Data were collected from the subject teachers in relation to the

resources employed in the teaching. The achievements of students in WASCE for the past five

years were related to the resources available for teaching each of the subjects. He concluded

that material resources have a significant effect on student’s achievement in each of the

subjects.

Instructional material according to Mustapha etal (2002) and Azikiwe (2007) are usually

classified based on the characteristic they exhibit. There is a wide variety of instructional media

which could be profitably and effectively used in the classroom of accounting learning situation.
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Instructional material could be broadly classified into three group namely audio, visual and

audio-visual.

There are also resource materials and devices that appeal to the sense of sight, touch

and smell like Visual aids. They consist of non-projected aids which include chalkboard and

adhesives Pictorial aids which include charts and pictures Mobile Three dimensional aids

projected aids which include film strips and slides, and slides projector pictures, charts,

blackboard, posters, books, specimen etc. learning resources that fall under audio-visual aids

appeal to the senses of sight, hearing and touch. They include line sound film, sound strip

projector, television and video tape recorder. The audio aids are instructional materials that

appeal to the sense of hearing and touch too. They include records and record players, tapes

and tape recorder, radio and language laboratories.

Other Barriers for Student’s Success

Variables such as age, gender, talent, scores, high school experience, academic

experience, motivation and students’ expectations are considered by many scholars to

recognize accounting students’ characteristics necessary for their success. Some studies have

confirmed the positive relationship between gender and accounting students’ academic

performance (Koh and Koh (1999); Gracia and Jenkins (2003); Vickers et al. (2003)). Some

studies scrutinized the relationship between foreign language (e.g., English) in accounting

education and student performance, such as Ayers and Peters (1977) who confirmed that the

academic success can be positively influenced by the English language proficiency. However,
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Bachelor of Science in Accountancy

Jochems (1991) reported that the performance could have been low, if the foreign language has

been taken a place in education.

Nasser and Peel (1998) have also found that variables such as age, English language

proficiency, mathematic score and type of university (state or private) have no significant effect

on the accounting students’ academic performance. Instead, university conditions and

educational characteristics i.e. professors’ ability, attempt and motivation has significant

relationship with students’ performance and students with previous experience in accounting

and advanced mathematic enjoyed higher level of performance.

Wooten also includes in his model several variables not examined in the accounting

education literature to date, like the effects of family activities, work activities, extra-curricular

activities and classroom environment. The model begins with an ultimate goal of performance.

Two factors have direct influence on student’s performance: (1) the student’s aptitude and (2)

the amount of effort the student puts forth in the course. Wooten indicates that these depend on

the student’s (1) grade history, (2) motivation, (3) extra-curricular activities, (4) work

responsibilities and (5) family responsibilities.

CHAPTER 3

METHODOLOGY
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Bachelor of Science in Accountancy

Research Design

A descriptive survey was used for this research. The survey was conducted to BSA,

FMA, and BSAT student of the CBE department in TIP Manila to obtain information about the

Student's Perception of Causes of low performance in Financial Accounting 1. The research is

intended to know how the Foundation Courses, class schedule, coverage, faculty mentoring,

and reference materials affected the performance of the students in Financial Accounting 1.

Population and Sampling

The researcher used selective testing. In this testing technique the researcher

selected a particular number of sample in a population which is composed of BSA, FMA, and

BSAT student of the CBE department in TIP Manila and that were selected are the only

programs that has Financial Accounting 1 in their curriculum, and out of these programs only

the 3rd year and 4th year level students were selected. The 3rd year level is currently taking

Financial Accounting 1 and the 4th year students just have finished the said course. Out of 118

students used as population the researchers selected only 56 students for the sample which is

based on their grades of 2.5 and below.

Research Instrument
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College of Business Education
Bachelor of Science in Accountancy

The research instrument that was used is survey questionnaire. The survey

questionnaires include 5 factors: Foundation Courses, Class Schedule, Coverage, Faculty

Mentoring and Reference Materials. In the survey questionnaire, the respondents used the

Likert scale to determine if they agree or disagree with the said factors. The researchers didn’t

require the respondents to include their identities for confidentiality.

Data Gathering Procedure

The procedure of data gathering for the research is through distribution of

questionnaires, these were distributed to a sample of students of BSA, FMA and BSAT in 3 rd

and 4th year level in the College of Business Education. Those students were asked to complete

the questionnaires anonymously during the class period. These students are accounting

majors. The researcher will distribute the questionnaire by himself to ensure 100 percent return

of the questionnaires.

It is assumed that students will participate in the study. Of the 118 students, there are

33 in 3rd year and 19 in 4th year level of BSA students, 10 in 3rd year and 25 in 4th year level of

BSAT students, and 12 in 3rd year and 19 in 4th year level of FMA students.
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Research Instrument Validation

The research instrument is subject for validation to improve its quality that is to be used

for the final survey. The researchers conducted a validation through distribution of survey

questionnaires. There are 3 professors of the CBE and 10 students of BSA, FMA and BSAT

who were participated in this validation. Those professors and students were asked to give

suggestions and comments about the research instrument.

Statistical Treatment
The data collected in the study were organized and classified based from the research

design. The data were coded, tallied and tabulated to facilitate the presentation and

interpretation of results using the following:

1. Percentage – Percentage was used to get the proportion of the number to the total

number of frequency.

Formula:

% = f / n x 100

Where:

% - percentage

f – frequency

N – number of cases or total sample

100 – constant
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2. Range - The Range is the difference between the lowest and highest values.

Range = ( H – L ) / H

Where:

H – Highest Value

L – Lowest Value

3. Weighted Mean

The weighted average mean statistical treatment method used to interpret items in the

questionnaire. Statistical treatment can help the researcher to describe the nature of the data to

be analyzed and to explore the relation of the data to the underlying population.

The formula is:

Xwt = X1W1 + X2W2 + X3W3

Where:

Xwt = weighted mean

X = score or item value

W = weight of score

N = total number of respondents

4. 5 point Scale – The five point scale used in interpreting the mean rating.
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Table 1

SCALE EQUIVALENT INTERPRETATION

5 4.20 - 5.00 Strongly Agree

4 3.41 - 4.20 Agree

3 2.61 - 3.40 Moderately Agree

2 1.81 - 2.60 Disagree

1 1.0 - 1.80 Strongly Disagree

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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Introduction

This chapter presents the analysis of data, interpretation and results of the study. The

analysis was based on the information collected using a structured questionnaire. In order to

simplify the discussions, the researchers provided tables and graphs that summarize the

reactions of respondents.
A total of 118 questionnaires were distributed of which 118 were collected and only 56

were used for the study, these are students having grade of 2.5 below and the others. The data

collected were analyzed based on each research question using simple percentages of

frequency.
The following data are used to answer the statement of the problem that questioned:
4.1 What is the profile of the students in terms of the following?
4.1.1 Program
4.1.2 Year Level
4.1.3 Grade in Financial Accounting 1

Table 2
Distribution of Respondents by their Program

PROGRAM FREQUENCY PERCENTAGE

BSA 52 44.07 %

BSBA-FMA 31 26.27 %

BSAT 35 29.66 %

TOTAL 118 100 %

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Table 2 presents the percentage distribution of respondents according to their programs. There

were a total of 118 respondents of which 52 students were BSA representing 44.07% of the

total population, 31 were BSBA-FMA representing 26.27% of the total population and 35 were

BSAT students representing 29.66% of the population.

Table 3

YEAR LEVEL FREQUENCY PERCENTAGE

3RD YEAR 55 46.61

4TH YEAR 63 53.39

TOTAL 118 100 %

Table 3 presents the percentage distribution of respondents according to their year level. There

were more 4th year students for its 53.39% while only 46.61% for 3 rd year students in the study.
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Table 4

Distribution of Respondents by their Financial Accounting 1 Grade

GRADE FREQUENCY PERCENTAGE

2.50 13 23.21 %

2.75-3.00 42 75 %

OTHERS 1 1.79 %

TOTAL 56 100 %

Table 4 shows the percentage distribution of respondents according to their grades.

4.2 How do the student’s perceive the causes of low performance in Financial Accounting 1 by

their program in terms of:

4.2.1 Foundation Course
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College of Business Education
Bachelor of Science in Accountancy

4.2.2 Class Schedule

4.2.3 Coverage
4.2.4 Faculty Mentoring
4.2.5 Reference Materials

Table 5

Students Perception in their Low Performance in Financial Accounting 1 in terms of

Foundation Courses

BSA BSAT FMA

1. Foundation Courses WM VI WM VI WM VI

1.1 I fully understand the concept of debit

Strongly
and credit during my Fundamentals of 4.46 4.44 Agree 4.09 Agree
Agree
Accounting

1.2 I fully understand the concept of equation

A = L + E during my Fundamentals of 4.79 Agree 4.67 Strongly Agree 4.36 Strongly Agree
Accounting

1.3 I fully know how to formulate the basic

financial statements during my Fundamentals 4.04 Agree 4.00 Agree 3.64 Agree
of Accounting 1

1.4 I fully understand the accounting cycle Moderately

3.89 Agree 3.78 Agree 3.27
during my Fundamentals of Accounting 1 Agree

1.5 I fully understand the concept of accruals

Moderately Moderately
and deferrals during my Fundamentals of 3.43 Agree 3.33 3.09
Agree Agree
Accounting 1

1.6 I have full knowledge about Conceptual

Moderately
Framework of Accounting during my 3.57 Agree 3.22 3.45 Agree
Agree
Fundamentals of Accounting 1

1.7 I have full knowledge about Mathematics 3.57 Agree 3.67 Agree 3.73 Agree
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topics like algebra and statistics during my
Fundamentals of Accounting 1

Table 5 - BSA shows the students’ perception towards Low Performance in Financial

Accounting in terms of their Foundation Courses.

On the first question, students strongly agree with a weighted mean of 4.46 that their

understanding in the concept of debit and credit during my Fundamentals of Accounting doesn’t

affect their low performance in Financial Accounting. On the second up to the seventh question,

students weighted mean shows that they agree that their understanding in the equation A=L+E,

to formulate basic financial statement the accounting cycle, the concept of accruals and

deferrals, the Conceptual Framework of Accounting and in Mathematics topics like algebra and

statistics, were not the factors that leads to Low performance in Financial Accounting.

Table 5 - BSAT shows the students’ perception towards Low Performance in Financial

Accounting in terms of their Foundation Courses.

On the first question, students agree with a weighted mean of 4.44 that their

understanding in the concept of debit and credit during my Fundamentals of Accounting doesn’t

affect their low performance in Financial Accounting. On the second question, students

weighted mean shows that they strongly agreed on their understanding in the equation A=L+E;

they agreed on formulating the basic financial statement and on the accounting cycle; they
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College of Business Education
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moderately agreed the concept of accruals and deferrals and the Conceptual Framework of

Accounting while in Mathematics topics like algebra and statistics they agreed.

Table 5 - FMA shows the students’ perception towards Low Performance in Financial

Accounting in terms of their Foundation Courses.

On the first question, students agree with a weighted mean of 4.09 that their

understanding in the concept of debit and credit during their Fundamentals of Accounting

doesn’t affect their low performance in Financial Accounting. On the second up to the seventh

question, students weighted mean shows that they strongly agree that their understanding in

the equation A=L+E and on the 3rd question students agreed that they fully know how to

formulate basic financial statement. Students moderately agreed that they fully understand the

accounting cycle, the concept of accruals and deferrals and they agreed that they have full

knowledge about the Conceptual Framework of Accounting and in Mathematics topics like

algebra and statistics, were not the factors that lead to Low performance in Financial

Accounting.
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Table 6

Students Perception in their Low Performance in Financial Accounting 1 in terms of

Class Schedule

BSA BSAT FMA

2. Class Schedule WM VI WM VI WM VI

2.1 Financial Accounting 1 was taken up Strongly

4.46 Strongly Agree 3.78 Agree 4.36
with other courses in a day Agree

2.2 3 hours per session is enough to

discuss a certain topic in Financial 3.46 Agree 3.44 Agree 3.55 Agree

Accounting 1

2.3 1 and half hour per session is Moderately Moderately

2.82 2.44 Disagree 2.82
enough to discuss the certain topic Agree Agree

2.4 The morning class is the best time to Moderately

3.71 Agree 4.11 Agree 2.82
take up Financial Accounting 1 Agree

2.5 The afternoon class is the best time Moderately Moderately

2.79 3.00 3.64 Agree
to take up Financial Accounting 1 Agree Agree

2.6 The evening class is the best time to Moderately

2.21 Disagree 2.33 Disagree 2.64
take up Financial Accounting 1 Agree

2.7 Having enough vacant is useful to 4.32 Strongly Agree 3.78 Agree 4.18 Agree
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review for the next subject

Table 6 - BSA shows the students Perception on Low Performance in Financial

Accounting in terms of Class Schedule.

Students strongly agree that their Financial Accounting 1 subject was taken up with

other courses in a day this means that it affects their performance in Financial Accounting 1.

They agreed that 3 hours session is enough to discuss certain topics in FinAcc1 while they

Moderately Agreed that 1 and a half hour per session is enough. Comparing the answers in

questions 2 and 3, students prefer to take FinAcc1 three hours per session. Answers on

questions 4, 5 and 6, tells that students prefer to take FinAcc1 in morning classes instead of

afternoon and evening for this shows weighted mean of 3.71(Agree), 2.79(Moderately Agree)

and 2.21(Disagree) respectively. And on the seventh question, students strongly agree that

having enough vacant is useful to review for their next subject.

Table 6 - BSAT shows the students Perception on Low Performance in Financial

Accounting in terms of Class Schedule.

Students agreed that their Financial Accounting 1 subject was taken up with other

courses in a day. They agreed that 3 hours session is enough to discuss certain topics in

FinAcc1 while they disagreed that 1 and a half hour per session is enough. Comparing the

answers in questions 2 and 3, students prefer to take FinAcc1 three hours per session. Answers

on questions 4, 5 and 6, tells that students prefer to take FinAcc1 in morning classes instead of
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afternoon and evening for this shows weighted mean of 4.11(Agree), 3.00(Moderately Agree)

and 2.33(Disagree) respectively. And on the seventh question, students strongly agreed that

having enough vacant is useful to review for their next subject.

Table 6 - FMA shows the students Perception on Low Performance in Financial

Accounting in terms of Class Schedule.

Students strongly agree that their Financial Accounting 1 subject was taken up with

other courses in a day therefore, this means that it affects their performance in Financial

Accounting 1. They agreed that 3 hours session is enough to discuss certain topics in FinAcc1

while they Moderately Agreed that 1 and a half hour per session is enough. Comparing the

answers in questions 2 and 3, students prefer to take FinAcc1 three hours per session. Answers

on questions 4, 5 and 6, tells that students prefer to take FinAcc1 in morning or evening classes

instead of afternoon for this shows weighted mean of 2.82( Moderately Agree), 3.64(Agree) and

2.64(Moderately Agree) respectively. And on the seventh question, students agreed that having

enough vacant is useful to review for their next subject.

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Table 7

Students Perception in their Low Performance in Financial Accounting 1 in terms of

Coverage

BSA BSAT FMA

3. Coverage WM VI WM VI WM VI

3.1 More than 1 topic is discussed

3.68 Agree 4.00 Agree 4.00 Agree
every session

3.2 All topics are covered during Moderately Moderately Moderately

3.04 3.33 3.09
the semester Agree Agree Agree

3.3 The Course syllabus is Moderately Moderately

3.25 3.67 Agree 3.27
thoroughly followed Agree Agree

3.4 All topics in prelim period are

3.64 Agree 4.00 Agree 3.91 Agree
discussed

3.5 All topics in midterm period are

3.57 Agree 3.89 Agree 3.73 Agree
discussed

3.6 All topics in final period are Moderately

3.32 3.44 Agree 3.55 Agree
discussed Agree

3.7 Many topics in Financial Moderately

3.50 Agree 3.67 Agree 3.18
Accounting 1 is comprehensible Agree
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Table 7 - BSA shows that BSA students agreed that there is more than 1 topic

discussed every session which may cause their performance in Financial Accounting 1 low. In

question number 2, they moderately agreed that topics are covered during the semester.

Question 3 shows that Course syllabus is moderately followed. The Questions 4, 5 and 6 states

that BSA students agreed that topics were discussed in prelim, midterm and finals resulting to a

weighted mean of 3.64, 3.57 and 3.32 respectively. Question number 7 shows that many topics

in Financial Accounting 1 are comprehensible and students agreed.

Table 7 - BSAT shows that BSAT students agreed that there is more than 1 topic

discussed every session. In question number 2, they moderately agreed that topics are covered

during the semester. Question 3 shows they agreed that Course syllabus is followed. The

Questions 4, 5 and 6 states that BSA students agreed that topics were discussed in prelim,

midterm and finals resulting to a weighted mean of 4.00, 3.89 and 3.44 respectively. Question

number 7 shows that many topics in Financial Accounting 1 are comprehensible and students

agreed.

Table 7 - FMA shows that FMA students agreed that having more than 1 topic to

discussed every session may cause their performance in Financial Accounting 1 low. In

question number 2, they moderately agreed that topics are covered during the semester.

Question 3 shows that Course syllabus is moderately followed. Question 4, 5 and 6 states that

FMA students agreed that topics are discussed in prelim, midterm and final period having

weighted mean of 3.91, 3.73 and 3.55 respectively. Question number 7 shows that many topics

in Financial Accounting 1 are comprehensible and students moderately agreed.

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College of Business Education
Bachelor of Science in Accountancy

Table 8

Students Perception in their Low Performance in Financial Accounting 1 in terms of

Mentoring

BSA BSAT FMA

4. Mentoring WM VI WM VI WM VI

4.1 Professors encourage the students to study Strongly Strongly

4.00 Agree 4.44 4.27
hard Agree Agree

4.2 Professors discuss all the topics in the Strongly

3.54 Agree 4.22 4.00 Agree
textbook in the easiest way to understand Agree

4.3 Professors give more information other than Strongly

3.54 Agree 4.22 3.91 Agree
information written on the given textbook Agree

Strongly
4.4 Professors elaborately discuss the topic 3.57 Agree 4.33 3.82 Agree
Agree

4.5 Professors give activities to apply the Strongly

3.57 Agree 4.22 3.82 Agree
theoretical concept in the textbook Agree

4.6 Professors give assignments, seat works

Strongly
and quizzes that enhance the student’s 3.75 Agree 4.33 4.18 Agree
Agree
problem solving skill and critical thinking skill

4.7 The professors are approachable and Strongly

3.96 Agree 4.33 3.73 Agree
entertain all the questions of the student Agree

Table 8 - BSA shows BSA Students Perception in their Low Performance in Financial

Accounting 1 in terms of Mentoring. Overall students’ weighted mean show that they agree that

their Professors mentoring were not the factors that affects their low performance in Financial

Accounting 1.
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Bachelor of Science in Accountancy

Table 8 - BSAT shows BSAT Students Perception in their Low Performance in Financial

Accounting 1 in terms of Mentoring. The students’ entire weighted mean showed that they

strongly agreed on the questions regarding on the Faculty Mentoring.

Table 8 - FMA shows FMA Students Perception in their Low Performance in Financial

Accounting 1 in terms of Faculty Mentoring. The students’ entire weighted mean showed that

they agreed on the questions regarding on the Faculty Mentoring except on the1st question.

Table 9
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Students Perception in their Low Performance in Financial Accounting 1 in terms of

Reference Materials

BSAT FMA
BSA

5. Reference Materials WM VI WM VI WM VI

5.1 The required textbook is very useful to Strongly

4.18 Agree 4.56 4.18 Agree
understand Financial Accounting 1 Agree

5.2 Using more references are helpful to Strongly Strongly Strongly

4.43 4.44 4.36
make it easier to understand the topic Agree Agree Agree

5.3 Review Material makes the topic easier Strongly

4.25 4.11 Agree 4.18 Agree
to understand Agree

5.4 Practice sets enhance student’s solving Strongly Strongly Strongly

4.21 4.33 4.36
skills Agree Agree Agree

5.5 Other Reference Materials are available Strongly

3.93 Agree 4.44 4.09 Agree
to the Library Agree

5.6 There are Financial Accounting Books Strongly

4.07 Agree 4.67 4.18 Agree
with different authors in the Library Agree

5.7 Handouts and other materials are given

Strongly Strongly
to better enhance the knowledge of the 3.82 Agree 4.44 4.27
Agree Agree
students

Table 9 - BSA shows that on BSA students’ perception towards the Reference Materials

were positive the students agreed on the 1 st, 5th, 6th, and 7th questions while they strongly

agreed on the 2nd, 3rd, and 4th questions.

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Bachelor of Science in Accountancy

Table 9 - BSAT shows that on BSAT students’ perception towards the Reference

Materials were mostly Strong Agree except the 3rd statement, Review Materials makes the topic

easier to understand.

Table 9 - FMA shows that on FMA students’ perception towards the Reference

Materials were positive the students agreed on the 1 st, 3rd, 5th, and 6th questions while they

strongly agreed on the 2nd, 4th and 7th questions.

 Technological Institute of the Philippines – Manila
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College of Business Education
Bachelor of Science in Accountancy

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusion drawn and the

recommendations made as an outgrowth of this study. This study is on the causes of low

performance in Financial Accounting as perceived by the students.

Summary of Findings

1. Profile of Respondents

The respondents were all currently 3rd and 4th year BS Accountancy, BS Accounting

Technology and BSBA- Financial and Management Accounting who have already taken the

financial accounting subject. There were more of 4 th year students than the 3rd year students in

the study. From the total population of 118 respondents, 44.07% were BSA students, 26.27%

were FMA students and 29.66% were BSAT students. BSA program has the greater population

than others. Based on the result of the survey most students’ performance were ranges from

2.75-3.00, which is below the passing rate for the BSA program and an average rate for the

FMA and BSAT program.

Gathered results from students who have earned low grades in the particular subject

were directly selected as basis for the findings of this study.

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2. Foundation Courses

The findings showed that on the foundation courses factor, knowledge on the concept

of accruals and deferrals has the lowest weighted mean for the BSA and FMA students. While

for the BSAT the conceptual framework got the lowest weighted mean and the knowledge about

concepts of accruals and deferrals was second to the lowest.

3. Class Schedule

On the given results in the class schedule factor showed that BSA, BSAT, and FMA

students disagreed on the evening class schedule to take up the Financial Accounting 1. BSAT

students totally disagreed on a 1 and a half hour per session to discuss the topic of the subject.

4. Coverage

For the coverage factor result shows that not all the topics were discussed for the

whole semester. Based on the findings, for BSA and FMA students the course syllabus was not

followed accordingly.

5. Mentoring

The results on mentoring factor showed that BSA students moderately agreed that

professors discusses all the topics in the textbook in the easiest way to understand, gave more

information other than information written on the given textbook, elaborately discusses the topic,

and gave activities to apply the theoretical concept in the textbook

 Technological Institute of the Philippines – Manila
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Bachelor of Science in Accountancy

6. Reference Material

On the reference material factor result showed that BSA, BSAT and FMA students

agreed on all the items under it. But handouts and other materials are given to better enhance

the knowledge of the students and other reference materials availability in the library got the

lowest weighted means for the group of BSA students. For BSAT students, review materials

helping students to understand the topics better got the lowest weighted means including other

reference materials availability in the library. The group of FMA students has also got the lowest

weighted mean for availability of other reference materials in the library. Reference material has

the weighted mean for all the factors.

Conclusion

Based on the analyzed findings of this study, the researchers concluded that factors

such as class schedule and coverage affects the student’s performance in financial accounting.

This can be explained by negative responses for the said factors. From the class schedule, it is

so evident that the three groups (BSA, BSAT and BSBA-FMA students) correspond on the

disagreement to have an evening class for the particular subject. This means that they prefer

the subject to be taken during daytime. One and a half hour per session is also insufficient for a

certain topic to be discussed for the students which can be noticed with the disagreement by

BSAT students and moderately agreed by others. This is because of the fact that financial

accounting like any other calculating subjects requires constant practice and

From the coverage factor, It could be concluded that accounting professors assigned

for the particular subject weren’t able to discuss all the topics for the whole semester. This could
 Technological Institute of the Philippines – Manila
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College of Business Education
Bachelor of Science in Accountancy

mean that some professors haven’t able to maximize the time frame for the subject or they were

just being selective on topics they have to discuss.

Others are not considered as factors for low performance in financial accounting based

on the analyzed data.

Recommendation

Based on the summary of findings and conclusion, the researchers come up with the

following recommendation in order to improve the performance of students in financial

accounting.

1. It can be noticed that an evening class is unfavorable for the majority of the

respondents in that particular subject. This suggests that proper schedule must be

developed by the administration.

2. Assessment on each topic to be discussed must be conducted to develop and

implement a maximized and proper lead time for every session. Special classes can

also be conducted for students who find certain topics difficult to understand for the

regular class schedule.

3. The course syllabus must be strictly and properly followed by instructors so as for all

the coverage to be discussed in the whole semester. Furthermore, emphasis should

also be given on the extent of how students understand every topic.

 Technological Institute of the Philippines – Manila
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Bachelor of Science in Accountancy

Bibliography:

Ali Poor, M. R. (2005). Accounting training, challenges and solutions. Journal of Accountant,

166, 33-36.

Deppe L. A. et ali, Emerging Competencies for the practice of accountancy. Journal of

Accounting Education, 1991

Duff, Angus, The impact of Learning Strategies on Academic Performance in an accounting

undergraduate course, British Accounting Education, Discussion Paper, 1995

Gracia, L. and Jenkins, E. (2003). A quantitative exploration of student performance on an

undergraduate accounting programme of study. Accounting Education, 12 (1), 15-32.

Jochems, W. (1991) “Effects of Learning and Testing in a Foreign Language,” European Journal

of Engineering Education, Vol. 16, pp. 309-316.

Koh, M.Y. and Koh, H.C. (1999). The Determinants of performance in an accountancy degree

course. Accounting Education: An International Journal, 8(1), 13-29.

Naser, K. and Peel, M.J. (1998). An Exploratory Study of The Impact of Intervening Variables on

Student Performance In a Principles of Accounting Course. Accounting Education: an

International Journal, 7(3), 209-223.

Wooten, T. (1998). Factors Influencing Student Learning in Introductory Accounting Classes: A

Comparison of Traditional and Nontraditional Students. Issues in Accounting Education, 13(2),

357-373.
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Appendices
Appendix A: Survey Questionnaire

COLLEGE OF BUSINESS EDUCATION

SURVEY QUESTIONNAIRE

Student’s Perception of Causes of Low Performance in Financial Accounting 1

Name (optional) : ____________________________

Year Level : ( ) 3rd Year ( ) 4th Year

Program : ( ) BSA ( ) FMA ( ) BSAT

Grade in Financial Accounting 1: ( ) 1.0-1.25 ( ) 1.5-1.75 ( ) 2.0-2.25 ( ) 2.5 ( )

2.75-3.0

( ) Others

Directions: Please check and rate yourself honestly based on what you actually do given the
statements using the following scales:

5 – Strongly Agree

4 – Agree

3 – Moderately Agree

2 – Disagree

1 – Strongly Disagree
 Technological Institute of the Philippines – Manila
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Bachelor of Science in Accountancy

1. Foundation Courses 5 4 3 2 1
1.1. I fully understand the concept of debit and credit during my
Fundamentals of Accounting
1.2. I fully understand the concept of equation A = L + E during my
Fundamentals of Accounting
1.3. I fully know how to formulate the basic financial statements
during my Financial Accounting 1
1.4. I fully understand the concept of accounting cycle during my
Financial Accounting 1
1.5. I fully understand the concept of accruals and deferrals during
my Financial Accounting 1
1.6. I have full knowledge about the Conceptual Framework of
Accounting during my Financial Accounting 1
1.7. I have full knowledge about Mathematics topics like algebra
and statistics during my Financial Accounting 1
2. Class Schedule 5 4 3 2 1
2.1. Financial Accounting 1 was taken up with other courses in a
day
2.2. 3 hours per session is enough to discuss a certain topic in
Financial Accounting 1
2.3. 1 and a half hour per session is enough to discuss the certain
topic
2.4. The morning class is the best time to take up Financial
Accounting 1
2.5. The afternoon class is the best time to take up Financial
Accounting 1
2.6. The evening class is the best time to take up Financial
Accounting 1
2.7. Having enough vacant is useful to review for the next subject
3. Coverage 5 4 3 2 1
3.1. More than 1 topic is discussed every session
3.2. All topics are covered during the semester
3.3. The Course syllabus is thoroughly followed
3.4. All topics for prelim period are discussed
3.5. All topics for midterm period are discussed
3.6. All topics for final period are discussed
3.7. Many topics in Financial Accounting 1 is comprehensible
4. Faculty Mentoring 5 4 3 2 1
4.1. Professors encourage the students to study hard
4.2. Professors discuss all the topics in the textbook in the easiest
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Bachelor of Science in Accountancy

way to understand
4.3. Professors give more information other than information written
on the given textbook
4.4. Professors elaborately discuss the topic
4.5. Professors give activities to apply the theoretical concept in the
textbook
4.6. Professors give assignments, seat works and quizzes that
enhance the student’s problem solving skill and critical thinking
skill
4.7. The professors are approachable and entertain all the
questions of the student
5. Reference Materials 5 4 3 2 1
5.1. The required textbook is very useful to understand Financial
Accounting 1
5.2. Using more references are helpful to make it easier to
understand the topic
5.3. Review Material makes the topic easier to understand
5.4. Practice sets enhance student’s solving skills
5.5. Other Reference Materials are available to the Library
5.6. There are Financial Accounting Books with different authors in
the Library
5.7. Handouts and other materials are given to better enhance the
knowledge of the students
 Technological Institute of the Philippines – Manila
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Bachelor of Science in Accountancy

Appendix B: Tally Sheet

BSAT

1. Foundation
Courses 5 4 3 2 1
1.1 5 3 1 0 0
1.2 7 1 1 0 0
1.3 4 2 2 1 0
1.4 3 1 5 0 0
1.5 2 1 4 2 0
1.6 1 1 6 1 0
1.7 1 4 4 0 0

2. Class Schedule 5 4 3 2 1
2.1 4 1 3 0 1
2.2 1 5 0 3 0
2.3 0 1 3 4 1
2.4 4 3 1 1 0
2.5 0 3 3 3 0
2.6 0 1 3 3 2
2.7 3 3 1 2 0

3. Coverage 5 4 3 2 1
3.1 4 2 2 1 0
3.2 2 1 4 2 0
3.3 2 3 3 1 0
3.4 4 2 2 1 0
3.5 4 1 3 1 0
3.6 2 2 3 2 0
3.7 3 1 4 1 0
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4. Mentoring 5 4 3 2 1
4.1 5 3 1 0 0
4.2 4 3 2 0 0
4.3 3 5 1 0 0
4.4 4 4 1 0 0
4.5 5 2 1 1 0
4.6 5 2 2 0 0
4.7 5 2 2 0 0

5. Reference Materials 5 4 3 2 1
5.1 6 2 1 0 0
5.2 6 1 2 0 0
5.3 4 3 1 1 0
5.4 4 4 1 0 0
5.5 5 3 1 0 0
5.6 7 1 1 0 0
5.7 5 3 1 0 0
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BSA

1. Foundation Courses 5 4 3 2 1
1.1 14 13 1 0 0
1.2 22 6 0 0 0
1.3 8 13 7 0 0
1.4 7 12 8 1 0
1.5 2 11 13 1 1
1.6 2 13 12 1 0
1.7 4 11 11 1 1

2. Class Schedule 5 4 3 2 1
2.1 19 5 3 0 1
2.2 7 8 7 3 3
2.3 2 5 10 8 3
2.4 13 3 6 3 3
2.5 6 1 7 9 5
2.6 2 2 5 10 9
2.7 16 5 7 0 0

3. Coverage 5 4 3 2 1
3.1 9 7 7 4 1
3.2 4 6 8 7 3
3.3 5 5 12 4 2
3.4 8 5 13 1 1
3.5 7 7 11 1 2
3.6 6 5 11 4 2
3.7 1 13 13 1 0

4. Mentoring 5 4 3 2 1
4.1 9 12 5 2 0
4.2 5 11 8 2 2
4.3 5 11 7 4 1
4.4 5 8 13 2 0
4.5 6 9 9 3 1
4.6 9 6 11 1 1
4.7 8 12 7 1 0
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5. Reference Materials 5 4 3 2 1
5.1 11 11 6 0 0
5.2 15 10 3 0 0
5.3 13 10 4 1 0
5.4 14 8 4 2 0
5.5 10 10 4 4 0
5.6 12 9 4 3 0
5.7 7 11 8 2 0
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Bachelor of Science in Accountancy

FMA

1. Foundation Courses 5 4 3 2 1
1.1 4 4 3 0 0
1.2 4 7 0 0 0
1.3 1 5 5 0 0
1.4 1 1 9 0 0
1.5 0 1 10 0 0
1.6 0 5 6 0 0
1.7 1 6 4 0 0

2. Class Schedule 5 4 3 2 1
2.1 6 4 0 1 0
2.2 1 6 3 0 1
2.3 0 3 4 3 1
2.4 0 4 3 2 2
2.5 2 4 4 1 0
2.6 1 1 4 3 2
2.7 4 5 2 0 0

3. Coverage 5 4 3 2 1
3.1 2 7 2 0 0
3.2 0 4 4 3 0
3.3 0 4 6 1 0
3.4 2 6 3 0 0
3.5 0 8 3 0 0
3.6 0 6 5 0 0
3.7 0 3 7 1 0

4. Mentoring 5 4 3 2 1
4.1 4 6 1 0 0
4.2 2 7 2 0 0
4.3 3 4 4 0 0
4.4 1 7 3 0 0
4.5 1 7 3 0 0
4.6 3 7 1 0 0
4.7 0 8 3 0 0
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5. Reference Materials 5 4 3 2 1
5.1 4 5 2 0 0
5.2 4 7 0 0 0
5.3 4 5 2 0 0
5.4 5 5 1 0 0
5.5 4 4 3 0 0
5.6 4 5 2 0 0
5.7 4 6 1 0 0