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In Partial Fulfillment
Of the Requirement in
Synthesis 101
By
October 2017
i
Abstract
This study focuses on the relationship of the grading system and
positive view from the students, especially those working students. The
study also helps the teacher to evaluate where or what is the weakness of
each student, when it comes to the topics they were discussing for them
to give remedy to it. Since one of the manifested reason why the students
fail was the teaching factor or the strategy of the teachers. The study covers
student who’s working while studying because of the experience they get,
but also a drawback wherein they have to give so much effort and manage
their time since they are both working and studying. The researchers
the revised curriculum and the grading system that the school
survey that pertains to the said topic, wherein the Student Assistants in
the BSA program would be the respondents. And the result is shown in
this research paper, also the researcher used various methods in treating
and measuring the data gathered for the study. The aim of the researchers
ii
is to know the opinion of the students to the revised curriculum and
grading system, and identify its effect to the students in the BSA program
in BSA program.
iii
Acknowledgement
The researchers are grateful to the God for the good health and well-
research, the researchers had to take the help and guidance of some
To Mr. Jay Raymond Delfin, our research adviser for his guidance,
To Mr. Jundee Roxas, for his comments that help us to improve our
research;
questionnaire;
To our friends especially Mr. Franco & Ms. Dano who shared their
knowledge about our proposal and for suggesting ideas that help us.
The Researchers
iv
Table of Contents
Pages
Title Page i
Abstract ii
Acknowledgement iv
Table of Contents v
List of Tables vii
List of Figures viii
CHAPTER 1
The Problem and Its Scope 1
Rationale of the Study 5
Related Literatures 8
Related Studies 14
Theories and Concepts 17
Statement of the Problem 20
CHAPTER 2
Methodology 21
Research Design 21
Research Environment 22
Respondents of the Study 22
Research Instruments 22
Data Gathering Procedures 23
Data Analysis 23
CHAPTER 3
Results and Discussions 26
CHAPTER 4
Conclusion 31
Recommendation 32
References 34
v
Appendices
A. Letter of Approval 37
B. Survey Questionnaire 38
C. Statistical Result 40
Curriculum Vitae 42
vi
LIST OF TABLES
Table Pages
1 Scaled Responses 24
vii
List of figures
Figure Pages
viii
CHAPTER 1
Bloom; state that BSA is quite a difficult course. Many students end up
thinking. Rigid training and a challenging board exam complete the list of
1
Due to the course’s difficulty in nature, Philippine Board of
Law has been reset to April 20, 2016 at 3PM in the PICPA Shaw, “Republic
Act No. 9298 or the Accountancy Law was passed way back in 2004.
sector have since evolved since the passage of our law. There is now an
and pertinent to the needs of the times and our profession” (PICPA, 2016).
the “zero based grading system” implemented last August 16, 2011, is a
revitalized grading system that would raise the mark required to pass a
Students can only earn a “pass or fail” mark for their subject except for
2
the capacity of students to perform well, this includes: gender, age,
teenage workforce and the nature of the workplaces, these were largely
3
Accounting program will better meet our students’ needs and help us be
Order Number 3 Series of 2007. According to Ms. Ofelia Sevilla, the BSA
factor for the said decrease to be accounting fundamental course that was
introduced in the first semester. The researchers conclude that the first
year BSA students were not ready to tackle a major course since
students care about the grades. Some of them worried about it if they
didn't make “A” in classes. Some of them are afraid of failing the course.
The grading system of the university makes the students work hard if they
want to get good grades (Christine Galiza and Michelle Saoit, 2007). The
UP standards – the home of the country’s scholars, when the passing mark
4
was raised to 70%. The students felt helpless with this kind of system as
everyone was used to the 50% standard (Ramak, 2011). Many students
were furious about this and lead to numerous protests. Either would it
have been loud through shouting outside along San Marcelino, or it may
have been the silent protests wherein students and professors wore black
t-shirts on washday. The teachers tried to file a TRO against the grading
system, but unfortunately, they have failed. This issue was also present
internationally.
Davao College (HCDC). The primary beneficiaries of this study are the
to those who works. If the result of this study state that the stated changes
examination far more possible. If the result state the other way, the
consideration for whatever they felt difficult. This study benefits more the
5
working students, for they were given less time to focus in their multiple
tasks, this is also a way to finally hear the side of the working students.
The teaching personnel are also the beneficiaries of this study. Since
they were also part in context of this change, the related information will
this will help the teachers to know where they will place their focus.
Teaching factor is the most manifested reason the student may fail.
same time, consequently being unfair to other regular students. This will
also help them to improve what has been lacking for the past years that
The last beneficiary will be this institution; this study will help them
to identify if the change does affect the student better or worse. This will
also give opportunity for those students wants to work as well. The Student
take BSA for they find the course hard. With the help of this research,
more perceptions will be introduced if the course really put the work at
stake or not. The BSA department will likely to benefit more on this
research, for the past years, the passing rate of the CPA board exam was
very small, and this research will help explain if the changes implemented
6
their knowledge in providing what is lacking in students’ learning
The scope of this study is only within those from the Student
other word, BSA students who are not working in this institution are not
part of this study, as well as those student assistants who were enrolled
in other department and colleges. Moreover, the time frame of this study
7
Related Literatures and Studies
This chapter covers the related topics and ideas provided by some
authors of books and articles. The conduct of gathering these ideas are
through internet and other sources to aid the research. It talks about the
performance.
Related Literatures
between any two given grades gives students a greater possibility of being
able to improve their grade during the course of the semester. Validation
of these arguments would support the notion that setting higher standards
and Lucas, this result may be more pronounced for lower ability students
8
higher ability students who do not perceive such risks. That is, the high-
ability students know they will be fine under either standard (Figlio and
Lucas, 2004).
giving zeroes for the work they did not turn in will basically have an
impact. Many students tried to make up the zeroes for partial credit
through tutoring sessions. She argues that in spite of these efforts, only
2013). However, Ramak on his “You fail with one zero! –the performance
home of the country’s scholars when the passing mark was raised to 70%.
The students felt helpless with this kind of system as everyone was used
a single zero from any quizzes, projects, seat works, assignments or term
9
Revised Curriculum
added the 150- credit rule that has been adopted by 43 states in America
(Taylor & Rudnick, 2005). According to Dr. Atul Bansal, in his “An
increasing visibility of accounting scandals during the past decade and the
Oxley Act of 2002 and Securities and Exchange Commission oversight has
accounting courses to show that a business decision is not just about the
recommended that accounting faculty train and prepare for the role
Lovar, and Fisher’s research concluded that the accounting faculty was
Fisher, 2007). Massey and Van Hise and Blanthorne et al. also noted that
10
accounting courses because they felt unqualified. The literature widely
organizations and academics have called for change (Carr & Mathews,
2004).
(Black 2012).
been questioned (Demski 2007, Fogarty and Markarian 2007); Fogarty and
decline”.
11
3. Demski argues that “our instruction has become first-job
2007).
and not strategic and other uses of accounting information. This may hurt
everyone that; if you are a college student who wants a job in accounting
or finance, make sure you have some work experience under your belt
(Frierson, 2014). “There are strong demand at all levels for skilled –and
Messmer, while good grades used to be enough to land your first job,
12
professional work experience has become increasingly critical for entry-
the field at an entry level while still in school helps gain knowledge since
lack of knowledge may fail you in your work, but the knowledge of how to
Experience”. One of the very best ways to stand out from the crowd and to
from a good academic record, companies value excellent soft skills like
13
Related Studies
some related studies. Such findings and conclusions serve as guide in the
study.
for education revision will likely continue as well and the process of
students and one that accounting educators can help students achieve. In
turn, the said university has shown that curriculum improvements can
related study conducted that aims to analyze the initial reactions of the
to the arrangement of the subjects itself set forth in the new curriculum,
14
the students perceive the changes to be beneficial on their part. Since the
students are looking forward to extensive review subjects that will assist
them in their preparation for the board exam (Balili, 2014). In the study
students negatively. On the other hand, it was described that the students
were motivated to attend class and listen to class discussion every day.
grading system. Thus, it was understood that attending class daily do not
assure that students will pass the subject or comprehend on the lessons
grading system did not improve most of the academic performance of the
students (Bravo, 2010). Another study said that grading and reporting are
not essential to the instructional process, that teachers do not need grades
or reporting forms to teach well, and students can and do learn many
things well without them. Various grading and reporting methods are used
programs. Also in their findings they add that grading and reporting
15
require inherently subjective judgments, that grading is a process of
professional judgment and the more detailed and analytic the grading
process, the more likely it is that subjectivity will influence results. Being
subjective does not mean that grades lack credibility and are indefensible
students' work, and have clear notions of the progress made, their
16
Theories and Concept
work increases, the time students can dedicate to study decreases. Thus,
identification with the ‘student role’, and this could imply a shift in
17
negative effect on academic progression. Thus, the zero-sum approach
students: for example, they can show a higher propensity to work because
they obtained poor grades in their previous school stages, or they consider
disengagement that begins before the students enter the labor market.
controlled for.
18
Academic Performance
Perception on Class
Grading System participation
Class standing
respondents.
19
Statement of the Problem
respondents?
performance?
20
CHAPTER 2
METHODOLOGY
Research Design
research design below showed a basic flow of study that is, from the input
to output design. The diagram displayed that the respondents of the said
study were all “Student Assistants’ of BSA Program”. The research used a
Analysis.
21
Research Environment
quality catholic education especially the less fortunate in the Holy Cross
identified. The total population of respondents are 22, 8 from third year
BSA student assistants, 9 from fourth year BSA student assistants and 5
from fifth year BSA student assistants of the Holy Cross of Davao College
(HCDC). There were no respondents coming from first year and second
Research Instrument
problem section of this study. The survey method and questionnaire were
made to serve as data input to be filled by the respondents. The data stated
22
and to be asked in the survey questionnaire were formulated by the
researchers, it is given to supply all the data needed for the researchers to
system, the respondents’ academic and work performance. When all the
necessary data were gathered and retrieved, the researchers then treat the
Data Analysis
tools. First, the researchers used weighted mean in treating the data on
23
and percentage to treat the data on academic and work performance of the
respondents.
3
The respondent’s perception fair
Fair
to the idea.
1
The respondent’s perception
Strongly Disagree
strongly disagree to the idea.
24
Table 2. Data Scale and Interpretation
RATE RANGE/MEAN INTERPRETATION DESCRIPTION
The respondent’s
perception strongly agree
5 4.50-5.00 Strongly Agree
to the particular
question.
The respondent’s
4 3.50-4.49 Agree perception agree to the
particular question.
The respondent’s
3 2.50-3.49 Fair perception fair to the
particular question.
The respondent’s
2 1.50-2.49 Disagree perception disagree to
the particular question.
The respondent’s
perception strongly
1 1.00-1.49 Strongly Disagree
disagree to the particular
question.
25
Chapter 3
In this chapter, the output and results of the research from the
includes interpretation and analysis of the statistical data that was being
26
OF FAILED STUDENTS IN THE PROGRAM and INCREASES THE
27
Table 5. Extent of the academic performance
ACADEMIC PERFORMANCE MEAN INTERPRETATION
3.4 Student is more motivated to study
3.6667 AGREE
because of zero-based grading system.
3.2 Increasing pressure and implementing
zero-based grades does not assure
3.7083 AGREE
improvement most of the academic
performance of the students.
3.3 More students under zero-based
grading system have been affected 3.4167 FAIR
negatively.
3.4 Most students view high grades as
4.2500 AGREE
positive recognition of success.
3.5 Attending class daily does not assure
that students will pass the subject or 3.7083 AGREE
comprehend on the lesson positively.
28
Table 6. Extent of the working performance
WORKING PERFORMANCE MEAN INTERPRETATION
29
Table 7. Test on the relationship of grading system and revised curriculum
to academic and working performance.
INDEPENDENT P-
V DEPENDENT V VALUE DESCRIPTION INTERPRETATION
ACADEMIC 0.01 Reject Ho Significant
GRADE
WORKING 0.07 Accept Ho Insignificant
ACADEMIC 0.03 Reject Ho Significant
CURRICULUM
WORKING 0.05 Reject Ho Significant
than .05, then the null hypothesis has to be rejected. But in the
30
CHAPTER 4
research based in the data that has been gathered and analyzed and
possible and effective solution to aid the problem that this research finds
out.
CONCLUSION
The researcher based their primary conclusion from the given result
of the fifth statistical tool. The researchers used the Regression Analysis.
It was being used to identify that the independent variable particularly the
among the variables indicates that student assistants under the program
and grading system affects the student assistants’ work and academic
31
the standard, however it greatly affects the working students for failing the
of the perception of the changes in the program that will affect the student
RECOMMENDATION
facing.
course and the pressure on the major subjects they have to take.
not just for passing the subject but also for the board exam.
32
Lastly, another study must be conducted in order to solidify the
result of this study and to improve the awareness of the student assistants
33
REFERENCES
Professional. Accounting Horizons: March 2002, Vol. 16, No. 1, pp. 69-80
(2002).
34
Websites:
http://docplayer.net/13775794-Critical-thinking-skills-and-teaching-
accounting-a-comparative-study.html(Date retrieved:July11,2016).
http://eprints.qut.edu.au/7240/1/7240_2.pdf(Date
retrieved:July14,2016).
http://ijbarr.com/downloads/2014/vol1-issue3/24.pdf(Date
retrieved:July11,2016).
http://journalofbusiness.org/index.php/GJMBR/article/view/721(Date
retrieved:July14,2016).
http://manoa.hawaii.edu/graduate/content/grading-policies(Date
retrieved:July14,2016).
http://www.aabri.com/manuscripts/131566.pdf(Date
retrieved:July15,2016).
http://www.bizresearchpapers.com/15%5B1%5D.Nicholas.pdf(Date
retrieved:July15,2016).
http://www.catalog.hawaii.edu/index.html(Date retrieved:July11,2016).
http://www.finduniversity.ph/majors/bs-in-accountancy-
philippines/(Date retrieved:July15,2016).
http://www.finduniversity.ph/universities/university-of-the-philippines-
manila/(Date retrieved:July15,2016).
35
https://www.atu.edu/jbao/spring2012/ACCOUNTING_CURRICULUM_R
EDESIGN.pdf(Date retrieved:July7,2016).
https://www.atu.edu/jbao/spring2012/ACCOUNTING_CURRICULUM_R
EDESIGN.pdf(Date retrieved:July14,2016).
36
Appendix A
(Letter of Approval)
Sir,
We, the BSA – 5th year students taking a research and methodology subject
particularly Synthesis. Together with my colleagues that also student
assistants’, we made a research paper about the “Perception on Revised
Curriculum and Grading System: Determinants of Student Assistants’
Work and Academic Performance taking Bachelor of Science in
Accountancy”.
In line with this, we would like to request from your good office to provide
us the list of student assistants who took Bachelor of Science in
Accountancy (BSA) from 1st year to 5th year as our respondents of the said
research.
Truly yours:
37
Appendix B
(SURVEY QUESTIONAIRE)
This questionnaire is conducted to assess the revised curriculum and grading system
determinants of student assistants’ work and academic performance.
Instruction: Kindly indicate your answer by checking (√) the responses we provided here
under. The rating scale with its interpretation is as follows:
38
3.0 Academic Performance
39
Appendix C
(Statistical Result)
Descriptive Statistics
Std.
N Minimum Maximum Mean Deviation
40
Valid N (listwise) 22
Correlations
N 22 22 22 22
N 22 22 22 22
N 22 22 22 22
N 22 22 22 22
41
CURRICULUM VITAE
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
42
Cherry Mae V. Prudente
Talisay, Ecoland, Davao City
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
43
Joseph B. Quinicot
Rambutan St., Ulha Village, Ulas, Davao City
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
44
Daryl Mae B. Waresa
Zone 5, St. Jude, Buhangin, Davao City
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
45
Francis Dico
592-Talomo Beach, Talomo, Davao City
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
46
Edmalyn C. Valdez
Sta. Cruz, Binugao, Toril, Davao City
PERSONAL BACKROUND
EDUCATIONAL ATTAINMENT
47