Chapter 1 INTRODUCTION

Rationale and Background of the Study Education is a primary human right. Every child is entitled to it. It is imperative to our progress as individuals and as societies and it helps pave the way to a booming and creative future. When we guarantee the accessibility to a rights-based, quality education that is rooted in gender equality, we create a ripple effect of opportunity that impacts generations to come. According to the Asian Development Bank (2010), educated people have the potential to earn higher salaries, and are likely to improve the quality of their lives. However, persons with at least a basic education are more likely to avail of a range of social services, and to participate more actively in local and national government through voting and community involvement. Initially, wasting the financial and human resources of a country is the result of achieving none of the educational plans. On the other hand, examining the factors influencing on the development and improvement of the society reveals that most of these countries have had capable and efficient education system. Education can become a shared experience in the context of a learning community resulting in significant public benefits. Societies with more educated populations are also better placed to engage more directly with the global economy. Thus, the means of communities moving forward in their development and sustainability process is supported when the notion of community-wide

learning is occurring. In this manner, the general aim of education is to provide opportunity for the fullest development of the students' thoughts, feelings, and conduct in order for them to realize their potentialities for the good of themselves and the society. In this era of globalization and technological revolution, education is considered as a first step for every human activity. According to Battle & Lewis (2002), it plays a vital role in the development of human capital and is linked with an individuals well-being and opportunities for better living. Saxton (2000) stated that education ensures the acquisition of knowledge and skills which enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country. Through the years, calls for educational reforms to address the needs of students are frequent. Their focus has been primarily on the content--what students should learn, context--the circumstances students should be learning in, and outcomes--the knowledge and skills students should acquire. The quality of students academic performance remains at top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for quality of performance of learners. These variables are inside and outside school premises which affect students quality of academic performance. School, colleges and universities have no

worth without student. Students are the most essential asset for any educational institute. Nurturing efficient and effective human resources is viewed as the main tasks of these institutions. The young generation, particularly the students, are also considered as the valuable capitals of a country, along social and economic development, which is directly linked with the students academic performance. The students academic performance plays an important role in producing the best quality graduates who will become great leader and be a part of the manpower for the country which is evidently responsible for the countrys economic and social development. Education helps people become more proactive, guide them to gain control over their lives, and widen their range of available choices. Hence, academic performance is the outcome of education-the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is said to be one of the crucial areas of a learners life. Some learners may not be bothered if they progress or not; however their parents are left with great distress if their children do not perform well. Multiple factors arise when it comes to academic performance of a learner. These factors need to be considered should one want to perform better. The information will be useful to practitioners attempting to implement an educational innovation or a system-wide change at the university level. In addition, this information may be useful for professional development. The information might also be useful for the evaluation of university status which may affect the students academic performance might as well with the evaluation of

family status to the students academic performance. This also helps administrators to carefully examine school rules and policies on executing the designed curriculum for each learning area. Finally, this paper attempts to raise awareness to internal and external stakeholders who wanted to promote educational transformation. Having acknowledged the degree of complexity and the difficulty of defining and measuring the quality of education due to the changing values of quality attributes associated with the different stakeholders view point, the researchers decide to seek answers on the factors affecting the academic performance of accountancy students in Lyceum-Northwestern University. The researchers will seek to assess and examine relationships between the variables and students academic performance specifically those concerning the Students Profile, University Status and the Family Status. This assessment will provide the Lyceum-Northwestern University with potential policies and good academic programs that may lead them to a higher degree of credibility among universities.

Theoretical Framework A theory without facts becomes fantasy, uncontrolled imagination, a reverie. Based on these requirements, several theories are presented. This study can be associated to Social systems model theory (Waller, 1932) according to him every institution is a system of social interaction; it is organized whole comprising of interacting personalities bound together in an organic relationship. Further, the school is characterized by an interdependence of parts, a clearly defined population, and differentiation from its environment, a complex network of social relationships, and its own unique culture. The model suggests that a school consists of a number of important elements or subsystems that affect the organizational behavior. Also this can also be patterned to Social systems (Scott, 2003) consist of independent parts, characteristics and activities that contribute to form the whole. The school consists of a number of important elements or subsystems that affect organizational behavior. The individual or members of an organization have their own individual needs, beliefs and cognitive perceptions of their environment and job. Further, the social systems model gives a dynamic view of the school, with the feedback mechanisms and elements providing the action of the components. This study is also linked with invitational theory (Myers and Monson, 1992). The main tenant of invitational theory is to revitalize schools and to encourage students to want to go to school. According to the advocates of the 5

theory, there are five factors that affect the appeal of schools; people, places, policies, programs, and processes. Invitational theory claims that these five factors make schools more socially appealing and safe. To create a more positive learning environment, school administrators must provide programs which are attractive for the students and teachers. Programs, policies, curriculum supervision, human resource management, school climate condition must provide a positive impact for teachers and learners in order for them to uplift the school academic standards. A democratic leadership with an open system to stakeholders can create an increased performance. Furthermore, research from Sternberg (2000), which is the Theory of Mental Self-Government, emphasized that the students' learning and thinking styles (which are usually ignored), together with their ability levels, play an important role in student performance. The Theory of Mental Self-Government refers to an inventory of different thinking styles that gives an indication of people's preference of thinking patterns. Where the Triarchic Theory focuses on the ability itself, the theory of Mental Self-Government refers to different thinking styles which constitutes preference in the use of abilities. According to the Theory of Intellectual Abilities, three kinds of intellectual abilities exist, namely analytical, creative and practical abilities. Measures of abilities tend to focus mainly on analytical abilities, whereas all the three types of

abilities need to be regarded as equally important. Research done by Sternberg showed: The more we teach and assess students based on a broader set of abilities, the more racially, ethnically, and socioeconomically diverse our achievers will be. From Wikipedia (2011), Theory of relative weight of Nature and Nurture is a basis of this study about gender influences of pupils on their academic achievement. The biological differences between males and females sexual differences - account for a relatively small part of the actual differences between men and women. Most of these differences are matters not of sex but of gender which, unlike sex, is socially formed and cultivated. Differences of gender, however, are used to justify inequalities between the sexes and the appropriation by males of the major part of power, leisure, time and property. Another was anchored on the theory of ecological systems by Urie Bronfenbrenner (1992), which looks at a child's development within the context of the system of relationships that form his or her environment. This theory defines complex "layers" of environment, each having an effect on the child's development. The microsystem is the layer closest to the child and contains the structures with which the child has direct contact. Structures in the microsystem include the family. According to the Ecological Theory, if the relationships in the immediate microsystem break down, the child will not have the tools to explore other parts of his environment. A child looking for the affirmations that should be present in the child-parent or child-other important figure relationship look for attention in inappropriate places. These deficiencies show themselves especially in adolescence as anti-social behavior,

lack of self-discipline, and inability to provide self-direction. This theory serves as one of the frameworks of this study because it supports the idea that a child's development can be influenced by his immediate environment referring to his family environment which he has direct contact with. Thus, a child's development in school can be reflected by the family environment that he has.

Factors Affecting Academic Performance of Accountancy Students in Lyceum-Northwestern University S.Y. 2010-2012

Input

Process

Output

1. Profile of the Respondents as to: 1.1 Age 1.2 Gender 1.3 Parents Educational Attainment 1.4 Monthly Income of the Family 2. University Status as to: 2.1 University Facilities 2.2 Instructional Focus 2.3 Physical Environment 3. \Family Status as to: 3.1 Family Closeness 3.2 Family Influence

Descriptive and Correlational Research

Frequency and Percentage Distribution of the Factors Affecting the Academic Performance of Accountancy Students and its Correlation to the Level of Students Academic Performance

Design
using Survey Questionnaire

4. Level of Students Academic Performance

Figure 1 Research Paradigm

Statement of the Problem This study aims to determine the Factors Affecting the Academic Performance of the Selected Accountancy Students in Lyceum-Northwestern University S.Y. 20102012. Specifically, it seeks to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Age; 1.2 Gender; 1.3 Parents Educational Attainment; and 1.4 Monthly Income of the Family? 2. What is the mean extent of the University Status as perceived by the respondents in terms of: 2.1 University Facilities; 2.2 Instructional Focus; and 2.3 Physical Environment? 3. What is the mean extent of the Family Status as perceived by the respondents in terms of: 3.1 Family Closeness; and 3.2 Family Influence? 4. What is the level of academic performance of accountancy students, on the basis of their last semester average rating, in Lyceum-Northwestern University?

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5. Is there a significant relationship between the profile and the level of academic performance of accountancy students in Lyceum-Northwestern University S.Y. 2010-2012 in terms of: 5.1 Age; 5.2 Gender; 5.3 Parents Educational Attainment; and 5.4 Monthly Income of the Family? 6. Is there a significant relationship between the university status as perceived by the respondents and their level of academic performance in Lyceum-Northwestern University S.Y. 2010-2012 in terms of: 6.1 University Facilities; 6.2 Instructional Focus; and 6.3 Physical Environment? 7. Is there a significant relationship between the family status as perceived by the respondents and their level of academic performance in LyceumNorthwestern University S.Y. 2010-2012 in terms of: 7.1 Family Closeness; and 7.2 Family Influence?

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Significance of the Study Findings of this study provided vital information about the factors affecting the academic performance of accountancy students in Lyceum-Northwestern University in terms of students profile, university status and family status. This will be significant not only to the researchers but also contributes for the benefit of the following: University Administrators The findings of the study will guide the administrators or their educational planners in adopting policies and programs through the University Implementing Units on how to go about students and problems as to what they perceive in order to achieve success in their academic performance. The study will also serve for professors who attend seminars and conferences on how to handle students in relation to the factors presented. Professors The result of this finding is of great value to professors because it will provide an overview of the needs analysis of the university. They may be guided from the level of assistance the university may need and may help them to work cooperatively in order for them to attain better academic performance. By means of carefully recorded grades of the student, the professors can identify the competencies the students had mastered, not mastered and needs mastery. Students The improvement of the university status will be beneficial for the students. A favorable university status may serve as students motivation in improving their academic performance. The motivating factors that will start from

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the initiative of the professors may help the students to be more enthusiastic in learning processes. Meanwhile, a favorable family status will help enhance the efficiency and effectiveness of the students on their academic success. Future Researchers This study will help to encourage future researchers to conduct the most vital part of the university progress and family condition in terms of academic performance. The study may propel them to go into related area or they may study further academic performance for other perspective. This may also provide data bases for further innovation of this research study.

Scope and Delimitations of the Study This study answered the factors affecting the academic performance of selected accountancy students in Lyceum-Northwestern University on the basis of their average rating last semester. The major task of this research is to answer the specific questions presented in the statement of the problem. This is limited to its complete reliance on the semi-constructed survey questionnaire of the researchers as the primary instrument for answering the factors related to accountancy students academic performance in terms of students profile, university status and family status. The result of this study is limited on the perception of 114 respondents from the selected 3 college year levels of accountancy in the college of business education of the Lyceum-Northwestern University. The study is limited to the 13

relationships of students profile, university status and family status to the level of students academic performance, which is on the basis of the last semester average rating of the respondents under scrutiny.

Definition of Terms To facilitate better understanding of this research, the following terms were defined conceptually and operationally: Above Advanced refers to the level of students academic performance with the average rating of 91 and above. Academic Performance refers to the academic success of the studentrespondents which was based on their last semester average rating in LyceumNorthwestern University. Age refers to the respondents age in the Lyceum-Northwestern University Approaching Proficiency refers to the level of students academic performance with the average rating ranging from 81 to 85. Average rating refers to the student-respondents average rating in the last semester attended in Lyceum-Northwestern University Basic refers to the level of students academic performance with the average rating ranging from 75 to 80.

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Family Closeness refers to the consistency of all indications on having a harmonious relationship with the family of the student-respondents. Family Influence refers to the regularity of the effect of all indications to the observed level of academic performance of the selected accountancy students in Lyceum-Northwestern University. Family Status refers to the foundation of the family environment which pertains to the closeness and influence that it contributes to the academic performance of students. Instructional Focus refers to the classroom instruction offered and professors competence in the delivery of instruction. Monthly Income refers to the income or financial status of student respondents family that may affect performance in school. Parents Educational Attainment refers to the educational status of parents both father and mother of student respondents. Pre-Basic refers to the level of students academic performance with the average rating ranging 74 and below. Proficient refers to the level of students academic performance with the average rating ranging from 86 to 90. Physical Environment refers to the condition of the university building and its surrounding area, any biological or chemical agent that is detrimental to health and physical conditions, such as temperature, noise and lighting. 15

School Facilities refer to the availabilities of classrooms, university library and other buildings in school for effective classroom instruction. University Status refers to the health of the learning environment that it is a multi-dimensional influence to many individuals such as students, parents, school personnel, and the community.

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Chapter 2 REVIEW OF RELATED LITERATURE

This chapter presents the reading surveyed on and database documents which are significant research materials in this study. The purpose is shown that the content of the subject matter in this study are supported by the authorities.

Conceptual Literature This section presents literature that helps in the clarification of several of concepts of the study.

Through a variety of unpleasant experiences through which individual behavior does not provide control over the unexpected occurrences one may actually learn to be helpless. In other words, an individual can learn to attempt to solve problems, which in many cases lead to disinterest and depression in life. Depression is a normal response to life stress; and the most salient emotional symptoms are sadness and rejection. In this state, the individual feels hopeless and unhappy and may contemplate suicide because depressed people tend to have a low self-esteem; they also feel inadequate and often blame themselves for failure. Atkinson (1998) stresses on Martin Seligman's theory, developed to explain depression. According to his theory, depression is caused by the expectation of future helplessness, because depressed person believes that there is nothing he or she can do to prevent this from happening. His theory predicted that individuals who appraise events negatively tend to become

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depressed. Atkinson also cited another approach to depression, developed by Aaron Beck, and derived from the extensive therapeutic experience with depressed patients, which suggested that individuals prone to depression have developed a general attitude of expecting failure rather than success. They also tend to blame themselves, rather than the circumstances when things go wrong. The concept of "self-efficacy or similarly known as self-esteem was also described by Bandura, as cited in the book of Gredler (1997) that one can successfully execute controlled behavior, depending in part, on one's sense of self-efficacy. This means that, the characteristics of a high self-efficacy include a strengthening of one's effort when difficulties occur, by being involved in a variety of experiences and activities. In contrast, low self-efficacy is characterized by a slackening of effort and giving up in difficult situations, with emphasis on personal deficiencies and lowered aspirations. White (2001), states that the influence of an ill-regulated family is disastrous to all society. It accumulates in a tide of evil that affects families, communities and governments. No member of the family shall feel his influence. The expression of the countenance has an influence for good or evil. His words, his actions, his attitudes towards are unmistakable. White expounds that the sphere of the mother may be humble. Her influence limited with the father's abiding as eternity. The mother's influence is an unceasing influence. If it is on the side of right, her children's characters will testify to her earnestness and worth. The availability of reading materials, the comfort in the home particularly

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during times when assignments are being done will stimulate them to do their school requirements. The financial and moral support of the family also has positive effects on the students' grades in school. Students who are financially supported by parents promptly prepare their projects and assignments. Financial problems oftentimes hinder students to prepare projects and other requirement thus affecting academic performance in school. This may even lead to discouragement and loss of interest in their studies. Frucher, et al. (1992) have identified four tenets of programs which have been shown to improve the educational outcomes for all children, particularly those of low-income and minority children: (1) parents are childrens first teacher and have life-long influence on children's values, attitudes and aspirations; (2) children's educational success requires congruence between what is thought at school and the values expressed in the home; (3) most parents, regardless of economic status, educational level, or cultural background, care deeply about their children's education and can provide substantial support if given specific opportunities and knowledge; and (4) schools must take the lead in eliminating or at feast reducing, traditional barriers to parent involvement. The impact of poverty on the family can affect the family's members especially the children in a negative way. The subsequent disruption to family life can directly affect a child's ability to learn. The stresses experienced by homeless families may adversely affect young children's health and development. Noisy,

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overcrowded shelters may contribute to higher rates of infectious illness and limit opportunities for children to develop new skills. A child's family environment can be detrimental to their learning. Also parent-child relationships can be negatively affected by poverty. Homeless may also impede the development of positive parent-child relationship. Scar and Weinberg (1983) shed light on the influence of family background on academic and economic outcomes have long term effects. Family environment and genetic differences account to income and family size and parents I.Q. tend to be correlated to the child's I.Q. They added further, the younger children's intellectual skills are more affected by their parent s characteristics and family environment. From the manual, School Based Teachers Program (2002) in the article Woes of a Teacher declared that the effectiveness of teachers in delivering the right and proper instruction is another question that must be considered if we are to delve seriously into the root causes of our students academic performance. Salary issues had been answered by the government although some of the recommendations regarding teachers benefits was shelved due to lack of government funds. Strategies for reforms in reference to teachers pay were implemented as well as reforms in the processes of promotion. Teachers were encouraged to sustain professional upgrading and development. Principals were tasked to revitalize the school-based instruction program where teachers were taught effective managerial and instructional skills through the SBTP (School Based Teachers Program). It states that the teachers need greater

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empowerment. More than just salary increases, educators need the morale boost by knowing that they belong to a truthfully dignified organization whose philosophical foundation, visions and mission statement are in congruence with its built-in processes and mechanisms. We need local leaders who can charter our educational direction through open channels of communication and can guide us through well-planned, needs-based and competency-based programs that will hone teachers managerial skills. These teachers will in return become self-managing, self-governing and self-sustaining and without further ado, can mutually exchange expertise with peers both conceptual and technical. It also states that we need to realize also the disparities between our schools, their locations as well as the diverse clienteles that we serve. Students from rural areas are different from those in the urban areas. Demographic characteristics such as family background, economic status, school distance, family

background, etc. should be considered in formulating the testing materials intended to measure students academic performance. There and then in his perspective, that we can truly measure the quality of teaching instruction done in our schools. As mentioned by Meinardus (2003) entitled Our Students: the Family Level Factors mentioned that only some of the internal and external environments affecting the quality of education we deliver. He also said that do not forget the economic situation in our country, the income that sustains the family, the family structure in itself and many others. Experts agree that the educational condition attributed to the family is beyond all doubt or discussion, as

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there is an ever-increasing awareness of the importance of the parents role in the progress and educational development of their children. Researchers consider family background the most important factor in determining the academic performance attained by the student; among these factors of greatest influence are socio economic status and the educational environment in the family. With regard to social class, relevant research tells us that ones results and expectations for the future are better when one belongs to the social ladder. A student who expects to become a doctor like his parents someday shall perform most likely well than a student who has no clear vision of the future because he/she knows very well that his or her parents could not afford to send him/her to school. Also, influence of the family educational climate is defined by the amount and the style of help that children receive from the family; this is determined by elements of the family context, like the dynamics of communication and affective relationships, attitudes towards values,

expectations, etc. Along these same lines, it is also reported that parental expectations have a notable influence on academic results. It is also noted that there are indirect relationships between performance and the students perception of how much importance his or her parents assign to study at home. Based on previous research of Topor (2011), it was hypothesized that parents who have a positive attitude towards their child's education, school, and teacher are able to positively influence their child's academic performance by two mechanisms, first, by being engaged with the child to increase the child's selfperception of cognitive competence and second, by being engaged with the

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teacher and school to promote a stronger and more positive student-teacher relationship. Researchers have reported that parent-child interactions,

specifically stimulating and responsive parenting practices, are important influences on a child's academic development. By examining specific parenting practices that are amenable to change, such as parent involvement, and the mechanisms by which these practices influence academic performance, programs may be developed to increase a child's academic performance. While parent involvement has been found to be related to increased academic performance, the specific mechanisms through which parent involvement exerts its influence on a child's academic performance are not yet fully understood. Lent (2000) in his toolkit entitled Improving Academic Achievement stated that students achievement in basic education has become an index of childs future in this highly competitive world. For him, academic achievement has been one of the most important goals of the educational process. It is also a major goal, which every individual is expected to perform in all cultures. Academic achievement is a key mechanism through which adolescents learns about their talents, abilities and competencies which are an important part of developing career aspirations academic achievement and career aspirations in adolescence are often correlated. Marzano (2005) reviewed in his article entitled Factors Influencing Academic Achievement that the factors like parents education, parental occupation, type of family, family size, ordinal position and even gender and age of the child are found to have their impact on the academic achievement of every

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student. He stated that the effect of family environment on students achievement suggest that several characteristics of family life are relevant. Cromwell (2006) from his text titles Study habit: Students Role - A question pointed out that the efficient and effective way of learning depends upon the study habits of the students. Study habits are important they influence the academic achievement of students. So parents and teachers must help in improving the study habits of students. Some investigators have sought to determine what study habits are characteristically used by students when left to work by themselves with little or no direction. Teachers in schools should become facilitators of learning. The finite treasure within every learner should be discovered and nurtured for the purpose of improving learning effective study skills have to be taught. Study skills involve reference, reading listening, study habits and strategies. Learning improves with planning of where, when and how much to study. Positive attitude, proper physical condition and balanced emotional states are important factors influencing study habits. A primary school, or elementary school, is a school in

which children receive primary or elementary education between the ages of about five to about eleven, coming before secondary school and after preschool. It is the first stage of compulsory education in most parts of the world, and is normally available without charge, but may be a fee-paying independent school (http://en.wikipedia.org/wiki/Primary_school).

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Secondary education, also known as high school, is the stage of education following primary education, and is the last part of formal compulsory education. In the Philippines, after completing four years of high school, students may opt to continue education in a technical or vocational school, or in a college or university. Mainly based upon the American form of schooling, the Philippine secondary education system is composed of four levels / years

(http://en.wikipilipinas.org/index.php?title=Secondary_education). Undergraduate is the term used to define college students who have not yet completed their 4 years of study and once they have earned an undergraduate degree, they can choose to enter the workforce, or continue with graduate mean). Vocational education is the education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft technician, or a professional position in different fields of specialization. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques (http://en.wikipedia.org/wiki/Vocational_education). A bachelors degree is usually an undergraduate academic degree awarded for a course or major that generally lasts for three, four, or in some cases and countries, five or six years. Bachelor's degrees in the Philippines are studies (http://www.ask.com/question/what-does-undergraduate-

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typically designed to be completed in four years of full-time study, although some programs usually take five, and some universities and colleges allow ambitious students to complete them in as little as three years. Some Philippine colleges and universities have a separate academic track known as an "honors" or "scholars" program, generally offered to the top percentile of students, based on General Weighted Average, which offers more challenging courses or more individually-directed seminars or research projects in lieu of the standard core curriculum (http://en.wikipilipinas.org/index.php?title=Bachelor%27s_degree ). A master's degree is an academic degree granted to individuals who have undergone study demonstrating a mastery or high-order overview of a specific field of study or area of professional practice. Within the area studied, graduates are posited to possess advanced knowledge of a specialized body of theoretical and applied topics; high order skills in analysis, critical valuation or professional application; and the ability to solve complex problems and think rigorously and independently (http://en.wikipedia.org/wiki/Master's_degree). From the book of Singh (2004) entitled Gender and Academic achievement declared that the performance of every individual is not equal. There is a lot of variability and dispersion. Along with these, gender of the child is also an influencing factor on Academic achievement of the child. Singh made a survey of the study habits of high, middle and low achieving adolescents in relation to their sex, intelligence and socio economic status and found that study habits of boys and girls differed significantly at different levels of academic achievement.

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Kovalic (2008), on the other hand, convey that there is another critically important aspect of classroom instruction that impacts engagement and it involves understanding the hard wiring of gender. This work emphasized that girls and boys are different; they learn differently, they play differently, they fight differently, they see the world differently, they hear differently, and they express their emotions differently. The author posits that this is because girl s and boys brains are wired differently. For instance, in the classroom, girls are more likely to do their homework even if the assignment does not interest them because they want the teacher to like them. Boys, on the other hand, need to find the homework assignment meaningful to them; having the teacher like them is not a necessity. Girls are also observed to be responsive to voice, tone, and intention when asking for help, while boys tend to be more responsive when focusing on the problem only with little or no eye contact. Small group learning tends to work for girls because they are more comfortable asking the teacher for help if they need it. If a boy gets stuck, chances are he wont ask for help and may even become rowdy to get attention. Also, competition and time-constrained tasks draw boys attention. When they have to work as a team to answer a question, they collaborate and work hard not to let the rest of the team down. Girls tend to regard shouting out answers as silly and complain that the right answer focuses on small details instead of the big picture. Furthermore, moderate stress improves boys performance on tests and degrades girls performance.

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Gender differences as part of age-old social beliefs hypothesize that a student who observes the ambiguous aggressive behavior of an unfamiliar male peer will more than likely interpret that behavior as aggressive. A boy is often treated with suspicion by the teacher even if he is doing nothing wrong. As a result, the boy can become angry and defensive which in turn can affect how he is treated by his peers. Because of the stereotypes placed on boys they are associated with physical and relational aggression. Males are believed to be more assertive in competition and individualism. On the other hand, girls are stereotyped as being more successful in Reading and English. They are more likely to exhibit some form of pro social behavior to feel more accepted among their peers. They are involved in relational aggression which includes behaviors intended to damage friendships. Also, girls can tend to have a lower self-esteem and poorer body image because of the competition for the perfect body. Latino girls have a negative perception of teachers and academic abilities. Social

expectations and informal influences when children are young are the reason behind the classroom gender differences between boys and girls (Ennis, 2012).

Research Literature From the study of Galih, (2008) entitled Extent of Principal Role and School Structure in Students Achievement mentioned that the principal is

central to the extent of stakeholders involvement, the relationships among the principals leadership, student achievement, and school effectiveness are more indirect, both in this study and in the literature. He also found that the principals

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leadership has strong direct effect on in-school processes and only indirect effects on outcomes. The study also found that principals have a key role in the success of schools generally and, especially, in student outcomes. This result is consistent with the later study of he cited from Leithwood and Jantzi which shows that effective leaders have a powerful indirect impact on student achievement and school effectiveness. He also cited the study of Heck et al. noted that Principals do not affect individual students directly as teachers do through classroom instruction, but that activities of the Principal directed at school-level performance have trickle-down effects on teachers and students. This is also consistent with the findings of Galih that the principals leadership has a direct effect on school conditions such as school goals, planning, structure, climate, and work conditions which in turn show a direct effect on classroom conditions such as instruction, policies, and procedures. Masi (2008) in his study entitled Relationship of leadership style, school climate, and the organizational commitment of teachers in the Seventh-day Adventist secondary schools in the Philippines explored the relationship of principals leadership style, the school climate, and the organizational commitment of teachers in Seventh-day Adventist secondary schools in the Philippines. Major findings in this study lead to the following conclusions: The principals leadership style, school climate, and the organizational commitment of teachers are interrelated. Teachers perceive higher commitment under a

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leadership characterized by high consideration, regardless of the level of initiating structure. Teachers organizational commitment is pos itively related to climate openness characterized by supportive principal behavior and teacher engagement, intimacy, and low levels of teacher frustration. Furthermore, considerate leadership behavior is positively related to climate openness. Predictive models of organizational commitment, accounting for approximately 25% of the variance, include marital status, consideration leadership behavior, and aspects of school climate. Although the theoretical concept of leadership quadrants was upheld in the study, it appears that leadership behaviors, particularly the consideration dimension, are more useful in relationship to the areas of school climate and organizational commitment. Major implications are that school principals should seek to practice considerate leadership behavior and create an open school climate. School boards and accrediting agencies should include leadership, school climate, and teacher commitment surveys as an integral part of school program evaluation. It may be of value to conduct additional studies to examine other theoretical antecedents as well as expected outcomes of organizational commitment. Indeed, many factors affect the fostering of thrust in the school. However, this study has shown that, to some degree, the adequacy of time for ASC business, the satisfaction with the composition of the ASC, the appreciation for the usefulness of committees, the sharing of information, the perceived influence on teaching and learning, and the overall satisfaction with the operation of the ASC significantly related to the trust levels among the stakeholders.

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It is therefore suggested that school leaders wishing to enhance the levels of trust among the stakeholders in their schools should endeavor to achieve a balanced representation in the school council, utilize committees appropriately, share more information with other stakeholders, provide adequate time for doing ASC business, and focus on teaching and learning to make the overall functioning of ASC highly effective. According to the study of Soriano (2008) Teacher-Related Factors of Sophomore Students Achievement in Mathematics In Three (3) National High Schools in Maragondon District educational researchers have investigated many factors considered to affect student learning. At the heart of this line of inquiry is the core belief that teachers make a difference. Indeed, teacher plays an important role in the intellectual development of the students, using various assessments and teaching styles to improve students performance in school subjects. School subjects performance is determined by giving an achievement test. The results of which are used to determine their achievement level, strengths and weaknesses in each subject area. Cash (2008) from the study entitled Improving Student A chievement and School Facilities in a Time of Limited Funding pointed out that school building condition, attendance, and academic achievement in New York City, found building conditions to be a predictor of student attendance and student achievement on standardized tests. These results were reported after controlling for other possible factors, including socioeconomic status, ethnicity, and teacher quality. (Duran-Narucki, 2008) That poorer building condition negatively impacts

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student attendance and that coming to school is necessary to learning are both logical arguments that continue to be supported by research. The National Summit on School Design (NSSD) reported eight recommendations for school design excellence. These included designs to support a variety of learning styles, and the creation of healthy, comfortable, and flexible learning spaces. These recommendations have several implications for changes in the learning environment (NSSD, 2005). While the cumulative effect of the school facilitys condition has been related to student outcomes, further research has been done to pinpoint several specific factors that contribute to this overall phenomenon. These specific factors include lighting, building cleanliness, health and safety, painting, and student and teacher morale. From the dissertation of Akbari (2010) titled Teacher Characteristics as Predictors of Students Academic Achievement declared that there has been a substantial theoretical and practical shift of emphasis, mostly in mainstream education, towards acknowledging that teachers are among the principal components of any pedagogical program. In the past ten years, a burgeoning research base has increasingly shown that teachers are among the most important players influencing student achievement, holding the key to sealing the gaps in students achievement outcomes. Sanders (1998), for example, states that the single largest factor affecting academic growth of populations of students is differences in effectiveness of individual classroom teachers. He also believed that the more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Along the same lines,

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Alexander (2005) argues that few educators, economists, or politicians would argue with the contention that all things being equal, highly qualified teachers produce greater student achievement than comparatively less qualified teachers. From the thesis of Stevenson (2009) titled The School Size and Its Relationship to Student Outcomes and School Climate: A Review and Analysis of Eight South Carolina State-wide explained what size should a school be to optimize learning and teaching -- while striving for cost efficiency in operation. At least in South Carolina, after numerous studies, the answer is yet to be found. While on the surface it first appears that, with rare exception, smaller schools dont produce better results and cost more to operate, closer observation reveals that the issue is much more complex. In South Carolina smaller middle schools appear to produce better student outcomes. And, at the elementary and high school levels, even where bigger appears better, there is evidence that results can vary significantly depending upon the children served. Further, poverty has such a dramatic effect on school outcomes in South Carolina that possible influences of other variables such as school size are possibly masked. Based on the studies to date the only logical conclusion that can be reached is that finding the ideal school size is at least elusive, and possibly so complex that an absolute ideal does not exist. However, the findings from the South Carolina studies supply sufficiently intriguing data to suggest further study of school size is warranted.

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The aforementioned literature and studies were found to be very useful as bases for this study. Aside from the information value they provided, the researcher got deeper insights in the present investigation. The literature and studies strengthened the concepts and served as sources of important data. The literature and studies reviewed by the researchers also helped them to understand the interconnection of variables that may affect the level of students academic performance in Lyceum-Northwestern University. These literatures will help explain the research--literature review showed what other researchers have done. The review aims to show why the research needs to be carried out, how to choose certain methodologies or theories to work with and how the present study adds to the research already carried out.

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Chapter 3 RESEARCH METHODOLOGY

This chapter presents the methodology employed by the researchers in analyzing and interpreting the data pertaining to the variables of this study.

Research Design Purpose and design-wise, the study is both descriptive and explanatory research methods. Descriptive research describes data and characteristics about the phenomenon being studied. It answers the questions who, what, where, when and how (Birion et.al., 2005). On the other hand, explanatory research focuses on why questions. The researchers will use the descriptive-correlational method of research to gather data which will seek the relationships which exist between different factors affecting the academic performance of accountancy students and the level of students academic performance in Lyceum Northwestern University S.Y. 2010-2012. Descriptive research involves the description, recording, analysis and interpretation of the present nature, composition or process of phenomenon. It involves some types of comparison or contrasts and may attempt to discover a cause and effect relationship that exists between non-violated variables. Correlational studies are designed to estimate the extent of which the different variables are related to each other in the population of interest.

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Locale of the study This study was conducted in Lyceum-Northwestern University, a medical college located in Dagupan City, Philippines, founded by Dr. Francisco Quimson Duque and Mrs. Florencia Tiongson Duque in 1969

(http://en.wikipedia.org/wiki/Lyceum-Northwestern_University). Sources of Data The respondents of this study are the 114 students from the selected 3 college year levels of accountancy in the college of business education of the Lyceum-Northwestern University. The sources of data for this study were from the semi-constructed survey questionnaires by the researchers for the studentrespondents, classified as the primary source. Nevertheless, information gathered by the researchers from books, internet, and previous studies related to this study, categorized as secondary source. Instrumentation and Data Collection The main instrument used in this study was a semi-constructed survey questionnaire by the researchers. The questionnaire is a data gathering device consisting of a well-planned, written questions related to a certain topic, with spaces provided by for responses to each question given out to obtain needed data/information (Mercado-Del Rosario, 2010). This was organized by the researchers from sources from the Internet and some reference books. The researchers prepared a questionnaire for the respondents to answer the main problem and sub-problems of this research. 36

Whenever there is a need to clarify things, the respondents asked additional questions via direct or interview method. The direct or interview

method is a data gathering device wherein the research worker or interviewer gets the needed data/information from the respondent or interviewee verbally and directly in a face-to-face contact (Mercado-Del Rosario, 2010). The survey questionnaire was divided into two parts: the students profile on the first part; and the university status and family status on the second part. The first part of the questionnaire asked questions pertaining to the students profile such as age, gender, parents educational attainment and monthly income of the family. On its second part, respondents was asked about their perception as to the university status which comprises the university facilities, instructional focus and physical environment; and family status which comprises family closeness and family influence. The first descriptive scale used, as indicated below, was used to interpret the weighted mean scores computed from the university status. The second descriptive scale employed was used to analyze the weighted mean scores computed from the family status. The last descriptive scale below was used to describe the level of students academic performance.

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The scale used is as follows: 1 2 3 4 5 Poor / Never / Pre-Basic Fair / Seldom / Basic Good / Sometimes / Approaching Proficiency Satisfactory / Almost Always / Proficient Excellent / Always / Above Advanced

Tools for Data Analysis A 5-point numerical scale with their description was used as shown below: Numerical Scale Numerical Scale 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Verbal Description Excellent Satisfactory Good Fair Poor

The data gathered from the survey questionnaire was analyzed and interpreted using appropriate statistical tools such as Percentiles, Weighted Mean, Pearsons r and Chi-Square Test to describe the variables of the study properly and accordingly.

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The researchers employed suitable statistical tools to interpret the data that were gathered from the student-respondents. To answer problem No. 1 on the students profile in terms of age, gender, parents educational attainment and monthly income of the family; and problem No. 4 on the level of students academic performance ; frequency distribution and percentage was used. Percentiles are values that divide the distribution into 100 equal parts (Mercado-Del Rosario, 2010).

Wherein: P F N 100 for the percentage frequency response total number of respondents or data set multiplying the number of available results from dividing N from F

To answer problem No. 2 on the University Status in terms of university facilities, instructional focus and physical environment; and problem No. 3 on the Family Status in terms of family closeness and family influence; the weighted mean was used.

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Weighted mean is the measurement of central tendency of the scaled response. It takes into consideration the proper weight of each item according to their relative importance (Mercado-Del Rosario, 2010).

Wherein: X F f for the weighted mean frequency response fx sum of all products of f and x sum of all subjects

To answer problem No. 5 on the relationship between the level of students academic performance and respondents profile in terms of age and monthly income; problem No. 6 on the relationship between the level of students academic performance and the university status in terms of university facilities, instructional focus and physical environment; and problem No. 7 on the relationship between the level of students academic performance and the family status in terms of family closeness and family influence; the statistical tool employed was the Pearsons r.

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Pearsons Product-Moment Correlation Coefficient is a measure of the linear strength of the association between two variables. It is founded by Karl Pearson (Sirug, 2011).

Wherein: r n x y x
2

for the Pearsons Product Moment Correlation the number of scores the first variable the second variable the sum of scores or the variable the summation of squared variable x the summation of squared variable y

y2

The following summarizes the correlation coefficient and strength of the relationships that was used in the study: 0.00 +0.01 to +0.20 +0.21 to +0.40 +0.41 to +0.70 +0.71 to +0.90 +0.91 to +0.99 +1.00 no correlation, no relationship very low correlation, almost negligible relationship slight correlation, definite but small relationship moderate correlation, substantial relationship high correlation, marked relationship very high correlation, very dependable relationship perfect correlation, perfect relationship

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To answer problem No. 5 on the relationship between the level of students academic performance and respondents profile in terms of gender and parents educational attainment, the chi-square test was employed. Chi-square Test is used to determine whether there is a significant relationship or difference between the expected frequencies and the observed frequencies in one or more categories (Sirug, 2011).

Wherein: X2 O E for the chi-square statistic the observed frequency the symbol for summation differences of cumulative the expected frequency

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Chapter 4 RESULTS AND DISCUSSIONS

This chapter presents and explains all data gathered and the corresponding analysis made relative to the sub-problem stated in Chapter 1. The study probes to know the factors affecting the academic performance of accountancy students in Lyceum-Northwestern University S.Y.2010-2012.

Profile of the Respondents This part of the study shows the age, the gender, and the educational attainment of the parents and the monthly income of the family.

Table 1.1 Frequency and Percentage Distribution of Respondents as to Age Age 15-17 18-20 21-23 24-26 27 and above TOTAL Frequency 20 73 14 6 1 114 Percentage 17.54 64.04 12.28 5.26 0.88 100

Table 1.1 shows that the age ranging from 18 to 20 dominates the number of respondents which is 73 or 64.04% of the total respondents of the study. This is attributed to the fact that the right age for third year college level is this range.

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Considering the age bracket ranging 15 to 17 which is 20 or 17.54% of the total respondents, it could be noted that many 2 nd year college level students are not on the appropriate age bracket. The age of 21 to 23 and 24 to 26, which are 14 or 12.28% and 6 or 5.26%, ranks third and fourth, denote the range of 4 th year college level students of which some are either on the appropriate age and some were not for their respective college year level. As shown in the same table, it could also be noted that only one or 0.88% of the total respondents falls under the age bracket of 27 and above. It can be suggested that college students of Lyceum-Northwestern University thoroughly attend a certain year level according to their normal and the college recommended age. No potential sign of year-level acceleration was found in the data. This can be a result of many factors, which include greatly the socio-economic makeup of the population and the level of understanding of younger students who attend classes for older students. It is also attributed that there is a negative weak relationship between age and academic performance. That is, as the age of the student-respondent increases, his/her academic performance is affected negatively. This can be interpreted that as the student becomes older, he or she is more likely to obtain poor academic performance.

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This result coincides with the findings of a study by Ukueze (2007) stating that age is one of the independent variables that affect the academic performance, although no mention was made if the effect was positive or negative. He further stated that the age of the individual, as it increases, usually affects the various developmental changes, It also affects every area of human performance.

Table 1.2 Frequency and Percentage Distribution of Respondents as to Gender Gender Male Female Total Frequency 33 81 114 Percentage 28.95 71.05 100

Table 1.2 reveals that that female respondents outnumbered males by 48. The female respondents have a frequency of 81 or 71.05% of the total number of respondents while the male respondents have a frequency of 33 or 28.95%. This might be attributed to the fact that there are really more females than males. This result suggests the evidence stating that the male-female ratio in higher education has been steadily moved in favor of the females ever since the 1970s which is indicated by the total enrollment figures which show that females outnumbered their male counterparts for the first time in the late 1970s, and they have steadily increased their numerical advantage ever since

(http://www.forbes.com/sites/ccap/2012/02/16/the-male-female-ratio-in-college/).

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Table 1.2.1 Frequency and Percentage Distribution of Respondents as to Gender of the Three College Year Levels Gender Male: Frequency Percentage Female: Frequency Percentage 2 year 11 33.33 30 37.04
nd

College Level 3rd year 10 30.30 38 46.91

4th year 12 36.37* 13 16.05

Total 33 100 81 100

*the percentage was the balancing figure

It could be gleaned on table 1.2.1, the 2nd year female-respondents outnumbered the 2nd year male-respondents by 19; 2nd year females has a frequency of 30 or 37.04% of the total while the 2 nd year males has a frequency of 11 or 33.33% of the total. The 3rd year female-respondents also outnumbered the 3rd year male-respondents by 28; it is noted that 3rd year females has a frequency of 38 or 46.91% of the total female-respondents, on the other hand, 3rd year males has a frequency of 10 or 30.30% of the total. It also revealed that 4th year female-respondents outnumbered the 4th year male-respondents by 1; the table disclosed that 4th year females were 13 or 16.05% of the total while 4 th year males were 12 or 36.37%.

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Table 1.3 Frequency and Percentage Distribution of Respondents as to Parents Educational Attainment Parents Educational Attainment Did not finish Grade School Graduated from Grade School Did not finish High School Graduated from High School Other College Education/Undergraduate Technical/Vocational Education Bachelors Degree Masters Degree TOTAL Frequency 3 6 14 63 47 19 69 7 228** Percentage 1.32 2.63 6.14 27.63 20.61 8.33 30.26 3.08* 100

*the amount was the balancing figure of the total percentages **The total frequency distribution accumulated was the sum of the response in terms of fathers educational attainment and mothers educational attainment

As could be gleaned in Table 1.3, it could be noted that the highest frequency as to parents educational attainment is 6 9 or 30.26% of the parents of the respondents which represents the holders of a bachelors degree. A bachelor's degree is a four-year degree that people commonly earn to gain access to entry-level jobs in a particular field. While you may find good careers and pay with an associate's degree, a bachelor's degree typically provides greater tangible and intangible advantages relative to a diploma or twoyear degree. The necessity for a bachelor's degree has increased over time as the percentage of people earning them relative to available jobs has increased. In essence, while a bachelor's used to give you a competitive advantage, it has become a virtual necessity for some careers. Additionally, you may gain access to jobs with an associate's degree, but a bachelor's can give you greater

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professional credibility among peers and with clients and industry associates. Students often focus on what they gain personally from higher education, but the reality is that more education is intended to give you more skills and abilities to perform better in your job. Brookings Institute (2012) noted that bachelor's degrees offer a higher degree of job security. The study centered on recessionary conditions in 2010 and 2011 and showed that workers with a bachelor's degree retained their positions at a higher rate after the recession than less-educated peers. Companies are more selective during tough economies, making a bachelor's degree more important to gaining and keeping employment. Higher education has consistently proven to contribute to higher lifetime earning potential. Some employers not only pay more for workers with a bachelor's, but they will offer partial or complete tuition support because they value the benefits of more educated workers. Second in ranking is the frequency of 63 or 27.63% of the total which belongs to parents who graduated from High School. Parents who had taken other college education/undergraduate have a frequency of 47 or 20.61% of the total which ranks third from the highest. There were also parents who gained higher education such as technical/vocational education which has a frequency of 19 or 8.33% of which follows the parents who did not finish high school which has 14 or 6.14% that ranks fifth among the educational attainment categories.

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Parents who had achieved a masters degree which has a frequency of 7 or 3.08% came in sixth in the rankings. Parents who graduated from grade school has a frequency of 6 or 2.63% while parents who did not finish Grade School has a frequency of 3 or 1.32% of the total under scrutiny. Musgrave (2000) states that a child that comes from an educated home would like to follow the steps of his/her family and by this, work actively in his/her studies. Thus, a family with high socio-economic status is often doing well in preparing its young children for school because they typically have access to a wide range of resources to promote and support their development. According to Marjoribanks (2003), the high achievers had a high socio-economic status and they hailed from highly educated families and professional parents.

Table 1.4 Frequency and Percentage Distribution of Respondents as to Monthly Income of the Family Monthly Income of the Family 50,001 and above 40,001- 50,0000 30,001 40,000 20,001 30,000 10,001 20,000 10,000 and below TOTAL Frequency 1 2 1 27 51 32 114 Percentage 0.88 1.75 0.88 23.68 44.74 28.07 100

The gap in income between the richest decile and the poorest decile remains wide. Families in the richest decile earned an annual income of 715,000 pesos in 2012 or 60,000 pesos monthly, on average. On the other hand, the

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families in the poorest decile earned an average annual income of 69,000 pesos or about 6,000 pesos monthly. The income of the families in the richest decile is 10 times that of the poorest decile. This finding is true for both 2009 through 2012 (http://www.census.gov.ph/content/filipino-families-poorest-decile-earn-sixthousand-pesos-monthly-average-2012-results-2012). Table 1.4 reveals that most of the respondents monthly income of the family came from the range of 10,001 to 20,000 as indicated by the frequency of 51 or 44.74% of the total. The monthly income ranging from 10,000 and below came in second which is 32 or 28.07% of the total. The latter is evidently considered lower than the poverty threshold as suggested by the National Statistical Coordination Board. The table also presents that 27 or 23.68% of the respondents have a monthly income from 20,001 to 30,000 which is third in the ranking. As also shown on the table above, there is 2 or 1.75% which has monthly income ranging from 40,001 to 50,000. Lastly, there is only 1 or 0.88% of the respondents having an income of 50,001 and above which may be attributed to the fact that most of the family might have unfixed income as noted with the discrepancy between low-income family earners and high-income family earners. Some of the respondents family might be engaged in buy and sell of farm commodities, which are seasonal; employed as laborer in construction and farm works and the like. It is evident that very few have fixed income like those who are government employee with minimum salaries.

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In the data generated by the researcher during their group discussion, the researchers generally believe that financial support coming from the family is imperative for them to perform well in school. Notwithstanding the free nature of government-supported schools, money is circulated within a schools academic environment. The researchers agree that professors require activities such as projects, assignments, and school research so as to aid in learning of which in every output required of them, money is consistently involved.

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University Status This portion shows the mean extent of students academic performance on university status in terms of university facilities, instructional focus, and physical environment as perceived by the respondents of the study.

Table 2.1 Mean Extent of Students Academic Performance on University Status in terms of University Facilities as perceived by the Respondents Items 1. Has classroom size appropriate for the number of students 2. Has a well-equipped library 3. Has well-maintained comfort rooms 4. Has updated technology in teaching 5. Has an adequate canteen facilities and services Overall Average Weighted Mean
Legend: WM weighted mean Indicator 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Descriptive Equivalent Excellent Satisfactory Good Fair Poor

WM 3.41 3.71 2.36 2.82 2.96 3.05

Description Satisfactory Satisfactory Fair Good Good Good

The above table presents the mean extent of students academic performance on university status in terms of university facilities as perceived by the student-respondents.

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It could be noted in table 2.1, item 2 which states that the university has a well-equipped library has a mean of 3.71 and can be attributed to be satisfactory. This is indicated with the statement that the library is essential to learning and plays a key role as a place for encouraging innovation, curiosity, and problem solving. The library is a catalyst for literacy, reading, teaching and scaffolding inquiry learning. A well-equipped library makes a difference to students understanding and achievement and provides support for teaching and learning throughout the university. Item 1 which states that university has a classroom size appropriate for the number of students garnered a weighted mean score of 3.41 which came is second among the items with a verbal description of satisfactory. This result suggests that having a classroom size appropriate for the number of students goes a long way in laying a foundation for a positive learning environment for the students which greatly contributes to students academic performance. On the other hand, item 5 which states that the university has an adequate canteen facilities and services got a mean score of 2.96 which is indicated with a description of good. This result suggests that canteen facilities and services are important educational resources. They have an important role in the provision of food to students and the community as well as being an integral part of the university environment. The university canteen should reflect the educational

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goals of the school to support and complement student learning. The food provided through the university canteen may comprise a third of a students daily intake and have a significant influence on their health and nutrition (http://www.education.vic.gov.au/Pages/default.aspx). Item 4 which states that the university has an updated technology in teaching has a mean score of 2.82 described as good which is attributed to the fact that technology is an increasingly important aspect of modern college life and has dramatically changed the way professors and students go about their daily activities. It is also gleaned in the table that item 3, which refers to the university having well-maintained comfort rooms, ranks last which has a mean of 2.36 which has a description of fair. Many students and staff are using the university toilets daily and it is important to keep them hygienic and sanitary. Clean university toilets reflect well upon a schools hygiene standards and the proper upbringing of its students. The average weighted mean to the extent of university facilities as perceived by the respondents is 3.05 described as good. This suggests that the quality of university facilities has a strong influence on students learning. Besides regular use in organizing and managing university activities, records of university facilities and material resources such as furniture and equipment can provide data to derive many indicators for assessing the quality of education.

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Table 2.2 Mean Extent of Students Academic Performance on University Status in terms of Instructional Focus as perceived by the Respondents Items 1. Professors have varied instructional materials or visual aids 2. Professors motivate the learners 3. Professors exercise punctuality 4. Professors greatly deal with professional behavior 5. Professors discuss all learning competencies Overall Average Weighted Mean
Legend: WM weighted mean Indicator 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Descriptive Equivalent Excellent Satisfactory Good Fair Poor

WM 3.41 3.80 3.70 3.71 3.62

Description Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

3.65 Satisfactory

Table 2.2 presents the mean extent of students academic performance on university status in terms of instructional focus as perceived by the studentrespondents in Lyceum-Northwestern University. The table shows that item number 2 which pertains to professors motivating their learners were evident to the respondents. It is indicated with the mean score of 3.80 and can be attributed to be satisfactory. This result suggests the importance of motivation for the student-respondents to achieve higher academic performance with the help of their professors.

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In a study by Smilkstein (1989), a group of college students were asked to list the stages of the learning process. The students developed a six-step process, with the number one step being motivation. That is, motivation was considered to be the necessary cornerstone on which the other steps follow and build. Underachievement in college students is linked to lack of motivation as stated by Balduf (2009). Two major factors that contribute to poor motivation are inability of students to see the relevance of classroom activities to their chosen careers, Glynn et al. (2009) and lack of a sense of autonomy, Reeve (2009). Item 4, which states that professors greatly deal with professional behavior, came in second with a mean score of 3.71 having a verbal description of satisfactory. Professional behavior is the conduct a person is supposed to adhere to within their working environment. It is about how a person carries themselves in their professional work place and also involves conforming to the ethical standards. It includes being courteous, having good manners, being punctual, keeping confidential details confidential, apologizing and doing what needs to be done (http://www.ask.com/question/what-professional-behaviour-is). On the other hand, item 3, which states that professors exercise punctuality ranks third which has a 3.70 mean score. The result suggests that the punctuality of professors affects the level of students academic performance in Lyceum-Northwestern University. It is indicated that punctuality is very important because it shows others that you can be reliable. Being late can cause other issues besides making others wait. It can cause others to have to move quicker

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which put others in jeopardy and it can also cause others to have to do more work because or even disrupts the workflow in the workplace. Item 5 ranks fourth, which states that professors discuss all learning competencies having a mean score of 3.62 which is described as satisfactory. This suggests that professors shall continuously achieved their continuing education development in order for them to share more knowledge to the student-respondents. It could also be gleaned in the above table that Item 1, which states that professors have varied instructional materials or visual aids, has a mean score of 3.41 described as satisfactory, which ranks last among the 5 items. This may be attributed to the statement that visual aids can help you to reach your objectives by providing emphasis to whatever is being said. Clear pictures multiply the students' level of understanding of the material presented, and they should be used to reinforce your message, clarify points, and create excitement. Visual aids involve the students and require a change from one activity to another: from hearing to seeing. If students don't clearly grasp the spoken word, a visual aid may greatly help them to better absorb information. The table indicates that in all items under the mean extent of students academic performance in terms of instructional focus, the student-respondents describe the instructional focus of the professors as satisfactory in all aspects with an average weighted mean of 3.65.

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Table 2.3 Mean Extent of Students Academic Performance on University Status in terms of Physical Environment as perceived by the Respondents Items 1. University location is free from noise 2. University location is accessible 3. University is away from destructive establishments 4. University buildings have good structure 5. University is clean and safe Overall Average Weighted Mean
Legend: WM weighted mean Indicator 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Descriptive Equivalent Excellent Satisfactory Good Fair Poor

WM 3.58 3.63 3.38 2.99 3.31 3.38

Description Satisfactory Satisfactory Good Good Good Good

Table 2.3 presents the mean extent of students academic performance on university status as perceived by student-respondents in terms of physical environment in Lyceum-Northwestern University. Item number 2, university location is accessible, ranks first among the 5 items on the table. It has a weighted mean score of 3.63 described as satisfactory. The result suggests that the university promotes and ensures continuous progress of students academic performance by its accessibility to the student-respondents.

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Item 1 came in second, which refers to the university location being free from noise with the mean score of 3.58 described as good. It may attribute to the comfortable state of being of the student-respondents having a peaceful surrounding to be able to focus on their studies when inside the campus. This promotes the welfare of having a peaceful mind to achieve full potential of student-respondents. Item 3 falls on the third among the 5 items, which states that the university being away from destructive establishments, which has a weighted mean of 3.38 with a verbal description of good. This result suggests that the security and safety of the student-respondents give clear path of accelerating their potentials on their academic success. Having a good verbal description, it depicts that student-respondents give emphasis to feel safe in their community. It could also be noted that item 5 falls on the fourth rank, which refers to the university being clean and safe, having a mean score of 3.31 with a description of good as shown on above. The ancient proverb cleanliness is next to godliness is one of the most well-known and apt saying as indicated in this item. Cleanliness is traditionally associated with good health, tidiness, and purity. This saying suggests that being clean is nearly as good as being godly or very holy. This also proves we are happier in cleaner surroundings thus we think more positive.

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Item number 4, university buildings have good structure, falls to the last rank as shown by the mean score of 2.99 and described as good. Well-designed buildings provide facilities that are fit for purpose, accessible to all and built to last. They lift the spirits and aspirations of everyone who uses them. Our immediate environment influences our mood, behavior and

performance. Researchers found that a school building can tell students who they are and what they should think about the world. Findings from Manchester Metropolitan University suggest that students in poorly designed schools felt that they were a reflection of their school: undervalued, worthless, dirty and uncared for. Many pieces of educational research show the link between low self-esteem and underachievement. Considering the 3.38 average weighted mean score for physical environment described as good, it implies that physical environment also has an impact to students academic performance. Results imply that physical environment is also an important factor in improving students academic performance as one of the measures for attainment of a higher level of academic performance towards their academic success. According to Mick Zais (2011), Physical Environment means the extent to which school settings promote student safety and student health, which may include topics such as the academic environment, physical and mental health supports and services, and the fairness and adequacy of disciplinary procedures, as supported by relevant research and an assessment of validity.

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Family Status This portion will include the mean extent of students academic performance on family status, as perceived by student-respondents, in terms of family closeness and family influence.

Table 3.1 Mean Extent of Students Academic Performance on Family Status in terms of Family Closeness Items 1. Regularity of speaking with your parents 2. Regularity of going out together with you family 3. Regularity of eating together with your family 4. Regularity of parents avoiding quarrels 5. Regularity of spending time with your family at home Overall Average Weighted Mean
Legend: WM weighted mean Indicator 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Descriptive Equivalent Excellent Satisfactory Good Fair Poor

WM 3.96 3.18 3.82 2.19 3.72 3.37

Description Satisfactory Good Satisfactory Fair Satisfactory Good

Table 3.1 presents the mean extent of students academic performance on family status in terms of family closeness as perceived by student-respondents in their own homes.

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Item number 1 has the highest weighted mean score among the variables. This refers to the regularity of speaking with your parents and has a mean score of 3.96 described as satisfactory. This suggests that many of the respondents often speak with their parents to guarantee continuous relationship with the family having an impact on students academic performance. Item 3 came in second, which represents the student-respondents regularity of eating together with their family, with a mean score of 3.82 and also described as satisfactory. Eating together as a family is more important today than in the past because there are more competing distractions, more choices of activities outside the home, and a constant bombardment of information from modern technology. During the day most of us are out in the community mixing with all kinds of people. Our children are learning about the world from many sources, often without parental filters or input. Even when everyone is home, individuals do their own thing. Perhaps the only opportunity of the day to talk with each other is when they eat together thus this suggests that the respondents having time to talk things out with their family as problems arise about anything will have an impact to their academic performance. Item 5 falls on the third rank among the variables, which states the respondents regularity on spending time with their family at home, having a mean score of 3.72 described as satisfactory. A strong family finds that opportunities for quality time emerge from quantity time: The more time you spend together, the better chance you have of sharing quality experiences. Eating meals together, talking about the events of the day, sharing joys and

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defeats, doing household chores together and spending some evenings popping corn and watching movies are examples of shared activities. Some families even schedule one evening every week for special family activities. The result suggests that student-respondents were satisfied on having to spend quality time with their family at home has greatly affect their academic performance. It could also be noted that item 2, which states the respondents regularity of going out together with their family, has a mean score of 3.18 with a verbal description of good. This suggests that having such bonding time with the family creates clear minds among the student-respondents. Lastly, item 4, which pertains to respondents parents regularity of avoiding quarrels has a mean of 2.19 described as fair. This result suggest the fairness as to the frequency of the student-respondents parents fighting. Fights are normal occurrences at home but still the most important, at the end of the day, is the harmonious relationship to eclipse such misunderstandings in the family as for the common good of all the members. Considering the 3.37 average weighted mean score for family closeness described as good, it implies that family closeness also has an impact to students academic performance with respect to all aspects that the family can contribute to the student-respondents. The family has the potential to influence a childs academic achievement. This is because it is the first environment of the child. The initial experience that would shape the childs values, aspirations, emotions, interest and attitudes are

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offered by the parents/family (Okeke, 2009). What the child learns at home and how his family motivates him towards education contributes to the childs success in school (Essien, 2002). Similarly, Obasi (1999) observed that mere making sure that the children are prepared for school in the morning is important for the childrens successful achievement at school. Amazing things can happen when a family comes together to do things together. A family that is close to each other will be a family that is united forever. Having a close family ensures a strong bond that is difficult to shake (http://savethefamily.wordpress.com/the-importance-of-family-bonding/).

Table 3.2 Mean Extent of Students Academic Performance on Family Status in terms of Family Influence Items 1. Regularity of the family avoiding problems at home 2. Regularity of your studies be not affected by your family problems 3. Regularity of avoiding problems financially 4. Regularity of not feeling alone at home 5. Regularity of respondents opening up to your parents regarding school matters Overall Average Weighted Mean
Legend: WM weighted mean Indicator 5 4 3 2 1 Statistical Limit 4.21 5.00 3.41 4.20 2.61 3.40 1.81 2.60 1.00 1.80 Descriptive Equivalent Excellent Satisfactory Good Fair Poor

WM 3.02 2.83 3.18 2.48 3.38 2.98

Description Good Good Good Fair Good Good

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Table 3.2 presents the mean extent of students academic performance on family status in terms of family influence as perceived by student-respondents on their own respective homes. The table shows that item 5, which pertains to the regularity of respondents opening up to their parents regarding school matters ranks the highest among the 5 items indicated with the mean score of 3.38 and can be attributed to be good as shown above. This result suggests that all good things happen when you express yourself to your family. Well, on the first place, they are really the one who will understand you and will always be there for you when certain circumstances or struggles arise. Item 3, which states the regularity of avoiding problems financially, came in second with a mean score of 3.18 also described as good. The result suggests that having problems financially have an impact on students academic performance which can be attributed to the expenses incurred daily might fall short on their budgets. Still, towards the fact that financial problems will likely arise in every possible situation, the student-respondents point out that this kind of problem can be surpass and should not be treated to be a major hindrance towards attainment of academic success. On the other hand, item 1, which pertains to the regularity of the respondents family avoiding problems at home, falls on the third rank among the variables, indicated with a weighted mean score of 3.02 which is described as good. This suggests that the student-respondents family avoiding problems at

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home has good impact on their academic performance. This may be attributed to the fact that parents will do anything for their children for their welfare. It is also noted that item 2, which states the student-respondents regularity of their studies be not affected by their family problems, has a mean score of 2.83 described as good. It is indicated that the respondents feels good as to their academic performance with no regards to their family problems. It depicts the uplifting spirit of the respondents towards achieving their academic success. Item 4 is listed as last on the rank, as shown above, which refers to the regularity of not feeling alone at home having a mean score of 2.48 which attributed to be fair. This result suggest that most student-respondents fairly enough do not feel alone at home which may be attributed to their closeness to the family and such other factors that contributes to the completeness of their personality notwithstanding any loneliness to be a struggle. The table indicates that in all items under the mean extent of students academic performance in terms of family influence, the student-respondents describe the family influence as good in all aspects with an overall mean of 2.95. Results imply that the influence of the family has an impact for the students to improve their academic performance. Family influence is a collective terminology comprising of social status, economic status, family size, family structure, parents educational level, occupation and other factors pertaining to family life.

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Guerrero (2006), in investigating the correlations among socio economic, family factors and academic behavioral and emotional difficulties in Filipino

adolescents in Hawaii, also found that low socio-economic status seemed to correlate with poor school performance. Moreover, Hassan (2008) found positive association between the childrens school grades and their parents labor market status, hence, further strengthening this studys outcome. As we grow, we learn many things from our family that are beneficial to our society. Almost everything that we learn as a child comes from parenthood and how we react with our parents. Our parents went through the concepts of life, and they were exposed to society as a kid and an adult, which we learn as we get older as well. Our families, especially our parents, have a lot of wisdom about what goes on life, since they have already experienced many parts to it. They are the ones who can teach us what they have learned, and they can show us how we should act, feel, and think about our modern-day society.

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Level of Students Academic Performance

Table 4 Level of Students Academic Performance General Weighted Average 91 and above 86 - 90 81 - 85 75 - 80 Total

Frequency 6 56 47 5 114

Percentage 5.26 49.12 41.23 4.39 100

Description Above Advanced Proficient Approaching Proficiency Basic

Table 4 shows the frequency and percentage distribution of the level of students academic performance. The information collected regarding the students academic performance was on the basis of their last semester average rating in Lyceum-Northwestern University. From the table, we could gleaned that 49.12% or 56 students out of the 114 student-respondents belong to the proficient level with a verbal description of satisfactory; the results may be attributed to the impact of factors discussed earlier; profile of the respondents in terms of: age, gender, parents educational attainment, and monthly income of the family; university status in terms of: university facilities, instructional focus, and physical environment; and family status in terms of: family closeness and family influence.

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It is also noted that 47 or 41.23% of the total belongs to the approaching proficiency level with a verbal description of good. This result suggests that some students should strive for more improvement on their academic performance. As shown on the above table, it is also expressed that 6 or 5.26% of the total is above advanced which has a verbal description of excellent. Results imply that these student-respondents push their potentials to its fullest to achieve the highest level of academic performance. Lastly, 5 or 4.39% of the total represents the student-respondents on the basic level with a verbal description of fair which suggest that these studentrespondents should focus on developing more skills and acquiring more knowledge to attain a higher level of academic performance. The level of students academic performance is important because it is strongly linked to the positive outcomes we value. Adults who are academically successful and with high levels of education are more likely to be employed, have stable employment and have more employment opportunities than those with less education. Academic success is important because working people will need higher levels of education to tackle the technologically demanding occupations of the future.

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Table 4.1 Frequency and Percentage Distribution of the Level of Academic Performance of the Three College Year Levels Level of Academic Performance Above Advanced: Frequency Percentage Proficient: Frequency Percentage Approaching Proficiency: Frequency Percentage Basic: Frequency Percentage 5 4.39 5 4.39 16 14.04 22 19.30 9 7.89 47 41.23 23 20.17 18 15.79 15 13.16 56 49.12 College Levels Total 2nd year: 2 1.75 3rd year: 3 2.63 4th year: 1 0.88 6 5.26

Table 4.1 reveals the level of academic performance of the three college year levels of the accountancy in Lyceum-Northwestern University. It could be gleaned in the above table; the 3rd year level has the highest frequency of 3 or 2.63% who are in the above advanced level followed by the 2 nd year level with 2 or 1.75% and the 4th year level with 1 or 0.88% of the total.

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In the proficient level, the 2nd year level dominates with the frequency of 23 or 20.17% which is followed by the 3rd year with 18 or 15.79% and the 4th year level with 15 or 13.16%. The 3rd year level, on the other hand, dominates the approaching proficiency level with 22 or 19.30%; 2nd year level with 16 or 14.04%; and the 4th year level with 9 or 7.89%. Lastly, the basic level has the frequency of 5 or 4.39% which belong to the 3rd year level.

Relationship between the Profile of the Respondents and the Level of Students Academic Performance This part of the study presents the correlation between the profile of the respondents and the level of students academic performance in terms of age, gender, parents educational attainment and monthly income of the family.

Table 5.1 Correlation of the Respondents Age and Students Academic Performance Variables Age vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value -0.05

Result Not significant

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As shown above on table 5.1, it reveals insignificant relationship between the respondents age and the level of students academic performance having a computed r-value of -0.05 which is lesser than the critical r-value of 0.195. This suggests that there is no significant relationship between the students academic performance in terms of age which means that age does not affect the level of academic performance of students in Lyceum-Northwestern University.

Table 5.2 Chi-Square Test of the Respondents Gender and the Students Academic Performance Variables Gender vs. Students Academic Performance
X2crit = Degrees of freedom = = 7.81 3 5%

X2 computed 3.02

Result Not significant

It could be gleaned on table 5.2; it reveals insignificant relationship between the respondents gender and the level of students academic performance having a computed r-value of 3.02 which is lesser than the critical x2value of 7.81. This suggests that there is no significant relationship between the students academic performance in terms of gender which means that gender does not affect the level of academic performance of students in LyceumNorthwestern University.

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Table 5.3 Chi-Square Test of the Respondents Parents Educational Attainment and the Level of Students Academic Performance Variables Mothers Educational Attainment vs. Students Academic Performance X2 computed Result Variables Fathers Educational Attainment vs. Students Academic Performance X2 computed Result

3.10

Not significant

2.23

Not significant

X2crit = Degrees of freedom = =

7.81 3 5%

Table 5.3 reveals insignificant relationship between the respondents parents educational attainment and the level of students academic performance having a computed X2value of 3.10 for mother and 2.23 for father which are lesser than the critical x2value of 7.81. This means that parents educational attainment has no significant relationship between the students acade mic performance which means that parents educational attainment of both mother and father do not affect the level of performance of student-respondents. The results may be related to the study of Meinardus (2003) entitled Our Students: the Family Level Factors mentioned that the family educational climate is defined by the amount and the style of help that children receive from the family; this is determined by elements of the family context, like the dynamics of communication and affective relationships, attitudes towards values,

expectations and the like. 73

Table 5.4 Correlation of the Respondents Monthly Income of the Family and the Students Academic Performance Variables Monthly Income vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value -0.083

Result Not significant

Table 5.4 reveals insignificant relationship between the respondents monthly income and the level of students academic performance having a computed r-value of -0.083 which is lesser than the critical r-value of 0.195. This suggests that there is no significant relationship between the st udents academic performance in terms of monthly income which means that monthly income of the family does not affect the level of performance of student-respondents.

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Relationship between the University Status and the Level of Students Academic Performance This part of the study presents the correlation between the university status and the level of students academic performance in terms of university facilities, instructional focus, and physical environment.

Table 6.1 Correlation of the University Status in terms of University Facilities and the Students Academic Performance Variables University Facilities vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value 0.131

Result Not significant

Table 6.1 presents the summary table between the university status in terms of university facilities and the level of students academic performance. As shown on the above table, university facilities indicated insignificant relationship in students academic performance. This result may be attributed to the different perceptions of student-respondents as to their feeling of contentment and comfort inside the university. In the light of discussion, results imply that university facilities do not affect the level of performance of students in Lyceum Northwestern University.

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Table 6.2 Correlation of the University Status in terms of Instructional Focus and the Students Academic Performance Variables Instructional Focus vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value 0.082

Result Not significant

As could be gleaned in the table 6.2, it reveals insignificant relationship between the instructional focus and the level of students academic performance having a computed r-value of 0.082 which is lesser than the critical r-value of 0.195. This suggests that the there is no significant relationship between the students academic performance in terms of instructional focus is which means that instructional focus does not affect the level of performance of students. This result suggests that student-respondents do not just rely on the knowledge and skills of the professors but rather they should also give their share on their part by studying and continuously developing their knowledge. This may also be attributed to the continuous trainings for professors in the mastery of the topics in the field of accountancy.

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Table 6.3 Correlation of the University Status in terms of Physical Environment and the Students Academic Performance Variables Physical Environment vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value 0.016

Result Not significant

Table 6.3 presents the summary table between the university status in terms of physical environment and the level of students academic performance. As shown on the above table, results revealed that there is insignificant relationship between the university status in terms of physical environment and the level of students academic having a computed r-value of 0.016 which is lesser than the critical r-value of 0.195. This suggests that there is no significant relationship between the students academic performance in terms of physical environment which means that physical environment does not affect the level of performance of studentrespondents. This may be attributed to the interest of students to study in the university without prejudice to its location and geographical accessibility.

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Relationship between the Family Status and the Level of Students Academic Performance This part of the study presents the correlation between the family and the level of students academic performance in terms of family closeness and family influence observed in their own respective homes.

Table 7.1 Correlation of the Family Status in terms of Family Closeness and the Students Academic Performance Variables Family Closeness vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value 0.116

Result Not significant

Table 7.1 presents the summary table between the family status, as perceived by student-respondents, in terms of family closeness and the level of students academic performance using Pearsons r. It could be gleaned in the above table that there is insignificant relationship between the family closeness and the level of students academic performance having a computed r-value of 0.116 which is lesser than the critical r-value of 0.195. It could be noted that the computed r-value is reaching closely to the critical r-value which may be attributed to the fact that the family environment of some student-respondents may have an impact on their

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academic performance. Nevertheless, the table suggests that there is no significant relationship between the students academic performance in terms of family status which means that family closeness does not affect the level of performance of students.

Table 7.2 Correlation of the Family Status in terms of Family Influence and the Students Academic Performance Variables Family Influence vs. Students Academic Performance
Critical r- value = 0.195 Degrees of freedom = 112 = 5%

Computed r-value 0.079

Result Not significant

Table 7.2 presents the summary table between the family status in terms of family influence and the level of students academic performance. As shown on the above table, results revealed that there is insignificant relationship between the family in terms of family influence and the level of students academic having a computed r-value of 0.079 which is lesser than the critical r-value of 0.195. This suggests that there is no significant relationship between the students academic performance in terms of physical environment which means that physical environment does not affect the level of performance of student- respondents. This may be indicated to the fact that the influence of friends and the like has a share and does not mainly focuses on all the influences that the family contributes to the student-respondents.

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Chapter 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents a brief review of the study, summary of findings, conclusions and recommendations from the study entitled: Factors Affecting Academic Performance of Accountancy Students in Lyceum-Northwestern University S.Y. 2010-2012.

SUMMARY OF FINDINGS

Frequency and Percentage Distribution of Respondents in terms of: Age The age ranging from 18 to 20 dominates the number of respondents, with 73 respondents of 64.04% of the total, and age ranging from 27 and above has only 1 respondent or 0.88% of the total. Gender Through the course of the study, the respondents were determined and categorized as to gender. There are 33 male respondents and 81 female respondents which comprise the 28.95% and 71.05% of the total, respectively.

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Parents Educational Attainment There are 69 or 30.26% of the total who are holders of a bachelors degree and only 3 or 1.32% of the student-respondents parents who did not finish grade school. Monthly Income of the Family There are 51 respondents or 44.74% of the total who have a monthly family income of 10,001 to 20,000. Meanwhile, there is only one respondent or 0.88% of the total who has a family monthly income of 50,001 and above.

Mean Extent of Students Academic Performance on University Status as perceived by student-respondents in terms of: University Facilities The mean extent of students academic performance on university status in terms of university facilities has been described as good level, as perceived by the student- respondents with 3.05 mean score. Item 1, which states that classroom has appropriate size for the number of students has a 3.41 mean score; item 2, which pertains to a well-equipped library, has a mean of 3.71, while items 3 and 4 has mean scores of 2.36 and 2.82, which discuss the maintenance of comfort rooms and the technology used in teaching, respectively; and item 5 has a 2.96 mean score which refers to the adequacy of canteen facilities and services.

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Instructional Focus The mean extent of students academic performance on university status in terms of instructional focus has an overall mean of 3.65 which has a verbal description of satisfactory. It is attributed to have the highest overall mean among the three indicators of the university status. Items 1 to 5, which pertains to professors having varied instructional materials or visual aids, professors motivating the learners, professors exercising punctuality, professors greatly dealing with professional behavior, and professors discussing all learning competencies has mean scores of 3.41, 3.80, 3.70, 3.71, and 3.62, which all have a verbal description of satisfactory. Physical Environment The mean extent of students academic performance on university status in terms of physical environment has an overall mean of 3.38 which has a verbal description of good. Items 1 to 5, which pertains to university location that is free from noise has a mean score of 3.58 or described as satisfactory; university location is accessible has a mean score of 3.63 or described as satisfactory; university is away from destructive establishments has a mean score 3.38 or described as good; university have good building structure has a mean of 2.99 described as good; and university is clean and safe has a mean score 3.31 or described as good, comprise the computed overall mean for physical environment.

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Mean Extent of Students Academic Performance on Family Status as perceived by student-respondents in terms of: Family Closeness The mean extent of students academic performance on family status in terms of family closeness has an overall mean of 3.37 that has a verbal description of good. It is indicated as having the highest overall mean among the indicators of the family status of student-respondents. Items 1 to 5, which pertains to the regularity of speaking with your parents, regularity of going out together with their family, regularity of eating together with their family, regularity of parents avoiding quarrels, and regularity of spending time with your family at home has mean scores of 3.96 or satisfactory, 3.18 or good, 3.82 or satisfactory, 2.19 or fair, and 3.72 or satisfactory, respectively. Family Influence The mean extent of students academic performance on family status in terms of family influence has an overall mean of 2.98 that has a verbal description of good. Items 1 to 5, which pertains to the regularity of family avoiding problems at home, regularity of their studies be not affected by their family problem, regularity of having financial problems, regularity of feeling alone at home, and regularity of opening up to your parents regarding school matters has mean scores of 3.02 or good, 2.83 or good, 3.18 or good, 2.48 or fair, and 3.38 or good, respectively.

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Level of Students Academic Performance The findings revealed that there are 49.12% or the composition of the 56 student-respondents out of the total of 114 who are on the proficient level; 41.23% or 47 student-respondents fall in the approaching proficiency level; 5.26% or 6 student-respondents attained the 91 and above score and who are categorized as above advanced with a verbal description of excellent and 4.39% or 5 student-respondents are on the basic level of academic performance.

Correlation between Profile of the Respondents and the Level of Students Academic Performance in terms of: Age The data presents insignificant relationship between the studentrespondents age and their level of academic performance as indicated with a computed r-value of -0.05 which is lesser than the critical r-value of 0.195, which means age does not affect the level of students academic performance. Gender The data presents insignificant relationship between the respondents gender and their level of academic performance, which is indicated having a computed r-value of 3.02 which is lesser than the critical x2-value of 7.81, which means gender does not affect the level of students academic performance.

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Parents Educational Attainment Data presents insignificant relationship between the respondents parents educational attainment and their level of academic performance having a computed X2-value of 3.10 for mother and 2.23 for father which are lesser than the critical x2-value of 7.81. This result suggests that parents educational attainment does not affect the level of students academic performance. Monthly Income of the Family Data presents insignificant relationship between the respondents monthly income of the family and their level of academic performance having a computed r-value of -0.083 which is lesser than the critical r-value of 0.195. This is indication means that the monthly income of the family does not affect the level of students academic performance.

Correlation between the University Status and the Level of Students Academic Performance in terms of: University Facilities The data presents the correlation between the university status as perceived by the student-respondents in terms of university facilities and the level of students academic performance with a computed r-value of 0.131 which is lesser than the critical r-value of 0.195 which means there is no significant relationship between the variables.

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Instructional Focus The data presents the correlation between the university status as perceived by the student-respondents in terms of instructional focus and the level of students academic performance with a computed r-value of 0.082 which is lesser than the critical r-value of 0.195 which means there is no significant relationship between the variables. Physical Environment The data presents the correlation between the university status as perceived by the student-respondents in terms of physical environment and the level of students academic performance with a computed r-value of 0.016 which is lesser than the critical r-value of 0.195 which means there is no significant relationship between the variables.

Correlation between the Family Status and the Level of Students Academic Performance in terms of: Family Closeness The data presents the correlation between the family status as perceived by the student-respondents in terms of family closeness and the level of students academic performance with a computed r-value of 0.116 which is lesser than the critical r-value of 0.195 which means there is no significant relationship between the variables.

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Family Influence The data presents the correlation between family status as perceived by the student-respondents in terms of family influence and the level of students academic performance having a computed r-value of 0.079 which is lesser than the critical r-value of 0.195 which means there is no significant relationship between the variables.

CONCLUSIONS Based on the data collected to verbalize findings of the study, the following conclusions are formulated: The profile of the respondents in terms of age revealed that the age of the respondents differs with their year level but the age for third year college level were appropriate. The profile of the respondents in terms of gender revealed that the female student-respondents outnumbered the male student-respondents. The profile of the respondents in terms of parents educational attainment revealed that respondents parents have entered school and several of them are holders of a bachelors degree. The profile of the respondents in terms of monthly income of the family revealed that on the average, the student-respondents families are classified as middle-income earners.

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The mean extent of students academic performance on university status in terms of university facilities revealed that the university facilities needs enhancement and continuous maintenance, as reflected on the opinions of student-respondents for increase comfort, security and advancement. The mean extent of students academic performance on university status in terms of instructional focus revealed that the professors give emphasis on their job to share their knowledge to the student-respondents. They play a vital role to the academic success of the students. The mean extent of students academic performance on university status in terms of physical environment suggests that the learning environment of the students is important for their academic success. It is also noted that the university settings promote student safety and student health. The mean extent of students academic performance on family status in terms of family closeness indicates that the necessities of the studentrespondents provided by their family give emphasis to the capability and potentials of the respondents. The mean extent of students academic performance on family status in terms of family influence suggests that the respondents families contribute to their general welfare to what they can do to have the initiative and motivation to reach their academic success.

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The level of academic performance of accountancy students S.Y. 20102012 on the basis of their last semester average rating on Lyceum-Northwestern University is best described as the average of the proficient level and the approaching proficiency level as revealed by the study. The relationship between the profile of the students in terms of age and the level of their academic performance revealed insignificant relationship which means age does not affect the level of students academic performance. The relationship between the profile of the students in terms of gender and the level of their academic performance revealed insignificant relationship which means gender does not affect the level of students academic performance. The relationship between the profile of the students in terms of parents educational attainment and the level of their academic performance revealed insignificant relationship which means parents educational attainment does not affect the level of students academic performance. The relationship between the profile of the students in terms of monthly income of the family and the level of their academic performance revealed insignificant relationship which means monthly income of the family does not affect the level of students academic performance. The relationship between the university status in terms of university facilities and the level of students academic performance revealed insignificant relationship which means university facilities does not affect the level of students academic performance. 89

The relationship between the university status in terms of instructional focus and the level of students academic performance revealed insignificant relationship which means instructional focus does not affect the level of students academic performance. The relationship between the university status in terms of physical environment and the level of students academic performan ce revealed insignificant relationship which means physical environment does not affect the level of students academic performance. The relationship between the family status in terms of family closeness and the level of students academic performance revealed insignificant relationship which means family closeness does not affect the level of students academic performance. The relationship between the family status in terms of family influence and the level of students academic performance revealed insignificant relationship which means family influence does not affect the level of students academic performance.

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RECOMMENDATIONS Based on the conclusions articulated in this study, the following recommendations are formulated: Professors should maximize the students potentials to enhance and improve academic performance regardless of the student-respondents age, gender, parents educational attainment and monthly family income. To lessen basic level students and to prevent pre-basic level students, careful monitoring should be adopted and students concerned should be referred for immediate guidance and supervision. Good study habits should be developed and lack of interest of the students should be worked out by the professors that will help them to attain higher academically. Competencies should be mastered by students through rigid classroom instruction. The professors should continually give emphasis in the conduct of review. A more concentrated research should be made by future researchers to determine a more focused relationship between factors affecting academic performance of accountancy students and the level of students academic performance using other variables than those used in this study.

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