RESEARCH PAPER No.

______ 2017

COOPERATING AGENCY: EVALUATION BY THE FIFTH YEAR ACCOUNTANCY

STUDENTS OF SAINT LOUIS UNIVERSITY

Galang, Jannah Grace M., Guab, Mary Angelica B., Terrado, Reina Maica B., Velasco, Gian Mauriz V.

ACCOUNTING RESEARCH

“We envision Saint Louis University as an

excellent, missionary, and transformative
educational institution zealous in the
formation of human resources who are
imbued with the Christian spirit and who are
competent, creative, and socially involved.”

SCHOOL OF ACCOUNTANCY AND BUSINESS MANAGEMENT

SAINT LOUIS UNIVERSITY
PHILIPPINES

NOVEMBER 2017

1
 COOPERATING AGENCY: EVALUATION BY THE FIFTH YEAR ACCOUNTANCY
STUDENTS OF SAINT LOUIS UNIVERSITY

Galang, Jannah Grace M.

09771633012
jannahgracegalang@ymail.com

Guab, Mary Angelica B.

09063857671
maryangelicaguab@gmail.com

Terrado, Reina Maica B.

09771446410
reinamaicat@gmail.com

Velasco, Gian Mauriz V.

09398732709

Keywords:

Internship, Cooperating Agency, Task given, Working environment, Evaluation,

Accountancy Students

ABSTRACT: The purpose of this study is to evaluate the Cooperating Agency of the fifth year
accountancy students of Saint Louis University-School of Accountancy and Business Management during
their internship in the areas of task given and working environment. A survey-based descriptive-
comparative research design was used. The respondents are grouped according to their sex and their
cooperating agency they attended during their internship. The results showed that the respondents were
very satisfied to their cooperating agency in the areas of task given and working environment. The
researchers therefore concluded that the fifth year accountancy students of Saint Louis University
evaluates their cooperating agency as Very Satisfactory in which the evaluation of the respondents based
on their profiles doesn’t differ significantly.

2
Contents
CHAPTER I .................................................................................................................................................. 3

INTRODUCTION .................................................................................................................................... 4

STATEMENT OF THE PROBLEM ........................................................................................................ 5

RESEARCH HYPOTHESIS .................................................................................................................... 6

RESEARCH PARADIGM ....................................................................................................................... 6

ASSUMPTIONS OF THE STUDY.......................................................................................................... 7

SCOPE AND DELIMITATON ................................................................................................................ 7

SIGNIFICANCE OF THE STUDY.......................................................................................................... 8

DEFINITION OF TERMS ....................................................................................................................... 8

CHAPTER II................................................................................................................................................. 9

REVIEW OF RELATED LITERATURE ................................................................................................ 9

CHAPTER III ............................................................................................................................................. 13

METHODOLOGY ................................................................................................................................. 13

Respondent Selection .......................................................................................................................... 13

Data Gathering Tool ........................................................................................................................... 14

References ........................................................................................................................................... 16

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INTRODUCTION
Internship is a way to connect the academic
experiences with the professional work arena. The
concept of undergraduate accounting students
gaining professional practical experience while
studying at university is not new (Teed &
Bhattachary, 2002; Thrope-Dulgarian, 2008; Ali,
Heang, Mohamad & Ojo, 2008). Work-based
learning in the form of internships is increasingly
important for business schools as they increasingly
compete for excellent students, and, at the same
time, try to establish strong relationships with
institutions. It allows the person to gain valuable
exposure to the workplace and provides the
opportunity for skill development. An internship
combines the theory that students learned in
school with practical work experience and lasts for
about three months to a year (Ebreo et al, 2014).
Pursuant to Resolution No. 148 dated April 19,
2009, the Commission on Higher Education
(CHED) issues the Guidelines for Student
Internship Program in the Philippines under CMO
No. 23, Series of 2009. An excerpt from Article I
states that “CHED shall require student exchange
and establishment by HEIs of string academic
linkages with business and industry to promote
and provide students with competitive skills and
attitudes for employment”.
Internship is one of the earliest forms of training.
It is a one-on-one training, where someone who
knows how to do a task shows another how to
perform it. Experts agree that in the largest sense,
internships descend from the professional
apprenticeships that originated with the trade
guilds of Europe in the 11th and 12th centuries.
The Labor and Apprenticeship, by Reginald Bray
(1911), includes a section that discusses the main
objectives of the apprenticeship system:
supervision, training and filling job openings the
same as today’s internships in some aspects.
Way back in 1952 the American Accounting
Association “acknowledged the benefit of a period
of practical experience incorporated into the
academic preparation of an accountant”
(Schmutte, 1986). According to the National
Association of Colleges and Employers (NACE)
new college graduates who had participated in
internships did far better in the job market than
their classmates who had not had that experience.
There is a limited understanding of how business
schools, students, and companies can effectively
interact with each other before, during, and after
completion of the internships. The relationship
between the intern and the Cooperating Agency
must be evaluated. Evaluation is the systematic
acquisition and assessment of information. The
most common goal of most evaluations is to
provide "useful feedback" to a variety of
audiences. Most often, feedback is perceived as
"useful" if it is relevant in decision-making. Being
a valuable component of higher education
academic program, internship is believed to create
a win-win situation for the students, the
organization as well as the university (Coco,
2000). To evaluate the success of the internship
program the best method is to know the
4
participants’ evaluation on their own experiences, second semester based on the curriculum. The
and by doing so it produces greater insights (Cord students are required to apply themselves as
et al. 2010). interns in their chosen cooperating agency with the
recommendation of their advisers. The students
The main objective of the internship or on the job
are normally required to have completed at least
training (OJT) programs is to expose the student-
300 hours credit for the fulfillment of the course
trainees to the actual work environment, in order
requirement.
to train them to be technically competent, socially
committed, and morally motivated to meet the STATEMENT OF THE PROBLEM
challenges and demands of the profession. The The study will focus on the evaluation to their
internship serves as a challenge for student- respective cooperating agency of the fifth year
trainees to apply their knowledge of the subject Accountancy students of the Saint Louis
matter and the theories they have acquired through University-School of Accountancy and Business
classroom training. This is another dimension of Management. Specifically, the study sought to
learning which allows the student-trainees to learn answer these questions:
new techniques, develop competencies and skills,
1. What is the profile of the fifth year
to hone their capabilities in human relations and
Accountancy students of Saint Louis
social interaction, particularly on how to get along
University-School of Accountancy and
with their superiors and co-workers. In addition,
Business Management in terms of:
internship provides opportunity for them to
a. Sex
acquire good work attitude and ethical values in
b. Cooperating Agency
the practice of the profession. Accountancy
i. Local Government
students shall be trained and developed not only to
ii. Banking and Finance
pass the licensure examination but for them to
iii. Accounting/Auditing
become competent and ethical professional
Firms
accountants (Rufino, 2016). Aside from the
iv. Manufacturing
mentioned objectives of internship or on the job
v. Retail and Trading
training (OJT) programs there are still many and
vi. Hotel and Restaurant
varied objectives of internship.
vii. Electricity, Water and gas
The Internship on Accounting Practices for the viii. others
Bachelor of Accountancy degree programme at the 2. What is the evaluation of the fifth year
School of Accountancy and Business Accountancy students to their respective
Management, Saint Louis University, Baguio City cooperating agency in the areas of:
is normally conducted during their fourth year a. Task Given

5
 b. Working environment According to Beard (1998), internship program
3. Is there a significant difference in the integrate academic knowledge with practical
evaluation of the fifth year Accountancy applications, improve job/career opportunities
students of Saint Louis University-School after graduation, create relevance for past and
of Accountancy and Business future classroom learning, develop work place
Management to their respective social and human relations skill, and provide the
cooperating agency when they are opportunity for students to apply communication
grouped according to their profile in the and problem-solving skills.
areas of:
The research paradigm will serve as the
a. Task Given
researchers’ guide in conducting this study. This
b. Working environment
depicts the proposed flow of the study.
RESEARCH HYPOTHESIS
The paradigm of the study will be composed of
Specifically, the study will be guided by the
three parts: the independent variables, the
hypothesis:
dependent variable and the expected output of the
There is no significant difference in the evaluation study.
of the fifth year Accountancy students of Saint
Independent variables are conditions or
Louis University-School of Accountancy and
characteristics which are presumed cause and
Business Management to their respective
influence of the existence or non-existence or
cooperating agency when they are grouped
change in certain phenomena. The independent
according to their profile in the areas of:
variables of this study are the characteristics of the
a. Task Given fifth year accounting students of Saint Luis
b. Working environment University (SLU) in terms of their Sex and
cooperating agency which are presumed to cause
Research Paradigm
or influence the evaluation of fifth year
Internship entails engaging students in service accountancy students of SLU-SABM of their
activities for the purpose of providing them with internship experiences.
hands on experience that enhances their
Dependent variables are condition or
understanding of issues relevant to their area of
characteristics which are influenced by the
study (Furco, 1996). Internship is also considered
independent variables. They are the focus of the
as “supervised work experiences” where students
investigation: its behaviour or status as influenced
are closely supervised (Mcmahon and Quinn,
by the independent variables is the concern of the
1995).
investigators in this study; the researchers will

6
 measure the evaluation of the fifth year ASSUMPTIONS OF THE STUDY
Accountancy students of Saint Louis University- 1. It is assumed that all the respondents
School of Accountancy and Business Management finished ACCTG 504 Internship on
to their respective cooperating agency. Accounting Practices.
2. The institutions of internship of the
respondents are within Baguio City.
PARADIGM OF THE STUDY 3. The respondents are objective in the
evaluation of their respective cooperating
Independent Variable
agency.
Profile of Fifth Year Accountancy Students of SLU-
4. The respondents are to use a uniform
SABM as to:
evaluation form provided by the
a. Gender
researchers.
b. Cooperating Agency
i. Local Government 5. The respondents’ evaluation to their
ii. Banking and Finance
cooperating agency varies depending upon
iii. Accounting/Auditing Firms
iv. Manufacturing their profiles.
v. Retail and Trading
vi. Hotel and Restaurant SCOPE AND DELIMITATON
vii. Electricity, water and gas
The purpose of the study is to evaluate the
viii. Others
Cooperating Agency of the fifth year accountancy
students of Saint Louis University-School of
Dependent Variable Accountancy and Business Management in the
Evaluation of Cooperating Agency of the fifth year areas of (a) Task Given and (b) Working
Accountancy students in the areas of:
environment.
a. Task Given
The coverage of the study was limited to fifth year
b. Working environment
SLU Accountancy students. The selected students
were those enrolled in the 1st semester of the
school year 2017-2018. The respondents will be
Expected Output
profiled in terms of their Sex and Cooperating
Evaluation of the cooperating agency by the fifth year Agency. The respondents will be given a chance to
accountancy students of SLU
evaluate their respective Cooperating Agency
through a questionnaire that will be provided by
the researchers. The limitation of this study is the
potential for respondent’s bias.

7
SIGNIFICANCE OF THE STUDY
Students who will undertake internship will
benefit from this study for they can acquire
knowledge about prospective Cooperating Agency
based on the evaluation of students who already
finished their internship.
Students of both undergraduate and graduate
schools will find it beneficial in undertaking
similar and related studies.
This study will also be beneficial for the faculty of
Accountancy Department as it provides better
picture of what the students really experience and
feel during internship so they may be able to help
their students choose what institutions are better
for internship.
The institutions which will be accepting interns
will be benefited because through this study they
will be able to learn what things to improve and
maintain during the internship of the students
especially that these students might be their future
employees.
DEFINITION OF TERMS
Accountant – a professional person who performs
accounting functions such as audits or financial
statement analysis
Accounting/ Auditing Institutions – firms that
examine clients’ financial records. They ensure
that financial records are accurate and that taxes
are paid properly and on time. They assess
financial operations and work to help ensure that
organizations run efficiently.
Bachelor of Science in Accountancy (BSA) – is a
program composed of subjects in accounting
(financial, public, managerial), auditing,
administration, business laws and taxation.
Banking and Finance Institution – network of
financial institutions licensed by the state to
supply banking and finance services. The principal
services offered relate to storing, transferring,
extending credit against, or managing the risk
withholding various form of wealth. These are
financial intermediaries that transfer funds from
the ultimate saver to the ultimate user of funds.
Certified Public Accountant (CPA) – is a person
who holds a valid certificate of registration and a
valid Professional Identification Card issued by
the Professional Regulatory Commission (PRC)
upon the recommendation by Board of
Accountancy (BOA) to those who have
satisfactorily complied with all the legal and
procedural requirements for such issuance,
including in appropriate cases, having passed the
CPA licensure examination.
Commission on Higher Education – abbreviated
as CHED, is attached to the Office of the President
for administrative purposes. It covers both public
and private higher education institutions as well as
degree-granting programs in all post-secondary
educational institutions in the country.
Cooperating Agency – an agency or institutions
that provides technical and resource training to the
interns
8
Curriculum- the lessons and academic content
taught in a school or in a specific course or
program
Higher Education Institution (HEI) – a level of
education that is provided by universities,
vocational universities, community colleges,
liberal arts colleges, institutes of technology and
other collegiate level institutions, such
vocational schools, trade schools and career
colleges, that award academic degrees
professional certifications.
Host Training Establishment (HTE) – a duly
authorized and licensed establishments
provides training program for students.
Hotel and Restaurant – is a service industry
business that offers lodging, accommodation,
prepares and serves food.
Interns – one who works in a temporary position
with an emphasis on on-the-job training rather
than merely employment.
Internship or On-the-Job-Training(OJT) – an
opportunity offered by an employer to potential
employees, called interns, to work at a firm for a
fixed, limited period of time. Interns are usually
undergraduates or students, and most internships
last for any length of time between one week and
12 months.
Local Government – It is the public administration
of towns, cities, counties and districts. Notice that
this type of government includes both county and
municipal government structures
Manufacturing Institutions – refers to those
industries that involve in the manufacturing and
processing of items and indulge in either creation
of new commodities or in value addition.
Retail and Trading Institution – firms that connect
buyers and sellers within the same or different
countries
as
Utilities, water and gas Institution – industries that
or provides essential services that play a vital role in
economic and social development like water and
gas
that Working Environment – it includes the employees,
culture, work processes, departments and the
organization as a whole
REVIEW OF RELATED LITERATURE
Internship training provides a means for
accounting students to be exposed to actual
working life while it aims to bridge the gap
between theory and practice (M.W.
Madurapperuma et al). It is the best way to
strengthen and develop the skills possessed by a
student. According to American Institute of
Certified Public Accountants (2006), a recent
definition for internship is “work experience in
industrial, business, or government work situations
that leverages the class guidelines experience
through practical work experience.” It is generally
agreed that within the confines of the classroom
the practical experiential activities that are
necessary to give students first hand skill
development and knowledge cannot be properly
provided (Bisoux,2007;Posner, 2008). Through a
9
preliminary investigation conducted, it has been
identified that after undertaking this internship
program, accounting students from an Australian
Regional University have advanced their learning
pertaining to workplace preparedness,
understanding and application of accounting
principles, generic skill enhancement and
consolidation of accounting as their professional
career (Cord et al.2010).
An internship is a form of experiential learning
that integrates knowledge and theory learned in
the classroom with practical application and skills
development in a professional setting. Internships
give students the opportunity to gain valuable
applied experience and make connections in
professional fields they are considering for career
paths; and give employers the opportunity to guide
and evaluate talent (National Association of
Colleges and Employers, 2011).
The International Federation of Accountants’
(IFAC) International Accounting Education
Standards Board (IAESB) promulgated the
International Education Standards (IES) that
provides guidelines for the development of
accountants from the initial professional
development of becoming professional accountant
and on his continuing professional development
once admitted to the profession. It starts during the
formal accounting education process in school.
On the Job Training (OJT) is one of the mechanics
of Higher Education industries in developing the
needed competencies of its graduates. Its goals and
objectives served as a guide in developing the
needed competencies for a particular job, and
translating the training into a gainful working
experience (Ylagan, 2013). Clearly, the objective
of student internship or OJT programs is to
provide students with practical knowledge and
skills to enhance their competencies and discipline
(Mark Alvin R. Recto, 2014).
In the European countries where internships are
mandatory, a much stronger infrastructure exists
for quality control, employer involvement, state
support, and institutional resources. Additionally,
internships are increasingly seen as a central
strategy in solving the so-called “skills gap,” such
that newly trained workers would fill open
positions, boost local economies and essentially
fix the many ailments facing local labor markets.
During the training, the accounting students not
only have the opportunity to learn, but to interact
and work with supervisors, colleagues, clients and
the academic supervisor. Hiring an undergraduate
in an internship training program benefits all
parties: the employers, the students, and the
universities. Employees are contributing to the
future generation of accounting professionals by
providing technical skills as well as supplying
feedback to the academia or the student’s
performance, so that new insights can be
embedded into the curriculum. (M.W.
Madurapperuma et al). The university
coordinating the internship program benefits in a
number of different areas including strengthening
relevance in the industry and with future students,
10
identifying possible partners, and implementing
curriculum improvements (Schmutte, 1986; Beard,
1998; Beard, 2007; Burnett, 2003). For students,
internships also supplement academic classes and,
in some cases, earn college credit. An internship is
a way to test the waters in a variety of career
fields, to gain “real-life” experience, and a way to
decide on – or opt out – of a certain vocation
(Structured On-the-Job Training, 1995) It is not
just one-sided as there are also benefits to both the
industry partner and the university delivering the
program (Teed & Bhattacharya 2002; Burnett
2003)
Pursuant to Resolution No. 148 dated April 19,
2009, the Commission on Higher Education
(CHED) issues the Guidelines for Student
Internship Program in the Philippines under CMO
No. 23, Series of 2009. An excerpt from Article I
states that “CHED shall require student exchange
and establishment by HEIs of string academic
linkages with business and industry to promote
and provide students with competitive skills and
attitudes for employment”.
The Guidelines state that the Host Training
Establishment (HTE) must provide an appropriate
training program for the student trainee and must
follow a Training Manual or Plan. Thus, the Host
Training Establishment (HTE) must collaborate
with the school in designing a Training Manual or
Plan, specifying among others, the goals and
objectives (desired outcomes and how these
outcomes will be achieved), knowledge, skills,
attitudes and competencies that the student trainee
should acquire in each learning area, assignments
and schedule of activities. The objective is for the
Host Training Establishment (HTE) to provide a
supervised applied learning experience in
accordance with the Training Manual or Plan and
the schedule of activities. Since the internship
program is considered a course or a subject, the
school provides the Host Training Establishment
(HTE) with the evaluation system to be followed
in evaluating the subject intern’s performance. In
this regard, the Host Training Establishment
(HTE) must assign a competent Faculty
Coordinator who will be responsible for the
implementation of all the phases of the Training
Plan, including monitoring and evaluation of the
student interns.
Each internship assignment shall meet the
following requirements: (1) be substantial and
practical, including analysis, evaluation, and
application of business, accounting and auditing
concepts; (2) be subject to periodic documentation
on progress and review by both the employer and
Accountancy Program Chair or Dean; and (3)
culminate in the final evaluation prepared by the
employer and final course grade awarded by the
Accountancy Program Chair/Dean.
Effective internships allow students to make
connections between their academics and what
they are doing in the workplace. Faculty, employer
coordinators, and students should work together to
design specific educational learning objectives for
the duration of the student’s internship (Jones, et
al). The benefits and positive outcomes of
11
internships are aplenty with many previous being exposed to high-quality learning
academic researches on it (Knouse & Fontenot, experiences.
2010; Muhamad et al., 2009; Okay & Sahin,
An important factor in perceived internship quality
2010). However, the essence of successful
and efficacy is the behavior of job-site supervisors.
internship experiences lies on the satisfaction of
High-quality mentoring as measured by factors
students with their internships (Clark, 2003 cited
such as careful screening, project definition, and
in Knouse & Fontenot, 2010). Internship
matching students to appropriate work, has been
satisfaction is one area of research that has been
found to be positively associated with whether
largely neglected and little research has been done
interns became interested in permanent
into it (Klee, 2011).
employment (Narayanan,et al). Supervisor support
Paulins (2008) notes additional advantages which positively impacts students’ satisfaction with the
accrue from satisfying internship experiences. She internship experience (D’abate,et al) and
suggests that students whose internship supervisor support was positively associated with
experiences are satisfying will have more positive job pursuit, satisfaction, and career development.
feelings toward the career search process and
The internship how-to manuals for employers also
toward their academic institution. She also
universally emphasize the importance of adequate
suggests that students with satisfying internship
and competent supervision. Supervisors should be
experiences will be better able to contribute to
motivated to work with interns, and they should
their companies when they ultimately begin their
have time in their schedule to do so, and they
careers.
should have some job training or teaching
The quality of internship learning heavily depends experience, or otherwise they should receive some
on the quality of feedback and supervision by both training to do so.
the company and the business schools (Narayanan
Supervision of the student through the duration of
et al. 2010). Quality criterion should be developed
their internship, by both an academic advisor and a
not solely by policymakers or institutional leaders,
work-site supervisor is critical to a successful
but also in close coordination with higher
internship experience. The quality of worksite
education professionals (i.e., faculty and career
supervision is a key factor which makes a
services staff) and employers who have track
difference between a positive and negative
record of hosting successful internship programs.
experience for student interns. Students that
An ongoing system to regularly assess the quality
receive more guidance and support from senior
and efficacy of internship programs should also be
employees at their workplace are generally happier
established in order to ensure that students are
with their experience. A study of internship

12
effectiveness shows that having a mentor,
especially in the workplace, was found to be
critical in overall student satisfaction and success
in the experience (Anson, et al).
Students benefit from opportunities to self-assess
their internship experience— rather than simply
being assessed by their academic or workplace
supervisor at the end of the experience, usually
with a grade or pass-fail determination.
Ensuring a successful internship requires a
marriage of student abilities with appropriate
supervision. Securing organizational tasks or
assignments that can be completed within a
relatively short time frame and that provide
appropriate experiences for the students’ level of
training is critical. The internship should entail
meaningful tasks that will contribute a true
learning experience, not mental tasks (Shoenfelt,
Kottke & Stone, 2012).
Understanding the relationship between the intern
and the Cooperating Agency would provide
information on how to enhance higher education’s
ability to improve their support for students’
learning and development through experiential
learning programs.
METHODOLOGY
This section presents the methods and procedures
that will be used to conduct this study.
Research Design
The research study will make use of the
descriptive-comparative method of research. As
widely accepted, the descriptive method of
research is a fact-finding study that involves
adequate and accurate interpretation of findings,
thus this method will be utilized. It describes with
emphasis what actually exist such as current
conditions, practices, situations or any phenomena
(Calderon and Gonzalez, 1993). The researchers
used this approach to assess respondents’ general
awareness and to obtain direct information from
the respondents through questionnaire, to be able
to formulate unbiased conclusions and
recommendations. The true meaning of the data
that will be collected will be reported from the
point of view of the objective and the basic
assumption of the research. Comparative research
design will also be utilized since the study will
involve determining differences on the evaluation
as well as the level of valuable experience they
received from the particular cooperating agency
where they conducted their internship programs.
The respondents were grouped according to their
profiles.
Respondent Selection
The respondents of the study will be chosen
among the population of the fifth year
accountancy students of Saint Louis University,
Baguio City. The fifth year accountancy students
were chosen as the respondents for they are the
ones who have already finished the internship
program among the other year levels.
The data on population of this study was taken
from Mr. Allan Frank Silva, CPA who is currently
the head of the Accountancy department of the
13
School of Accountancy and Business
Management, Saint Louis University. The listing
for the school year 2017-2018 of the School of
Accountancy and Business Management of Saint
Louis University identified 431 fifth
Accountancy students. These 431 fifth year
accountancy students were then identified to be
the population of the study.
The Slovin’s formula will be employed by the
researchers to obtain the sample size. Slovin’s
formula allows a researcher to sample the
population with a desired degree of accuracy. It
gives the researcher an idea of how large this
sample size needs to be to ensure a reasonable
accuracy results. (www.ehow.com)
The formula is given as follows:
𝑁
n=
(1 + 𝑁𝑒^2)
Where: n = the sample size
N = the population size
E = desired margin of error (5%)
431
n = (1+431(0.05^2) n= 207.46
Employing the above formula, the sample size of
the study will involve 208 respondents at 5%
desired margin of error.
Data Gathering Tool
The researchers will make use of both the primary
and secondary sources of information.
On the primary data gathering tool, the study will
year
make use of a questionnaire-checklist which will
be prepared based on the review of related
literature. The questions formulated by the
researchers were derived from unpublished articles
read by the researchers and from the evaluation
tool used to evaluate the BSAC/BSMA interns of
SABM-SLU.
All the parts of the questionnaire will be
conducted in such a way that the respondents will
have six (6) possible options but can choose only
one answer. The six (6) options will serve as the
quantification of the participants’ evaluation on
each question item. The checklist format was used
in the questionnaire. Checklists are items that
encompass several questions on a topic that
requires the same response format.
The questionnaire-checklist will be subjected to
validity and reliability test. To establish the
validity of the test, the researchers will consult
authorities on the area of Internship Programs for
their comments, criticisms, and suggestions. These
authorities who have expertise in making
judgments about the representativeness or
relevance of the entries in the instrument will
include the supervisors of the interns and the
professors who handle the course. Their
suggestions, corrections, and criticisms will be
incorporated to improve and enrich the instrument.
14
The instrument, in its final form, will be tested for
its reliability. It will be administered to a group of
65 respondents (or at least 15% of the population
of the study) from the fifth year Accountancy
students of Saint Louis University. Comments and
suggestions will be solicited from the pre-test
respondents to ascertain whether there are
difficulties encountered in accomplishing the
instrument. The Chronbach’s Alpha Coefficient of
Reliability will be utilized to test the reliability of
the instrument.
The data gathered will be tallied, categorized and
subjected to descriptive analyses. The descriptive
measures that will be used are percentages,
weighted mean, t-test, and One-way Analysis of
Variance (F-Test).
In the interpretation of the data, the researchers
will utilize the Likert six-point rating scale. The
following arbitrary values and their respective
descriptive equivalents will be used:
Table 1 Likert’s 6-Point Rating Scale
QUALITATIVE
RANGE SCALE
INTERPRETATION
1.00-1.82 1 Outstanding
1.83-2.66 2 Very Satisfactory
2.67-3.49 3 Satisfactory
3.50-4.32 4 Average
4.33-5.16 5 Fair
5.17-6.00 6 Poor
The following statistical tools will be utilized in
the study:
Percentage. Count (frequency) and percentage will
be used for the presentation of the data. It seeks
data to answer the primary objective of the study
which is to determine the profile of the students in
terms of their age, Sex, and their Cooperating
Agency.
Weighted Mean. The weighted mean average will
be used for the interpretation of the six-point
Likert scale based on the objective 2 – i.e.,. the
evaluation of the fifth year Accountancy students
to their respective cooperating agency in the areas
of (1) task given and (2) working environment.
Presented below is the formula in computing the
abovementioned:
∑ 𝑓𝑥
µ =
𝑛
Where: µ = weighted mean
Σ = summation
f = number of responses
x = weight assigned to the scales
n = number of respondents
T-TEST. The independent sample t-test (Walpole,
p. 319, 1993) will be used to determine the
evaluation of the fifth year Accountancy students
of Saint Louis University to their respective
cooperating agency in the areas of (1) task given
and (2) working environment when they are
grouped according to their cooperating agency
where they conducted their internship program as
well as the significant differences when the
students are grouped according their Sex.
15
One-way Analysis of Variance (F-Test). To Table 2 Profile of respondents according to their
measure the significant difference among the cooperating agency
evaluation of the fifth year Accountancy students
Cooperating
of Saint Louis University when they are grouped Frequency Percentage
Agency
according to their Cooperating Agency, the Local Government 87 41.83%
Banking and
Single-Factor Analysis of Variance (ANOVA)
Finance 16 7.69%
will be used. This tool was used to test the Accounting/Auditin
g Firms 57 27.40%
significant differences for more than two group.
Manufacturing 4 1.92%
Retail and Trading 6 2.88%
Results and Discussion
Hotel and
Restaurant 13 6.25%
Table 1. The distribution of accounting interns Electricity, Water,
when grouped according to Sex Gas 12 5.77%
Others 13 6.25%
Sex Frequency Percentage TOTAL 208 100.00%
MALE 49 23.56%
FEMALE 159 76.44%
The data shows that 87 (41.83%) fifth year
TOTAL 208 100.00%
students had their internship on a Local
Government, 16 (7.69%) were in Banking and
Two-hundred eight (208) fifth year students were
Finance, 57 (27.40%) were in Accounting or
chosen as respondents of this study. Forty-nine
Auditing Firms, 4 (1.92%) were in Manufacturing
(49) or 23.56% were male and 159 (76.44%) were
Firms, 6 (2.88%) were Retail and Trading, 13
female. It presents that majority of the respondents
(6.25%) were in Hotel and Restaurant, 12 (5.77%)
were female.
were in Electricity, Water and Gas, and 13
(6.25%) of them were on other cooperating
agencies such as hospitals and insurance agencies.

Table 3 Evaluation in the area of Task Given

TASK GIVEN MEAN INTERPRETATION

The tasks given to me were properly oriented
and well defined by the 2.15 Very Satisfactory
Supervisor/Cooperating Agency.

16
The tasks and responsibilities given to me
were relevant and consistent with the 2.04 Very Satisfactory
company’s objectives.
Work station and necessary tools were
provided by the Supervisor/Cooperating
2.04 Very Satisfactory
Agency during internship to be able to
complete the tasks given.
Quantity of the tasks given (can be completed
2.38 Very Satisfactory
in a quick and timely manner)
Quality of the tasks given (the tasks given
improved my accuracy and thoroughness; 2.18 Very Satisfactory
showed good attention to detail)
The tasks given increased my willingness to
2.15 Very Satisfactory
learn.
The tasks given to me enhanced my ability to
2.1 Very Satisfactory
learn.
The tasks given allowed me to apply the
theories learnt in the classroom to the work 2.42 Very Satisfactory
environment.
The Supervisor/Cooperating Agency
monitored and supervised me during the 2.25 Very Satisfactory
completion of the tasks given.
Contribution of the tasks given for the
2.2 Very Satisfactory
realization of my future career.
of very satisfactory for their evaluation that their
internship program helped them to implement
Table 3 determines the respondents’ evaluation on
what they have learned inside the classroom. The
the task given to them during their internship in
fifth year students, as shown on the table above,
terms of different degree of evaluation such as:
provided a very satisfactory level of evaluation for
poor, fair, average, satisfactory, very satisfactory,
the realization of their future career. This
and outstanding.
illustrates, therefore, that they are very satisfied
The data shows that the respondents were very that the internship program enhanced their
satisfied on the orientation and instructions to expectations for their future career.
them of their supervisor with regard to their
In summary, according to the respondents, the
specific tasks. They were also very satisfied on the
tasks given to them were appropriate for their own
tools that were provided to them during their
field of specialization, which is accountancy. Very
internship.
satisfied evaluation also means that the
The data also shows that the respondents were respondents more likely benefited from their
very satisfied that their internship helped them to internship programs by providing them a more
improve their learning skills and their willingness extensive knowledge and experience than their
to learn. As a result thereof, they also gave a level actual activities inside the classroom. The fifth

17
year Accountancy students agreed that the tasks satisfactory.
given to them during their internship was very

Table 4 Evaluation in the area of Working Environment

WORKING ENVIRONMENT MEAN INTERPRETATION

The Supervisor/Cooperating Agency oriented me

beforehand about the workplace culture, providing details
about the reporting structure of the workplace, workplace 2.03 Very Satisfactory
norms and expectations (e.g., dress code and performance
metrics)
Observance of the Supervisor/Cooperating Agency to the
2.1 Very Satisfactory
attendance of their employees as well as the interns.
The work environment enhanced my judgment towards
2.06 Very Satisfactory
work-related activities.
Dependability(accommodation of the intern’s concerns and
2.08 Very Satisfactory
queries by the employees)
Work Attitudes of the employees towards the interns (the
2.04 Very Satisfactory
employees are motivated to work with the intern)
Character and personality of employees 1.99 Very Satisfactory
Good manners and right conduct of employees 1.94 Very Satisfactory
Cleanliness/hygiene of the work environment. 1.83 Very Satisfactory
The Cooperating Agency establishes rapport with
1.96 Very Satisfactory
clients/customers.
The Cooperating Agency’s willingness and capability of
1.97 Very Satisfactory
training the interns in their work environment.
intern’s punctuality and the cooperating
agency’s dependability, the respondents were
Table 4 shows the respondents’ evaluation in the
also very satisfied about this matter. They were
area of working environment during their
very satisfied that they were given proper
internship in terms of different degree of
attention at the workplace. The internship helped
evaluation such as: poor, fair, average,
them develop their responsibility of being
satisfactory, very satisfactory, and outstanding.
always present in their work.
The respondents were very satisfied on the
About the coordinating agency’s rapport with
cleanliness and hygiene of the working
clients as well as their own employees, the table
environment. They were also very satisfied with
shows that the respondents were able to learn
regard to their orientation about the workplace
ways on how to act properly towards the
culture, norms and expectations. Regarding the
company’s clients as well as their employees

18
because they were very satisfied about this Table 6 The t Critical and p values of the work
matters. It also shows that they were able to gain environment
some ideas on how they are going to maintain a
Sex
good relationship with the people inside the Dimension
t Critical P
company. The respondents were very satisfied
Work
that the cooperating agency possessed the Environment 1.971546669 0.634819818
willingness and capability of training them in a Level of Significance 0.05
manner that they were expecting.

In summary, the fifth year Accountancy students Table 6 summarizes the t Critical and p values of

agreed that the working environment at the the work environment when the respondents are

specific coordinating agency during the grouped according to sex and year level.

internship was very satisfactory. From the above data, it is evident that there is no

Table 5 the t Critical and p values of the task significant difference in the respondents’

given evaluation on the work environment when they

are grouped according to sex because the p value
Sex is more than α, = 0.05. This means that male and
Dimension female respondents have the same level of
t Critical P
evaluation on the work environment where they
Task Given 1.971546669 0.927494356 had their internship.
Level of Significance 0.05
Table 5 summarizes the t Critical and p values of Summary of Findings

the task given when the respondents are grouped In the number of respondents, two-hundred eight
according to sex and year level. (208) fifth year students were chosen as

From the above data, it is evident that there is no respondents of this study. When the respondents

significant difference in the respondents’ are grouped according to their sex, forty-nine

evaluation on the task given when they are (49) or 23.56% were male and one hundred

grouped according to sex because the p value is fifty-nine (159) or 76.44% were female. When

more than α, = 0.05. This means that male and the respondents are grouped according to their

female respondents have the same level of cooperating agency, 87 (41.83%) fifth year

evaluation on the task given to them during their students had their internship on a Local

internship. Government, 16 (7.69%) were in Banking and

Finance, 57 (27.40%) were in Accounting or
Auditing Firms, 4 (1.92%) were in

xix
Manufacturing Firms, 6 (2.88%) were Retail and Based on the summary of findings the
Trading, 13 (6.25%) were in Hotel and researchers came up with the following
Restaurant, 12 (5.77%) were in Electricity, conclusions: most of the respondents were
Water and Gas, and 13 (6.25%) of them were female, the researchers conclude that the fifth
on other cooperating agencies such as hospitals year accountancy students of Saint Louis
and insurance agencies. University evaluates their cooperating agency as
very Satisfactory in which the evaluation of the
The means of the task given ranges from 1.83-
respondents based on their profiles doesn’t differ
2.66 under Likert Six-Point Rating Scale that shows
significantly. From the responses of the
the fifth year Accountancy students evaluate the
respondents, there are still a small percentage of
tasks given to them during their internship as
responses who gives a low evaluation regarding
very satisfactory. The means of the working
the accommodation and supervision of
environment ranges from 1.83-2.66 under Likert
cooperating agencies towards interns. This
Six-Point Rating Scale that shows, the fifth year
should be taken into consideration because it is
Accountancy students agreed that the working
only necessary that interns should be
environment at the specific coordinating agency
accommodated and supervised properly in order
during the internship was very satisfactory.
to perform well and have a better and successful
There is no significant difference in the internship experience.
respondents’ evaluation on the task given when
Recommendation
they are grouped according to sex because the p
value is more than α, = 0.05. This means that 1. We recommend that the future
male and female respondents have the same researchers include other schools in
level of evaluation on the task given to them Baguio city and/or other cities nearby to
during their internship. be their respondents.

It is evident that there is no significant 2. We recommend to the other cooperating

difference in the respondents’ evaluation on the agencies to treat interns as their
work environment when they are grouped employees and not just merely interns in
according to sex because the p value is more terms of the accommodation and task
than α, = 0.05. This means that male and female given to help interns apply and enhance
respondents have the same level of evaluation on their knowledge regarding the field they
the work environment where they had their take.
internship.
3. The researchers recommend to the
Conclusion coordinating committee to consider the

xx
 inclusion to the internship program the empirical study of internship evaluation.
reshuffling of the accounting interns on Academy of Management Learning &
the different industry classifications to Education, 8(4), 527-539
have a broader experience on the
Gault, J., Leach, E. & Duey, M., (2010). Effects
different industries during their
of business internships on job marketability: The
internship. This would not only broaden
employers’ perspective. Education+ Training 52
their experience but would also give
(1): 76–88
them the opportunity to account with the
different accounting methods as applied Hurst, J. L., Good, L. K., & Gardner, P. (2012).
by the different industries they will be Conversion intentions of interns: what are the
employed. motivating factors? Education+ Training, 54(6),
504-522 Jones, Elizabeth. Transforming the
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Acknowledgments
We, the researchers would first and foremost want to
express our deepest of all gratitude to the omnipotent
God in providing us all the necessary resources in
making this research possible. With His grace and
loving kindness He has allowed us to successfully
complete this study.
We would also want to express our deep appreciation
to the following who supervised, and supported us to
the success of this study.
xxii
To our research Adviser, Dr. George K. Ramos, PhD, To the respondents, fifth year Accountancy students
who has guided us throughout the completion with of the School of Accountancy and Business
his knowledge and patience and for without his
approvals, this thesis would not have been completed
or written.

Management, for their time, especially in answering the And also to our friends and classmates for the moral
questionnaire honestly and patiently. support and insights they had given us.

To our parents and relatives, for this study would never

be successful without their continuous support.

About the Authors is their adviser in the subject Accounting 403a

Management Consultancy 1 (thesis).
Jannah Grace M. Galang, Mary Angelica B. Guab,
Maica Reina B. Terrado and Gian Mauriz V. Velasco
are fourth year students of the School of Accountancy
and Business Management, Saint Louis University,
Baguio City, Philippines. Dr. George K. Ramos, Phd,

xxiii
Appendices

Appendix 1- Letter to the Respondents

. School of Accountancy and Business Management

Saint Louis University
Maryheights Campus, Bakakeng Sur
2600 Baguio City

To the respondents:

We, the undersigned students of Management Consultancy 1, are conducting a research entitled
“Cooperating Agency: Evaluation by the Fifth Year Accountancy Students of Saint Louis
University”. This is being conducted as partial fulfillment of the requirement for the degree of Bachelor
of Science in Accountancy and Bachelor of Science in Management Accounting.
We kindly ask that you fill out the necessary information completely and objectively. Rest assured that all
information is treated with utmost confidentiality and for the purpose of the research alone.
We thank you in advance for your time and effort!

Respectfully yours,

GALANG, JANNAH GRACE M. GUAB, MARY ANGELICA B. TERRADO, REINA MAICA B.

VELASCO, GIAN MAURIZ V.

Noted:

24
 Dr. George Ramos, CPA
Adviser

Appendix 2- Questionnaire

Personal Information:

Name(optional):____________________________

Sex: ________

Cooperating Agency (please check the box of your answer):

 Local Government  Retail and Trading

 Banking and Finance  Hotel and Restaurant
 Accounting/Auditing Firms  Electricity, water, and gas
 Manufacturing  Others:_________________

A. In your point of view, how will you evaluate your Cooperating Agency in the areas indicated? (please check the
box that corresponds your answers for the following items)

Level of Evaluation:

1- Outstanding 4- Satisfactory 6- Fair

2- Very 5- Average 7- Poor
3- Satisfactory

TASK GIVEN 1 2 3 4 5 6

The tasks given to me were properly oriented and well defined by the
Supervisor/Cooperating Agency.
The tasks and responsibilities given to me were relevant and consistent with the
company’s objectives.
Work station and necessary tools were provided by the Supervisor/Cooperating Agency
during internship to be able to complete the tasks given.
Quantity of the tasks given (can be completed in a quick and timely manner)
Quality of the tasks given (the tasks given improved my accuracy and thoroughness;
showed good attention to detail)
The tasks given increased my willingness to learn.
The tasks given to me enhanced my ability to learn.
The tasks given allowed me to apply the theories learnt in the classroom to the work
environment.

25
The Supervisor/Cooperating Agency monitored and supervised me during the completion
of the tasks given.
Contribution of the tasks given for the realization of my future career.
Others: (Please specify)________________________

WORKING ENVIRONMENT
(it includes the employees, culture, work processes, departments and the organization 1 2 3 4 5 6
as a whole)
The Supervisor/Cooperating Agency oriented me beforehand about the workplace
culture, providing details about the reporting structure of the workplace, workplace
norms and expectations (e.g., dress code and performance metrics)
Observance of the Supervisor/Cooperating Agency to the attendance of their
employees as well as the interns.
The work environment enhanced my judgment towards work-related activities.
Dependability(accommodation of the intern’s concerns and queries by the
employees)
Work Attitudes of the employees towards the interns (the employees are motivated to
work with the intern)
Character and personality of employees
Good manners and right conduct of employees
Cleanliness/hygiene of the work environment.
The Cooperating Agency establishes rapport with clients/customers.
The Cooperating Agency’s willingness and capability of training the interns in their
work environment.
Others: (Please specify)________________________

26
27