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ASSESSMENT OF THE ACADEMIC PERFORMANCE IN THE FINANCIAL

ACCOUNTING AND REPORTING OF FRESHMEN ACCOUNTANCY STUDENTS IN


ENROLLED IN THE UNIVERSITY OF SOUTHERN MINDANAO

LILIAN M. ENCLONAR
MAE G. LAGLIVA
DIETHER ALLEN L. YNION

BACHELOR OF SCIENCE IN ACCOUNTANCY

In Partial Fulfillment of the Requirements of the Accounting Research (Acc 423) subject
for the Degree of Bachelor of Science in Accountancy, Accountancy Department,
College of Business, Development Economics and Management, University of Southern
Mindanao, Kabacan, Cotabato
CHAPTER I

INTRODUCTION

Background of the study

One of the major reforms in the Philippines is the implementation of the Republic

Act No. 10533 also known as Enhanced Basic Education Act. This act aims to improve

the Philippine educational system in order to be at par with the international standards.

Through education input and curriculum reform, it emphasizes the value of a “holistically

developed Filipino”. Preparation for higher education, eligibility for entering domestic

and overseas educational institution and immediate employability are the major points in

this new program.

In May 2013, President Benigno “PNoy” Aquino III signed K to 12 Program into

Law. The Department of Education (DepEd) began the implementation of universal

Kindergarten in school year (SY) 2011-2012, new curriculum for grade one and grade

seven was rolled out in SY 2012-2013, and new curriculum for grade two and grade

eight was rolled out in SY 2013-2014. Grade 11 is set to be introduced next SY, 2016-

2017, and grade 12 in SY 2017-2018.

The pioneering graduates of senior high school graduated last March 2018 and

enrolled in college for the academic year 2018-2019. According to the CHED

Memorandum Order No. 105 series of 2017 all grade 12 graduates beginning the

academic year 2017-2018 are eligible to enter college regardless of the track or strand

taken in Senior High School. The said policy encouraged students to choose the course
they’d like to take even though it is not in line with the strand they took when they are in

Senior High School.

As a state university, the University of Southern Mindanao in Kabacan, North

Cotabato showed its support to the implementation of Kto12 and to the governing body

for tertiary and graduate education, the Commission on Higher Education (CHED) by

adhering to the policies inherent to the implementation of the program. Because of the

said policy, the study aims to assess the academic performances in the Financial

Accounting and Reporting of the freshmen students enrolled in the Accountancy

program of the University Of Southern Mindanao, who came from different tracks or

strands.

The basis of the academic performances will be their pre-test scores

administered by the Accountancy Department last August 2018 and final grades in the

Financial Accounting and Reporting subject during the first semester.

In line with this, the researchers want to investigate further if different factors

such as their strand, type of school attended during senior high school, sex, family’s

socio-economic status in terms of the type of community where they are currently

residing and of the income of their parents or guardians affect the academic

performances of the students enrolled in the Accountancy program.


Statement of the problem

In general, the study will concentrate on the assessment of the academic

performances of freshmen Accountancy students currently enrolled in the University of

Southern Mindanao, Kabacan, North Cotabato, based on the different factors affecting

the level of academic performance.

Specifically, the study is designed to find answers for the following questions:

1. What are the socio-demographic characteristics of the freshmen Accountancy

students of the University of Southern Mindanao?

2. What is the level of academic performance of the freshmen Accountancy

students in Financial Accounting and Reporting based on their results in their

Pre-Test administered by the Accountancy Department?

3. What is the level of academic performance of the freshmen Accountancy

students in Financial Accounting and Reporting based on their Final Grade

during the first semester of SY 2018-2019?

4. What is the degree of relationship of academic performances of the freshmen

Accountancy students and the strand they took when they were in Senior

High School?

5. What is the degree of relationship of academic performances of the freshmen

Accountancy students and from what type of school (e.g Private school or

Public school) they attended during Senior High School?

6. What is the degree of relationship of academic performances of the freshmen

Accountancy students and their sex?


7. What is the degree of relationship of academic performances of the freshmen

Accountancy students and their family’s socio-economic status specifically

based on the type of community (e.g Urban or Rural) they are currently

residing?

8. What is the degree of relationship of academic performances of the freshmen

Accountancy students and their family’s socio-economic status specifically

based on the annual income of their parents or guardian?

Objectives of the study

The general objective of the study is to assess the academic performance of

freshmen Accountancy students currently enrolled in the University of Southern

Mindanao, Kabacan, North Cotabato, based on the different factors affecting the level of

academic performance.

Specifically, the study aims to:

1. Determine the socio-demographic characteristics of the freshmen

Accountancy students of the University of Southern Mindanao.

2. Determine the freshmen Accountancy students' academic performance in

Financial Accounting and Reporting subject based in their results on the Pre-test results

administered by the Accountancy Department.

3. Determine the freshmen Accountancy students' academic performance in

Financial Accounting and Reporting subject based on their Final Grade during the First

Semester of SY 2018-2019.
4. Determine the degree of relationship between the academic performances of

freshmen Accountancy students and the strand they took when they were in Senior

High School.

5. Determine the degree of relationship between the academic performances of

freshmen Accountancy students and the type of school (e.g Private school or Public

school) they attended during Senior High School.

6. Determine the degree of relationship between the academic performances of

freshmen Accountancy students and their sex.

7. Determine the degree of relationship between the academic performances of

freshmen Accountancy students and their family’s socio-economic status specifically

based on the type of community (e.g Urban or Rural) they are currently residing.

8. Determine the degree of relationship between the academic performances of

freshmen Accountancy students and their family’s socio-economic status specifically

based on the annual income of their parents or guardian.

Significance of the study

The significance of the study would be addressed to the high school students,

senior high school students, USM, specifically to its policy-makers, USM Accountancy

Department and the researchers.

As to the high school students, they would be able to appropriately choose the

track and strand they will take as they moved up to Senior High School, that will prepare
them for subject specialization of the college course they will take in the future. The high

school students will also be able to evaluate if what and if there are schools near them

offering their chosen track and strand, as it may also affect their decision.

As to the senior high school students, this study would be able to help them

assess how their chosen strand might affect their academic performance on the course

they would like to take in college. The senior high school students will also be able to

properly decide on what specific course they will be taking, considering the strand they

have enrolled to and other factors.

As to the USM, specifically to its policy-makers, the results of this study will help

them formulate admission policies to be implemented in the succeeding batches of

freshmen, who are under the K-12 curriculum. In line with this, the USM policy-makers

will also be able to strengthen their stand in providing relevant and quality education to

every student that will be admitted in the school.

As to the USM Accountancy Department, they would have an idea on how to

deal with the admitted freshmen in the program, on what to expect during the early

phase of the class and on what teaching strategies will be appropriate considering the

students’ qualifications. The accounting teachers will be able to evaluate the

performances of the students with the lessons and the exam they have taken under

their supervision.

Finally, as to the researchers, they would be able to satisfy their curiosity about

the academic performances of the freshmen accountancy students, specifically in their

Financial Accounting and Reporting Pre-Test Result and Final Grade, considering
factors such as the student’s strand, type of school attended during senior high school,

sex, family’s socio-economic status in terms of the type of community where they are

currently residing and of the annual income of their parents or guardian.

Scope and limitation of the study

The study is designed and will be conducted only to assess the academic

performances of the freshmen Accountancy students currently enrolled in the University

of Southern Mindanao , specifically in the Financial Accounting and Reporting, based on

their Pre-Test Result and Final Grade, considering factors such as the student’s strand,

type of school attended during senior high school, gender, socio-economic status in

terms of the type of community where they are currently residing and of the income of

their parents or guardian.

The respondents of the study will be the freshmen Accountancy students

originally enrolled in the first semester, have taken the Financial Accounting and

Reporting subject and have themselves re-enrolled for the second semester in the said

school.

The study will be conducted starting April up to May 2019. It will be held in

University of Southern Mindanao, Kabacan, North Cotabato.


Operational definition of terms

Academic Performance - used to describe the academic achievement of students in


K-12 institutions, and is usually measured by the traditional standardized
assessment methods preferred in K-12 such as percentage of marks obtained
by students in quizzes, tests and examinations.
ABM Strand - one of the programs offered by the K to 12 Program under the Academic
Track and would focus on the basic concepts on all things that are accounted
for.
Financial Accounting and Reporting - is an introductory course in accounting that will
develop student’s appreciation of accounting as a language of business and
an understanding of basic accounting concepts and principles that will help
them analyse business transactions.
GAS Strand – one of the programs offered by the K to 12 Program under the Academic
Track and this is for students who are still undecided on which track to take.
HUMSS Strand - one of the programs offered by the K to 12 Program under the
Academic Track and this is for those who are considering taking up social
science-related courses in college.
K to 12 Program – the most recently implemented basic education curriculum signed
into a law by the former President Benigno Aquino III through Republic Act No.
10533. The Filipino students are required to undergo one (1) year in
kindergarten, six (6) years in primary school, four (4) years in junior high school
and two (2) years in senior high school.
Public School - educational institutions established and administered by the
government

Private School - are educational institutions maintained and administered by private


individuals or groups.

Sex- refers to a person’s biological status and typically categorized as male or female.
Socio Economic Status – the social standing or class of an individual or group. It is
often measured as a combination of education, income and occupation.
STEM Strand - one of the programs offered by the K to 12 Program under the
Academic Track and is focus on advanced concepts and topics in the Science,
Technology, Engineering and Mathematics.
TVL Track - one of the tracks offered by the K to 12 Program and will equip interested
students with job-ready skills in the future.
List of Acronyms

ABM – Accountancy, Business and Management Strand

FAR – Financial Accounting and Reporting

GAS – General Academic Strand

HUMMS – Humanities and Social Sciences Strand

SHS – Senior High School

STEM – Science, Technology, Engineering and Mathematics

SY – School Year

TVL– Technical-Vocational-Livelihood

USM – University of Southern Mindanao


CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to provide a context and to justify the purpose and

significance of this research. This chapter includes related literatures regarding the

factors that could affect academic performances of freshmen accountancy students. It

also has the conceptual framework to fully understand the research to be conducted.

The Fundamentals of Accounting and Reporting 1

The Fundamentals of Accounting and Reporting , one of the specialized subjects

suggested by the Department of Education, is an introductory course that will develop

student’s appreciation of accounting as a language of business and an understanding of

basic accounting concepts and principles that will help them analyze business

transactions. The contents of this course are as follows:

(http://www.deped.gov.ph/sites/default/files/ABM_Fundamentals%20of%20ABM%201%

20CG.pdf)

1. Introduction to Accounting;

2. Branches of Accounting;

3. Users of Accounting Information;

4. Forms of Business Organizations;

5. Types of Business According to Activities;


6. Accounting Concepts and Principles;

7. The Accounting Equation;

8. Types of Major Accounts;

9. Books of Accounts;

10. Business Transactions and their Analysis as Applied to the Accounting Cycle

of a Service Business

a. Adjusting entries

b. Adjusted Trial Balance

c. Preparation of Basic Financial Statements

d. Preparation of a Trial Balance;

11. Business Transactions and their Analysis as Applied to the Accounting Cycle

of a Service Business

a. Adjusting Entries

b. Adjusted Trial Balance

c. Preparation of Basic Financial Statements; and

12. Accounting Cycle of a Merchandising Business.

The K to 12 Program

In 2013, K to 12 was enacted into law, known as Republic Act No. 10533,

otherwise known as the Enhanced Basic Education Act of 2013. Section 5 (Curriculum

Development) of this law states that, “The Department of Education shall formulate the

design and details of the enhanced basic education curriculum. It shall work with the

Commission on Higher Education (CHED) to craft harmonized basic and tertiary


curricula for the global competitiveness of Filipino graduates. To ensure college

readiness and to avoid remedial and duplication of basic education subjects, the DepED

shall coordinate with the CHED and the Technical Education and Skills Development

Authority (TESDA)”.

Based on the authority vested upon the Department of Education, the SHS

Curriculum was formulated. This curriculum is divided into four tracks: the Academic

Track (ABM, HUMMS, STEM, and GAS), the Technical-Vocational-Livelihood Track, the

Sports Track, and the Arts and Design Track (www.deped.gov.ph).

K-12 program covers Kindergarten and 12 years of basic education. These 12

years is divided into 6 years of elementary education, 6 years of secondary education (4

years of Junior High and 2 years of Senior High). The biggest change of this program is

the addition of Senior High School. Two years of specialized education is added in

which students may choose which specialization they prefer. The composition of SHS

subjects falls under either Core Curriculum or Specific Tracks. Language, Humanities,

Communication, Mathematics, Philosophy, Science, Social Science and Physical

Education and Health are the 8 learning areas that constitute the core curriculum while

the 4 specific tracks are (1) Academic, (2) Technical-Vocational-Livelihood, (3) Sports

and Arts and (4) General Education or Liberal Arts. Each track has strands, which is

also known as specializations within a track.


Academic Track

The academic track includes 3 strands (1) Accountancy, Business, and

Management (ABM), (2) Humanities and Social Sciences (HUMSS) and (3) Science,

Technology, Engineering, Mathematics (STEM) and (4) General Academic Strand

(GAS). Accountancy, Business, and Management (ABM) concentrates on the

foundational concepts in corporate operations, financial management, business

management and as well as other factors that revolve around these fields. Humanities

and Social Sciences (HUMSS) focuses on the investigation and inquiry of the human

conditions that uses empirical, analytical and critical methods of studying human

behavior and societal changes. Science, Technology, Engineering, Mathematics

(STEM) focuses on the application and integration of scientific, technological,

engineering and mathematical concepts in the evaluation of simple to complex societal

problems and its solution formulation. General Academic Strand (GAS) this strand was

designed purposely for students who are still indecisive of what course they want to

pursue in college.

Public School vs. Private School

Under the provision of Batas Pambansa Bilang 232, also known as “Educational

Act of 1982”, it defines "Schools" as duly established institutions of learning or

educational institutions. The educational operations of schools shall be subject to their

prior authorization of the government, and shall be affected by recognition. The law

classified two types of school, “Public” and “Private”. "Public Schools" are educational
institutions established and administered by the government while "Private Schools" are

educational institutions maintained and administered by private individuals or groups.

Comparisons for public and private schools are common in the course of

education literature. Those comparative studies emphasized that there are considerable

interest in the differences in academic outcomes of students who attend private and

public schools, and the factors underlying these differences. For instance, if the

academic outcomes of private high school students exceed those of public high school

students, is this because of differences in student characteristics or in school resources

and practices?

It is documented well that private high school students generally outperform their

public school counterparts in the academic arena. But does this reflect the quality of the

private schools or the quality of the students they attract? At some points, student

characteristics, school resources and practices, province they live in and peer influence

affect in accounting for differences in the academic outcomes of private and public high

school students. Specifically, private high school students score significantly higher than

public high school students on reading, mathematics, and science assessments at age

15, and have higher levels of educational attainment by age 23. Two factors

consistently account for these differences. Students who attended private high schools

were more likely to have socio-economic characteristics positively associated with

academic success and to have school peers with university-educated parents. Province

of school attendance accounted for a substantial portion of the differences in academic

outcomes measured in high school (i.e., test scores and high school graduation rates),

but generally not at the postsecondary level. School resources and practices accounted
for little of the differences in academic outcomes (Marc Frenette and Ping Ching Winnie

Chan, 2015).

In the study of Hanushek (2002), there were two fundamental analytical

questions in the literature: First, does performance in private schools exceed that in

public schools, all else being equal?, and second, if private school performance

exceeds that in public schools, is it because of better schools or better students?

Male vs. Female

An examination of sex differences in academic performances in Arts or sciences

reveals controversial results. Although researchers begin to show interest in the

problem at the beginning of the 20th century, it is surprising that the results are

inconsistent, even to this day. Some researchers attribute the differences to

methodological flaws, while others mention conditions that favour academic

performance of boys and girls such as an aversion of girls towards physical sciences

and this could be responsible for the observed performance variations between the two

groups. Iroegbu (2000), who studied secondary school science, found that boys

performed significantly better than girls do and posited that there are things in learning

process, which affect the understanding of girls and boys differently.

Klausmier Hodwin (1996) noted: differences are not usually found between girls

and boys by the widely used intelligence tests. However, girls typically score higher on

verbal items and boys on quantities and spatial items in both intelligence and

achievement tests. Girls receive higher grades in school than boys, however, after the
fifth grade boys score as high as do girls on achievement in both Arts and Science

subjects.

According to (Hackett et al., 1992) female students was found to have a higher

GPA only in high school however there is no difference in their academic performance

in college .This study was supported by another study by (Faisal, et al., 2015) which

concluded that In terms of intellectual capabilities, there is no significant difference

between females and males.

Urban vs. Rural Community

Based on the density of population, development, amenities, employment

opportunities, education, etc. human settlement is majorly divided into two categories:

i.e. Urban and Rural. Urban community is a settlement where the population is very high

and has the features of a built environment which includes cities and towns. Rural

community is an area located in the outskirts. This is composed of provinces and

municipalities.

There is a generalization that urban community are superior to the rural one in

terms of education. This perception further implies that there are rural-urban differences

in achievement levels of the students. These rural-urban differences in academic

achievement encompass other socially desirable outcomes such as aptitude,

intelligence, interest and aspiration. This consideration about potential rural-urban

differences in academic performance and achievement appears to become a global

topic of debate among researchers (Ajai & Imoko, 2013).


The supposition that students in rural areas receive an inferior education

compared to their urban counterparts can be described as ‘deficit model’ of rural

community and life style (Fan & Chen, 1999). A few factors may be considered as

potential reasons for the reported rural-urban differences in students’ academic

achievement. These include family characteristics (Ramos, Duque & Nieto, 2012), the

availability of resources and technology, differences in socio-economic status, and

quality of teachers (Gaviria & Barrientos, 2001; Brown and Swanson, 2001; Rangel &

Lleras, 2010).

Suzanne and Lauren (2012) arrived at the conclusion that rural schools do not

always have access to the same level of federal funding as urban and suburban schools

and this can limit the opportunity students have for learning mathematics. Although rural

areas differ from urban areas in many ways, it is not easy to define the differences so

that they fit every case. Sometimes, problems associated with rural-urban students’

achievement are partly pedagogical and partly due to the environment in which the

teaching and learning take place. More so, there are times when these problems

interact, hence the need to investigate them simultaneously.

Income

Parents play a pivotal role in the educational development of their children. Their

involvement in the education of the children is of immense benefit to the child, the

school and the parents as well. Among the several parental factors that have been

linked to their children academic achievements at school is the parent’s level of income.
Recent research suggests that academic achievements are substantially affected by

parents income.(Blau, 1999; Bowen & Bok, 1998; DatcherLoury, 1989; Dixon-Román,

2007; Dooley & Stewart, 2004; Duncan & Brooks-Gunn, 1997a; Jencks & Phillips, 1998;

Orr, 2003; Phillips, BrooksGunn, Duncan, Klebanov, & Crane, 1998; Rothstein, 2004;

Sirin, 2005).

According to (Ali, et al 2009) in their study about The Factors Influencing

Student’s Performance at the Universiti Teknologi, Mara Kedah, Malaysia, the results

indicated that the higher the parent’s income, the higher the students CGPA.

Parents, who are highly paid, invest more on academic resources which the

students can easily access and comfortably use. Thus, results to higher academic

performance (Checchi, 2000). According to Mayer, a casual observation is that the

children of affluent parents are more likely to succeed in life than the children of poor

parents probably because the rich parents spend more than poor parents on their

children and these “investments” lead to better outcomes for their children.

Agus and Makhbul (2002) found that students from families of higher income

levels perform better in their academic assessment (CGPA) as compared to those who

come from families of lower income.

In contrast with the above studies, (Hijaz and Naqvi, 2006) found that academic

performance is inversely related to the affluence of the family of the students. It means

rich students give lesser value to their studies compared to the poor ones.
Conceptual Framework

The framework in figure 1 shows the relationship between the level of academic

performance in the Fundamentals of Accounting and Reporting based on the Pre-Test

and Final Grade of the freshmen Accountancy students currently enrolled in the

University of Southern Mindanao as the dependent variable, and the factors affecting

their level of academic performances as the independent variables. This framework will

show whether there is a significant relationship between these variables or none.

INDEPENDENT DEPENDENT
VARIABLES VARIABLE

FACTORS AFFECTING
THE LEVEL OF
ACADEMIC
PERFORMANCE:

 Strand LEVEL OF
 Type of School ACADEMIC
(SHS) PERFORMANCE
 Sex
 Type of
Community
(residence)
 Annual income of
parents or
guardian

Figure 1.Schematic diagram showing the relationships between the factors affecting the
academic performance and the level of academic performance of freshmen
Accountancy students currently enrolled in University of Southern Mindanao.
Hypotheses

The following hypotheses are formulated and will be tested under the study:

Hₒ1:

Hₒ2:

Hₒ3:

Hₒ4:

Hₒ5:

Hₒ6:

Hₒ7:
CHAPTER III

METHODOLOGY

This chapter presents the research design and the methods to be utilized in data

gathering, the research locale and respondents of the study. It also includes the

research instrument to be used for data gathering as well as the method of data

analysis.

Research Design

The researchers will be using a correlational quantitative design for this research.

Correlational study is a type of nonexperimental research design where a researcher

seeks to understand the statistical relationships naturally occurring variables have with

one another. It seeks to figure out if two or more variables are related, and if so, in what

way. A quantitative research in a correlational study is characterized by the assessment

of independent variable to measure and explain its influence on a dependent variable.

The data is supplied in a numerical format, and can be analysed in a quantifiable way

using statistical methods.

The correlational research design will be used to assess the relationship that

may exist between the academic performances of the freshmen Accountancy students

(dependent variable) and factors that may affect the respondent’s performance such as

the their strand, type of school attended during senior high school, sex, family’s socio-

economic status in terms of the type of community where they are currently residing of
the annual income of their parents or guardian (independent variables). It will be a

quantitative study as the researchers aim to use the scores of the students on the Pre

Test administered by the Accountancy department last August 2018 and Final Grade in

one of their accounting subject, Financial Accounting and Reporting during the first

semester of the SY 2018-2019 to be able to assess the academic performance of the

respondents.

Research locale and respondents of the study

The researchers chose the University of Southern Mindanao, Kabacan, Cotabato

as the location of the study. The respondents will be the 108 first year BS in

Accountancy students of the said school and are still currently enrolled in the

Accountancy program. The researchers decided to completely enumerate the

respondents because of their small population and to achieve statistical confidence.

Research Instrument

The research will use a Socio-Demographic Questionnaire to be able to gather

personal information of the freshmen Accountancy students such as their strand, last

school attended during their Senior High School, sex, home address and parents’ or

guardian’s annual income. The data that will be derived from the questionnaire will be

used and be considered by the researchers in the conduct of their study.


Methods of Data Gathering

The data that will be used in this study will be gathered through a formal request

of the Final Grades in the Financial Accounting and Reporting during the first semester

of SY 2018-2019 of respondents to the University Registrar and of their Pre Test results

released last August 2018 to the Accountancy Department. Once the request of the

data will be approved, the researchers will start distributing the socio-demographic

questionnaires to the respondents that will serve as the primary data of the study. The

Pre-Test result and the Final Grade that will be gathered through the formal request will

be used as a secondary data of the study and as a basis of drawing conclusions.

Method Analysis

The data gathered will be analyzed through the following steps:

1. The Socio-Demographic Questionnaires and the Pre-Test and the Final

Grade that will be obtained by the researchers will be encoded and converted

to an electronic data with the Microsoft Excel.

2. The factors that will be considered in the study will be categorized further, as

follows:

a. Strand – ABM or Non-ABM (HUMMS,GAS,STEM, TVL Track)

b. Type of School (SHS) – Public School or Private School

c. Sex – Male or Female

d. Type of Community (residence) – Urban or Rural


e. Annual Income of Parents or Guardian:

Bracket Income Range


A Above 1,000,000
B 750,001 – 1,000,000
C 500,001 – 750,000
D 250,001 – 500,000
E Below 250,000

3. The factors enumerated above will be compared by category. For bivariate

factors (eg. Strand, type of school, gender and type of community), T-Test will

be administered. For multivariate factor (e.g Annual Income) ANOVA Test will

be used to test the differences among them. The following formula will be

used:

T-Test is the test statistics that is used to compare two different set of values.

This test compares the mean of two samples. It uses means and standard

deviations of two samples to make a comparison. ()

𝑥̅1 − 𝑥̅2
𝑡=
𝑠2 𝑠2
√ 1 + 2
𝑛1 𝑛2

Where,

𝑥̅1 = Mean of the first set of values

𝑥̅2 = Mean of the second set of values


𝑠1 = Standard deviation of first set

𝑠2 = Standard deviation of second set

𝑛1 = total number of values in first set

𝑛2 = total number of values in second set

ANOVA Test or Analysis of Variance is a statistical technique that assesses

potential differences in a scale-level dependent variable by a nominal-level

variable having 2 or more categories. In ANOVA, the dependent variable

must be a continuous (interval or ratio) level of measurement. The

independent variables in ANOVA must be categorical (nominal or ordinal)

variables. Commonly, ANOVAs are used in three ways: one-way ANOVA,

two-way ANOVA, and N-way ANOVA. In this study, the researchers will be

using One-way ANOVA because there is only one independent

variable. (https://www.statisticssolutions.com/manova-analysis-anova/)

4. After determining the level of academic performances (dependent variable),

the researchers will correlate it with the factors enumerated by the

researchers that may affect the academic performances (independent

variables). The following formula will be used.

Pearson’s correlation coefficient is the test statistics that measures the

statistical relationship, or association, between two continuous variables. It is

known as the best method of measuring the association between variables of

interest because it is based on the method of covariance. It gives information


about the magnitude of the association, or correlation, as well as the direction

of the relationship (http://www.statisticssolutions.com/pearsons-correlation-

coefficient/).

N𝛴𝑥𝑦 − (𝛴𝑥)(𝛴𝑦)
𝑟=
√[N𝛴𝑥 2 − (𝛴𝑥)2 ][𝑁𝛴𝑦 2 − (𝛴𝑦)2 ]

Where,

𝑟= Correlational Coefficient

𝛴𝑦 = Summation of Independent Variable

𝛴𝑥 = Summation of Dependent Variable

N = Population

5. In order to determine the degree of relationship between the variables, a table

of Correlation Coefficient Values is indicated below. The level of significance

to be used in the study is set at 0.05.

Correlation Coefficient Values (𝒓) Degree of Relationship


±0.81 to ±0.99 Very High
±0.61 to ±0.80 High
±0.41 to ±0.60 Moderate
±0.21 to ±0.40 Low
±0.01 to ±0.20 Very Low

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