THE ROLES AND RESPONSIBILITIES OF THE SELECTED FRESHMEN STUDENTS

IN MEETING THE MINIMUM ACADEMIC STANDARDS FOR BACHELOR OF

SCIENCE IN ACCOUNTANCY (BSA) PROGRAM

TOWARDS ACADEMIC SUCCESS

A Research Paper Presented to The

Faculty of Accountancy Division

La Concepcion College

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Science in Accountancy/

Accounting Technology

by:

Regina M. Bermundo

Jowee Ann S. Sales

Erika Jane A. Lee

Jericho O. Zabalo

Jiayen F. Oliva

April 2019
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Being the best and the brightest in the division of Accountancy, it has a lot

of responsibilities attached to it. According to CHED memorandum Order No. 27

Article 1 Section 5.3 “The Bachelor of Science in Accountancy should provide a

foundation of professional knowledge, professional skills, and professional values,

ethics and attitudes that enable them to continue to learn and adapt to change

throughout their professional lives.” In order to attain this goal, the Bachelor of

Science in Accountancy students of the La Concepcion College has to do extra

efforts and the students must take an active role in their learning by recognizing

they are accountable for their academic success. Knowing that the school year

2018-2019 has the pioneer students of the newly implemented curriculum on

colleges, therefore, they are the first to experience the revolution of the academic

innovation.

Roles are the part that each person plays in the organization, responsibilities

are the specific tasks or duties that the members are expected to complete

according to their roles.

The following terms may be encounter like: Responsibilities, professional

knowledge, professional skills, professional values, ethics and attitudes.

 This research may benefit the Bachelor of Science in Accountancy,

professors, the accountancy division, the management and the future researchers.

This research, also, may answer the following questions: How may the

demographic profile of the respondents be described in terms of age, sex, status;

What inspires the freshmen students to take the Bachelor of Science in

Accountancy (BSA) course? ; How the BSA freshmen students of the La Concepcion

College take the challenges peculiar to these course? ; How could the freshmen

BSA respond if they did not meet the retention policy of these course? ; What is

the impact of freshmen BSA and students’ participation in other extra-curricular

activities in their academic performance?

This study aims to assess the level of responsibility of the Bachelor of

Science in Accountancy to be able to know if they are willing and determined to

finish the course they are taking.

The Accountancy freshmen students are accountable to their import; they

either pass out or move out in their program now that make the most of the

learning at the same time the laborious work. Students should be doing the

learning tasks that make them stronger learners. Teachers have lots of

responsibilities when it comes to encouraging and supporting the learners and can

cause all forms of things that facilities the process, but at the final stage of the

day it’s the students who have to read the content. A lot of students believe it’s

the teacher’s job to provide study guides, review session and exams that aren’t

too toxic. If students are serious about learning even if they just desire to slip by
the class or their sole motivation is a respectable score, then pupils should hold

responsibility for getting to class prepared, reading notes, voluntarily participating

in the class, improving their provision and their operations, and acquiring their

skills as scholars. These are their responsibilities, but some students do not believe

in it or choose to ignore it. The alternative is to create and develop policies,

practices, and activities that hold students’ responsibilities for these learning tasks.

The student is the only truly responsible for learning.

Professors and instructors can help, but no matter how honest or bad that

may be in helping the students bear all ultimate responsibility. Professors are only

facilitator that supervises the student’s record and computes the output of their

deeds and to assess what area of the students learning they have to amend. Since

the professors have only to facilitate the course of instruction, the students have

to create more effort. The professor may share at least more than 20% of the

learning of the students and the other is for the students to work on.

The professors will see potential students that can be a good model to learn

about which is an advantage. The bulk responsibility that the BSA freshmen face

and let them give their best is to do it in order to become the “Best and the

Brightest” in the division. As our response to this responsibility, the students little

by little will reach the goal of the CHED in their new curriculum.

.
Statement of the Problem

1. How may the demographic profile of the respondents be described in terms

of:

1.1 Age

1.2 Gender

1.3 Section

2. What inspires the freshmen students to take the Bachelor of Science in

Accountancy (BSA) course?

3. How the BSA freshmen students of the La Concepcion College take the

challenges peculiar to these course?

4. How could the freshmen BSA students respond in meeting the retention

policy?

5. What is the impact of freshmen BSA students’ participation in other extra-

curricular activities in their academic performance?

Assumption

Assessing the responsibility level of the students of the La Concepcion

College taking BSA program will give us the supposition that:

1. The demographic profile of the respondents may have an effect in taking

their roles and responsibilities according to their:

1.1. Age

1.2. Gender

1.3. Section

2. The freshmen BSA students of the La Concepcion College have an

inspiration in taking up these course.

3. The freshmen BSA students take the challenges peculiar to these course.

4. The freshmen BSA students respond in meeting the retention policy.

5. The freshmen BSA students of the LCC participating in other extra-curricular

activities have an impact in their academic performance.

Scope and Delimitations

The focus and areas of this study are as follows:

1. This study will focus on the roles and responsibilities of freshmen students

of the La Concepcion College taking Bachelor of Science in Accountancy.

2. The respondents of this study are the freshmen students of the La

Concepcion College taking Bachelor of Science in Accountancy.

3. The area of this study bounded only at La Concepcion College 3 rd Campus

in San Jose Del Monte, Bulacan.

4. The coverage of this study will base on the first year of experiencing the

revolution of the academic innovation.

5. This work embraces the school year 2018-2019 of the La Concepcion

College.
Significance of the Study

The importance of this study is as follows:

1. Students. Assessing their selves in the occurrence of their roles and

responsibilities as freshmen students of the La Concepcion College who are

taking Bachelor of Science in Accountancy.

2. Parents. To present as an information about the performance of their sons

and daughters.

3. Professors. To present information about the struggles encounter by the

freshmen students of the La Concepcion College taking Bachelor of Science

in Accountancy.

4. Division. This will serve as a data and awareness in terms of providing

programs that will help freshmen students of the La Concepcion College

taking Bachelor of Science in Accountancy enhance their performance.

5. Management. To give information about the performance of their

freshmen student in accountancy division and it may serve as a basis in

future implementation of the programs might accountancy division done in

connection with this study.

6. Other Researchers. This will serve as information, a data and a related

study of their future research about the roles and responsibilities of the

students.
Definition of Terms

The following words are the definition of terms used in this study:

ACADEMIC PERFORMANCE is the outcome of education - the extent to

which a student, teacher or institution has achieved their educational goals.

ACTIVE PROCESS refers to sets of procedures in which a learner acts on

instructional inputs to generate, re-organize, self-explain, or otherwise goes

beyond the encoding of presented material.

BSA (Bachelor of Science in Accountancy) is an academic course for the college

division focuses on learning the different concepts of accounting and the related

fields.

CHED (Commission on Higher Education) government agency attached to the

office of the president of the Philippines for administrative purposes.

CONSTRUCTIVE PROCESS is a retrieval of memories inn which thoseare

altered, revised, or influenced by newer information.

CPA (Certified Public Accountant) is the title of qualified accountants in numerous

countries.

CUMULATIVE PROCESS accumulate knowledge and abilities that serve as

building blocks for subsequent cognitive development.

GAA (Global Accounting Alliance) an alliance of 10 leading professional

accountancy bodies in significant capital market. It was created to promote quality

services, share information and collaborate on important issues.

REFLECTIVE PROCESS describe what did you learn, interpret of your

experience, evaluate how valuable the learning experience and plan on how to

apply your learning.

RETENTION POLICY a standard implemented by the Division of Accountancy of

La Concepcion College for every major subject of BSA. The students need to obtain

2.00 and above or 86% and above of their final grades to continue in the program.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the researchers provide studies and literature for the better

understanding of the readers through other concepts in relation to this research

with respect to different opinions of the researchers regarding this matter.

Local Literature

According to the law, of Batas Pambansa Bilang 232 “Education Act of 1982”

Section 15 discussed the duties and responsibilities of students in addition to those

provided under existing laws every student shall: (1) exert his utmost to developed

his potentialities for service, particularly by undergoing an education suited to his

abilities in order that he may become an asset to his family and to society (2)

uphold the academic integrity of the school, endeavor to achieve academic

excellence and abide by the rules and regulations governing academic

responsibilities and moral integrity. The student has a responsibility to maintain a

level of behavior which is consistent in supporting the learning environment of the

institution and to recognize the school’s obligation to provide an environment for

learning.

In accordance with the House of Representatives under Diosdado

Macapagal Arroyo and Gloria Macapagal Arroyo in the sixteenth congress House
Bill No. 2870 the proposed bill on the Magna Carta for Students. In Section 33

contained that the student shall have the responsibilities: (a) To strive for

academic excellence and to abide by their school rules and regulations pertaining

to their academic responsibilities (b) to exert utmost efforts towards the realization

of the harmonious relationship with the rest of the academic community (c) to

participate actively in school activities including and civic affairs for the

development of the community and the nation and (d) to uphold, preserve and

maintain the good name of their alma mater.

Foreign Literature

Graduating from high school and moving on to college is a huge step in

anyone’s life. Attending college allows students to develop independent thinking.

Edward Albee states “you’re going to be going with this profound wound of self-

awareness at college in order to learn more about being the person you want to

be” It is evident that students contain the power to control their own destiny.

Even though main argumentations against personal responsibility include

the fact that many people are just naturally unable to take responsibility, there are

too many arguments for personal responsibility that they just outweigh it. Personal

responsibility is a choice that you have to make. Taking personal responsibility for

something gives you something to measure up to. “Personal responsibility is the

key to college success,” (Houston). Student responsibilities occur when students

take an active role in their learning by recognizing they are accountable for their
academic success. Student responsibility is demonstrated when students make

choices and take actions which lead them toward their educational goals.

Responsible students take ownership of their actions. They complete the assigned

homework and projects in a timely manner with attention to quality of work. They

utilize college resources and seek help only when needed. Identifies, develops,

and implement a plan to achieve their educational goals. Being in school when

physically able, being on time for school and classes, paying attention in class,

participating in class discussion, making up all works missed because of absences

and doing one’s best at all times.

Accountancy is definitely a hard course and BSA students should find

someone who they can look up to. Bayern Chui, one of the youngest audit partner

of the one of the biggest audit firm in the Philippines, has a positive attitude when

it comes with challenges related with accounting. “We strive for continual

improvement.” And “we handled challenges to develop and fulfill our potential” are

his principles, challenges were all part of a learning process and it helped him

become audit partner at KPMG in 2016, when he was 32. “I wouldn’t say it was

my goal to become partner in a certain numbers of years. I was more focused on

doing my very best on every task given.” (GAA Accounting 2018), in relation to

what Chui says, being an accountancy student, we didn’t take challenges as part

of our problems, hence, we make it as motivation to do our best in everything we

do.
 Middle-school teacher Heather Wolfert-Gawron (2014) says requiring

students to take responsibility in their academic success is an important part of

the school reform. Family, student, school, policy makers/voters is equal to student

success. Each one variable is co-dependent on other. It means, student can’t get

their academic success in their own, they need help of other.

In relation with extra-curricular activities and academic success (2016),

participating in extra-curricular activity involves balance between the activity and

academics while gaining positive impacts. Many people do not see or understand

the importance of extra-curricular activities. critics might argue that extra-

curricular activities may harm student’s academic success, but what they do not

realize is the benefits from extra-curricular.

Local Study

According to “Study Habits of BSA Student’s at Technological Institute of the

Philippines- Manila” year of 2016 quoted the Muega study that stressed the need

for students to acquire reasoning skills that would enable them to think critically

and to make the right decision claims on issues. And also Salandanan study

recommended that the most important goal of education is to teach the students

how to learn on their own. It is vital that students acquire the skills of how to learn

so that these skills will enable them to learn life outside the school. According to

this study shown that the result of Torres and Fajardo study that 63.25% of the

respondents spend more time in studying rather than of playing. 79.14% said that
they considered themselves healthy for the reason that they do not get sick or ill

often which do not affect the studying. Cordials study, reveals that the first year

students have the skills in organizing and planning their work, preparing

assignment or project, and note-taking and reading. Some of the student’s skills

or study habits include working with others and utilizing resources and feedback;

note-taking and reading; and preparing assignments and projects. In their

conclusion of the study the result showed the study habits of BSA students as to

Time Management and Learning Techniques. Time Management, male students

tend to do an advance reading of the topic more often than female students. As

for Learning Techniques, female students always take down notes during class.

Content knowledge and academic skills are important in order to surpass

intermediate education but students must also develop sets of behavioral skills,

attitudes and strategies that are equally crucial to good academic performance.

(Accountancy student’s attitudes and methods and academic performance in

board-related subjects, 2015). The study says, that the students must have a good

skills and attitudes to good academic performance and achieve academic

excellence.
Foreign Study

Another related study in title “The role and responsibility of teachers and

students in university studies: A comparative analysis of the views expressed by

Pedagogy students” of University of Ljubljana, Slovenia. The main roles of students

in their studies were formed: 1) Students have to fulfil all their study obligations,

regularly attend lectures, exercises and seminars and benefit from all such

activities as much as possible. (2) Students have to regularly attend lectures,

exercises and seminars, and actively participate in them. They study the subject-

matter and try to understand it. (3) Students have to ask themselves and their

teachers questions, and they have to be critical towards the subject-matters

discussed. Students are responsible for their knowledge. (4) Students also have to

be prepared for certain personality changes by working a lot on themselves and

by forming their professional identity.

Relevance of the Reviewed Literature to the Present Studies

This research focused on the Roles and Responsibilities of Freshmen

Accounting students of the La Concepcion College in meeting the minimum

academic for BSA program towards academic success.

Having reviewed the local and foreign literature and studies, the researchers

noted, were the roles and responsibilities has a huge impact to their performance

as a freshman accounting student for BSA program.

 As one of the hardest board examinations in the Philippines (Certified Public

Accountant Board Examination) and supported by the percentage of passer for 10

consecutive years. It’s around 30% to 35% percent who passed the CPA Board

Examination. Students must have a mind set at the beginning till the end of the

program and must do their roles and responsibilities according to the need of the

program to meet the standard that leads them to academic excellence.

Conceptual Framework

Constructive Learning Theory

Active Process

Constructive Process

Cumulative Process

Goal-Oriented Process

Reflective Process

Assessing the students Roles and Responsibilities in meeting the minimum academic
standard

Propose Programs to improve developing their action to their Roles and

Responsibilities

Figure 1
 In this study, the researchers utilized a conceptual framework in order to

explain, predict and master phenomena. It is a means of setting out an explanation

that might be used to define the data that flow from the research question. And it

will serve as a filtering tool for selecting appropriate research questions and related

data collection methods.

Upon using the Constructive Learning Theory with five processes: Active

Process, Constructive Process, Cumulative Process, Goal-Oriented Process, and

Reflective Process we will assess the roles and responsibilities of BSA students.

And Propose Programs to improve developing their action to their Roles and

Responsibilities will be the output of this study.

Research Paradigm

.
INPUT PROCESS OUTPUT

Acquiring Data
through Survey
Questionnaire
Students
Demographic Conducting the
Profile Survey

Students Research Method

motivation Design:
Descriptive Summary of roles
Taking challenges and
Method
prior to the responsibilities of
course. Data analysis the freshmen BSA
using statistical students and
Response of the Propose Program
tools: Total
freshmen BSA to improve
sample size is developing their
students in
computed using action to their
meeting the
Slovin’s Formula Roles and
retention policy
and subdivided Responsibilities
The impact of thru Stratified
other extra- Sampling. Data
curricular collected are
activities in the statistically
academic treated using
performance of Percentage
the students Formula and
Weighted Mean

FIGURE 2: Input-Process-Output
 The researcher’s inputs are students demographic profile, student

motivation, taking challenges prior to the course, response of the freshmen BSA

students in meeting the retention policy, the impact of other extra-curricular

activities in the academic performance of the students.

The researcher’s processes are acquiring data through a survey

questionnaire; conducting the survey; research method design: descriptive

method; data analysis using statistical tools: total sample size is computed using

Slovin’s Formula and subdivided thru stratified sampling. The data collected are

statistically treated using Percentage Formula, Weighted mean.

The researcher’s outputs are summary of roles and responsibilities of the

freshmen BSA students and propose program to improve developing their action

to their roles and responsibilities

 CHAPTER 3

RESEARCH METHODOLOGY

In this chapter, researchers discuss the methods and procedures used in

order to gather all data needed. This includes the research design, respondents of

the study, sampling techniques, instrument used, construction of the instrument,

validation of the instrument, administration and retrieval of the instrument and the

statistical treatment of the data collected.

Research Design

The descriptive research design was adopted due to the nature of the study

and its best served to answer the questions and the purposes of the study.

Descriptive method is also known as statistical research, describes data and

characteristics about the population or phenomenon being studied. Descriptive

research answers the questions who, what, where, when and how. The Descriptive

research is one in which a group of people or items is studied by collecting and

examining information from only a few people or items considered to be

representative of the total group. And it seeks to answer questions and gather

information to real facts relating to the present existing condition. The purpose of

adopting this method is to describe the nature of a situation and to explore the

causes of a particular phenomenon.

Respondents of the Study

The gathered data will be extracted from 44 freshmen students in the

Accountancy Division of La Concepcion College 3rd campus in the City of San Jose

Del Monte, Bulacan who are taking up Bachelor of Science in Accountancy. This

research focuses on assessing students under Accountancy Division towards

academic success in accounting; because of that, the researchers believed that

the respondents will provide appropriately all the data needed.

Sampling Techniques

To define the total number of business respondents, the researchers used

the statistical formula called the Slovin’s formula computed as follows:

N
n=
1 + Ne2

Where:

n = no. of samples

N = total population/business respondents

e = margin of error
 To come up the number of samples per data or stratum, the researcher’s

maximized probability sampling called Stratified Sampling, a method used that

involves division of population into smaller groups called Strata.

To get the number of samples per stratum, the researchers get the

percentage per stratum using the formula below:

𝑓
P= x 100
N

Where:

P = Percentage

f = Frequency

N = Number of Respondents

To obtain the number of samples per group:

n2 = n1 x P

Where:

n2 = the number of sample per group

n1 = total sample size

P = Percentage
Table 1

Total Number of Respondents

Respondents Population Percentage Sample Size

Section 1A 46 52.27% 24

Section 1B 42 47.73% 20

Total 88 100% 44

Instrument Used

As the researchers used the Quantitative Approach, they used the

Questionnaire Method to address quantifiable research question to deal with the

research problems. Questionnaire Method utilized self-administered survey

questionnaire to obtain or extract data needed. This can be done by mail or

delivered personally to the intended respondents. The advantage of this kind of

method is that this is not time-consuming, inexpensive and it could be answered

by the respondents at any given time of the day.

Construction of the Instruments

The researchers constructed the instrument in accordance with the

freshmen students of the BSA of La Concepcion College in CSJDM, Bulacan. The

survey questionnaire which is the instrument used, is intended to answer the

research questions that can be taken, though surveys, meetings, email or even

interviews.

Validation of the Instrument

Validity is the extent to which measures what it is supposed to measure and

performs accurately. Validation of an instrument can be done through consultation

with experts and getting a feedback. The survey questionnaire used by the

researchers was validated by Mr. Aris D. Principe, he is both a Certified Public

Accountant and a Master in Business Administration degree holder, a researcher’s

adviser and an expert in the field of Accounting.

Administration and Retrieval of the Instruments

Having found the survey-questionnaire valid and reliable, the researchers

hereby asked for the approval of the La Concepcion College management to

conduct a survey in the respondents. The researchers also explained the principal

aim of the survey, which is to guide freshmen BSA students of the La Concepcion
College towards attaining their goals using their offices and duties. As the

researchers made the survey questionnaire for the study, the survey

questionnaires were given to the 48 respondents.

The researchers then added up and tabulated the results of survey

questionnaire through the tabulation sheet made by the researchers in Microsoft

Excel. The data gathered were presented in tabular methods from tabulation sheet

made.

Statistical Treatment Data

All the data gathered from the respondents were subjected to statistical treatment

to help the researchers to understand the data acquired from the survey

questionnaire answered by the BSA freshmen students. This research methodology

helps the researchers in analyzing, describing and summarizing data in a

significant, meaningful and comprehensive way.

Percentage

P = f / N * 100

Where:

P = Percentage

f = Frequency

N = Number of Respondents
Weighted Average Mean

W = Weighted Mean

f = Frequency

x = Scale or Criteria

N = Total Number of Respondents

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the

data gathered based on the roles and responsibilities of the selected freshmen

students in meeting the minimum academic standard for BSA programs towards

academic success.

Table 2

Age Frequency Percentage Ranking

14-18 16 36.36% 2
19-23 26 59.09% 1
24-28 2 4.55% 3
Total 44 100%

Based on the data presented in table 2, 26 out of 44 respondents or 59.09%

of the selected freshmen BSA students in La Concepcion College are 19-23. While,

16 out of 44 respondents or 36.36% are from the age of 14-18. The remaining 2

out of 44 respondents are 24-28. Therefore, the majority of respondents are from

the age of 19-23.

Table 3

Gender Frequency Percentage Ranking

Female 31 70.45% 1
Male 13 29.55% 2
Total 44 100%

Based on the data presented in table 3, 31 out of 44 respondents or 70.45%

are females. While the remaining 13 out of 44 respondents or 29.55% are males.

Therefore, the majority of the respondents are females

Table 4

Section Frequency Percentage Ranking

1A 24 54.55% 1
1B 20 45.45% 2
Total 44 100%

Based on the data presented in table 4, 24 out of 44 or 54.55% are from

1A. While, 20 out of 44 or 45.45% are from 1B. Therefore, the majority of the

respondents are from 1A.

 Table 5

Age Weighted Mean Interpretation

14-18 3.89 Often
19-23 3.60 Often
24-28 3.60 Often
Grand Weighted
Mean 3.70 Often

Based on the data presented in table 5, all the ages of the respondents are

saying that they are often doing their roles and responsibilities in the school.

Table 6

Gender Weighted Mean Interpretation

Male 3.73 Often
Female 3.51 Often
Grand Weighted
Mean 3.62 Often

Based on the data presented in table 6, both male and female are often

doing their roles and responsibilities in meeting the minimum academic standard.

Table 7

Section Weighted Mean Interpretation

1A 3.56 Often
1B 3.59 Often
Grand Weighted
Mean 3.58 Often
 Based on the data presented in table 7, both 1A and 1B students are often

doing their roles and responsibilities in meeting the minimum academic standard.

Table 8

Weighted
Course Motivation 5 4 3 2 1 Mean Interpretation
1. Do you really think that the
course that you chose is the
one you want? 15 20 9 4.14 Often
2. Have you ever thought that
you have a bright future in
finishing your course? 25 13 6 4.43 Always
3. Are you motivated to
become a CPA? 20 16 8 4.27 Always
4. Are you being motivated by
your professors? 22 13 9 4.3 Always
5. Did you ever find your co-
students as motivation? 10 19 12 3 3.82 Often
4.19 Always

Based on the data gathered presented in table 8, the inspiration of the

freshmen students in taking BSA course are they often think that the course they

choose is the one they want; they always thought that they have a bright future

in finishing the course; they are always motivated to become a CPA; they are

always motivated by their professor; and they often find their co-student as a

motivation. Therefore, the respondents are always motivated in taking the course.
Table 9

Weighted
Taking Challenges 5 4 3 2 1 Mean Interpretation
1. Are the major subjects too
difficult to comprehend?
7 18 18 1 3.7 Often
2. Are you patient enough to
solve accounting problems that
you didn’t get honestly? 10 9 21 4 3.57 Often
3. How often you ask for your
teacher’s help on subject
matters that are not clear to
you? 4 12 18 9 3 3.25 Sometimes
4. Did you look for other
resources aside from the given
lectures? 6 22 12 4 3.68 Often
3.55 Often

Based on the data gathered presented in table 9, the freshmen BSA

students of LCC have often difficulties in comprehending their major subjects; they

often have patience in solving accounting problems; they sometimes ask for their

teacher’s help on subject matter that they didn’t understand; they often look for

other resources other than the given lectures. Therefore, the selected freshmen

BSA students are often take the challenges peculiar to these course.
 Table 10

Weighted
Meeting the Retention Policy 5 4 3 2 1 Mean Interpretation
1. Do you study the lesson in
advance? 10 22 9 3 2.89 Sometimes
2. Are you reviewing a week
before the exams? 10 5 13 12 4 3.11 Sometimes
3. Are you doing self-review for
quizzes and exams? 13 9 20 2 3.75 Often
4. Are you doing your
assignment/homework in your
own knowledge? 6 21 14 3 3.68 Often
5. Did you manage to organize
and plan your time
productively? 4 14 18 7 1 3.3 Sometimes
3.35 Sometimes

Based on the data gathered presented in table 10, the freshmen BSA

students of LCC are sometimes study the lessons in advance; they often do self-

review for quizzes and exams; they often do assignments or homework on their

own knowledge; they sometimes manage to organize and plan their time

productively. Therefore, the respondents sometimes respond in meeting the

retention policy.
Table 11

Participation in Extra-Curricular Weighted

Activities 5 4 3 2 1 Mean Interpretation
1. Do extra-curricular activities
boost your confidence in
classroom performance?
10 11 18 3 2 3.55 Often
2. Are extra-curricular activities
burden to your academic
performance? 1 11 16 12 4 2.84 Sometimes
3. How often you involve
yourself in other activities
outside the school? 5 13 16 9 1 3.27 Sometimes
3.58 Sometimes

Based on data gathered presented in table 11, the impact of freshmen BSA

students’ participation in other extra-curricular activities are often boost their

confidence in classroom performance; that the extra-curricular activities are

sometimes burden to their academic performance; they sometimes involve

themselves in other activities outside the school. Therefore, the participation of

the BSA freshmen students in extra-curricular activities are often has an impact on

their academic performance.

 ACTUAL ANALYSIS OF THE ROLES AND RESPONSIBILITIES OF

SELECTED FRESHMEN BSA STUDENTS IN MEETING THE MINIMUM

ACADEMIC STANDARD FOR BSA PROGRAM TOWARDS ACADEMIC

SUCCESS

4.55%

36.36% 14-18
19-23

59.09% 24-28

Figure 3: Age

Figure 3 shows that 59.09% of respondents are age 19-23, 36.36% are 14-

23, and 4.25% are 24-28. Therefore, the majority of respondents are 19-23.

29.55%
FEMALE
MALE
70.45%

Figure 4: Gender
 Figure 4 shows that 70.45% of respondents are females, while 29.55% are

males. Therefore, the majority of the respondents are females.

45.45% 1A
54.55% 1B

Figure 5: Section

Figure 5 shows that 54.55% of respondents are 1A, while 45.45% are 1B.

therefore, the majority of the respondents are 1B.

3
Series 1
3.89 3.6 3.6
2

1
14-18 19-23 24-28

Figure 6: Grand Weighted Average - Age

 Figure 6 shows that all the respondents all the respondents age 14-18, 19-

23, and 24-28 are often doing their roles and responsibilities in meeting the

minimum academic standard

3
Series 1
3.73 3.51
2

1
MALE FEMALE

Figure 7: Grand Weighted Average - Gender

Figure 7 shows that the females and males are often doing their roles and

responsibilities in meeting the minimum academic standard

3
Series 1
3.56 3.59
2

1
1A 1B

Figure 8: Grand Weighted Average - Section

 Figure 8 shows that the selected freshmen BSA students in 1A and 1B are

often doing their roles and responsibilities in meeting the minimum academic

standard.

3
4.43 Series 1
4.14 4.27 4.3
3.82
2

1
1 2 3 4 5

Figure 9: Course motivation

Figure 9 shows that the selected freshmen BSA students are often think

that the course they choose is the one they want, always thought that they have

a bright future, always motivated to become a CPA, always motivated by their

professors, and often find their co-students as a motivation.

 5

3
Series 1
3.7 3.57 3.68
2 3.25

1
1 2 3 4

Figure 10: Taking challenges

Figure 10 shows that the selected freshmen BSA students are often have

difficulties in comprehending their major subjects, they often have patience in

solving the accounting problems they didn’t get honestly, and sometimes look for

othger resources aside from the given lectures.

3
Series 1
3.7 3.57 3.68
2 3.25

1
1 2 3 4

Figure 11: Meeting the retention policy

 Figure 11 shows that the selected freshmen BSA students are sometimes

study the lessons in advance, they are sometimes review a week before they

exams, often doing self-review for quizzes and exams, doing their assignments or

homework in their own knowledge, and sometimes manage to organize and plan

their time productively.

3
Series 1
3.55 3.27
2 2.84

1
1 2 3

Figure 11: Participation in extra-curricular activities

Figure 11 shows that the selected freshmen BSA students often boost their

classroom performance by participating in other extra-curricular activities,

sometimes participating in other extra-curricular activities are burden to their

academic performance, and they sometimes involve themselves in other activities

outside the school.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter summarizes the findings based from the result of the data

gathering conducted, conclusion based from the result of the application of

statistical treatment, and recommendation based from the result of the study.

Statement of the Problem

1. How may the demographic profile of the respondents be described in terms

of:

1.1. Age

1.2. Gender

1.3. Section

2. What inspires the freshmen students to take the Bachelor of Science in

Accountancy (BSA) course?

3. How the BSA freshmen students of the LCC take the challenges peculiar to

these course?

4. How could the freshmen BSA students respond in meeting the retention

policy?

5. What is the impact of freshmen BSA students’ participation in other extra-

curricular activities in their academic performance?

Summary of findings

1. How may the demographic profile of respondents be described in terms of:

1.1. Age

Out of 44 respondents, 26 or 54.04% are 19-23, 16 or 36.36% are

14-18, and 2 or 4.55% are 24-28.

1.2. Gender

Out of 44 respondents, 31 or 70.45% are females, and 13 or 29.55%

are males.

1.3. Section

Out of 44 respondents, 24 or 54.55% are 1A, and 20 or 45.45% are

1B.

2. What inspires the freshmen students to take the BSA course?

Using the weighted mean, XW=4.19, results that the respondents are

always inspired in taking the BSA course.

3. How the BSA freshmen students of the LCC take the challenges peculiar to

these course?

Using the weighted mean, XW=3.55, results to the respondents that are

often take the challenges peculiar to the BSA course.

 4. How could the freshmen BSA students respond in meeting the retention

policy?

Using the weighted mean, XW=3.35, results to the respondents that are

sometimes respond in meeting the retention policy.

5. What is the impact of freshmen BSA students’ participation in other extra-

curricular activities in their academic performance?

Using the weighted mean, XW=3.58, results to the participation of the

respondents in extra-curricular activities are often have an impact on their

academic performance.

Conclusion

Based on the findings from the result of the data gathering conducted, the

following conclusions are drawn;

1. BSA that have been current enrolled at LCC for the academic year 2018-

2019 composed the majority of 19-23 years of age.

2. Taking BSA always inspires the students to be a professional in the field

they are taking of which being a CPA, for the bright future ahead, and being

motivated by the professors and boost their confidence to surpass the trail

towards their dream.

3. Students of BSA in LCC often do some strategic ways on surpassing the

challenges peculiar to the course by searching and getting information in

the other books and reference about the subjects they are taking.

4. Students taking BSA in LCC sometimes respond in meeting the retention

policy by doing advance study for their quizzes and exams, and getting their

minds for the goal they want to achieve.

5. Extra-curricular activities sometimes have a positive impact on their

performance at school but, it is sometimes a burden on their academic

performance that set aside their responsibility in being a BSA student in LCC

on managing the time productively.

Recommendation

Based on the finding for the result of the data gathering conducted and the

conclusion from the result of the statistical treatment, the following

recommendation are hereby put forward.

I. Summary of the roles and responsibilities of the freshmen BSA student

in LCC

1. Pursuing BSA set the mind of the students to become a professional

Certified Public Accountant in the industry. A goal-oriented student of BSA

uphold the motivation to succeed in the course.

2. Difficulties chain in BSA course, it need time to understand, patient to finish

and explore more knowledge. Freshmen student of BSA need to focus in

achieving their goal to continue in the track to reach the end of their

success.

3. A lot of strategies in learning can be done in increase the knowledge in

accounting. Advance study, preparedness, and time management must be

practiced to maintain by s BSA freshmen student till the end of their student

career.

4. Involvedness and participation in other extra-curricular activities may be a

burden but it need a time management to fulfill the responsibilities and roles

of being a BSA student and be optimistic about it. So it can boost your

confidence in and outside the room.

II. Suggested Program

1. Qualifying Exam

Most of the school offers BSA course has a qualifying exam or battery

exam. This kind of qualification or process is not to degrade the ability of a

student taking BSA, but to prepare them in stepping to become a

professional, and also to bring out the best of the students.

This qualifying exam can be done every semester or every year. All

students of BSA is required to take the exam. It will serve as an evaluation

of what they have learned through the semester or the whole year. It is

also a basis for the continuation of the student, it is an information for the

division to evaluate whether the student is able to continue or not. But, it’s

just a 50% of 100% decision, the other 50% is the performance of the

students for the whole semester of the year. If they fulfill the retention

policy 2.0 or the average of 86 and above per major subjects.

Qualification exams compose of the major subjects they took every

semester a whole year, and for a higher year may have some questions in

the other major subject they already took as a review on what they’ve

learned.

Qualifying exam mat be done 2-3 weeks after the final exam or

before assessing for enrollment for the next semester of the year. It will be
part of their requirements before they become qualified as officially enrolled

as BSA in LCC.

The authority in conducting this kind of exam is on the division with

the approval of the management. The professors for the semester or for

the whole year are the one who will give the questionnaires or it may come

in the other resources like review center exams. And it must be approved

and evaluate by the division head before it proceeds.

Normally, qualifying exam in the other school has a qualifying exam

fee for the preparation of the exam. And the fee must be deliberate by the

management and the division.

And again, the purpose of this program is to prepare the students

and assure their bright future ahead of them. And the most important is to

develop their sense of responsibilities and roles for being a BSA students in

LCC.