“THE RELATIONSHIP OF FIXED AND GROWTH MINDSET AMONG GRADE 12

ABM STUDENTS OF MANILA CENTRAL UNIVERSITY IN THEIR ACADEMIC

PERFORMANCE WITH THE SUBJECT: FUNDAMENTALS OF ACCOUNTING AND

BUSINESS MANAGEMENT.”

A Quantitative Research Presented to the Faculty of Senior High School

Manila Central University

Caloocan City

In Partial Fulfilment of the Requirements in Practical Research 2

SUBMITTED BY:

Cherry Lou A. Suarez

Alexandra Nicole D. Malongat

Jezzel-Lyn S. Cotchesa

Nicole Ashlie E. Miranda

September, 2019
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APPROVAL SHEET

The undergraduate research paper entitled ________________________

prepared and submitted by ________________________________________________

in partial requirements for _____________________ had been reviewed by the

undersigned and ready for FINAL DEFENSE.

_____________________
Adviser

Approved by the Research Panel of Examiners with a grade of ___________________

_______________________ _____________________
Member Member

_________________________

Chairman

Accepted and approved in partial fulfilment of the requirements for _________________

___________________________________________

Research Coordinator

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ACKNOWLEDGEMENT

We would like to show our gratitude to God because he gave us knowledge and strength

to make this research successfully and giving thanks to God as an obedient religious

person proved that you have faith and strong belief in God. And also to our professor Mr.

Aldrin G. Lactao for helping us to do this matter and for giving a comments to our

research.

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TABLE OF CONTENTS

Title Page i

Acknowledgement ii

List of Tables v

Chapter I: The Problem and Its Setting

Introduction 7

Background of the Study 8

Theoretical Framework 8

Conceptual Framework 10

Statement of the Problem 11

Hypotheses 12

Assumptions 12

Scope and Delimitation 13

Significance of the study 13

Definition of Terms 14

Chapter II: Review of Related Literature and Studies

Foreign Literature 15

Foreign Literature 16

Local Literature 16

Local Literature 17

Foreign Studies 17

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Foreign Studies 18

Local Studies 19

Local Studies 19

Local Studies 19

Chapter III: Research Methodology

Research Design 20

Respondents of the Study 20

Research Instruments 21

Gathering of Data 21

Bibliography 22

Appendices 24

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LIST OF TABLES

Table 1 Interpretation of Achievement Scores

Table 2 Experts’ Evaluation of the Parental Involvement

Table 3 Experts’ Evaluation of the Attitude Scale

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CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter presents the background of the study, statement of the problem and

purpose conceptual framework, scope, limitation and delimitations and definition of

terminologies.

INTRODUCTION

Mindset is our intellectual attitude that has taken shape, based on our life

experiences, our environment, our education and the ideas and beliefs we have

captivated from those people we have most interacted with in our lives. Your mindset

improve your ability to succeed in all areas of life and generates motivation and

productivity in the worlds of business and education. According to Carol S. Dweck (2006)

classified mindset into two types; the fixed mindset and the growth mindset. In a fixed

mindset, people believe their basic qualities, like their intelligence or talent, are simply

fixed traits, while in a growth mindset, people believe that their most basic abilities can be

developed through dedication and hard work-brains and talent are just the starting point.

Fundamentals of Accounting and Business Management introduce basic accounting

principles, accounting concepts, and accounting terminology. This subject is considered

as one of the difficult subject in the strand Accountancy and Business Management in

Senior High School. Therefore, the researchers came up with the study about how does

mindset affect the interests and academic performances of the students in that subject to

show how important it is to develop the kind of mindset a student possess.

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Background of the study

Pursuing an accountancy and business management strand has different factors

that affects the academic performance of students like skills, dreams and the mindset of

the students. And each student has their mindset in how they view and how they deal

with the specific subject such as with the two major subject in accountancy and business

management strand which are the fundamentals of accounting and business

management and also the relationship of their mindset with their academic performance

in those subjects.

THEORETICAL FRAMEWORK

Mindset is believed to have a huge contribution to success. The kind of mindset

that a person possess will define their perspective about learning, and that view point will

affect how a person will react towards a problem, or challenges alongside. A person who

has a fixed mindset will think of a problem as a threat to their intelligence, and instead of

challenging the mind to find a solution, they will find an escape away from that condition.

At this situation, if the students keep a fixed mindset, difficult tasks will not help them to

improve their capabilities, instead, these will only cause them failure in which they believe

as a revelation of limitations. When the self perceives that s/he has a limited set of skills,

talents, and intelligence, it traps the mind into a reality that what they can do now will not

develop new ones through efforts and hard work. This perception limits the function of the

person. It sets a line that bounds the extent of knowledge that the brain can process.

Meanwhile, persons with growth mindset have the opposite perspective about their

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intelligence and capabilities. These people believe that “they could grow brains” and

increase their intellectual abilities. They have a high self-efficacy. Thus, challenges

means new knowledge for them. So instead of leaving the problem, they exert effort to

excel on that particular subject as well. For them, effort is the key to success, and that

innate abilities can still be developed or other skills can be learned after a series of hard

work. Carol S. Dweck (2006) Views in Basic Accounting students’ views on basic

accounting and analytic skills of students can be biased from the popular culture. Popular

culture promotes the view that the students’ analytic skills is an innate gift for Math

geniuses. An example of this can be the belief of some teachers that the persons that can

excel in mathematics are those who only have innate analytical abilities. Through this

belief, they tend to unconsciously discourage the students to learn when they give praise

only to those who gained high scores on the quizzes and exams. When the students are

reinforced with praises that promotes fixed mindset, their academic performance tends to

be stuck at the point where it is today. The researchers thought that this thinking may be

related to the number of ABM students that have a fixed mindset. According to a

Fundamentals of Basic Accounting and Business Management teacher, the students who

seem to have difficulty understanding the subject is of large number. This can be

problematic for the academe because the lessons in college is expected to be more

difficult than the lessons taught in Senior High School. Having a growth mindset is clearly

important because it affects the academic performance of the students. The students

must have fun and exciting challenges and focus on the student’s improvement

throughout the task, in-depth learning increases learning and understanding at a deeper

level for students. This will develop the brain of the students because it forms new

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connection of neurons that activates a fresh skill for the body to function. When this

happen, the students will not harbor stress when faced with failures, they are expected to

learn how to not delve with the outcome but focus on the process and the knowledge their

acquired within that process. (Carol S. Dweck 2006)

CONCEPTUAL FRAMEWORK

Attitude

Decision-making Academic Performance in

Fundamentals of
Accounting and Business
Management Subject
Behaviour
DEPENDENT
INDEPENDENT VARIABLE
VARIABLE

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STATEMENT OF THE PROBLEM

1. What are the common mindset of ABM students?

2. What are the academic performance of the ABM students in Fundamentals of

Accounting and Business Management with:

a.) Growth Mindset

b.) Fixed Mindset

3. What is the significant relationship between mindset of Grade 12 ABM students to

their academic performance in Fundamentals of Accounting and Business

Management subject?

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HYPOTHESES

Title: The Relationship between the Mindset of Grade 12 ABM Student to their Academic

Performance in Fundamentals of Accounting and Business Management Subject.

Ho: There is no significant relationship between the mindset of Grade 12 ABM

students and their academic performance in Fundamentals of Accounting and Business

Management.

ASSUMPTION

1. Mindset plays a big role in academic performance of an Accountancy

Business Management student

2. There’s so many factors that affects students mindset.

3. ABM student has different mindset among other strand

4. Mindset is a key factor that affect student success.

5. ABM student tend be more determined and competitive.

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SCOPE AND DELIMITATION

This study aims to know how the mindset of students affects the performance of

12-1 and 12-3 ABM students in Fundamentals of Accounting and Business Management

in Manila Central University. The researchers will categorize the Grade 12 ABM students

based on their mindsets, Group A will be consisted of students with growth mindset, and

Group B will be consisted of students with fixed mindset. The categorization will be

completed by conducting a survey that aims to know what kind of mindset the students

possess. The researchers will then get the Academic Performance of the students in

Group A and Group B. The general average of the students in Fundamentals of

Accounting and Business Management will be compared and analyzed to find if there is

a significant relationship between the mindset of the students and their academic

performance in Fundamentals of Accounting and Business Management.

SIGNIFICANCE OF THE STUDY

To Teachers – the teachers will be able to create new teaching methods that

stimulates self-development. This may also help the schools to develop more students

that have growth mindset.

To Student - the knowledge about how intelligence can be developed will motivate

the students to strive more efforts in learning new discoveries outside their comfort zones.

It is ought to affect the students by helping them develop a new perspective about

challenges and failures that they may face along the way.

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To Parent – they will benefit from this study because they can understand

how to influence their children to pursue knowledge despite the challenges ahead

of them. They can develop the way they see the level of intellect that their children

have, and instead of being disappointed to the academic performance of their

child, they will find a way to help to help the students find motivation to continue to

develop their abilities.

DEFINITION OF TERMS

 Academic Performance - This is a numerical representation of the performance

level of a student in his/her respective subjects in school. In this study the

academic performance of the students is represented by their general average in

Fundamentals of Accounting and Business Management.

 Fixed Mindset - It is a type of mindset that describes the intellect of a person to

be fixed. It means that when a person has a fixed mindset, they believe that the

skills they have now will be the only ones they have.

 Fundamentals of Accounting and Business Management - This a

specialization subject for ABM students. This subject will teach the basic principles

in accounting and business management which will become the foundation of the

knowledge that they need in college.

 Growth Mindset - It is a type of mindset that describes the intellect of a person to

attain development when exerted an effort or hard work.

 Intellect - It is the ability of a person to think in a logical way.

 Mindset - It is the person’s collection of thoughts and beliefs that shapes thought

habits.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with a review of some related literature and studies relevant to

the study.

FOREIGN LITERATURE

“Wellbeing has many facets. One theory of wellbeing – (seligman, 2012) identified

five key elements which underpin students’ happiness and life satisfaction about their

academic performance in school. To improve well-being, people must first believe that

they can make a change. Psychologists have found that the beliefs we hold about our

abilities and potentials are predictive of future outcomes, including wellbeing.” (Maps,

2016)

It is important to develop growth mindset in schools so that more students will

excited to challenges. The brain activity boost when faced with difficult activities. The

brain creates another connection between neurons for the new abilities that a person

study. The continual learning improves that wellbeing of a person. The more discoveries

they have, the more worthy they life become.

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FOREIGN LITERATURE

“People with growth mindsets believe that their basic qualities are malleable and

can be cultivated through effort and learning.” (As of July 2015, Philippine scholarly

journals are listed in the master journal lists of Thomson Reuters.)

It is the kind of mindset that we see in the capacity of change in this way people

may develop a higher level of wellbeing. Grade 12 ABM students response to the difficult

tasks in fundamentals and accounting and business management can be affected by

positive emotion, engagement, relationships meaning, and accomplishment. the way

there five elements move within their lives affected thoughts motivation and sources.

LOCAL LITERATURE

“Testing Multiple Goals theory in an Asian Context: Filipino University Students’

Motivation and Academic Achievement.”

Achievement goals research has focused on the importance of mastery relative to

performance goals, but the multiple goals perspective asserts that performance goals

also lead to positive outcomes and that learners adopt multiple goals in adaptive ways.

However, this multiple-goals perspective has not been extensively studied in Asian

student. Consistent with multiple goals perspective, the results indicate that endorsement

of multiple goals has associated with addictive improvements in achievement and

motivation.

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LOCAL LITERATURE

“Flourishing is Associated with Higher Academic Achievement and Engagement in

Filipino Senior High School Students”

The research examined the association of flourishing with relevant academic

outcomes (perceived academic achievement, academic achievement, and emotional

engagement) after controlling for relevant demographic variables, life satisfaction,

positive affect, and negative affect among Filipino Senior High School Students. It showed

that flourishing positively predicted self-report academic achievement of Filipino Students

after controlling age, gender, and subjective well-being domains and showed that

flourishing positively predicted subjective measure of academic achievement.

FOREIGN STUDIES

“Alpay and Ireson (2006) cited in (Devers) found that changing mindsets is key in

increasing student performance and fulfilment. The researchers also found that students

with a growth mindset saw the advantages of group work. Students with growth mindsets

were more likely to report a higher ability than fixed mindsets.” (Jones et al., 2009)

In this study mentioned that we can see that having different mindsets is a way to

extend student performance and achievement. It can measure the extent to which

knowledge and performance on that subject matter and see the result of their

Understanding. Researchers also say that students with a growth mindset see the

benefits of group work. Students with growth mindsets are more likely to report a higher

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ability because they still have the knowledge or skills to share than fixed mindsets. It is

said that it is best to have a growth mindset because your ability can be developed

through dedication and hard work on that subject. Students' intelligence also increases to

be more interested in what they learn and less afraid of what they may be unsure about

compared to the fixed mindset. Your knowledge and skills are definitely fixed in the fixed

mindset. You spend your time documenting your intelligence or ability instead of

developing them.

FOREIGN STUDIES

“In a research proposal established by Bagongon & Edpalina (2009), the

researchers planned to investigate the possible relationship of study habits and the

relationship between the academic performance of students of Xavier University-Ateneo

de Cagayan. They used Time management, learning skills, and study skills as

independent variables to find out how it affects students’ study habits.”

The study uses the descriptive survey design in its attempt to find out, describe

and deconstruct relationships between time management, learning skills, and study skills

and the dependent variable which is the study habits. It tells us what they used to have in

the study habits and the connections made about their academic performance in that

subject. Their used will help the student understand what impact it has on them as it will

determine what result they have given on that subject.

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LOCAL STUDIES

According to Cortez (2001) is a potent factor in students’ effort. It is rather innate

or acquired, constructive. Inhale in the sense that students performance is generally

endowed, acquired in the sense that students performance is solely affected by his

encounters with other human beings.

LOCAL STUDIES

Prior to the challenge of the Philippines Government through the Department of

Education attaining high quality educational program, many private and special schools

have applied the use of test in order to get good performing students. In the same way,

they used the test results as predictors of the Students’ academic performance. Good

measurement technique provides solid foundation of a student performance of total

curriculum.

LOCAL STUDIES

The purpose of this research is to determine the significant factors that affect the

mindset and academic performance among pupils. These factors built an analytical model

of determinants of pupils mindset and academic performance in their academics with a

mind of gaining useful insights into the weight of these determinants, An attempt was

made to complement the existing literature on helping pupils achieved good performance

in schools as well as to develop and improve on the insights it will provide into the

academic performance and their mindset.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the procedures and methods on the conduct of the study. It

includes the research design, research locale, research population and sample, research

instrument, data gathering procedures, and statistical treatment of data.

Research Design

This study will use survey and descriptive-method research design to collect or

gather information that will answer the problem of this study. This design is chosen to

meet the objectives of the study which is to determine the relationship of the mindset of

ABM students towards their academic performance in Fundamentals of Accounting and

Business Management.

Respondents of the study

The researcher have decided to select two section from Grade 12 ABM student in

Manila Central University to answer the survey questionnaire. The research respondents

of this study are the key to gather appropriate and accurate answer regarding to the topic.

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Research Instrument

This study will be using survey questionnaire to collect the data needed to solve

the problem of the study. “The relationship between the mindset of Grade 12 ABM student

in Manila Central University to their academic performance in Fundamentals of

Accounting and Business management. The questionnaire contains ten (10) questions in

the Likert response scale type of question. These questions would provide the information

about the behavior of the students towards learning. Each question will be used to

compare the beliefs of the growth and fixed mindset groups and to determine its

relationship to the academic performance of the respondents on the said subject.

Gathering of Data

I. Preparation Stage

A consent form will be created and given to the (ABM) strand

advisers to inform them about the research that will be conducted and that their

students will be included in the study as respondents. After the consent form is

given, the survey questionnaire will be prepared and distributed to the selected

respondents.

II. Administration Stage

The selected participants from Grade 12 (ABM) strand will be

gathered at ABM 12-1 and ABM 12-3, centennial gymnasium at 9:30 am to 10:00

am. Then, the questionnaires will be distributed to the selected respondents.

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BIBLIOGRAPHY

Seligman et. al. (2012-2016). Identified the contentment of the student through their
academic performance. University of Colorado, Boulder.

E.F. Santos. [PhD dissertation]. College, Laguna, Philippines: University of the

Philippines Los Baños. 212 p. (Available at the UPLB Library)

: Dela Rosa, E. and Bernardo, a. (2013). Testing Multiple Goals Theory in an Asian
Context: Filipino University Students’ Motivation and Academic Achievement.

Datu, J.A. D D Valdez, J.P.M. (2016). Psychological capital predicts academic

engagement and well-being in Filipino high school students.

Alpay, T. M., Ireson, M. J. (2002). Teaching mindsets. The new psychology of success.
New York: Random House.

Bagongon, J., Edpalina, P. (2009). Research report on the study habits of Cagayano:
Prepared by the Federal, Provincial and Territorial Advisory Committee on Population
Health. Xavier University- Ateneo de Cagayan.

Cortez (2001). Academic Behaviour and Performance of Third Year Students of General
Emilio Aguinaldo High School, Division of Cavite.

Delos Santos, J. (2014). A Comparative Study of the Academic Performance of Students

of Manila Science High School.

Akey, TM. (2006). School Context, Student Mindset, Attitudes and Behavaiours and
Academic Performance.

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Questionnaire

Direction: Put a check (/) on the boxes below with your corresponding answer to the

questions given. Please answer these questions with all honesty.

Questionnaire Strongly Agree Disagree Strongly

Agree Disagree
1. No matter how intelligence you have,
you can always change it a good
deal.
2. You can learn new things, but you
cannot really change your basic level
of intelligence.
3. I like my work best when it makes me
think hard.
4. I like my work best when I can do it
really well without too much trouble.
5. I like work that I’ll learn from even if I
make a lot of mistakes.
6. I like my work best when I can do it
perfectly without any mistakes.
7. When something is hard, it just
makes me want to work move on it,
not less.
8. To tell the truth, when I work hard, it
makes me feel as though I’m not
very smart.
9. I like to work when it’s convenient for
me.
10. I like to get a perfect outline in just
one try.

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Appendices

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