GROUP 1

Alvisa, Ashley; Bancas, Novelyn; De Lara,

Pia; Mendoza, Eleanor; Romares, Adarose
RESEARCH TITLE:

“Accounting Students’ Learning

Satisfaction of Professional Subjects
and Students’ Interest in Christian
Colleges of Southeast Asia”
 CHAPTER 1
THE PROBLEM
AND ITS SETTING
BACKGROUND OF THE STUDY
In
It addition,
is imperativeNaaj et
to al. (2011),
examine noted that
Accounting
Student satisfaction pertains to the student’s most
subjects
college
since students
it isn't spend
only for considerable
passing the time,
course
perception pertaining to the college experience and money
and to
and
upgrade effort in obtaining a quality education
perceived value of the education received while for
their accounting aptitudes yet in and
addition,
should
the perceive
accounting their
students’ post-secondary
future educational
attending an educational institution (Hasan,(Velasco,
profession 2009).
experienceset.al as being
2015).of high value.
STATEMENT OF THE PROBLEM
General:
Are the Accountancy students of Christian Colleges
of Southeast Asia have high Learning Satisfaction of
Professional subject and Self-Interest?
 Specific:
1. What is the Level of Learning Satisfaction of
Accountancy students to Professional Subjects in terms
of?
1.1 Teaching Styles
1.2 Learning Styles
1.3 Program Facilities
2. What is the level of Self- Interest of Accountancy students in
terms of?
2.1 Active Learning Strategy
2.2 Self-Efficacy
2.3 Performance Goal

3. Is there a significant relationship between the learning

satisfaction of students to professional subjects and self-interest?
2. What is the level of Self- Interest of Accountancy
3.Is there a significant relationship
students in terms of?
between the learning
2.1 Active satisfaction of
Learning Strategy
students 2.2 to professional
Self-Efficacy subjects
2.3 Performance
and self-interest?Goal
SIGNIFICANCE OF THE STUDY
SCOPE AND LIMITATIONS
OBJECTIVES OF THE STUDY
 CHAPTER 2
THEORETICAL
FRAMEWORK
 REVIEW OF RELATED LITERATURE
• Buchanan (2010) noted that student satisfaction could be
associated with a personal feeling of achievement, either
quantitative or qualitative. Learning-wise, satisfaction is therefore
correlated with the qualitative and/or quantitative state of
contentment of each and every student towards the resources that
are provided for them by the institutions they reside in.
 STUDENT LEARNING SATISFACTION
Holford
In previous
and Patkar
studies(2012)
on student
present
learning
that there
satisfaction,
are five items
there
have
of overall
been students’
explored that
satisfaction
the quality
comprising
of service,
thequality
qualityofof
the
teaching,
facilities,
andquality
qualityofofthe
thelearning
engagement
process,
in the
quality
learning
of the
environment
service, quality
are related
of thetocurriculum,
the students’
andsatisfactions
quality of theand
successful learningteaching
outcomes implementation.
(Greiner, 2010; Knight, 2012).
 Teaching Style
Teaching style has been shown to influence the approach
students take in their learning (Entwistle and Ramsden 2010). The
research suggests that stimulation of interest, understandable
explanations, empathy with students’ needs, clear goals,
appropriate feedback, and the encouragement of independent
thought is associated with deep approaches to learning.
 Learning Style
Accounting students use different kinds of strategies in order to
excel in their professional subjects. They use learning strategies
(Laguador, J. M. 2014), cooperative learning approach (Chavez, N.
H. 2014) such as self- studying, group studying, tutorial sessions,
listening to their professors and other learning strategies are the
ones students are comfortable with.
 Program Facilities
These factors are those factors affecting the environment and
physical characteristics of the university and students as well.
This refers to things like the size of the room, lighting,
temperature, and etc. The major importance of the physical
environment is that it can affect students' comfort and, to some
extent, their ability to learn. (Ylagan, A. P. , 2013)
 LEVEL OF SELF-INTEREST
Students want to learn because it is their interest. In a
study Hidi (2011), it was found out that preference in
processing certain types of information is determined
by our interest most of the time. Our interests can also
affect our cognitive functions and learning.
 Active Learning Strategy
It is measured by: working with other students on projects
during class; making a presentation; asking questions or
contributing to discussions; participating in a community-based
project as part of a course; working with other students outside of
class on assignments; discussing ideas from a course with others
outside of class; tutoring peers (Carr et al., 2015).
 Self- Efficacy
In the school context, self-efficacy is one of the strongest
predictor of student’s academic performance (Klomegah,
2007). It is a belief that he or she can accomplish whatever
that individual is doing. Self-efficacy is the process from
person to behavior to outcome (Brown et al., 2013).
 Performance Goal
Schunk (2009) clarifies that while goal setting can lead to
student motivation and higher academic achievement, simply
stating a goal does not automatically benefit students. However,
if implemented correctly, goal setting has the potential to
positively impact learning.
 CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 CHAPTER 3
RESEARCH
METHODOLOGY
 RESEARCH DESIGN

The researchers used the

quantitative descriptive-correlational
research design in this study.
 RESEARCH LOCALE
The study will be conducted at the
college department of Christian Colleges
of Southeast Asia (CCSA).
RESEARCH INSTRUMENT

The instrument used in this research

study is a Survey Questionnaire.
 RESEARCH RESPONDENTS
The respondents of the study were the Accountancy students
in First year and Second Year level of Christian Colleges of
Southeast Asia School 2019-2020. A total of 37 respondents
will be ask comprising 22 students from 1st year and 15
students from 2nd year.
 VALIDITY OF THE RESEARCH
INSTRUMENT
The process of formulating a questionnaire have been
evaluated carefully by our research instructor, Mrs.
Kharen Sembrano-Bije and a plan of consulting a CPA
is ongoing.
DATA GATHERING PROCEDURE
1. Permit to conduct the study
2. Drafting Survey Questionnaire
3. Administration of the Instrument
4. Retrieval and Interpretation of Data
STATISTICAL ANALYSIS OF DATA
Average Weighted Mean (AWM)/ Mean Score

Where: x= sample mean

 x = sum of all data values
n= number of data items in a sample
STATISTICAL ANALYSIS OF DATA

For the purpose of the study, the two main

Person Correlation
variables, student learning satisfaction and
A measure of the strength of a linear
self-interest are subject for significant
association between two variables and is denoted by r.
correlation.