A CASE STUDY ON THE COURSE MISMATCH OF ACCOUNTING, BUSINESS
AND MANAGEMENT GRADUATES
A Research Paper Presented to
The Faculty of St. Vincent’s Academy
Gonzales Ave., San Vicente, Apalit, Pampanga
Batu, Eli-Dan Cyrille L.
Cabrera, James Reynier G.
Gomez, Jonalyn A.
Lugue, Giles Ezekiel S.
Macalino, Simmon Zeke N.
San Andres, Sandra Marie B.
Accountancy, Business and Management
Ms. Maricar S. Dimla
October 2018
1
CHAPTER I
The Problem and Its Background
Introduction
When talking about education, people often confuse it with schooling. Many think
of places like schools or colleges when seeing or hearing the word. The problem with this
is that while looking to help people learn, the way a lot of schools and teachers operate is
not necessarily something we can properly call education. Many have chosen or fallen or
been pushed into ‘schooling’ – trying to drill learning into people according to some plan
often drawn up by others. Paulo Freire (1973) famously called this banking – making
deposits of knowledge. Such ‘schooling’ quickly descends into treating learners like
objects, things to be acted upon rather than people to be related to.
Education is a process of inviting truth and possibility of encouraging and giving
time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of
living and not a preparation for future living’. In this view, educators look to act with
people rather on them. Their task is to ‘educe’ (related to the Greek notion of educere), to
bring out or develop potential.
Educational mismatch can be difficult to measure because many factors can
converge to its definition and the traditional indicators presented in literature can offer a
restricted view of the problem.
2
According to expert, taking accountancy is not left to just being an accountant
alone. Accountancy students may also be an accounts payable clerk, internal auditor,
budget analyst, bookkeeper, and chief financial officer. In Business Administration,
students can get on board with other multihued tracks in the corporate world like marketresearch analyst, financial adviser, loan officer, administrative assistant, communityservice manager, and even become a statistician.
The
Department
of
Education
introduced
Accountancy,
Business
and
Management (ABM), one of the four strands under the academic track, to equip the
students with essential fundamental concepts on business specialized courses. The ABM
specialized courses focused on application and measurable learning outcomes for
students complemented by technology integration.
Accountancy, Business and Management strand focuses on the basic concepts of
business management, financial management, corporate operations, and such things that
are applicable for. This strand can also lead the ABM students to path towards
management and accounting; which could be sales management, internal auditor,
marketing director, project officer, human resources, bookkeeper, accounting clerk.
Accountancy, Business and Management (ABM) will definitely boost the skills
and competencies of Senior High School students aspiring to take Accountancy, Business
Administration and Management in college. The Accountancy, Business and
Management allow the ABM students to go beyond discovery on accounting and
business management without taking Algebra, Geometry, Trigonometry and other
specialize mathematical subjects.
3
Subjects in the Accountancy, Business and Management (ABM) strand will help
the Accountancy, Business and Management (ABM) students on their journey to be
successful in the corporate world. As expected, the subjects that will be encountered are
Financial Management, Fundamentals of Accountancy 1 and 2, Business and
Management, Principles of Marketing, Organization and Management because all these
subjects are related in corporate world. Core subjects are for all four strands under
academic track while every strand, they have their own applied track or specialized
subject. In taking this strand, they will be able to analyze assets, understand financial
positions, prepare audit accounts, and interpret profitability.
According to the data of DepEd, this strand is third for having the most number
of enrolled students under the Academic track and currently has 219,313 students around
the Philippines as of September 2016.However, in spite of its standing as third in having
the most enrolled students in academic track, it is still inevitable for the students to enroll
in college that is not in line with their strand.
In fact, four out of 10 Accountancy, Business and Management (ABM) graduates
nationwide are committed on strand mismatch based on the researchers’ observation and
to the data they have gathered from internet. T, P. G. (2015, March 19). Daily
Zamboanga Times
In an instance, even though they took the Accountancy, Business and
Management (ABM) strand on their Senior High School year, some of them still enrolled
on non-related course in college.
4
The first batch of ABM graduates at St. Vincent’s Academy are as follows,
Alyssa Mae Talavera (Business Administration), Angelica Fhaye Quito (Business
Administration),
(Accountancy),
Cheska
Louise
Talavera
(Architecture),Cristian
Gonzales
Jannu Ray Emmanuel De Jesus (Accountancy), Jayson Reyes
(Education), John Emil Abines (Hotel and Restaurant Management), Kenneth Urbano
(notenrolled), Kian Andrei Lugue (notenrolled), Larry Ontiapco (Education Major in
Mathematics), and Zhaneen Medina (Business Administration).
With conduct the study, the respondents of the research was the Accountancy,
Business and Management (ABM) Graduates (AY 2017-2018) of St. Vincent’s
Academy. St. Vincent’s Academy is located on Gonzales Avenue, San Vicente, Apalit,
Pampanga. They offered full and partial scholarships to anyone who is willing to expand
and enhance their skills and knowledge. The objective of the researchers’ study was to
eradicate or lessen the course misconception so that it will not lead on course mismatch.
The objective of this study would serve as awareness for the upcoming senior
high school.
Statement of the problem
This study was concerned on its main objective and why there was some ABM
Graduates (A.Y 2017-2018) enrolled on a course that is not in line with ABM strand then
it specifically sought to answer the following:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
5
1.2 General Average (Grade 12)
1.3 Sex
2. How many Accountancy, Business and Management (ABM) Graduates of St.
Vincent’s Academy are committed on non-related course on college?
3. What are the advantages of those who took Accountancy, Business and
Management (ABM) strand on Senior High School and committed on a course on
college that is in line with the said strand?
4. What are the disadvantages of those who took Accountancy, Business and
Management (ABM) strand on Senior High School and committed on a course on
college that is not in line with the said strand.
5. Reasons and factors why they enrolled on course that is not in line on the strand
they took.
Scope and Delimitations
The researchers considered the graduates’ information such as their age, gender,
and their general average when they were in Grade 12.
The researchers conducted pre-tests: the first one was they answered the question
number two in the statement of the problem, how many Accountancy, Business and
Management (ABM)graduates at St. Vincent’s Academy (AY 2017-2018) are committed
on non-related course on college, then, after determining the number of Accountancy,
Business and Management graduates at St. Vincent’s Academy (AY 2017-2018) whose
committed on non-related course on college, the researchers will fulfill the partial
fulfillment of the Chapter I.
6
The data gathering was limited to the 11 Accountancy, Business and Management
graduates at St. Vincent’s Academy (AY 2017-2018); four females and seven males. The
study covered how important is choosing the proper strand on Senior High School and
the possible struggles that they will experience.
Significance of the Study
Upon the completion of this study, it will be of importance to the following:
Students - this research will implement awareness to the students, especially the
upcoming Senior High School students about strand/course mismatch. It will warn them
that choosing strand on Senior High School is a serious matter.
Parents - will be aware about the K to 12 Program. This research will inform
them that they should help their child on choosing their strand to prevent strand/course
mismatch.
Teachers -with the help of this research, they will be aware that there is a
course/strand mismatch happening and take step on encouraging the students to continue
the strand on college.
Guidance Counsellor - it will aware them that they can do something about
strand/course mismatch by means of persuading the students on his/her school.
Future Researchers – it will aware them that there is an issue like strand/course
mismatch happened at the past. This research will also be their source (with proper
credits to the researchers) and it will also help them for their future research.
7
Definition of Terms
To minimize language barrier, the following terms were supplied with definition
and it served as guide for readers’ better understanding on this study for these terms were
mentioned on the succeeding chapters.
Academic – courses of study taken at a school or college. (Merriam Webster dictionary)
Accountancy – is the study for accounting.
Accounts –records of income and expenses.
Business – is the process of making more money.
Case Study – a published report about a person (Merriam Webster dictionary)
Company – a business organization that makes, buys, or sells goods or provides services
and exchange for money. (Merriam Webster dictionary)
Course – stage where you can learn specific things.
Finance – the way of handling money.
Fundamentals – forming or relating to the most important part of something. (Merriam
Webster dictionary)
Graduates – people who earns diploma as their reward for their hardwork.
Management – handling something
Marketing – act of convincing someone.
Mismatch – something that is not matching your capability.
8
Organization – a company, business, club, etc., that formed for a particular purpose.
9
Notes in Chapter 1
Edukasyon.ph.
(n.d.).
Retrieved
July
22,
2018,
from
https://www.edukasyon.ph/courses/senior-high-tracks/academic/abm-accountancybusiness-and-management-strand
T, P. G. (2015, March 19). Daily Zamboanga Times (Zamboanga's very own daily
newspaper).
Retrieved
July
22,
2018,
from
http://www.zamboangatimes.ph/opinions/14477-curriculum-mismatch-andemployability-of-graduates.html)
B, D. N (2010, September 5).Retrieved September 27, 2018, from
https://www.researchgate.net/publication/226427045_mismatch_of_graduates_a_multidi
mensional_and_fuzzy_indicator
10
CHAPTER II
Reviews of Related Studies and Literatures
Related Theories
These theories were presented and integrated by the researches because they
deemed that these will help in the further understanding of their study.
Social Cognitive Career Theory
Lent et al. (1994) developed SCCT to facilitate understanding of career choice,
interest, and performance processes. This theory identifies the factors that interplay when
a student chooses a certain track and progresses on the chosen career path. Moreover, it
provides a framework on using social cognitive processes to explain success and failure,
academic outcomes, and career outcomes.
Social Cognitive Theory originated in psychology, but based on an unofficial
November 2013 Google Scholar search, only two percent of articles published on SCT
are in the pure psychology field. About 20% of articles are from Education and 16%from
Business. The majority of publications using SCT, 56%, come from the field of Applied
Health Psychology. The majority of current research in Health Psychology focuses on
testing SCT in behavioral change campaigns as opposed to expanding on the theory.
Myers Briggs’ Theory
Myers-Briggs theory was developed by the mother-daughter partnership of
Katharine Briggs and Isabel Briggs Myers. One way to discover your closest MyersBriggs type(s) is to complete the Myers-Briggs Type Indicator instrument and go through
a validation process under the supervision of a qualified MBTI practitioner.
11
Base on this theory, the individual has the capability on deciding on their own.
The researchers link this theory on their study because along with the duration of the
study, they would like to figure out if they decided on their own or there are other
intervening factors that affect their decision.
One of the questions in the instrument used by the researcher has to do with this
theory which is, “Why did you choose Accountancy, Business and Management Strand
when you were in Senior High School year?”
Happenstance Theory
John Krumboltz's planned happenstance theory makes it fine to not always plan,
because unplanned events could lead to good careers.
John Krumboltz is an established career theorist. He most recently developed
ideas about supporting indecision in clients. He states that indecision is desirable and
sensible, as it allows the opportunity for clients to benefit from unplanned events. This
theory is called planned happenstance.
This emerging theory specifically addresses the need for people to deal with
change within the rapidly changing labour market. Managing life transitions is seen as an
essential career management skill. Krumboltz’s theory offers insight on how to deal with
the limited degree of control we have over some career experiences.
At the core of this theory is the fact that unpredictable social factors, chance
events and environmental factors are important influences on clients’ lives. As such, the
counsellor’s role is to help clients approach chance conditions and events positively. In
12
particular, counsellors foster in their clients, Curiosity to explore learning opportunities,
Persistence to deal with obstacles, Flexibility to address a variety of circumstances and
events, Optimism to maximize benefits from unplanned events.
Krumboltz states that people with these qualities are more likely to capitalize on
chance events and turn serendipity into opportunity.
Factors (the types of skills demanded by employers) in field-of-study mismatch.
Using data from the program for International Assessment of Adult Competencies’
Survey of Adult Skills (PIAAC), this paper shows that although students may choose to
specialize in a particular field, it is not solely up to them to actually work in that field. In
accordance with assignment theories, both the degree of saturation of a particular field in
the labor market and the level of generic skills of a particular field predict the occurrence
of field-of-study mismatch, highlighting that mismatch is the result of both labor supplyand demand-side factors. The paper then evaluates the costs to individuals – in terms of
wages, risk of being out of work and job satisfaction. Findings suggest that the costs of
field-of-study mismatch may only be high in terms of individual earnings when it is
associated to qualification mismatch. For economies, field-of-study mismatch, when
associated with qualifications mismatch, can amount to important costs, meriting the
attention of policy makers to better aligning course places to skill needs or by
encouraging skill transferability across fields.
Base on this theory, the individual has the capability on changing their decisions. The
researchers link this theory on their study because along with the duration of the study,
13
they would like to figure what are the reasons or factors why did they changed their
decision.
One of the questions in the instrument used by the researcher has to do with this
theory which is, “ Cite reasons why you enrolled on courses that is not in line with
ABM Strand.”
Theoretical Framework
MYERS
BRIGGS’
THEORY
HAPPENSTANCE
THEORY
SOCIAL
COGNITIVE
THEORY
14
Figure 1.1
The three theories above are connected to each other as shown above. Myer’s
Brigg Theory is connected to Happenstance Theory and Social Cognitive Theory.
Happenstance Theory is connected to Myer’s Brigg Theory and Social Cognitive Theory.
Social Cognitive Theory is connected to Myer’s Brigg Theory and Happenstance Theory.
Related Local Studies
Education and Occupation Mismatch in the Labor Market
The educational market and the labor market are the two market systems that
facilitate the matching of education and occupations. Both are systems of controlling
demand and supply, and systems of evaluation and allocation of positions and agents. As
a rule, education qualifies mainly for the labor market, not for the work or occupation
itself (Masuda, T. & Muta, H.1996)
This Education and Occupation Mismatch in the Labor Market is connected to our
studybecause they’re both related to mismatch which made them relate to one another. As
mentioned in this study, “As a rule, education qualifies mainly for the labor market, not
for the work or occupation itself “this statement refers to the importance of labor market
in education.
2009-2010 Bureau of Labor and Employment Statistics (BLES) Integrated Survey
(BITS)
The 2009/2010 BITS results showed that from January 2009 to January 2010 the
total number of job vacancies are at 276,940 while job applicants is roughly 6 times
15
higher at 1,969,976 for all occupations. Manufacturing, real estate, renting and business
activities, and education industries had the most number of hard-to-fill vacancies. The
most common problems in filling up vacant positions include lack of competency, high
expectations in wage/salary, and lack of work experience.
Related Foreign Literature
Education-job mismatch among university graduates in Cameroon
The crisis coupled with implementation of neo-liberal policies such as Structural
Adjustment Programs (SAP) of World Bank and International Monetary Fund (IMF)
affected the role of the largest source of employment- the public sector in most African
countries including Cameroon (Geo.Jaja and Mangum 2001). In addition to the economic
downturn, increase graduate enrollment among other factors has brought great distortions
in the graduate labour market. From the 1960s onwards, there has been a tremendous
increase in enrolment and a resultant increase in the number of graduates release to the
job market each year without a corresponding increase in job creation to meet up with the
increase job demands (Neneh 2014). Upon graduation, these graduates wander the street
year in year out in search of jobs without finding any and out of desperation and
frustration are forced to accept any available jobs
Mismatch Theory
In clumsily worded comments citing a Supreme Court brief, Justice Antonin
Scalia recently made waves by suggesting that affirmative-action admissions policies are
harmful for black students with below-average test scores and academic credentials for
the selective colleges that admit them to fulfill diversity goals.
16
This is known as the “mismatch theory.” Though there is substantial supportive
evidence, this theory has been roundly condemned in the liberal press — at times by
those unwittingly supporting its thesis while purporting to debunk it.
Like a recent New York Times opted by Jedidah Isler. Isler condemned
mismatch-thesis proponents by highlighting her own success in a Harvard Ph.D. physics
program. But the point she tried to make was undermined by her note that she began her
academic career at Norfolk State, a historically black college.
And Isler is typical of black students who get doctorates in the STEM fields. A
2011 National Institutes of Health study found that “the nation’s top 10 producers of
undergraduates who go on to earn doctorates in science and engineering are historically
black colleges.” In a more supportive environment, black students gain the background
and academic maturity that enable them to compete.
The City University of New York, exemplifies the benefits when many capable
black students attend a nonselective school that is more consistent with their entering
academic skills. Its Minority Access to Research Careers program has been quite
effective in providing needed support and mentoring to these students.
By contrast, if they had gone to more selective colleges, most would have been
unable to compete when immediately thrust into very demanding freshmen science and
calculus classes. The CUNY pipeline program serves this purpose for students in the
humanities and social sciences, giving them the research training and mentoring that
prepare them for doctoral programs.
17
Many successful students who don’t attend selective colleges, particularly in the
STEM areas, often have some difficulties in adjusting to life in doctoral programs since
they must compete with students who had completed stronger undergraduate programs.
National Culture and Decision Making
In the first place, the Philippine culture was found to be characterized by a much
higher power distance than the western cultures. In terms of the decision process as
operationalized in the Bradford studies, this may be assumed to impact on the scope of
negotiations and the level of final authorization. If power differences are emphasized in
an organization, the scope to negotiate over a decision outcome is more limited. We also
expect the final authorization to take place at a higher level in such a context. The more
collectivist attitude prevalent in the Philippine decision context may be expected to have
a bearing on four variables: disparity, externality, informal interaction and formal
interaction. Collectivistic societies are more particularized, in individualistic societies a
Universalist attitude is more prevalent. Therefore there will be more disparity in the range
of confidence in the reliability of information in the Philippines, since this confidence is
strongly coupled to the identity of the source of information. In collectivist societies
information coming from the in-group is seen as more reliable than information coming
from an out-group, hence we expect that confidence in external sources of information
will be relatively low. In collectivist societies open conflicts and discussions are avoided
if possible. In a formal setting, such as a formal meeting, conflicts can lead to a loss of
face, which has to be avoided at all cost. Therefore there is a strong tendency in
collectivist cultures to prepare decisions in an informal process. As a consequence,
18
weexpect informal interaction to be relatively important in the Philippines, and
formalinteraction relatively unimportant
1.2M grads may not find jobs due to mismatch between skills needed, training —
TUCP
MANILA — A labor group has warned that about 1.2 million college and
vocation graduates this year will struggle getting a job due to a growing mismatch
between their training and the job skills required by most employers in the country and
overseas.
The Trade Union Congress of the Philippines-Nagkaisa (TUCP-Nagkaisa) cited
Department of Labor and Employment records showing that out of the 4.23 million
domestic and international job vacancies offered in all the job fairs in 2014 and 2015,
only more than 391,000 were hired on the spot out of the 1.29 million applicants.“This
job-skills mismatch crisis in the country has been ongoing and it continues to grow.
Competition is getting higher so employers are putting additional qualifications into the
job descriptions,” said TUCP spokesperson Alan Tanjusay.Tanjusay added that the lack
of, or little adjustments in learning institutions to fill the gaps caused by the heightened
competitiveness in the job market has aggravated the problem.“With employers adding
more qualifications, graduates’ credentials will be scrutinized longer. This additional
layer in the procedure could mean additional training, which entails further cost and
perseverance for the applicant while those who fall through the cracks will become
unemployed or underemployed,” he said.He further cited DOLE records in 2015, which
showed that roughly 135,590 were hired out of the 487,640 applicants in the 1,661 job
fairs held nationwide. In 2014, a total of 255,498 people were hired out of the more than
19
798,000 applicants in the 2,025 job fairs conducted throughout the country.Government
records also showed that there were 656,284 college graduates while 1.6 million
individuals finished their vocational courses in 2015.In its Labor Market Information
report for 2013 to 2020, DOLE identified key 275 occupations as in-demand and 102
occupations as “hard to fill” from among key and emerging industries.In-demand
occupations refer to active job vacancies posted or advertised repeatedly, which have
high turnover or replacement rate.Among these occupations are pulp processor, banana
growing worker, bangus diver, banquet supervisor, bamboo materials craftsman, multilingual service crew, said Tanjusay.Hard-to-fill occupations include 2-D digital animator,
agricultural designer, clean-up artist, cosmetic dentist, cosmetic surgeon, cuisine chef,
multi-lingual tour guide and mechatronics engineer, he added.
20
Conceptual Framework
INPUT
MYERS
BRIGGS’
THEORY
PROCESS
Determining the
ABM
Graduates’related
variables based on
theory used.
Strand/Cours
Gathered all the
VSDGD ABM Graduates
SVB at SVA to
become
respondents
HAPPENSTA
NCE
THEORY
SOCIAL
COGNITIVE
THEORY
OUTPUT
e Mismatch
ofthe ABM
Graduates of
St. Vincent’s
Academy,
Answered the
questionnaires
2016
Assessing the SVA
ABM Graduates’
strand/course
mismatch
Figure 1.2
The figure above illustrates the process of the research. It shows the input data that is
included in our research and how we process it to determine the result or the output.
21
Notes in Chapter II
Wikipedia, the free encyclopedia. (2010, March). Retrieved July 24, 2018, from
https://en.wikipedia.org/wiki/Social_cognitive_theory
Gestiada, G., Nazareno, A., & Villanueva, R. R. (2017, March 24). Philippine Journal of
Science. Retrieved July 24, 2018, from
file:///C:/Users/computer/Desktop/development_of_a_senior_high_school_career_decisio
n_tool.pdf
Cherry, R. (2015, December 28). New York Post. Retrieved July 24, 2018, from
https://nypost.com/2015/12/28/the-mismatch-theory-is-a-real-danger-to-minoritystudents/
Careersnz(Mana Rapuara Aotearoa). (2016, December 14). Retrieved July 24, 2018, from
https://www.careers.govt.nz/resources/career-practice/career-theory-models/krumboltzstheory/
G, J. C. (n.d.). Team technology. Retrieved July 24, 2018, from
https://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm
Jasa, M. A., Jasa, M. A., & Corpuz, E. L. (2013, February). Labor Mismatch in the
Philippines: Analysis of the Impact of Education-Occupation Mismatch on Wage and
Analysis of the Beveridge Curve. Retrieved July 24, 2018, from
http://www.pes.org.ph/files/Labor-Mismatch-in-the-Philippines-Jasa.pdf
Prisca, N. (2016, November). Education-job mismatch among university graduates in
Cameroon. Retrieved July 24, 2018, from
file:///C:/Users/computer/Downloads/Ntemngweh-Prisca-Master-thesis
(1).pdfNoorderhaven, N. (1996, February). ReasearchGate. Retrieved July 24, 2018, from
https://www.researchgate.net/publication/4763643_The_influence_of_national_culture_o
n_strategic_decision_making_A_case_study_of_the_Philippines
22
Chapter III
Methods of Research
In this chapter, the researchers introduced the research instruments, designs, and
approaches that were employed in this study to obtain relevant results to achieve answers
to their problems. This also tackled the respondents.
Respondents
The researchers conducted an interview with the 11 ABM Graduates of St.
Vincent’s Academy (AY 2017-2018).Respondent A, who is a Business Administration
student and studied at Bulacan State University Respondent B, who is a Business
Administration student and studied at Bulacan State University Respondent C, who is an
Architecture student and studied at Bulacan State University. Respondent D, who is an
Accountancy student and studied at Don Honorio Ventura Technological State
University. Respondent E, who is an Accountancy student and studied at Don Honorio
Ventura Technological State University Respondent F, who is an Education student and
studied at Bulacan State University. Respondent G, who is a Hotel and Restaurant
Management student and studied at Don Honorio Ventura Technological State
University. Respondent H, who is an Education student and studied at Bulacan State
University. Respondent I, who is a Business Administration student and studied at Don
Honorio Ventura Technological State University. Respondents J and K who were not
enrolled.
23
Research Design
This study was about how did some of ABM graduates (A.Y. 2017-2018) of SVA
ended up on a course mismatch and how it affected their college education. It is
descriptive in terms of methodology, because it probe into the topic to allow its further
understanding.
In terms of gathering the data needed for the study, the researchers used
qualitative approaches.
The researchers used the qualitative approach– used to gain knowledge and
understanding of underlying reasons, opinions, and motivations. It also provides
necessary insights in the given problem that helps to develop the idea of the researchers
about the chosen topic (Wyse 2011). It was used by the researchers to be able to have a
thorough understanding on how did the majority of ABM graduates (A.Y. 2017-2018) of
SVA ended up on a course mismatch.
Research Instrument
In this study, the researchers used questionnaires. The questionnaire is the main
instrument for collecting data in survey research. Basically, it is a set of standardized
questions, often called items, which follow a fixed scheme in order to collect individual
data about one or more specific topics. Sometimes questionnaires are confused with
interviews. In fact, the questionnaire involves a particular kind of interview—a formal
contact, in which the conversation is governed by the wording and order of questions in
the instrument. The questionnaire often is administered in a standardized fashion, that is,
in the same way to all the respondents of the survey.
24
The interview schedule allowed the researchers to ask their respondents questions
essential to establish the vital points in their study.
Research Procedure
The researchers chose the Accountancy, Business and Management (ABM)
graduates (A.Y. 2017-2018) of St. Vincent’s Academy to be their respondents.
The respondents were asked about their demographic profile and their course they
took for college and on what school they were enrolled in.
The researchers gathered related theories, local studies and literature, and foreign
studies and literature about the said topic.
In the commencement of the study, using the descriptive method of research and
through the use of qualitative approaches, the researchers were able to know the reasons
on how did the Accountancy, Business and Management (ABM) graduates (A.Y. 20172018) of St. Vincent’s Academy ended up on enrolling on non-related course on their
strand.
In accordance to the study, the use of interviews were conducted to gather
significant data which answers questions that were done in the research. Knowing the
result of the students after graduation in St. Vincent’s Academy which were mismatched
to their chosen strand in their past year which is Accountancy, Business and Management
(ABM).
After data has been gathered interpretation and analysis will be held to determine
the result of the chosen respondents.
25
Notes in Chapter III
Wyse, Susan E. (2011). What is the Difference between Qualitative Research and
Quantitative
Research?
Retrieved
August
6,
2018
from
http://www.snapsurveys.com/blog/what-is-thedifference-between-qualitative-research-and-quantitative-research/.
Sukamilson, Ph. D , Suphat. (2007). Fundamentals of quantitative research.
Chulalongkorn University Retrieved August 6, 2018 from
http://www.culi.chula.ac.th/Research/e-Journal/bod/Suphat%20Sukamolson.pdf.
Lavrakas, P. J. (2008). SAGE researchmethod. Retrieved August 6, 2018, from
http://methods.sagepub.com/reference/encyclopedia-of-survey-researchmethods/n424.xml
26
CHAPTER IV
Presentation, Analysis and Interpretation of Data
For the completion of this study, the researchers conducted an interview with the
former ABM students of SVA. This chapter contains the data gathered by the researchers.
The data includes the content analyses done by the researchers.
Presentation of Data
Table 1.1
First question for those who took a course that is in line with the ABM strand
(matched)
1. Why did you choose Accountancy, Business and Management Strand when you
were in Senior High School year?
NAME
ANSWERS
“I chose ABM during Senior High
Respondent G
School because my plan for college is to
take HRM course which is in line on
ABM strand.”
“I chose ABM because it is related to
Respondent E
the course I took up now.”
“This is a very difficult decision,
Respondent D
because my previous school did not
offer a stem strand. They offer GAS,
27
ABM, and HUMSS. So I chose the
ABMbecause under this course there
are many jobs available.”
“Because it is related on my course and
Respondent I
aside from that I really love math.”
“I chose ABM as my strand in Senior
Respondent B
High School because the course I want
to take up in college is in line with this
strand.”
“I chose to take the strand which is the
Respondent A
ABM back when I was in Senior High
School simply because it is a strand for
practical people and I have realized that
when I graduated with that strand, I can
easily find job for it is all about
managing a business venture which is
somehow useful nowadays, for we are
all surrounded by different kinds of
Businesses that sustain the socioeconomic growth and development of
our nation.”
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Six of them chose the ABM strand because the course they wanted for their
college is in line with it.
Table 1.2
Second question for those who took a course that is in line with the ABM
strand (matched)
2. Is it regretful that you chose Accountancy, Business and Management when you
were in Senior High School year?
NAME
Respondent G
ANSWERS
“It’s not regretful to choose ABM in
Senior High School because we/I know
that ABM is very helpful to us in the
future especially those who are stepping
in college. It’s not also regretful
because I choose the course that is
related in ABM.”
Respondent E
“No. It is not. Because I learned a lot of
things that made me ready in my college
life.”
Respondent D
“No, because I enjoyed and learned a
lot. Then, I realized that this strand is a
very helpful to me because it's
challenging and it’s more on analyzing
29
problem which is my forte.”
Respondent I
“No.”
Respondent B
“No, it is not regretful because in this
strand my course in college is in line or
matched”
Respondent A
“No, I have no regrets. I admit that I
hate something about Mathematics but I
have to love it because it challenges me,
and it made me become passionate with
what course I am taking right now.”
Six of them said that they did not regret taking ABM because they really want the
strand itself.
Table 1.3
Third question for those who took a course that is in line with the ABM strand
(matched)
3. Are you aware about the courses that match ABM Strand?
NAME
ANSWERS
“Yes, I’m aware about the courses that
Respondent G
match ABM, but I want more
information to help others also, and to
help them know the related courses in
30
ABM and in also other strand.”
“Yes, I am aware. It was explained to us
Respondent E
before we enter the Senior High School
year.”
“I first thought of what course match in
Respondent D
ABM strand. So I had experienced
through accounting, I told myself that I
want to become “CPA” I will pursue it
through my perseverance and
diligence.”
Respondent I
“Yes”
Respondent B
“Yes”
Respondent A
“Yes, I am somewhat aware.”
Six of them said that they are aware about the courses that are in line or matched
with the ABM strand
Table 1.4
Fourth question for those who took a course that is in line with the ABM
strand (matched)
4. Do specialized subject were credited in college?
NAME
ANSWERS
Respondent G
“I am not sure.”
Respondent E
“Yes. Little did others know that the number of
31
units that they’ll take to college related to ABM
will be lessen.”
Respondent D
“I didn’t encounter those subjects yet.”
Respondent I
“Yes, especially the specialized subject.”
Respondent B
“Yes, there are specialized subjects that are
credited but they are in different title.”
“I am not sure because we didn’t encounter it
Respondent A
yet.”
Three of them said that specialized subject were credited in college and another
three of them said that they are not sure about it.
Table 1.5
First question for those who took a course that is not in line with the ABM
strand (mismatched)
5. Are you aware about the courses that matched to Accountancy, Business and
Management Strand
NAME
ANSWERS
Respondent H
“Yes”
Respondent F
“Yes”
Respondent C
“Yes”
All of them were aware about the courses that are in line with the ABM strand.
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Table 1.6
Second question for those who took a course that is not in line with the ABM
strand (mismatched)
6. Cite reasons why you enrolled on courses that is not in line with ABM Strand
NAME
ANSWERS
“The reason why I chose the course that
Respondent H
is not in line with ABM was, I just
realized that I love teaching.”
“One of the reasons why I enrolled a
Respondent F
course that is not in line with ABM is
BTVTED (Bachelor of Technical
Vocational in Teacher Education) is my
parent’s choice and I need to take this
course because I want them to be proud
of me.”
“The main reason why I chose a course
Respondent C
that is not in line with ABM Strand is, I
realized that solving mathematical
problem is not my forte. It is out of my
league, though Architecture has a math
but it is not like other business courses
that has pure mathematics.”
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Two of them said that even though it is late to realize, they have another passion
to pursue. The other one said that he took a course that is not in line with the ABM strand
is because he listened to his parents’ decision.
Table 1.7
Third question for those who took a course that is not in line with the ABM
strand (mismatched)
7. Does ABM Strand hindered the course that you are taking at present Academic
Year?
NAME
ANSWERS
“For me, no. Because maybe sometimes
Respondent H
I can apply it on my future job.”
“Yes, because my course is not related
Respondent F
on what I took when I was in Senior
High School because ABM is about
business while my course is about
teaching that’s why I think that is the
disadvantage of my past strand.”
“Yes, because in Architecture, we are
Respondent C
not studying the “debit” and “credit”
this course is more on technicalities. I
did not use the knowledge I’ve learned
while I was studying ABM because my
34
course is very far from my chosen
strand.”
One of them said that he/she can still use what they studied in his future job.
While two of them said that taking that strand is a disadvantage on their present course.
Table 1.8
Fourth question for those who took a course that is not in line with the ABM
strand (mismatched)
8. Is it regretful that you chose Accountancy, Business and Management when you
were in Senior High School year?
NAME
ANSWERS
Respondent H
“No, it is not regretful.”
Respondent F
“Yes, It is regretful because I can’t
apply my learning about my past strand
on what I’m taking right now because
they are different from each other ”
“Yes, I regret choosing ABM because it
Respondent C
is not helping me in my present course.”
One of them said that it is not regretful. Two of them said that they regret that
they took ABM Strand because it was hindered and not helpful.
35
Table 1.9
First question for those who are not enrolled
9. Are you aware about the courses that match to Accountancy, Business and
Management Strand?
NAME
ANSWERS
Respondent J
“Yes”
Respondent K
“Yes”
Both of them said that they are aware about the ABM Strand.
Table 1.10
Second question for those who are not enrolled
10. Is it regretful that you chose Accountancy, Business and Management when you
were in Senior High School year?
NAME
ANSWERS
Respondent J
“Yes”
Respondent K
“No”
One of them said that it was regretful. While the other said that it is not regretful
that he took ABM Strand when he was in Senior High School.
36
Table 1.11
Third question for those who are not enrolled
11. Why did you chose the Accountancy, Business and Management Strand when you
were in Senior High School year?
NAME
ANSWERS
“Because my friends took ABM
Respondent J
Strand.”
“Because when I was in Senior High I
Respondent K
want to take Financial Management in
college.”
One said that he took ABM Strand because he was influenced by his friends.
While the other said that he want to take Financial Management in college that is why he
took ABM Strand.
Table 1.12
Fourth question for those who are not enrolled
12. What made you decide not to enroll this academic year?
NAME
ANSWERS
“The course I want which is ABM is out
Respondent J
of slot.”
“I’m not sure to take my course.”
Respondent K
37
One said that he did not enroll this academic year because the course that he want
to take is out of slot. While the other one said that he is not sure what course that he
should take.
Table 1.13
Fifth question for those who are not enrolled
13. What is your current situation now that you are not studying?
NAME
ANSWERS
“Fulfilling my duty as an SK
Respondent J
Kagawad.”
“Helping my parent`s in household.”
Respondent K
One said that he is fulfilling his duty as a Sangguniang Kabataan Kagawad in
their barangay. While the other said that he is helping his parents to do household chores.
Table 1.14
Sixth question for those who are not enrolled
14. What’s your plan next school year?
NAME
ANSWERS
Respondent J
“I will study next school year”
Respondent K
“I am planning to go back to school to
start my college degree”
38
One said that he will study again next school year. While the other one said that
he is planning to go back to school next academic year.
39
Chapter V
Conclusions and Recommendations
This
chapter
presented
the
summary
of
findings,
conclusions,
and
recommendation to future researchers who may want to follow the study. It is based on
the data analysed in the previous chapter.
Summary of Findings
1. The focus of this study is to determine the reasons and factors on how did they come
up enrolling on a course that is matched and mismatched with the ABM strand and
how did they ended up on not going in college.
2. There are 11 ABM graduates of SVA wherein 36.36% are girls while 63.64% are
boys
3.
The researchers had a conclusion that 54.55% of them took a course that is matched
with ABM strand and 27.27% took a course that is not in line with ABM strand and
the remaining 18.18% are not enrolled.
4. An interview was conducted with the 11 respondents.
5. The objective of this study is to serve as awareness for the upcoming senior high
school.
40
Conclusion
1. Students who had taken the Accountancy, Business and Management (ABM) and
matched the course that they took in college had quite some advantage for them. They
were given credit for specialized subjects they took. They had no regret in choosing
ABM for this was their choice and they lived up to it thus, proves the Myers Brigg’s
Theory which states that people can decide on their own without the influence of others.
Some of the matched students chose this strand because of what’s happening and the
economic state of the country in which the Accountancy, Business and Management
(ABM) strand was more efficient for college courses and jobs later on and this choice
only proves the Happenstance Theory correct which state that people tend to choose base
on given situation which will benefit them further.
2. Mismatched students unfortunately had difficult time during their college life.
Although they were aware of the track they have chosen still they went through. It was
too late for them to back down when they have realized their passion. Some of them
regret of even enrolling to Accountancy, Business and Management (ABM) because
having to study things that you were not to use was a waste of time, money and effort.
One also stated that having to enroll to the strand Accountancy, Business and
Management (ABM) was a disadvantage to them because the course he took was entirely
different from the Accountancy, Business and Management (ABM) strand.
3. There were two students who were not enrolled to college. One of them just run out of
slot of his chosen matched Accountancy, Business and Management (ABM) course in
college. Another was just undecided and helping his family out before finally enrolling to
college.
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Recommendation
Through the course of the study, the researchers have found additional points to
allow an in-depth study of the chosen topic that might help future researchers who are
interested in conducting similarly themed studies.
1. The current researchers advise the future researchers to widen the given time frame to
increase the possibility of finding articles that can be subjected to content analysis.
2. The current researchers encourage the future researchers to delve more on the real life
problem when it comes to K-12 matters. This will also help the future researchers to have
an idea about the said topic.
3. The current researchers recommend the teachers to explain sthe Accountancy,
Business and Management (ABM) curriculum properly to the Junior High School
students.
4. Lastly, the current researchers recommend the academe to have a seminars like Career
Guidance Week annually.
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