Obtained from the results, the duration of on-the-job training has a p-value of 0.440,
greater than 0.05. The results of the three-way analysis of variance indicated a no
significant relationship between the duration of on-the-job training and personal skills
development. Therefore, the presented Ho1 in chapter 1 is accepted.
The results of a three-way analysis of variance indicated a p-value of 0.902, for
the task assignment, and a p-value of 0.837 for the type of mentoring which are greater
than 0.05. Indicating no significant relationship between the independent variables (task
assignment and type of mentoring) and the dependent variable (personal skills
development). Therefore, the Ho2 and Ho3 presented in chapter 1 are accepted.
1. Relationship between demographic profiles of the respondents and professional skills
development.
Obtained from the results of the three-way analysis of variance, it indicated a pvalue of 0.541 for the duration of on-the-job training, 0.938 for the task assignment, and
a p-value of 0.927 for the type of mentoring which are all greater than 0.05. Indicating
that there is no significant relationship between the independent variables (duration of onthe-job training, task assignment, and type of mentoring) and the dependent variable
(professional skills development). Therefore, the Ho4, Ho5, and Ho6 presented in chapter
1 are accepted.
Conclusions
The objective of this study is to determine the impacts of on-the-job training in courserelated skills development on Accountancy Graduates of St. Mary’s College of Meycauayan.
Based on the study, the results concluded that:
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