CHAPTER as perceived by selected second year students
CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter shows the result of the survey conducted in the study of effectiveness of the Retention Policy as perceived by selected second year students of University of the East-Manila who are taking up Bachelor of Science in Accountancy for the school year 2011-2012.
The tables and graphs presented are in accordance with the order being stated in the Statement of the Problem. The result of this study is given below. 1. Respondent’s Profile Table 1. 1 Frequency of ages of respondents AgeFrequencyPercentage 1511% 1699% 174343% 183333% 977% 2066% 2111% Total100100% Figure 1. 1 Table 1.
1 shows the frequency of ages of our respondents. It shows that majority of them are 17 and 18 years old that represents 43% and 33% respectively. Followed by respondents who are 16, 19, and 20 years old representing 9%, 7%, and 6% respectively. 1% of the respondents is 21 years old and the same percentage with an age of fifteen. This shows that a quater of the total number of respondents are 17 and 18 years old Table 1.
2 Frequency of gender of respondents GenderFrequencyPercentage Male3535% Female6565% Total100100% Figure 1. 2 Table 1. shows that 65% or our respondents are female and 35% of them are male, we have a total of one hundred respondents and the table clearly shows that majority of them are female with sixty-five respondents and the remaining thirty-five are male. Table 1. 3 Frequency of Respondents General Weighted Average General Weighted AverageFrequencyPercentage 1. 00–1.
2577% 1. 26-1. 501414% 1. 51-1. 753939% 1. 76-2. 002222% 2.
01-2. 2566% 2. 26-2. 501212% Total100100% Figure 1. 3 In Table 1. 3, we present you the summary of the General Weighted Average (GWA) of our respondents during their First Year – Second Semester period.
In Bachelor of Science in Accountancy, a student must have a GWA of not lower than 2. 5 for him/her to continue the course. The results shows that 39% were able to get a GWA ranging from 1. 51 to 1. 75 with an equivalent of 39 respondents. Followed by those who got a GWA ranging from 1. 76 to 2.
00 comprising 22% with a total number of 22 respondents. 14% of them have a GWA ranging from 1. 26 to 1. 50, 12% with a GWA ranging from 2. 26 to 2. 50, only 7% were able to get a high GWA ranging from 1. 00 to 1.
25, and lastly 6% of our respondents got a GWA ranging from 2. 01 to 2. 25. 2.Nature of the University’s Retention Policy and BS Accountancy students Table 2 – Respondents Awareness on Retention Policy Awareness on Retention PolicyFrequencyPercentage Yes9797% No33% Total100100% Figure 2 Table 2 shows that majority or 97% of our respondents are aware of the Retention Policy set by the College of Business Administration to Bachelor in Science in Accountancy students. On the other hand, only 3% answers that they are not aware about the retention policy.
Table 3 – Respondents Influence in Choosing their Course FrequencyPercentage Parents6060% Friends2424% Relatives2323%Teachers1111% Others2121% Figure 3 Table 3 shows who influenced our respondents in choosing Bachelor of Science in Accountancy as their course. Parents have the biggest influence as shown in the table with 60% students attesting. Followed by their friends and relatives, says 24% and 23% or our respondents respectively. It shows that only 11% have said that they were influenced by their teachers. The remaining 21% said that it’s their personal choice, from commercials, their classmates, and that the course is covered by their educational benefits.
3. Benefits of the Retention Policy to the StudentsTable 4 – Time Spent in Studying No. of hoursFrequencyPercentage 1to 22020% 2 to 32525% 3 to 41313% 4 to 51313% 5 and more2929% Total100100% Figure 4 On Table 4, we show you how many hours our respondents allocates on studying. 29% takes up to five hours and more per day, followed by those who study 4 to 5 hours a day with 13%, 13% also of them says they study 3 to 4 hours a day, 2 – 3 hours for 25%, and 20% only studies 1 – 2 hours per day. Table 5 – Retention Policy as an Intervention for them to Study Harder FrequencyPercentage Yes8484% No1616% Total100100% Figure 5Table 5 shows one of the effects of the Retention Policy: striving students to study more.
84% of our respondents agree that the Retention Policy strives them to study more while only 16% said it doesn’t strive them to study harder. Table 6 – Respondents Priority while Studying FrequencyPercentage Major Subjects7256. 25% Minor Subjects2922. 66% Extracurricular activities21. 56% All2519. 53% Figure 6 In this table, we show you the priority of our respondents while studying. 72 of our respondents prioritize the MAJOR SUBJECTS, 29 focuses more on the MINOR SUBJECTS, a small percentage of 2 focuses on the EXTRA-CURRICULAR ACTIVIES.
Our respondents can check for more than item and there are 25 respondents have said that they prioritize ALL THE ABOVE choices. Table 7 – Respondents who already got a Failing Grade FrequencyPercentage Yes2222% No7878% Total100100% Figure 7 In this table, it shows a percentage of respondents who have had a failing grade already. 78% of them haven’t had a failing grade and only 22% are on the affirmative side. The only condition in the Bachelor of Science in Accountancy for First Year students in the revised 5-year curriculum is that they must not have a grade lower than 2. 0 in Fundamentals of Accounting, Part 1 & 2. Table 8 – Respondents who have Taken Summer Class FrequencyPercentage Yes1212% No8888% Total100100% Figure 8 Table 8 shows the how many of our respondents have taken summer class. Majority or 88% of our respondents have not attended a summer class with only 12% respondents who have already attended summer class.
The University of the East has a semester system and Summer Classes are being conducted in the month of April and May. Table 9 – Respondents who have Attended Remedial Class FrequencyPercentage Yes1616% —-Yes 14 —-88% —No2 —-12% No8484% Figure 9 In this table, we show you the percentage of the respondents who have tried attending a remedial class. Remedial classes are for students who, for whatever reason, are not yet at the level they should be for their grade.
The remedial class will teach the skills they are missing so far. It shows that only 16% of our respondents have tried attending remedial class. Of those 16 respondents, 14 of them have said it helped them in their studies while the other 2 said it did not help them improve their grade.
Table 10 – Number of Times our Respondents Had a Failing GradeFrequencyPercentage 11010% 244% 333% Others8383% Total100100% Figure 10 This table shows the percentage of the respondents who have already had a failing grade. Take note that only 22 of our respondents have had a failing grade in the past. 10 of them have had a failing grade one time, two times for four of them, three times for 3 respondents and the rest have said they’ve have failing grade more than three times. Table 11 – Respondents Reaction towards Failing Grade FrequencyPercentage Challenge2820.
59% Motivation2417. 65% Pressure3223. 53% Others2216. 17% Invalid Answer3022.
06% Figure 11Having a failing grade can be very depressing for most students but there are those who take it as a challenge and a motivation. This table shows how our respondents reacted upon receiving a failing grade, 28 of them says it is a challenge, 24 says it’s a motivation, while 32 of them says it’s a pressure while studying. Others have said it can be depressing, disappointing, suicidal, and frustration at the same time.
Table 12 – Respondents Evaluation of the Course’s Level of Difficulty FrequencyPercentage Easy43. 67% Average98. 26% Difficult4238. 53% Very Difficult5449. 54% Figure 12This table shows the level of difficulty of the course, Accountancy is said to be one of the hardest course, and this table shows you the evaluation of the course by our respondents. Majority or 54% find the course VERY DIFFICULT, 42% said it is DIFFICULT, 9% find it AVERAGE, and only 4% find the course an EASY one. 4.
Challenges and Opportunities the School Face as a Result of the Retention Policy Table 13 – Retention Policy as a Pressure to the Course FrequencyPercentage Yes9595% No55% Total100100% Figure 13 Retention Policy in Bachelor of Science in Accountancy can either have a positive or negative effect.Table 13 shows that the negative effect overweighs the positive one, 95% of our respondents said that the Retention Policy is a PRESSURE for them while the remaining 5% said that it doesn’t serve as a pressure for them. Table 14 – Respondents Willingness to Shift to another Course FrequencyPercentage Yes3838% No6262% Total100100% Figure 14 In line with the Revised 5-year Curriculum for Bachelor of Science in Accountancy, the College of Business Administration sets out the Retention Policy with rules that varies in what year the students are in.Once a student was unable to meet the requirements, they’ll be forced to shift to another course, and there’s no way back in. If the students want to pursue Accountancy, they’d be forced to transfer to another school.
Table 13 shows that only 38% would shift to another course while the 62% would not. Table 15 – Ways that can Help Our Respondents Improve their Grades FrequencyPercentage Remedial class3520. 47% Tutoring6336. 84% Group study5129.
82% Others2212. 87% Figure 15 We have asked our respondents what could help them improve their grades.Table 15 shows different ways that could help our respondents in attaining a higher grade. Our respondents have the option to check more than one answer and this table summarizes how many students have chosen each result. It shows that majority chooses TUTORING and got a 63 vote, followed by GROUP STUDY with 51, and REMEDIAL CLASS with 35 votes. Other students have also indicated other ways on how they can improve their grades, among them are PERSONAL STUDY, PRACTICE, HAVING AN EXCELLENT PROFESSOR, TIME TO UNWIND, FAMILY AND FRIEND’S GUIDANCE, and GOD.