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CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and

recommendation based on the interpretation of the data gathered from the

respondents about the academic performance of BSA and BSACT and the

factors affecting it. The study is composed of 30 respondents based upon the

quota sampling that the researchers used.

Summary of findings:

The following are the findings of the researchers on the profile of the

respondents, and the performance of the 3rd year students in Institute of

Accountancy of Arellano University Main Campus.

1. On the Demographic Profile of the respondents

1.1 Out of 30 students of 3rd year BSA and BSAcT, respondents

ages 16-20 years of age got the highest percentage which is

93.33%, respondents ages 20-25 and 26 and above has the

same percentage of 3.33%.

1.2 The highest percentage who participated in this study was

female who has 80% while percentage of male respondents

was 20%.

1.3 There was the same percentage or both 50% were students

of Bachelor of Science in Accountancy and Bachelor of

Science in Accounting Technology.


2. How does the following aspect of development affect the student

performance of the BSA and BSACT respondents?

2.1 In terms of cognitive development, BSA respondents ranked

My learning strategy is always effective as the first with a

weighted mean of 3.40 and verbally interpreted as neutral. I

am able to focus in a particular task; my knowledge-based is

enough to understand and elaborate circumstances; and I

can easily absorb everything when reading a textbook are

ranked last with a weighted mean of 3.60 and verbally

interpreted as agree. It gained a total weighted mean of 3.55

and overall interpreted as agree while BSAcT respondents

also ranked My learning strategy is always effective as the

first with a weighted mean of 1.67 and interpreted as

disagree. I am able to focus in a particular task; and I

easily absorb everything when reading a textbook are

ranked second with a weighted mean of 2.07 and verbally

interpreted as disagree. My knowledge based is enough to

help me understand and elaborate circumstances is ranked

last with a weighted mean of 2.13. Overall it was interpreted

as disagree with a total weighted mean 1.99.

2.2 In terms of linguistic development, BSA respondents ranked

I am able to communicate orally through recitations,

reporting, etc. first with a weighted mean of 2.07 and


interpreted as disagree. I am able to put words together into

grammatically correct sentences is ranked second with a

weighted mean of 2.27 and interpreted as disagree. Ranked

third with a weighted mean of 2.33 and interpreted as

disagree is the statement I am able to comprehend the

lessons I have listened. Ranked last is the statement I can

easily understand deep words with a weighted mean of 2.47

and interpreted as disagree. However, BSAcT respondents

ranked I am able to comprehend the lessons I have

listened first with a weighted mean of 1.73 and interpreted

as disagree. I am able to put words together into

grammatically correct sentences; I am able to

communicate orally through recitations, reporting, etc; I can

easily understand deep words are all ranked last with a

weighted mean of 2.13 and interpreted as disagree.

2.3 In terms of Personal Development, BSA respondents

ranked Adults interaction influences my character first with

a weighted mean of 2.73 and interpreted as neutral. Second

is the Heredity contributes to my personal development

with a weighted mean of 2.93 and interpreted as neutral.

Ranked last are the statements Parenting style of my

guardian/s influences my academic performance; and

Environment seldom affects my personality with a weighted


mean of 3.20 and interpreted as neutral. BSAcT

respondents, however, ranked the statement Environment

seldom affects my personality first with a weighted mean of

2.53 and interpreted as disagree. Heredity contributes to my

personal development is ranked second with a weighted

mean of 2.73 and interpreted as neutral. Ranked third is

Parenting style of my guardian/s influences my academic

performance with a weighted mean of 2.87 and interpreted

as neutral. Adults interaction influences my character is

ranked first with a weighted mean of 2.93 and interpreted as

neutral.

2.4 In terms of Social Development, BSA respondents ranked I

have good social skills first with a weighted mean of 2.40

and interpreted as disagree. Second is the My friends and

classmates always exhibit good influence with a weighted

mean of 3.93 and interpreted as agree. Ranked third is the

statement I have more time studying my lessons than

hanging out with friends with a weighted mean of 4.0 and

interpreted as agree. Ranked last is the statement I dont

have peer pressure experiences with a weighted mean of

4.07 and interpreted as agree. BSAcT respondents ranked

I have more time studying my lessons than hanging out with

friends first with a weighted mean of 2.27 and interpreted as


disagree. I have good social skills is ranked second with a

weighted mean of 3.0 and interpreted as neutral. Ranked

third with a weighted mean of 3.13 and interpreted as neutral

is the statement My friends and classmates always exhibit

good influence Ranked last is the statement I dont have

peer pressure experiences with a weighted mean of 3.33

and interpreted as neutral.

3. Is there a significant difference in the student performance of the BSA and

BSACT in the aforementioned students development?

3.1 In terms of Cognitive Development, the computed t value

36.76644 is greater than the critical value of 2.048 at 0.05

level of significance. This goes to show that the null

hypothesis is rejected. This means that there was a

significant difference between the student performance of

BSA and BSAcT.

3.2 In terms of Linguistic Development, the computed t value

4.09062 is greater than the critical value of 2.048 at 0.05

level of significance. This goes to show that the null

hypothesis is rejected. This means that there was a

significant difference between the student performance of

BSA and BSAcT.

3.3 In terms of Personal Development, it was revealed that the

computed t value 10.20408 is greater than the critical value


2.048. This implied that there is a significant difference

between the student performance of BSA and BSAcT

respondents in terms of their personal development. Null

Hypothesis is then rejected. This means that student

performance of BSA differs from BSAcT due to the aspect of

development which is their personal growth.

3.4 In terms of Social Development, it can be seen that critical

value 2.048 is less than the computed t value of 14.00209.

This shows that there is a significant difference between the

student performance of BSA and BSAcT respondents in

terms of social development. This means that the null

hypothesis is rejected.

4. What are the factors affecting the student performance of BSA and

BSACT respondents?

4.1 In terms of Physical factors, the statement I always have a

sufficient rest before attending class has a weighted mean

of 2.67 which is ranked first and verbally interpreted as

neutral. I always take a proper meal before studying is

ranked second and has a weighted mean of 3.47 which

verbally interpreted as agree. Ranked third is the statement

A well-ventilated, clean, and orderly classroom can

influence me while studying with a weighted mean of 3.93,

and verbally interpreted as agree. Noise does not affect my


learning is ranked fourth with a weighted mean of 4.00 and

interpreted as agree. BSAcT respondents ranked noise

does not affect my learning; and I always take a proper

meal before studying first with a weighted mean of 2.47,

and verbally interpreted as disagree. The statement A well-

ventilated, clean, and orderly classroom can influence me

while studying has a weighted mean of 2.8, ranked third and

verbally interpreted as neutral. I always have sufficient rest

before attending class is ranked fourth with a weighted

mean of 3.2 and interpreted as neutral.

4.2 In terms of Social Factors, BSA respondents ranked I am

able to concentrate when there are distractions first with

weighted mean of 3.67 and verbally interpreted as agree.

The statement I always find my major subjects interesting

has a weighted mean of 4.00, ranked second and verbally

interpreted as agree; Statements I am motivated to attend

everyday classes; and I exercise my thinking skills always

are ranked last with a weighted mean of 4.07 and interpreted

as agree. However BSAcT respondents ranked I always

exercise my thinking skills first with a weighted mean of

1.60 and verbally interpreted as disagree. I always find my

major subjects interesting has a weighted mean of 1.80,

ranked second and verbally interpreted as disagree; The


statement I am motivated to attend my everyday classes

has a weighted mean of 1.87, ranked third and verbally

interpreted as disagree. Ranked last is the statement I am

able to concentrate when there are distractions with a

weighted mean of 1.93 and interpreted as disagree.

Conclusion

Based on the findings of the study and after the careful analysis of the data

presented, the researchers had drawn the following conclusions:

1. The demographic profile of the respondents showed that majority of the

respondents was female between the ages of 16-20.

2. Majority of the BSA respondents agreed that they are doing the situations

given on the survey questionnaires in terms of their cognitive development

which can be noted that they are more focused on analysing the lessons

given every day. They have learning styles which can help them cope up

in their studies. However, BSAcT respondents disagreed that they are

doing the statements provided which can be noted that they are having

hard time thinking and analysing some lessons given to them. In terms of

the aspect of linguistic development, BSA and BSAcT respondents both

disagreed that they are doing the statements provided in the survey which

can be seen that both respondents are having difficulties in terms of their

language acquisitions. In terms of personal development. Both

respondents answered neutral in the statements with relations to their

personal growth. In terms of social development, BSA agreed with the


statements in relation of their social interaction with their peers, while

BSAcT answered neutral.

3. It was revealed that there was a significant difference in the performance

of BSA and BSAcT in terms of all aspect of development.

4. It was found that BSA respondents positively agreed that physical and

mental factors affect their performance. However, BSAcT results revealed

that physical factors can either affect their performance positively and

negatively but mental factors was said to negatively affect their

performance.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations are hereby offered for both of the respondents:

BSA

1. Respondents should possess a good knowledge of the language they

speak or write in order to communicate effectively.

2. Respondents should join activities by organizations that sponsor learning.

Try to get more involved with study groups and team buildings. This will

enhance their social interaction as well as their performance in the class.

BSAcT

1. Respondents should integrate their learning styles in order to cope up with

the different set of lessons.

2. Respondents should develop note taking strategies while listening in order

to grasp the lessons. It will help make the information part of the memory.
3. Respondents should make the school as their top priority by balancing

their school works and social life in order to be an effective student.

4. Respondents should choose a comfortable place to study so they can

able to learn quickly and effectively.

5. Respondents should have a personal evaluation notebook to track their

body reactions. This will help them develop their healthy routines which

will help them cope up with their learning.

6. Respondents should establish thinking strategies to enhance their mental

abilities.

Action Plan

To help the students enhance and maintain their performance, the

researchers has set of action to consider in achieving the purpose of the study.

The lists are stated procedurally for both of the respondents:

BSA

(1)

Proposed Action

1. Conduct a seminar in the school regarding the enhancement of the

respondents communication skills.

2. Invite an effective speaker.

3. Inform the BSA students about the seminar to be conducted.

Responsible Person

1. School Administration

2. Department Head Institute of Accountancy


3. JPIA Officers

4. BSA students

Budget

1. Professional Fees P 3 000

2. Food Expenses P 1 500

3. Miscellaneous Expenses P 1 000

Total Budget P 5 500

Time Frame

Second week of July

(2)

Proposed Action

1. Organize a team building activities to enhance the social interaction of the

respondents.

2. Plan a set of activities that will be done.

3. Inform the respondents and impart them that this activity will be for their

benefit.

Responsible Person

1. School Administration

2. Department Head Institute of Accountancy

3. JPIA Officers

4. BSA students

Budget
1. Travel and Accommodation Expense P 3 000

2. Food Expenses P 1 500

Total Budget P4 500

Time Frame

Third week of June

BSAcT

(1)

Proposed Action

4. Conduct a seminar in the school regarding the different learning strategies

that will enhance their study techniques.

5. Invite an effective speaker.

6. Inform the BSA students about the seminar to be conducted.

Responsible Person

5. School Administration

6. Department Head Institute of Accountancy

7. JPIA Officers

8. BSAcT students

Budget

4. Professional Fees P 3 000

5. Food Expenses P 1 500

6. Miscellaneous Expenses P 1 000

Total Budget P 5 500


Time Frame

Second week of August

(2)

Proposed Action

1. Respondents should sit in a place where they could absorb the

information properly.

2. Take down notes especially when the information is important.

3. Learn to ask if the lessons are unclear.

(3)

Proposed Action

1. Conduct student orientation about the importance of learning and the

impact of peer pressure experiences.

2. Inform the respondents by posting announcements through bulletin boards

and other social media.

3. Invite an effective speaker.

Responsible Person

1. School Administration

2. Department Head Institute of Accountancy

3. BSAcT students
Budget

1. Professional Fees P 1 500

2. Food and Other Expenses P 1 000

Total Budget P 2 500

Time Frame

First Day of classes

(4)

Proposed Action

1. Find a conducive place to study.

2. Choose a well ventilated, clean and quiet study area.

(5)

Proposed Action

1. Conduct Health Awareness programs inside the University.

2. Inform the medical team of the University for the Health Awareness

Program.

3. Disseminate the information and announce the said program

Responsible Person

4. School Administration

5. University Clinic- staffs


6. Department Head Institute of Accountancy

7. JPIA Officers

8. BSAcT students

Time Frame

Every beginning of semester.

(6)

Proposed Action

1 Conduct a seminar in the University regarding the different thinking skills

that will enhance their abilities

2 Invite an effective speaker.

3. Inform the BSA students about the seminar to be conducted.

Responsible Person

4. School Administration

5. Department Head Institute of Accountancy

6. JPIA Officers

7. BSAcT students

Budget

1. Professional Fees P 3 000

7. Food Expenses P 1 500

8. Miscellaneous Expenses P 1 000

Total Budget P 5 500


Time Frame

Second week of June