Sop1 and 2

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter focuses on the presentation, analysis and interpretation of the data
gathered. The data gathered were analyzed using the statistical methods mentioned in the
previous chapter. Interpretation was indicated according to the datas statistical
significance.
1. Profile of the Entry Level Accountants Respondents

1.1 Gender
Table 3
Entry-Level Accountants Frequency and Percentage Distribution
of the Respondents Profile According to Gender
Gender
Male
Female
Total
Frequency (f)
15
15
30
Percentage (%)
50
50
100
Table 3 shows the frequency and percentage of the entry- level accountants
respondents according to their gender. There are thirty (30) entry-level accountants
respondents for the study, fifteen (15) of which are male, which represents 50% of
the sample and fifteen (15) are female, which represents, 50% of the sample of
entry- level accountants of thirty (30) respondents.
According to Brahmasrene and Whitten as cited by (2001) gender differences
in accounting performance suggest that female students tend to exhibit more skills
and proficiency than their male counterparts because they work harder, have better
study skills, attend classes regularly, and strike a good balance between their social
life and academic life. The opposite is true with men.
1.2 Area of Work in Accounting
Table 4
Entry-Level Accountants Frequency and Percentage Distribution
of the Respondents Profile According to Area of Work in Accounting
Area in Accounting
Public
Private
Total
Frequency (f)
15
15
30
Percentage (%)
50
50
100
Table 4 shows the frequency and percentage of the entry- level

accountants respondents according to their area of work in accounting. There are
thirty (30) entry-level accountants respondents for the study, fifteen (15) of which
came from public industry , which represents fifty- percent (50%) of the sample
and another fifteen (15) came from the private industry , which similarly ,
represents fifty- percent (50%) of the sample entry- level accountants of thirty
(30) respondents.
In a survey conducted by JobStreet (2015) results shows that most of the
recently passed certified public accountants wanted to work in the public and
private area of accounting which have percentages of 53.6% and 29.1%. Other
choices garnered an 11.2% for those who want to work in the government and
only 5.9% wanted to work in the academe. Hence, respondents from public and
private industry are divided equally among the entry-level accountants
2. Profile of the Supervisor Respondents

2.1 Gender
Table 5
Supervisors Frequency and Percentage Distribution
of the Respondents Profile According to Gender
Gender
Male
Female
Total
Frequency (f)
14
16
30
Percentage (%)
46.7
53.3
100
Table 5 shows the frequency and percentage of the supervisor respondents

according to their gender. There are thirty (30) supervisors respondents for the study,
fourteen (14) of which are male, which represents 46.7% of the sample and sixteen
(16) are female, which represents, 53.3% of the sample of supervisors accountants of
thirty (30) respondents.
Likewise, Kunin (2014), mentioned there are more female accountant supervisor
in public accounting because men struggle with work demands.
2.2 Area of Work in Accounting

Table 6
Supervisors Frequency and Percentage Distribution
of the Respondents Profile According to Area of Work in Accounting
Area in Accounting
Public
Private
Total
Frequency (f)
15
15
30
Percentage (%)
50
50
100
Table 6 shows the frequency and percentage of the supervisor respondents

according to their area of work in accounting. There are thirty (30) supervisor
respondents for the study, fifteen (15) of which came from public industry ,
which represents fifty- percent (50%) of the sample and another fifteen (15) came
from the private industry , which similarly , represents fifty- percent (50%) of the
sample supervisors of thirty (30) respondents.
Valentine (2001), results showed that there is a significant difference on
the perceived competencies of entry-level accountants as perceived by the
supervisors when they are grouped according to their areas of work in accounting.
3. Perceived Competencies of Entry- level Accountant Respondents as Perceived by
Themselves in Terms of:
The following tables below summarizes and presents the perceived
competencies of entry-level accountants on the following competencies; namely;
functional, personal and business or organizational skills.
3.1 Functional Competencies
Table 7
Perceived Competencies of Entry- level Accountant Respondents as
Perceived by Themselves in Terms of Functional Competencies
Indicator
Functional
Decision-making:
Risk analysis:
Measurement
Reporting
Research
Leverage technology
OVERALL
Composi
te
Mean
3.02
2.97
2.97
3.13
2.72
2.82
SD
Adjectival
Description
.62
.72
.63
.63
.74
.62
3.00
.56
High Competence
High Competence
High Competence
High Competence
High Competence
High Competence
High
Competence
Interpretation
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00
Table 7 presents the level of the perceived competencies of entry-level accountant

respondents as perceived by themselves in terms of functional competencies. The
questionnaire contains 6 sub-variables related to the perceived functional competencies of
entry-level accountant respondents. As it is shown in the table, Decision making has a
composite mean of 3.02 and an interpretation of high competence. For Risk Analysis, it
has a composite mean of 2.97 and an interpretation of high competence. For
Measurement, it has a composite mean of 2.97 and an interpretation of high competence.
For Reporting, it has a composite mean of 3.13 and an interpretation of high competence.
For Research, it has a composite mean of 2.72 and an interpretation of low competence.
Leverage Technology, it has a composite mean of 2.82 and an interpretation of high
competence.
As shown also in the table, the sub-variable Decision Making shows the highest
composite of mean of 2.95. On the other hand, the sub-variable Research has the lowest
mean of 3.02.
Kavanagh and Drennan (2008) reveals that students were focused on developing
routine technical expertise, oral and written communication skills, analytical and problem
solving skills and appreciative skills including decision making and critical thinking.
With regard to employers, they are expecting graduates entering the profession to have as
the top three skills analytical/problem solving skills, a level of business awareness or real
life experience, basic accounting skills, and technology.
In conclusion to the researchers study, the principles and techniques needed to
solve problems or make judgments are important in the industry. Thus, individuals
entering the accounting profession should display effective problem solving and decisionmaking skills, good insight, and judgment, as well as innovative and creative thinking.
Table 8
Perceived Competencies of Entry- level Accountant Respondents as Perceived by
Themselves in Terms of Functional Competencies With Corresponding Statements
Indicator Functional
Statement
#
#1
#10
Composite
Mean
Of
Decision
Making
#2
Composite
Mean Of
Risk
Analysis
Mean
SD
Adjectival
Description
Interpret
ation
Agree
Decision Making
Decision-making: having the
ability
to
conceptually
structuralize the situation and
select one amongst available
options.
The ability to analyse and
reason logically: supporting
your
arguments
with
theoretical
analysis
or
objective
or
subjective
reasoning process.
3.07
.69
High
Competenc
e
2.97
.72
High
Competenc
e
Agree
3.02
.62
High
Competenc
e
Agree
High
Competenc
e
Agree
High
Competenc
e
Agree
Risk Analysis
Financial
risk
analysis:
having the ability to assess
the
factors
that
may
jeopardize the project such as
2.97 .72
knowing
cost
benefit
analysis,
ratio
analysis,
portfolio management, NPV,
IRR, sensitivity analysis etc.
2.97
.72
Measurement
#9
#3
Economics
background:
analysing the production,
distribution and consumption
of goods and services such as
knowing how to measure
GDP, GNP, demand and
supply curve, equilibrium,
and price elasticity etc.
Financial
accounting:
classifying
of
financial
transactions
to
proper
accounts.
Composite
Mean of
Measurem
ent
3.13
.78
High
Competenc
e
2.80
.66
High
Competenc
e
Agree
2.97
.63
High
Competenc
e
Agree
3.13
.63
High
Competenc
e
Agree
3.13
.63
High
Competenc
e
Agree
2.63
.81
High
Competenc
e
Agree
2.80
.76
High
Competenc
e
Agree
2.72
.74
High
Competenc
e
Agree
Agree
Reporting
#8
Cost
and
management
accounting: study of the
accounting information to
managers
within
organizations, to provide
them with the basis to make
informed business decisions
such as knowing budgeting
techniques,
costing,
accounting for labour, and
accounting for overheads etc.
Composite
Mean of
Reporting
Research
#6
#7
Composite
Mean of
Research
Use of modeling and

quantitative
analysis
techniques
Statistics: study of the
collection,
organization,
analysis, interpretation, and
presentation of data such as
knowing how to conduct
regression
analysis,
correlation, chi-square, t-test,
and hypothesis testing etc.
Leverage Technology
.86
Low
Competenc
e
Disagree
3.13
.73
High
Competenc
e
Agree
2.82
.62
High
Competenc
e
Agree
3.00
.56
High
Competenc
e
Agree
#4
Utilize specialized software

(SPSS, accounting and tax).
2.50
#5
Information
technology
competence:
having the
ability to use computer
software such as knowing
MS
Office,
Excel,
Powerpoints
Composite
Mean of
Leverage
Technolog
y
OVERAL
L MEAN
OF
FUNCTI
ONAL
COMPET
ENCY
3.2 Personal Competencies

Table 9
Perceived by Themselves in Terms of Personal Competencies
Indicator
Composit
e
Mean
SD
Adjectival
Description
Interpretat
ion
High
Agree
Competence
High
Problem Solving and Decision
3.30
.60
Competen
Agree
Making
ce
High
Interaction
3.10
.56
Agree
Competence
High
Leadership
3.30
.60
Agree
Competence
High
Communication
3.04
.67
Agree
Competence
Project Management,
High
3.00
.59
Agree
Competence
High
OVERALL
3.12
.47
Agree
Competence
Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ;
Strongly Agree 3.51 4.00
Professional Demeanor
3.10
.48
Table 9 presents the level of the perceived competencies of entry-level accountant

respondents as perceived by themselves in terms of personal competencies. The
questionnaire contains 6 sub-variables related to the perceived functional competencies of
entry-level accountant respondents. As it is shown in the table, Professional Demeanor
has a composite mean of 3.10 and an interpretation of high competence. For Problem
Solving and Decision Making, it has a composite mean of 3.30 and an interpretation of
high competence. For Interaction, it has a composite mean of 3.10 and an interpretation
of high competence. For Leadership, it has a composite mean of 3.30 and an
interpretation of high competence. For Communication, it has a composite mean of 3.04
and an interpretation of low competence. For Project Management, it has a composite
mean of 3.00 and an interpretation of high competence.
As shown also in the table, the sub-variables Problem Solving and Decision
Making and Leadership show the highest composite of mean of 3.30. On the other hand,
the sub-variable Communication and Project Management has the lowest mean of 2.38.
Developing skills and attributes to equip them for a career in the accounting profession is
needed.
The findings of the study of Kavanagh and Drennan (2008) reveal that students
rated continuous learning as the most important skill to future careers and were focused
on developing routine technical expertise, oral and written communication skills,
analytical and problem solving skills and appreciative skills including decision making
and critical thinking. In conclusion, Individuals entering the accounting profession should
behave in a manner that is consistent with the character and standards of the discipline of
accounting, as well as the norms of the environment in which they interact.
Entry-level accountants often asked and seen to discern the true nature of a
situation and then developing skills and attributes to equip them for a career in the
accounting profession
Table 10

Themselves in Terms of Personal Competencies With Corresponding Statements
Statement
#
#13
#17
#23
#26
Composite
Mean
Of
Profession
al
Demeanor
#11
#21
Mean
SD
Adjectival
Description
Interpret
ation
Think and behave ethically:
professional behavior of
accountants
must
be
according to accounting code
of ethics
Personal attributes: having
confidence, identifying owns
strengths and weaknesses,
motivation
level,
selfpromotion
and
selfmanagement etc.
Presentation
skill:
appropriately present
and
construct financial statement
or audit opinion
Focused on outcomes: ability
to focus on objective and
subjective outcomes such as
meeting financial targets and
deadlines
.72
High
Competenc
e
Agree
3.03
.18
High
Competenc
e
Agree
2.80
.76
High
Competenc
e
Agree
3.20
.71
High
Competenc
e
Agree
3.10
.48
High
Competenc
e
Agree
3.37
Problem Solving and Decision Making

Problem solving: coming up
High
with a practical and feasible 3.13 .63 Competenc
solution to a problem
e
Think creatively: coming up
High
with new and more effective 3.13 .63 Competenc
solutions to old problems
e
Agree
Agree
Composi
te Mean
Of
Problem
Solving
and
Decision
Making
3.13
.51
High
Competenc
e
Agree
Interaction
#14
#19
#24
#25
Flexibility and adaptability:

be flexible and adaptable to
changing environment in
official routine activities.
Teamwork: having the ability
to collaborate with colleagues
to resolve conflicts while
working in group.
Negotiation skill: making
others understand what you
are saying and convincing
them to a point where both
parties
arrive
at
an
agreement.
Understanding
group
dynamics: while working in
group understanding others
work potential, attitude,
emotions, and patience level.
Composite
Mean of
Interaction
3.27
.74
High
Competenc
e
Agree
3.27
.58
High
Competenc
e
Agree
.79
High
Competenc
e
Agree
.76
High
Competenc
e
Agree
.56
High
Competenc
e
Agree
Agree
2.83
3.03
3.10
Leadership
#20
#27
Composite
Mean of
Leadershi
p
Independent thinking: having

independent
professional
judgment
Self-initiative: taking the
work responsibility on your
own while considering work
environment dynamics
3.23
.74
High
Competenc
e
3.37
.61
High
Competenc
e
Agree
.60
High
Competenc
e
Agree
3.30
Communication
#15
#16
#18
#22
Composite
Mean of
Communi
cation
#12
Composite
Mean of
Project
Managem
ent
OVERAL
L MEAN
OF
PERSON
AL
COMPET
ENCY
Communicate orally: having

the ability to speak fluently in
English, using appropriate
tone to address your boss and
subordinates.
Communicate in written
format: having the ability to
draft inter office memos and
letters.
English language: having the
ability to read, write, listen
and speak in English.
Listen effectively: listen
attentively and understanding
what others are saying.
2.87
.78
High
Competenc
e
Agree
3.07
.83
High
Competenc
e
Agree
3.00
.74
3.23
.77
3.04
.67
High
Competenc
e
High
Competenc
e
High
Competenc
e
Project Management
Project management: having
High
the ability to establish and 3.00 .59 Competenc
run new projects
e
3.00
.59
High
Competenc
e
3.12
.47
High
Competenc
e
Agree
Agree
Agree
Agree
Agree
Agree
3.3 Business or Organizational Competencies

Table 11
Perceived by Themselves in Terms of Business or Organizational
Competencies
Indicator
Composi
te
Mean
SD
Strategic/Critical Thinking
3.10
.48
Industry/Sector Perspective
3.00
.59
International/Global
Perspective
2.77
.82
3.27
.64
3.00
.54
3.00
.64
2.92
.55
Resource Management,
Legal/Regulatory Perspective
Marketing/Client Focus,
OVERALL
Adjectival
Description
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
Interpretat
ion
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Table 11 presents the level of the perceived competencies of entry-level

accountant respondents as perceived by supervisors in terms of organizational/business
competencies. The questionnaire contains 5 sub-variables related to the perceived
functional competencies of entry-level accountant respondents. As it is shown in the
table, Strategic/Critical Thinking has a composite mean of 3.10 and an interpretation of
high competence. For Industry/Sector Perspective, it has a composite mean of 3.00 and
an interpretation of high competence. For Resource Management, it has a composite
mean of 3.27 and an interpretation of high competence. For Legal/Regulatory
Perspective, it has a composite mean of 3.00 and an interpretation of high competence.
For Marketing/Client Focus, it has a composite mean of 3.00 and an interpretation of low
competence.
As shown also in the table, the sub-variable Strategic/Critical Thinking shows the
highest composite of mean of 3.10. On the other hand, the sub-variable
International/Global Perspective has the lowest mean of 2.77.
In the study of Kavanagh and Drennan (2008), he revealed that students were
focused on developing routine technical expertise, oral and written communication skills,
analytical and problem solving skills and appreciative skills including decision making
and critical thinking. In conclusion entry-level accountants should have familiarization
and awareness of the industry they are working into for them to maintain the performance
in their work.
In conclusion, accounting encompasses the ability to link data, knowledge, and
insight together from various disciplines to provide information for decision-making.
Being in tune with the "big picture" perspective is a necessary component for success.
Individuals entering the accounting profession should be able to communicate to others
the vision, strategy, goals, and culture of organizations.
Table 12
Themselves in Terms of Business or Organizational Competencies With
Corresponding Statements
Statement
#
Mean
SD
Adjectival
Description
Interpret
ation
#30
Composite
Mean
Of
Strategic/
Critical
Thinking
#34
Composi
te Mean
Of
Industry
/Sector
Perspect
ive
#28
Composi
te Mean
of
Industry
/Sector
Perspect
ive
Critical thinking: having a

sight to see things beyond its
apparent meaning and not
accepting anything until
proven with logical reasoning
or through some evidence
3.10
3.10
.48
High
Competenc
e
Agree
.48
High
Competenc
e
Agree
Work
effectively
in
diversified cultural settings:
High
understanding cultural norms
3.00 .69 Competenc
and values to work in
e
diversified
culture
or
multinational firms
3.00
.69
High
Competenc
e
International/Global Perspective
International
global
perspective: Knowledge and
understanding
of
High
international
financial 2.76 .82 Competenc
reporting standards and of
e
current developments in the
2.77
.82
High
Competenc
e
Agree
Agree
Agree
Agree
#35
Composite
Mean of
Resource
Managem
ent
#29
#32
Composi
te Mean
of
Legal/Re
gulatory
Perspect
ive
#31
Resource Management
Engage in lifelong learning:
attending
professional
High
development, seminars , team 3.27 .64 Competenc
buildings and
programs
e
required in the profession.
3.27
.64
High
Competenc
e
Legal regulatory perspective:
knowledge of the legal
High
structure of the state such as 2.87 .63 Competenc
corporate law, taxation and
e
auditing standards
Inter or multidisciplinary
perspective: while doing
accounting
considering
High
others
disciplinary 3.13 .68 Competenc
perspective such as strategic
e
management, corporate law
and taxation etc.
3.00
.54
High
Competenc
e
Marketing/Client Focus
Marketing/clients
focus:
customer care orientation
High
such as knowing marketing 2.93 .78 Competenc
tactics in order to deal with
e
clients
Agree
Agree
Agree
Agree
Agree
Agree
#33
Strategic
management:
concerned with the study of
understanding organisation
strategic requirements such
as knowing porter's 5 forces,
SWOT
analysis,
price
differentiation
strategies,
product development, market
penetration etc
Composi
te Mean
of
Marketi
ng/Clien
t Focus
OVERAL
L MEAN
OF
ORGANIZ
ATIONAL
COMPET
ENCIES
3.07
3.00
2.92
.74
High
Competenc
e
Agree
.64
High
Competenc
e
Agree
.55
High
Competenc
e
Agree
Table 13
Overall Assessment on the Perceived Competencies of Entry- level Accountant
Respondents as Perceived by Themselves
Indicator
Mean
SD
Functional
3.00
.56
Personal
3.12
.47
Organizational or
Business
2.92
.55
Overall Mean
3.01
.47
Adjectival
Interpretation
Description
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence
Table 13 shows the comparison of overall assessment on the perceived

competencies of entry- level accountant respondents as perceived by themselves in terms
of the variables functional, personal and business or organizational competencies. In
terms of Functional Competencies, the entry-level accountants are perceived to have high
competence on the aspect. The variable functional has a composite mean of 3.00. Entrylevel accountants have perceived that they have high competence on this aspect.
In terms of Personal Competencies, the entry-level accountants are perceived to
have high competence on this aspect. The variable Personal has a composite mean of
3.12. Entry-level accountants have perceived that they have high competence on this
aspect.
In terms of Business or Organizational Competencies, the entry-level accountants
are perceived to have high competence on this aspect. The variable business or
organizational has a composite mean of 2.92. Entry-level accountants have perceived that
they have high competence on this aspect.
On the summary of the Competencies, Personal Competencies got the highest
composite mean which is 3.12 and interpreted as a High Competence. Next is the
Functional Competencies with the composite mean of 3.00 and interpreted as a High
Competence and the Business or Organizational competencies which got the mean of
2.92 is the lowest and is interpreted as high competence. Summing up the three indicators
for perceived competencies of entry- level accountant respondents as perceived by
supervisors, it shows that they perceive to have high competence on all these aspects with
a composite mean of 3.02.
4. Perceived Competencies of Entry- level Accountant Respondents as Perceived by

Supervisors in Terms of:
The following tables below summarizes and presents the perceived
competencies of entry-level accountants as perceived by the supervisors on the following
competencies; namely; functional, personal and business or organizational skills.
4.1 Functional Competencies

Table 14
Supervisors in Terms of Functional Competencies
Compo
site
Mean
2.90
2.87
2.95
2.77
SD
Adjectival
Description
.53
.63
.53
.40
Research
2.38
.50
Leverage technology
2.77
.40
2.7
7
High Competence
High Competence
High Competence
High Competence
Low
Competence
High Competence
Indicator
Functional
Decision-making
Risk analysis
Measurement
Reporting
OVERALL
.40
Interpretation
Agree
Agree
Agree
Agree
Disagree
Agree
High
Competence

accountant respondents as perceived by supervisors in terms of functional competencies.
The questionnaire contains 6 sub-variables related to the perceived functional
competencies of entry-level accountant respondents. As it is shown in the table, Decision
making has a composite mean of 2.90 and an interpretation of high competence. For Risk
Analysis, it has a composite mean of 2.87 and an interpretation of high competence. For
Measurement, it has a composite mean of 2.95 and an interpretation of high competence.

For Reporting, it has a composite mean of 2.77 and an interpretation of high competence.
For Research, it has a composite mean of 2.38 and an interpretation of low competence.
Leverage Technology, it has a composite mean of 2.77 and an interpretation of high
competence.
As shown also in the table, the sub-variable Measurement shows the highest
composite of mean of 2.95. On the other hand, the sub-variable Research has the lowest
mean of 2.38.
According to Sithole (2015), he showed that employers perceived accounting
graduates to be highly skilled in competencies such as measurement skills and reporting
skills. In contrast to this, the results of his study also showed that employers require
computing techniques, research and statistics techniques, proficiency in statistic software
and computer-related programs, written communication, and reporting skills.
In conclusion to the researchers study, of the perceived competencies of entrylevel accountant respondents as perceived by supervisors in terms of functional
competencies is considered of high competence, but there are specific skills such
Research that has to be developed for it is also of great demand and need in the
accounting sectors.
Table 15
Supervisors in Terms of Functional Competencies With Corresponding Statements
Statement #
Mea S
Adjectival
n
D Description
Decision Making
Interpretatio
n
#1
#10
Composite
Mean
Of Decision
Making
#2
Composite
Mean Of Risk
Analysis
Decision-making:
having the ability to
conceptually
structuralize
the
situation and select
one
amongst
available options.
The ability to analyse
and reason logically:
supporting
your
arguments
with
theoretical analysis or
objective
or
subjective reasoning
process.
2.93
.
58
High
Competence
Agree
2.87
.
73
High
Competence
Agree
2.90
.
53
High
Competenc
e
Agree
High
Competence
Agree
High
Competenc
e
Agree
Risk Analysis
Financial
risk
analysis: having the
ability to assess the
factors that may
jeopardize the project
.
such as knowing cost 2.87
63
benefit analysis, ratio
analysis,
portfolio
management, NPV,
IRR,
sensitivity
analysis etc.
2.87
Measurement
.
63
#9
#3
Economics
background:
analysing
the
production,
distribution
and
consumption
of
goods and services
such as knowing how
to measure GDP,
GNP, demand and
supply
curve,
equilibrium, and price
elasticity etc.
Financial accounting:
classifying
of
financial transactions
to proper accounts.
Composite
Mean of
Measurement
#8
Composite
Mean of
Reporting
#6
3.20
.
76
High
Competence
Agree
2.70
.
53
High
Competence
Agree
High
2.95
Competenc
e
Reporting
.
53
Cost and management

accounting: study of
the
accounting
information
to
managers
within
organizations,
to
provide them with the
basis
to
make
informed
business
decisions such as
knowing budgeting
techniques, costing,
accounting for labour,
and accounting for
overheads etc.
Agree
2.90
.
61
High
Competence
Agree
2.90
.
61
High
Competenc
e
Agree
.
56
Low
Competence
Disagree
Research
Use of modeling and
quantitative analysis 2.37
techniques
#7
Composite
Mean of
Research
#4
#5
Composite
Mean of
Leverage
Technology
OVERALL
MEAN OF
FUNCTIONAL
COMPETENC
Y
Statistics: study of the

collection,
organization,
analysis,
interpretation,
and
presentation of data
such as knowing how
to conduct regression
analysis, correlation,
chi-square, t-test, and
hypothesis testing etc.
2.40
.
62
Low
Competence
Disagree
2.38
.
50
Low
Competenc
e
Disagree
Low
Competence
Disagree
High
Competence
Agree
2.63
.
66
High
Competenc
e
Agree
2.77
.
40
High
Competenc
e
Agree
Leverage Technology
Utilize
specialized
.
software
(SPSS, 2.23
86
accounting and tax).
Information
technology
competence: having
the ability to use
.
3.03
computer
software
72
such as knowing MS
Office,
Excel,
Powerpoints
4.2 Personal Competencies
Table 16
Supervisors in Terms of Personal Competencies
Composit
e
Mean
SD
2.93
.57
Problem Solving and Decision

Making
2.88
.47
Interaction
2.91
.55
Leadership
2.72
.37
Communication
2.38
.32
2.38
.32
2.72
.37
Indicator
Project Management
OVERALL
Adjectival
Description
High
Competence
High
Competen
ce
High
Competence
High
Competence
Low
Competence
Low
Competence
High
Competence
Interpretat
ion
Agree
Agree
Agree
Agree
Disagree
Disagree
Agree

accountant respondents as perceived by supervisors in terms of personal competencies.
The questionnaire contains 6 sub-variables related to the perceived functional
competencies of entry-level accountant respondents. As it is shown in the table,
Professional Demeanor has a composite mean of 2.93 and an interpretation of high
competence. For Problem Solving and Decision Making, it has a composite mean of 2.88
and an interpretation of high competence. For Interaction, it has a composite mean of
2.91 and an interpretation of high competence. For Leadership, it has a composite mean
of 2.72 and an interpretation of high competence. For Communication, it has a composite

mean of 2.38 and an interpretation of low competence. For Project Management, it has a
composite mean of 2.38 and an interpretation of high competence.
As shown also in the table, the sub-variable Professional Demeanor shows the
highest composite of mean of 2.93. On the other hand, the sub-variable Communication
and Project Management has the lowest mean of 2.38.
Competence involves adoption of professional behavior that values accountability
to the public and leadership in public practice, industry, government, and education. In the
study of Chaker and Abdullah (2011), he found out that accounting graduates were
equipped with professional ethics (organisational and business management skills),
interpersonal skills, auditing skills and information development and distribution skills
(technical and functional skills).
In conclusion, Individuals entering the accounting profession should behave in a
manner that is consistent with the character and standards of the discipline of accounting,
as well as the norms of the environment in which they interact.
Table 17
Supervisors in Terms of Personal Competencies With Corresponding Statements
Statement
#
#13
Mean
SD
Adjectival
Description
Interpret
ation
Think and behave ethically:
professional behavior of
accountants
must
be
according to accounting code
of ethics
3.27
.74
High
Competenc
e
Agree
#17
#23
#26
Personal attributes: having

confidence, identifying owns
strengths and weaknesses,
motivation
level,
selfpromotion
and
selfmanagement etc.
Presentation
skill:
appropriately present
and
construct financial statement
or audit opinion
Focused on outcomes: ability
to focus on objective and
subjective outcomes such as
meeting financial targets and
deadlines
Composite
Mean
Of
Profession
al
Demeanor
#11
#21
3.03
.72
High
Competenc
e
Agree
2.57
.77
High
Competenc
e
Agree
2.83
.75
High
Competenc
e
Agree
2.93
.57
High
Competenc
e
Agree
Problem Solving and Decision Making

Problem solving: coming up
High
with a practical and feasible 3.03 .56 Competenc
solution to a problem
e
Think creatively: coming up
High
with new and more effective 2.73 .69 Competenc
solutions to old problems
e
Composi
te Mean
Of
Problem
Solving
and
Decision
Making
2.88
Agree
Agree
High
Competenc
e
Agree
.74
High
Competenc
e
Agree
.73
High
Competenc
e
Agree
.47
Interaction
#14
#19
Flexibility and adaptability:

be flexible and adaptable to
changing environment in
official routine activities.
Teamwork: having the ability
to collaborate with colleagues
to resolve conflicts while
working in group.
3.00
3.23
#24
#25
Negotiation skill: making

others understand what you
are saying and convincing
them to a point where both
parties
arrive
at
an
agreement.
Understanding
group
dynamics: while working in
group understanding others
work potential, attitude,
emotions, and patience level.
Composite
Mean of
Interaction
2.67
.80
High
Competenc
e
Agree
2.73
.74
High
Competenc
e
Agree
2.91
.55
High
Competenc
e
Agree
Leadership
#20
#27
Composite
Mean of
Leadershi
p
#15
#16
#18
#22
Composite
Mean of
Communi
cation
Independent thinking: having

independent
professional
judgment
Self-initiative: taking the
work responsibility on your
own while considering work
environment dynamics
2.80
.71
High
Competenc
e
Agree
2.83
.65
High
Competenc
e
Agree
2.82
.56
High
Competenc
e
Agree
Low
Competenc
e
Disagree
Low
Competenc
e
Disagree
Communication
Communicate orally: having
the ability to speak fluently in
English, using appropriate 2.10 .66
tone to address your boss and
subordinates.
Communicate in written
format: having the ability to
2.50 .57
draft inter office memos and
letters.
English language: having the
ability to read, write, listen 2.43 .63
and speak in English.
Listen effectively: listen
attentively and understanding 2.50 .63
what others are saying.
2.38
.32
Low
Competenc
e
Low
Competenc
e
Low
Competenc
e
Disagree
Disagree
Disagree
Project Management
Project management: having
High
the ability to establish and 2.73 .64 Competenc
run new projects
e
#12
Composite
Mean of
Project
Managem
ent
OVERAL
L MEAN
OF
PERSON
AL
COMPET
ENCY
Agree
2.73
.64
High
Competenc
e
Agree
2.72
.37
High
Competenc
e
Agree
4.3 Business or Organizational Competencies

Table 18
Supervisors in Terms of Business or Organizational Competencies
Indicator
Composi
te
Mean
SD
2.70
.60
2.77
.73
International/Global
Perspective
2.67
.71
2.67
.71
2.72
.58
2.53
.57
2.68
.51
Resource Management
OVERALL
Adjectival
Description
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
Interpretat
ion
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Legend: Strongly Disagree 1.00-1.50 ; Agree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

accountant respondents as perceived by supervisors in terms of organizational/business
competencies. The questionnaire contains 5 sub-variables related to the perceived
functional competencies of entry-level accountant respondents. As it is shown in the
table, Strategic/Critical Thinking has a composite mean of 2.70 and an interpretation of
high competence. For Industry/Sector Perspective, it has a composite mean of 2.77 and
an interpretation of high competence. For Resource Management, it has a composite
mean of 2.67 and an interpretation of high competence. For Legal/Regulatory
Perspective, it has a composite mean of 2.72 and an interpretation of high competence.
For Marketing/Client Focus, it has a composite mean of 2.53 and an interpretation of low
competence.
As shown also in the table, the sub-variable Industry/Sector Perspective shows the
highest composite of mean of 2.72. On the other hand, the sub-variable Marketing/Client
Focus has the lowest mean of 2.53.
A study conducted by Oliver (2011), he showed that both accounting employers
and teaching staff perceived entry level accountants show importance in their capabilities
in communicating with clients, developing general industry awareness, and thinking
critically and analytically, solving complex, real-world problems.
In conclusion entry-level accountants should have familiarization and awareness
of the industry they are working into for them to maintain the performance in their work.
Table 19
Supervisors in Terms of Business or Organizational Competencies With
Corresponding Statements
Statement
#
#30
Composite
Mean
Of
Strategic/
Critical
Thinking
#34
Composi
te Mean
Of
Industry
/Sector
Perspect
ive
#28
Mean
SD
Adjectival
Description
Interpret
ation
Critical thinking: having a
sight to see things beyond its
apparent meaning and not
accepting anything until
proven with logical reasoning
or through some evidence
2.70
.60
High
Competenc
e
Agree
2.70
.60
High
Competenc
e
Agree
Work
effectively
in
diversified cultural settings:
High
understanding cultural norms
2.77 .73 Competenc
and values to work in
e
diversified
culture
or
multinational firms
2.77
.73
High
Competenc
e
International/Global Perspective
International
global
perspective: Knowledge and
understanding
of
High
international
financial 2.67 .71 Competenc
reporting standards and of
e
current developments in the
Agree
Agree
Agree
Composi
te Mean
of
Industry
/Sector
Perspect
ive
#35
Composite
Mean of
Resource
Managem
ent
#29
#32
Composi
te Mean
of
Legal/Re
gulatory
Perspect
ive
#31
2.67
.71
High
Competenc
e
Resource Management
Engage in lifelong learning:
attending
professional
High
development, seminars , team 2.67 .71 Competenc
buildings and
programs
e
required in the profession.
2.67
.71
High
Competenc
e
Legal regulatory perspective:
knowledge of the legal
High
structure of the state such as 2.67 .71 Competenc
corporate law, taxation and
e
auditing standards
Inter or multidisciplinary
perspective: while doing
accounting
considering
High
others
disciplinary 2.77 .68 Competenc
perspective such as strategic
e
management, corporate law
and taxation etc.
2.72
.58
High
Competenc
e
Marketing/clients
focus:
customer care orientation
Low
such as knowing marketing 2.43 .68 Competenc
tactics in order to deal with
e
clients
Agree
Agree
Agree
Agree
Agree
Agree
Disagree
#33
Strategic
management:
concerned with the study of
understanding organisation
strategic requirements such
as knowing porter's 5 forces,
SWOT
analysis,
price
differentiation
strategies,
product development, market
penetration etc
Composi
te Mean
of
Marketi
ng/Clien
t Focus
OVERAL
L MEAN
OF
ORGANIZ
ATIONAL
COMPET
ENCIES
2.63
.61
High
Competenc
e
Agree
2.53
.57
High
Competenc
e
Agree
2.68
.51
High
Competenc
e
Agree
Table 20
Overall Assessment on the Perceived Competencies of Entry- level Accountant
Respondents as Perceived by Supervisors
Indicator
Mean
SD
Functional
2.77
.40
Personal
2.72
.37
Organizational or
Business
2.68
.51
2.72
.34
Overall Mean
Adjectival
Interpretation
Description
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence
Table 20 shows the comparison of overall assessment on the perceived

competencies of entry- level accountant respondents as perceived by supervisors in
terms of the variables functional, personal and business or organizational competencies.
In terms of Functional Competencies, the entry-level accountants are perceived to have
high competence on the aspect. The variable functional has a composite mean of
2.7500. Supervisors have perceived that entry-level accountants have high competence
on this aspect.
In terms of Personal Competencies, the entry-level accountants are perceived to
have high competence on this aspect. The variable Personal has a composite mean of
2.8922. Supervisors have perceived that entry-level accountants have high competence
on this aspect.
In terms of Business or Organizational Competencies, the entry-level
accountants are perceived to have high competence on this aspect. The variable business
or organizational has a composite mean of 2.6625. Supervisors have perceived that
entry-level accountants have high competence on this aspect.
On the summary of the Competencies, Personal Competencies got the highest
composite mean which is 2.89 and interpreted as a High Competence. Next is the Functional
Competencies with the composite mean of 2.75 and interpreted as a High Competence and the
Business or Organizational competencies which got the mean of 2.66 is the lowest and is
interpreted as high competence. Summing up the three indicators for perceived
competencies of entry- level accountant respondents as perceived by supervisors, it

shows that they perceive to have high competence on all these aspects with a composite
mean of 2.77. On the other hand, several studies were conducted in the local setting to show
the different perceptions of supervisor and accounting graduates in terms of perceived
competencies (e.g. Velasco, 2012; Velasco, 2014; Pido, 2014; & Tenedero and Vizconde, 2015).
Velasco (2012) indicates that employers value, more aspects related with personality and other
personal qualities of young graduates. Also, Tenedero and Vizconde (2015) explore the
personal relevant skills in the workplace tasks of entry-level employees.
However this does not mean that other competencies could be forgone altogether.
A study conducted by Oliver (2011), both accounting employers and teaching staff consider that
important capabilities need to be better demonstrated by new graduates. This study suggests that
there should be a given importance-performance analysis for prioritizing particular capabilities
for immediate attention in particular, work related knowledge and skills, writing clearly and
effectively, communicating with clients, thinking critically and analytically, solving complex,
real-world problems and developing general industry awareness because these would be of great
help in the workplace which can be improved to enhance their early professional success. The
findings that reveal students rated and need continuous learning is the most important
skill to their future careers and focused on developing oneself is another.
5. Differences in Perceived Competencies of Entry-level Accountants as Perceived by

them when Grouped According to their Profile
Table 21
Differences in Perceived Competencies of Entry-level Accountants
as Perceived by themselves when Grouped According to Gender
Competencies
Functional
Competencies
Personal
Competencies
Organizational
and Business
Competencies
Over-all
Gender
Mean
SD
Male
Female
Male
Female
Male
2.88
3.08
3.01
3.19
2.71
.35
.66
.32
.55
.33
Female
3.06
.626
Male
Female
2.87
3.11
.24
.56
tvalue
Sig
Decision
on Ho
Interpretatio
n
-.97
.34
Accepted
Not
Significant
-1.01
.31
Accepted
Not
Significant
-1.75
.09
Accepted
Not
Significant
-1.40
.17
Accepted
Not
Significant
At 0.05 Level of Significance
Table 22
Differences in Perceived Competencies of Entry-level Accountants
as Perceived by themselves when Grouped According to Work Area
Competencies
Functional
Competencies
Personal
Competencies
Organizational
and Business
Competencies
Over-all
Work
Area
Mean
SD
Public
Private
Public
Private
2.75
3.26
2.91
3.33
.66
.25
.45
.41
Public
2.76
.55
Private
3.08
.51
Public
Private
2.81
3.22
.51
.33
tvalue
Sig
Decision
on Ho
Interpretatio
n
-2.75
.01
Rejected
Significant
-2.70
.01
Rejected
Significant
-1.62
.12
Accepted
Not
Significant
-2.66
.01
Rejected
Significant
6. Difference on the perceived competencies of entry-level accountants as Perceived

by the Supervisors when Grouped according to their Profile
Table 23
Difference on the perceived competencies of entry-level accountants as
Perceived by the Supervisors when Grouped according to Gender
Competencies
Functional
Competencies
Personal
Competencies
Organizational
and Business
Competencies
Over-all
Gender
Mean
SD
Male
Female
Male
Female
Male
2.74
2.80
2.72
2.71
2.70
.38
.42
.37
.38
.46
Female
2.66
.56
Male
Female
2.72
2.72
.29
.38
tvalue
Sig
Decision
on Ho
Interpretatio
n
-.43
.668
Accepted
Not
Significant
.07
.946
Accepted
Not
Significant
.21
.833
Accepted
Not
Significant
-.04
.970
Accepted
Not
Significant
In the given data above, it showed that all of the competencies have a significance value
greater than 0.05 that means there is no difference on the perceived competencies of entry-level
accountants as perceived by the supervisors when grouped according to gender. It contradict the
study of Brahmasrene and Whitten as cited by (2001) gender differences in accounting
performance suggest that female students tend to exhibit more skills and proficiency than their
male counterparts because they work harder, have better study skills, attend classes regularly, and
strike a good balance between their social life and academic life.
Table 24
Difference on the perceived competencies of entry-level accountants as
Perceived by the Supervisors when Grouped according to Work Area
Competencies
Functional
Competencies
Personal
Competencies
Organizational
and Business
Competencies
Over-all
Work
Area
Mean
SD
Public
Private
Public
Private
2.59
2.95
2.50
2.93
.37
.35
.32
.26
Public
2.62
.33
Private
2.73
.65
Public
Private
2.57
2.87
.262
.35
tvalue
Sig
Decision
on Ho
Interpretatio
n
-2.70
.01
Rejected
Significant
-4.04
.00
Rejected
Significant
-.56
.58
Accepted
Not
Significant
-2.67
.01
Rejected
Significant
In the given data above, it showed that functional competencies and personal
competencies have a significance value lower than 0.05 it mean that there is difference on the
perceived competencies of entry-level accountants as perceived by the supervisors when grouped
according to work area while organizational and business competencies is greater than 0.05, it
mean that there is no difference on the perceived competencies of entry-level accountants as
perceived by the supervisors when grouped according to work area.
The over-all significance value is 0.01 and it is lower than 0.05 it mean that there is
difference on the perceived competencies of entry-level accountants as perceived by the
supervisors when grouped according to work area. The data agree on the study of Valentine
(2001),that there is a significant difference on the perceived competencies of entry-level
accountants as perceived by the supervisors when they are grouped according to their areas of
work in accounting.
7. Relationship on the perceived competencies of entry-level accountants as

perceived by the supervisor respondents and entry-level accountants themselves
Table 25
Relationship on the Perceived Competencies of entry-level Accountants
as perceived by the Supervisor respondents and entry-level Accountants
themselves
Perceived Competencies of
entry-level accountants as
perceived by the
supervisor respondents
Perceived Competencies of
entry-level accountants
Computed
r
Sig
Decision
on Ho
Interpretation
0.50
.79
Accepted
Not Significant
In the given data above, presents the relationship on the Perceived Competencies of
entry-level accountants as perceived by the Supervisor respondents and entry-level
Accountants themselves. It showed that the significance value .79 is greater than 0.05, it
means that there is no relationship on the perceived competencies of entry-level
accountants as perceived by the supervisor and themselves. It only contradict the study of
Martinez (2008) that indicates that there is a relationship on the perceived competencies
of entry-level accountants and their employers.
The data above only states that the competencies (Personal, Functional and
organizational or business competencies) doesnt affect the perceived competencies of
entry-level accountants as perceived by the supervisor and themselves.
8. Competency Enhancement Program

The study determined that competencies of entry level accountants include
functional competencies, personal competencies and organizational or business
competencies. However, certain sub -variables of functional competencies relating to
leverage technology to develop and enhance functional competencies and research were
found to be of low competence among them. Also, communication as part of the
personal competencies was found to be of low competence. On the other hand,
organizational or business competencies sub variable which is marketing or client focus
is to be developed for it is of low competence.
For the entry-level accountants to adapt to the accounting environment,
accounting students must be exposed to the computerized environment of accounting.
Through this, the accounting students would be prepared in facing the challenges in the
workplace. Students must be exposed practically with computers. Also, knowledge on
statistics is a tool in analyzing research. Students must also be trained to communicate
well with others.
This competency enhancement program must be implemented every
Wednesday since it is a no class day. However, a certain program is within a one year
period. Through the program, the students are expected to have acquired the
competencies perceived by entry level accountants as low.
Competencies
Objectives
Procedures
Time
Fram
e
Person-incharge
Key Result
Indicator
Leverage
Technology to
Develop and
Enhance
Functional
Competencies
To enable
the
participan
ts acquire
the
necessary
skills to
use
technolog
y and
technolog
y tools
effectivel
y and
efficiently.
Lecture based
on
PowerPoint
presentations
about
software used
in
the
accounting
environment
The
facilitator
will
familiarize
and teach the
students
about
the
concepts and
theories
in
accounting
information
system
The
facilitator
will take the
participants
to computer
lab and use
the computer
for
data
analysis.
Financial
statements
would
be
prepared
using
computer
with
the
installed
software.
Matching of
manual
output with
the
computerized
output.
1
month
Facilitator/
s
Participants
performanc
e of
assigned
tasks on
computer
Research
To enable
the
participan
ts apply
to have
strong
research
skills to
access
relevant
guidance
or other
informati
on,
understan
d it, and
apply it.
The
facilitator
will
give
case
studies
related to
the course
of
the
students
which are
to
be
solved by
the
students
for a year.
Procedures
related to
Statistics
are to be
applied by
the
students in
conducting
the
case
studies
The
facilitators
would
evaluate
the
case
studies
solved
1 year
Facilitator/
s
Techniques
used by the
participants
Marketing
/Client Focus
To enable
the
participants
anticipate
and meet
the
changing
needs of
clients,
employers,
customers,
and
markets.
Facilitators
would
expose the
students in
the working
environment
and
give
lectures on
the
client
targeting
Facilitators
would give
effective and
efficient tips
on how to
interact and
1
discuss better
with clients.
month
A one-on-one
interaction
with
the
facilitator
acting as the
client
will
serve as a
practice
Participants
would work
as
client
assistant to
gain
experience in
interacting
with clients.
Facilitator/
s
Participants
number of
clients
Communicatio
n
To have the
ability to
listen,
deliver
powerful
presentation
s and
produce
examples of
effective
business
writing.
The
facilitator
would
discuss
theories on
how
to
communicate
orally
and
through
writing.
A marketing
plan must be
produced by
1
the students.
month
The
marketing
plan would
be checked
by
the
facilitator.
The students
would orally
defend
the
marketing
plan with the
panel and the
facilitator.
Facilitator/
s
Grade
provided by
the
facilitator
in the
marketing
plan and
oral defense
This competency enhancement program is to be undertaken that contribute to

improved and boost combination of observable and measurable knowledge, skills,
abilities and personal attributes of students performance before exercising their
profession as CPA that will ultimately result in organizational success. A competency
enhancement program was anchored to Johnson & College (2012) in his study was called
Friday Forum that series of program and trainings are provided in order to improve
students competency. This provided guideline for the undertakings that enhances one
learning technique for honing undergraduate students competencies. The researchers
established a competency program for accounting students.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

1. Profile of the Entry Level Accountants Respondents

Table 4 shows the frequency and percentage of the entry- level

2. Profile of the Supervisor Respondents

Table 5 shows the frequency and percentage of the supervisor respondents

2.2 Area of Work in Accounting

Table 6 shows the frequency and percentage of the supervisor respondents

Table 7 presents the level of the perceived competencies of entry-level accountant

Use of modeling and

Utilize specialized software

3.2 Personal Competencies

Table 9 presents the level of the perceived competencies of entry-level accountant

Perceived Competencies of Entry- level Accountant Respondents as Perceived by

Problem Solving and Decision Making

Flexibility and adaptability:

Independent thinking: having

Communicate orally: having

3.3 Business or Organizational Competencies

Table 11 presents the level of the perceived competencies of entry-level

Critical thinking: having a

Table 13 shows the comparison of overall assessment on the perceived

4. Perceived Competencies of Entry- level Accountant Respondents as Perceived by

4.1 Functional Competencies

Table 14 presents the level of the perceived competencies of entry-level

Measurement, it has a composite mean of 2.95 and an interpretation of high competence.

Cost and management

Statistics: study of the

4.2 Personal Competencies

Problem Solving and Decision

Table 16 presents the level of the perceived competencies of entry-level

of 2.72 and an interpretation of high competence. For Communication, it has a composite

Personal attributes: having

Problem Solving and Decision Making

Flexibility and adaptability:

Negotiation skill: making

Independent thinking: having

4.3 Business or Organizational Competencies

Table 11 presents the level of the perceived competencies of entry-level

Table 20 shows the comparison of overall assessment on the perceived

competencies of entry- level accountant respondents as perceived by supervisors, it

5. Differences in Perceived Competencies of Entry-level Accountants as Perceived by

At 0.05 Level of Significance

At 0.05 Level of Significance

6. Difference on the perceived competencies of entry-level accountants as Perceived

At 0.05 Level of Significance

At 0.05 Level of Significance

7. Relationship on the perceived competencies of entry-level accountants as

At 0.05 Level of Significance

8. Competency Enhancement Program

This competency enhancement program is to be undertaken that contribute to

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