1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The Certified Public Accountant Licensure examination is considered one of the most

difficult government test controlled by the Professional Regulatory Commission. According to

the Institute of Chartered Accountants in England and Wales (ICAEW), the demand for

professional accountants brought the need to protect the public from rogue practitioners who had

the potential to damage the reputation of genuine, honest accountants. With the sustained

increase in the demand for accountants, a governing body needs to be established and licensure

examinations must be passed. In addition, as cited from University of London MSc in

Professional Accountancy that the world is changing rapidly and professional accountants of the

future need to think ahead. This means they’ll need to have the right combination of skills to

meet the future’s changing needs and opportunity to enhance their employability even further.

In pursuance of the Philippine Accountancy Law (RA 9298,Section 16) clearly states that

to be qualified as having passed the licensure examination for accountants a candidate must

obtain a general average of seventy-five percent (75%), with no grades lower than sixty-

fivepercent (65%) in any given subject.

The Commission on Higher Education (CMO-03-s2007) warned schools offering

Bachelor of Science in Accountancy that have poor performance of their graduates in ten CPA

Board examinations within a period of five years could lead to the gradual phase-out and

eventual closure of the school‘s accountancy program. With this memorandum, accountancy

schools had to closely monitor the overall passing performance of their BSA graduates and that

the overall rating should not fall below the national passing rating, else the school shall be given
 2

a warning or shall cease to exist. The warning would mean that a less-than-five percent pass-rate,

as determined by the Board of Accountancy and the Commission on Higher Education, is

already a threat for a school offering accountancy or worst case scenario it would bring the

program to an embarrassing closure. However, the passing rates of Saint Paul University Surigao

in CPA licensure examination and the national passing rate which were provided by the PRC is

shown below. This says that the school barely passed the required minimum rate in some

examinations. Thus, there must be an intervention to increase such rates.

Table 1. St. Paul University Surigao passing rates and the national passing rates in CPA

licensure examination.

Examination Date SPUS Passing Rate National Passing Rate

MAY 2013 7.69% 27.41%
OCT 2013 20.93% 40.84%
JULY 2014 9.52% 19.98%
OCT 2014 10.00% 37.02%
MAY 2015 23.53% 35.78%
OCT 2015 21.95% 41.06%
MAY 2016 26.67% 42.91%
OCT 2016 16.67% 36.48%
MAY 2017 30.77% 35.14%
OCT 2017 18.75% 30.45 %

This study was intended to assess the performance in the Licensure Examination for

Certified Public Accountants from May 2013 - October 2017 in terms of date of examination and

subjects, to determine the passing percentage and trend of performance rating of examinees in

the CPA Licensure Examination from May 2013 - October 2017 and to develop a plan of action

based from the results of the study. The researchers believe that this study is important in

pursuing for the betterment and improvement in teaching strategies and policies of the program.
 3

Conceptual Framework of the Study

This study was anchored from the concepts of Baysa (2015), that the Certified Public

Accountants Board Examination has always been viewed as the ultimate test of competency and

the mark of quality for all aspiring accountants. It has been bannered by accounting schools and

reviewer SPUSs as a gauge of their educational standards, taking pride in their passing

percentages and the number of topnotchers that graduate from their hallowed halls. He added

that the seven subjects in the CPA examination as provided in the Revised Philippine

Accountancy Law of 2004, Republic Act 9298, had been in place for almost half a century. The

seven subjects are Theory of Accounts, Auditing Theory, Management Services, Auditing

Problems, Practical Accounting Problems P1, Practical Accounting Problems P2, and Business

Law and Taxation. These subjects have equal weight, equal number of hours in the examination

but different total number of questions depending on the nature of the subject. Since Section 15

of the Accountancy Law allows amendments to the CPA examination, the Board of Accountancy

(BOA), after considering the developments surrounding the profession and the clamor of the

different sectors of the profession, particularly those in academe during the debriefing conducted

after the May 2015 examinations, decided to have the long-overdue revisions. The highlights of

the revisions are as follows: 1) Reduction in the number of subjects from seven to six; 2)

Merging auditing theory and practice into one subject; 3) Merging accounting theory and

practice and distributing the pertinent topics in Theory of Accounts, Practical Accounting I,

Practical Accounting II to Financial Accounting and Reporting, and Advanced Financial

Accounting and Reporting; 4) Segregating Business Law and Taxation into Taxation and

Regulatory Framework for Business Transactions; and 5) Renaming Management Services to

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Management Advisory Services. The revised six subjects in the CPA board examinations are

now Financial Accounting and Reporting, Advanced Financial Accounting and Reporting,

Management Advisory Services, Auditing, Taxation, and Regulatory Framework for Business

Transactions.

Figure 1 illustrates the conceptual framework of the study. This will determine how

effective is the Accountancy Program, specifically on the preparation of its graduates for the

licensure examination.

The input contains The average performance ratings per subjects in the CPA licensure

Examinations, 2013-2017of SPUS. This will be used as bases in tracking the performances of BS

Accountancy students who took the examinations.

The factors affecting the performance of the candidates in the said examinations:

Aptitude test. It is designed to measure a variety of mental functions, such as reasoning,

comprehensions and judgments, thus affects in every exams.

Total units of major subjects per batch. This affects in a way that students are supplied

with subjects needed as preparations in the examinations.

Total instructor per batch. This contributes to the point that students are taught with

enough professors.

The following box illustrates the trend of the performance of graduates on the following

CPA Licensure Examination subjects.

Advanced Financial Accounting and Reporting. This subject covers the candidates’

knowledge of special transactions and their effects and presentation in the financial statements.
 5

Financial Accounting and Reporting. Covers the application of accounting principles and

standards relating to: nature and composition of accounts; initial recognition; measurement and

valuation, subsequent events and etc.

Auditing. Covers the candidates’ knowledge of the principles and concepts of auditing

and the practical application of these principles and concepts.

Taxation. It includes the Implementing rules and regulations, circulars, rulings and other

issuances pertinent to the implementation of the various taxation laws.

Regulatory Framework for Business Transactions. It involves the pertinent legal

provisions, general principles, concepts, and underlying philosophy of the laws applicable to

commerce and business.

Management Advisory Services. It covers the role of information in accounting, finance

and economics in management consultancy and in management processes of planning,

controlling and decision-making.

The expected output will be the proposed intervention to increase the passing rate in the

CPA licensure Examination.

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Factors affecting the performance in the

CPA licensure Examination
 Aptitude test
 Total units of major subjects per batch.
 Total instructor per batch

The average
performance ratings
per subjects in the Proposed
Trend of the average performance rating of
CPA licensure
SPUS on the following CPA Licensure Intervention.
Examinations, 2013-
2017of SPUS Examination subjects
 Advanced Financial Accounting and
Reporting
 Financial Accounting and Reporting
 Auditing
 Taxation
 Regulatory Framework for Business
Transactions
 Management Advisory Services

Figure 1. Schematic diagram of the study

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Statement of the Problem

This study aimed to assess the performance of Saint Paul University Surigao in the

licensure examination for Certified Public Accountants year 2013 to 2017.

More specifically, it sought answers to the following questions:

1. What is the average performance rating per subjects of SPUS in the CPA licensure

Examinations in the years of 2013-2017?

2. To what extent the factors affecting the performance in the CPA licensure Examination:

3.1 Aptitude test;

3.2 Total units of board related subjects per batch;

3.3 Total instructor per batch?

3. What is the trend of the average performance rating of SPUS on the following CPA

Licensure Examination subjects:

4.1 Advanced Financial Accounting and Reporting;

4.2 Financial Accounting and Reporting;

4.3 Auditing;

4.4 Taxation;

4.5 Regulatory Framework for Business Transactions;

4.6 Management Advisory Services?

4. Is there a significant relationship in the average performance ratings of SPUS in the CPA

licensure Examinations and the factors affecting the performance in CPA Licensure

Examination?

5. Based on the findings of the study what intervention may be proposed?

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Hypothesis

At 0.05 level of significance, it was hypothesized that there is no significant difference in

average performance ratings of SPUS in the CPA licensure Examinations and the factors

affecting the performance in CPA Licensure Examination.

Significance of the Study

The results of the study will be used as additional information pertaining to Bachelor

Science in Accountancy Graduates with regards to the Certified Public Accountant Licensure

Examination. This study is believed significant to the following:

Accounting Teachers. The result of this study would help accounting teachers in

evaluating themselves regarding their competency as they take a large part in the student’s

development.

Accountancy Students. The findings of this study can be used by the BSA Students in the

process of preparing themselves in taking the CPA Licensure Examination.

College of Business and Technology Department. The product of this study will

distinguish the strengths and weaknesses of the Accountancy Program in the SPUS; therefore,

the school department will be able to introduce substitute actions to reinforce the strengths and

improve the weaknesses.

Institution. The results of the study will give benefit to the SPUS by having direct

information of the performance of Accountancy Graduates in Certified Public Accountants

Licensure Examination.
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Researchers. The findings of this study will help future researchers

in conducting related studies

Scope and Limitations of the Study

This study is limited in the factors that affect the CPA Licensure Examination

Performance of St. Paul University Surigao from the year 2013-2017.The data were obtained at

the College of Business and Technology office through a request letter to the Dean for an official

result of the CPA Licensure Examination coming from the PRC from the year 2013-2017. A

letter was sent also to the College of Business and Technology for the instructors of those who

took the examination and their prospectus as the basis of the total units of board related subjects.

Likewise, a letter was sent to the guidance office for the results of the Aptitude test. The

researchers obtained data regarding the factors affecting the Certified Public Accountant

Licensure Examination and took their correlation with the average performances. The resources

are limited, as to the Aptitude test only 2012-2013 and 2013-2014 academic years can only be

provided. For the total units for board related subjects the researchers used the prospectus in the

academic years of 2010-2011, 2011-2012 and 2012-2013 because those were only available.

Regarding to the total instructor only in the batch of 2014, 2015 and 2016 can be retrieved only.

The study will be conducted in Surigao City, 2nd semester of academic year 2017-2018 and

1stsemester of academic year 2018-2019.

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Definition of Terms

The following terms are hereby defined for enlightenment of the contents of the study:

Passing Rate. The percentage of the number of examinees per school who are passers of

a given examination in a given period.

National Passing Rate. The percentage of the total number of examinees who are passers

of a given examination in a given period.

Average Performance Rating. It is the mean of the performance ratings of those who took

the examination.

Certified Public Accountant Licensure Examination. This is compute-based examination

is offered twice a year, one on May and another on October, in authorized testing centers around

the country.

Retrospective. It is a look back at events that took place, or works that were produced, in

the past.

Intuitive. It is based on what one feels to be true even without continues reasoning
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CHAPTER 2

REVIEW RELATED LITERATURE

This section presents the review of the related literature of the study. The concepts and

studies contained within serve as support and bases to the development of this study.

Certified Public Accountant Licensure Examination

According to McDonough (2010) argues that the CPA exam is a matter of proper

planning, focus and determination. He concludes that the exam is definitely possible. He

suggested exams pitfalls to avoid and tips to pass the exam on your first attempt: Apply early- at

the appropriate time, make a plan- A study plan, quality and quantity- Take the time to

understand the process needed to solve each particular problem, give it your best –Get plenty of

rest before the exam and get to the testing center early, don’t change an answer, take your time

with the simulation and, after the exam, continue studying for your next part.

Furthermore, B Lombard (2016) mentioned that for accountants, becoming a Certified

Public Accountant (CPA) seems to be the most recognized and widely coveted of all the

different accounting career paths, yet very few prospective accountants understand why it

garners so much respect.

Also, Cruz (2013) added that a license to practice a certain profession is earned through

taking board exams. In the Philippines, the Professional Regulation Commission serves as the

agency responsible in the administration, implementation and enforcement of policies on the

licensing of various professions.

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Moreover, O’Callaghan, Elson, Walker, Rao, and Rechtman (2010) according to their

study it examines the different incentives used by CPA firms to motivate their staff to take the

CPA exam and for passing the exam. The authors find that Management personnel at CPA firms

should help staff by designing a success plan that should include how many hours they need to

pass the exam. Management should also advise their staff to ask for family support and

understanding in complying with their study plan. The authors also recommend that candidates

take a live review course with classes near the staff members’ homes. Once a candidate passes

the exam, compensation should be revised to recognize the achievement. Thus, Buenaobra and

Medallon (2013), both concluded that the true measure of any board program is passing the

ultimate test, the board exams.

Factors affecting the performance in Certified Public Accountant Licensure

examinations:

Aptitude test

According to Neil J. Salkind (2010) that aptitude can be defined as individual differences

that are related to subsequent learning during a fixed time frame. The learning or acquisition of

knowledge or skills can occur in a formal intervention training or education or in an informal

setting experience or mentoring. This definition can be fruitfully narrowed by specifying the

domain of individual differences cognitive, noncognitive and the type of relationship i.e., rate,

accuracy with learning. Numerous individual differences are related to learning, including

cognitive abilities, personality traits, interests, and values. All of these can be considered

aptitudes, and all can be evaluated in work, school, or avocational contexts. Aptitudes are
 13

discussed most commonly in reference to cognitive abilities within a formal educational or

training context where the learning is labeled achievement.

Johny Kutty, Joseph Asstt and Professor Smvdcon (2017) that aptitude is both ability and

achievement. Ability: it is present oriented. It tells about one’s present position with regard to

the possession of a particular ability or capacity. Achievement: It is past oriented. It merely

indicates what one has learnt or acquired. Aptitude: it is future oriented. It predicts his future

success in the relevant field.

Dipali B. Gandhi (2010) that individual possess certain specific aptitude or ability in

addition to intellectual abilities or intelligence, which helps them to achieve success in some

specific occupations or activities. Thus aptitude means specific ability or capacity distinct from

general intellectual ability that helps to acquire proficiency or achievement in specific field.

Nugent, Pam M.S.( 2013) that aptitude is the natural capacity of an individual to acquire

competence or skill through training.

Kendra Cherry (2017) an aptitude test is designed to assess what a person is capable of

doing or to predict what a person is able to learn or do given the right education and instruction.

It represents a person's level of competency to perform a certain type of task. Such aptitude tests

are often used to assess academic potential or career suitability. Such tests may be used to assess

either mental or physical talent in a variety of domains.

Likewise, M Buschkuehl (2010) the gain on Aptitude depends on training features such

as spaced or massed training and how inter individual differences mediate the effects of training

broaden their measures of Aptitude, as well as incorporate direct measures of real-world

performance such as on-the-job or academic achievement

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Moreover, Kaufman J. C. (2015) added in his article on ‘Why Creativity Isn’t in IQ

Tests, Why it Matters, and Why it won’t Change Anytime Soon Probably studied that Aptitude

and creativity are more conceptually related than we have thought. He also questioned that do IQ

tests actually measure Aptitude and how well do they predict real-world success. He also

concluded that there are several theories that are not ye) represented in IQ tests that have much to

offer.

Total units of board related subjects per batch

According to the CHED Memorandum Order no. 27 (2017) the curriculum of BS

Accountancy Program is designed to support aspiring professional accountants to develop the

appropriate entry level technical competence, professional skills, values, ethics and attitudes to

successfully complete their studies, pass their professional certification examination and the

practical experience period. It is composed of a minimum of 173 units, including the general

education curriculum and covers all major areas required by the profession such as accounting,

finance and related knowledge; organizational and business knowledge; and information

technology, knowledge and competencies. The CMO added that the regular teaching load of a

full time teaching personnel shall be not exceed 24 units per term. Instructor should not be

assigned to teach more than three or four different courses in any one term. Neither should be too

much variety in the courses assigned in any one year. The teaching load of a part time or special

lecturers teaching in more than one educational SPUSs shall no case exceed 24 units peer term in

the aggregate.

Amit Paul (2015) Cons of taking a heavy-course-load. The time spent in an extra classes

takes away from the time you could have spent in another, maybe more relevant, class. Your
 15

school may not have a limit to how much units you can take, but time is definitely limited. Why

aim for a broad knowledge when society perhaps values more knowledge in a specific subject?

College is not just about academics. College is also an opportunity to socialize, serve others, and

find interests/hobbies. Sleep is important. Quality over quantity. This is why a better GPA in

fewer units is much more valuable than a lower GPA with more units. Those extra units take

away from your effort in another class, leading to less knowledge in that subject and a lower

GPA. Working hard is pointless if you do not reflect on why you’re working hard. What’s your

motivation for taking so many units? It’s easier to collapse completely under the stress of so

many units.

Valerie Strauss (2014) this won’t come as any surprise to many teenagers but here goes:

A new study finds that a heavy homework load negatively impacts the lives of high school

students in upper middle-class communities, resulting in excess stress, physical problems and

little or no time for leisure. The inability to balance or juggle the overload of homework, along

with the number of other out-of-school activities or interests was the single most-often provided

response by students when describing homework as a stressor.

According to C Pisarik (2017) he mentioned in his study on Academic Relevance:

College Students’ Perspective that, academic relevance became synonymous with the practical

vocational value of college coursework. A prominent strand of research examined students’

perceptions of the usefulness of their academic work as a predictor of persistence. The results of

several studies suggested those students’ perceptions of their academic experience as relevant for

future employment is positively associated with persistence toward the achievement of academic

goals.

Total instructor per batch

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As stated in the CHED Memorandum Order no. 27 (2017) that the BSA program shall be

administered by a full time Dean/Chair/Director with the following appropriate qualifications,

good moral character, registered professional accountant and obtained valid accreditation as

accounting teacher. As to the instructor, they should possess the educational qualifications,

professional experience, classroom teaching ability, computer literacy, scholarly research

productivity and other essential qualifications. This include good moral character, registered

professional accountant and obtained valid accreditation as accounting teacher. The CMO

provided ideas to improve the quality of the instructor members, that there is should be a formal

development program to encourage and help instructor members keep up with new knowledge

and techniques in their field, improve their teaching skills and course materials and continue

their professional growth.

At least 30 % of the accounting education and professional subjects in the program shall

be handled by a full-time instructor. There is should be at least 3 full time CPA instructor of

CHED recognized BSA program. CHED Memorandum Order no. 27 (2017)

According to JN Hughes (2012) that special issue serve to remind us of the progress

made in understanding the development of teacher-student relationships and the pathways by

which these relationships affect students’ social, behavioral, and academic adjustment. The

articles also point toward the need for additional research, in order to ensure that all students are

provided the social and emotional supports at school that are critical to their full and positive

participation in school. Both the encouragement and the direction are much appreciated.

Furthermore, as what Herrero (2015) stated, it is acknowledged that students’

performance is also largely influenced by the teachers’ pedagogical approach to teaching. It has

been reported that the teaching methodology largely adopted in schools is the traditional teacher-
 17

fronted, non-committal teachers, lack of interaction and bond between teachers and students.

Learning process should be enjoyable where the teaching approach used could attract the

students’ attention, develop interest in learning, and ensure full participation in the classroom.

Pedagogical approaches hence need to be well structured and systematic for effective learning to

take place.

In addition, higher academic achievement can be attained if the students are made aware

of the learning objectives with clear instructions, learning environment that is conducive and the

extent of students’ participation in the teaching and learning process said by Abdullah et al.,

(2013).

Moreover, Kareem, J., and Ravirot, B. (2014) mentioned that teaching is delivered by a

teacher to enhance the amount of learning of a learner. To make learning more meaningful,

understandable and fruitful to a learner, effectiveness of teaching delivered by a teacher is very

essential condition. Teacher Educators differ significantly with respect to their Teaching

Effectiveness and on most of the dimensions of Teaching Effectiveness, namely Subject

Mastery, Presentation Style, Motivational Strategy, Effective Communication, Student-Teacher

Interaction, Informal Academic Support and Personal Attribute.

The following are the CPA licensure examination subjects with their corresponding

descriptions according to the PRC Board of Accountancy Resolution no. 274-2015 (2016):

Advanced Financial Accounting and Reporting

It covers the candidates’ knowledge of the concepts and principles in advanced financial

accounting and reporting and the application of these accounting concepts including techniques

and methodology to problems likely to be encountered in practice. Candidates should know and

understand problems involving accounting of special transactions and their effects and
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presentation in the financial statements including among others: accounting for partnerships,

corporate liquidation, joint arrangements, revenue recognition, home office and branch/ principal

and agency transactions, business combinations and consolidations, foreign currency transactions

and translations, not- for-profit organizations, including government accounting and cost

accounting and treatment and presentation of consolidated financial statements,. Also, a working

knowledge of the standards related to these special topics is expected of the candidates.

Financial Accounting and Reporting

It involves the candidates’ ability to demonstrate understanding and application of

accounting principles and standards relating to: nature and composition of accounts; initial

recognition; measurement and valuation, subsequent events and transactions; subsequent

measurement and recognition of losses due to impairment and other causes; related party

transactions, financial statement presentation and disclosures.

Auditing

It deals with the candidates’ knowledge of the principles and concepts of auditing and the

practical application of these principles and concepts. It also involves the entire auditing process,

including auditing procedures, generally accepted auditing standards, standards related to attest

engagements and the AICPA Code of Professional Conduct. There shall be two parts of this

subject: Auditing Theory and Auditing Problems.

Taxation

It includes the candidates’ knowledge of the principles and concepts of taxation and the

practical application of these principles and concepts. Candidates are expected to know the

National Internal Revenue Code (NIRC) provisions on income tax, business taxes (value-added
 19

and percentage taxes), estate tax, donor’s tax; the Tariff and Customs Code; Local Government

Code on local taxes; preferential tax or tax exemption provisions and taxes pertaining to senior

citizens and persons with disability, Board of Investments, PEZA, BMBE, various Tax Treaties

and other special laws and issuances that may be legislated in the future. The candidates must be

familiar with the Implementing Rules and Regulations, circulars, rulings and other issuances

pertinent to the implementation of the various taxation laws earlier specified. The candidates

should know the taxation principles in the decisions of the Court of Tax Appeals, Court of

Appeals and Supreme Court.

Regulatory Framework for Business Transaction

It covers the candidates’ knowledge of the regulatory framework governing business

transactions and business organizations/associations, and of business laws including their legal

implications. Candidates should know and understand the pertinent legal provisions, general

principles, concepts, and underlying philosophy of the laws applicable to commerce and

business. The candidates must have sufficient knowledge to enable them to recognize the legal

implications of business situations or transactions and to know when to seek legal counsel or

recommend that it be sought.

Management Advisory Services

It concerns with the candidates’ knowledge of the concepts, techniques and methodology

applicable to management accounting, financial management and management consultancy.

Candidates should know and understand the role of information in accounting, finance and

economics in management consultancy and in management processes of planning, controlling

and decision-making.
 20

According to Rumsey (2010), the correlation coefficient r measures the strength and

direction of a linear relationship between two variables on a scatterplot. The value of r is always

between +1 and –1.

As mentioned by Daniela-Emanuela Dănăcică (2017) that Pearson correlation coefficient

is widely used in statistical analysis to estimate the relationship between different variables.

Pearson correlation coefficient is widely used in economics, social sciences, medicine, etc., as a

measure of linear relationship between two variable X and Y.

As stated in Minitab Blog Editor (2013) that regression analysis yields regression

coefficients, R-squared and even adjusted R-squared. Regression coefficients represent the mean

change in the response variable for one unit of change in the predictor variable while holding

other predictors in the model constant. This statistical control that regression provides is

important because it isolates the role of one variable from all of the others in the model. The key

to understanding the coefficients is to think of them as slopes, and they’re often called slope

coefficients. Moreover, R-squared is a statistical measure of how close the data are to the fitted

regression line. The definition of R-squared is fairly straight-forward and it is the percentage of

the response variable variation that is explained by a linear model. Also, the adjusted R-squared

compares the explanatory power of regression models that contain different numbers of

predictors. The adjusted R-squared is a modified version of R-squared that has been adjusted for

the number of predictors in the model.

Dtsch Arztebl Int. (2010) mentioned that regression analysis employs a model that

describes the relationships between the dependent variables and the independent variables in a

simplified mathematical form.

 21

Synthesis of the Review. The concepts and ideas obtained from the mentioned literatures

provides insights which were related to the study. All the materials used for the purpose of this

study gave knowledgeable facts on the actual performance of the graduates of SPUS in the CPA

licensure examinations and as to the factors influencing the CPALE results of Saint Paul

University Surigao from year 2013-2017. As a whole, the viewpoints of the writers and links

provided a solid foundation of this endeavor. The cited literatures and studies are similar to the

present study because it explained the perceptions or factors that affect the CPA licensure

examination performance. But the present study differs in some aspects in a way that the cited

literatures and studies discusses some of the academic performance of the students in school

while on this study it gives more focus on the analysis in performance in the CPA licensure

examination and their factors affecting the said examination.

CHAPTER 3

METHOD

This study presents the discussion of research design, participants, data gathering

procedures and data analysis to be used in the study.

Research Design
 22

The researchers employed the trend analysis and cohort analysis as techniques to analyse

the performance of Saint Paul University Surigao in the Certified Public Accountant Licensure

Examinations in the years of 2013-2017. The design was deemed appropriate because the

researchers looked through those raw data collected from the past CPA licensure examination

results taken from the PRC and the factors affecting the CPA licensure examination.

Instrument

The study utilized documents such as results of the CPA Licensure Examinations taken

from the Professional Regulation Commission that were used to analyse the performance of

Saint Paul University Surigao graduates of the academic years 2013 to 2017 who took the

Certified Public Accountants Licensure Examinations. The study used documents such as the list

of instructors and the prospectus in determining the total units of board related subjects that were

taken from the College of Business and Technology. Also, the study used the results of the

Aptitude test from BS Accountancy students retrieve from the guidance office.

Data Gathering Procedures

The researchers asked the permission of the Dean of Saint Paul University Surigao -

College of Business and Technology Department to acquire and utilized the records necessary

for the study such as the results Certified Public Accountants Licensure Examinations in the

academic years of 2013 to 2017. A letter was sent to the College of Business Technology for the

roster of instructors and the prospectus used by the candidates who took the mentioned
 23

examination. Likewise, a letter was sent to the guidance office to obtain the results of the

Aptitude test taken by those who took the examinations.

Ethical Consideration

The researchers considered the following ethics during the conduct of this research:

 The researchers asked the permission of the Dean of SPUS – College of Business and

Technology first before acquiring and utilizing the documents necessary for the study.

 The researchers respected each other’s point of view.

Data Analysis

The following statistical tool will be used to analyze the data:

Mean. It was used in order to get the average percentage on a subject in a specified year

of the performance of SPUS in CPA Licensure Examination

Analysis of variance (ANOVA). It was used to determine whether there is significant

difference as to the perceived factors affecting the CPA licensure examinations: the total

instructor per batch and total units of board related subjects to the performance of SPUS in the

said examinations.

t-test. It was used to determine whether there is significant difference as to the perceived

factor affecting the CPA licensure examinations particularly on the Aptitude test to the

performance of SPUS in the said examinations

 24

Pearson correlation. It was used as a technique for investigating the relationship and

measure the strength of the association between the results of the CPALE and the factors

affecting the said examination.

Simple Linear Regression. It was used to determine the rate of change the factors and the

results of CPA Licensure Examination.

Trend Analysis. It was used to predict the future movement of SPUS passing rate in CPA

Licensure Examination based on past data.

Shewhart chart. It was used whether there is a change in the movement of the trend of the

passing rates of SPUS and the factors affecting the Licensure examinations.
 25

CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the results and discussion of the data gathered in this study.

The average performance ratings per subjects in the CPA licensure Examinations, 2013-
2017of SPUS

Table 2 shows the results of CPA licensure Examinations in the years of 2013-2017 as to

the average performance rating per subjects.

80.00%

70.00%

60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
MAY 2013 OCT 2013 JULY 2014 OCT 2014 MAY 2015 OCT 2016 MAY 2016 OCT 2016 MAY 2017 OCT 2017

AFAR FAR AUD TAX BUS LAW MAS

This table above shows the average performance rating per subjects in CPALE in the year

2013-2017. During May 2013, the rating of the takers performance was 61.46% for AFAR,
 26

58.88% for FAR, 57.19% for Auditing, 59.08% for Taxation, 52.35% for Business Law, and

55.15% for MAS. On October of the same year, there’s an increase of performance rating for all

the subjects that results to a rate of 67.19% for AFAR, 65.72% for FAR, 60.02% for Auditing,

61.86% for Taxation, 59.88% for Business law, and 58.42% for MAS. However, on July 2014,

some subjects continue to increase while others are fluctuating which result to a rate of 62.76%

for AFAR, 54.29% for FAR, 67.24% for Auditing, 61.81% for Taxation, 56.00% for Business

Law, and 64.52 for MAS. On October of the same year some subjects that fluctuates had able to

increase and some are continue decreasing which result to a rate of 63.07% for AFAR, 52.80%

for FAR, 65.50% for Auditing, 63.53% for Taxation, 62.70% for Business Law, and 52.93% for

MAS . During May 2015, most of the subjects increased from their previous rating which results

to a 62.12% for AFAR, 59.06% for FAR, 66.88% for Auditing, 67.82% for Taxation, 59.71% for

Business Law, and 56.41% for MAS. However, during October of the same year all of the

subjects rating decreased which results to a rate of 61.59% for AFAR, 57.83% for FAR, 66.61%

for Auditing, 66.37% for Taxation, 59.05% for Business Law, and 52.71% for MAS. On the year

2016 of May every subject increases except for Taxation which only had a rating of 65.27%,

while others had a rating of 65.33% for AFAR, 65.87% for FAR, 75.27% for Auditing, 69.80%

for Business Law, and 69.47% for MAS. However, on October of the same year, the rating for

all of the subjects decreases with the rate of 64.36% for AFAR, 61.08% for FAR, 67.94% for

Auditing, 62.61% for Taxation, 59.67% for Business Law, and 61.47% for MAS. During 2017 of

May all of the subjects rating rose gradually but only few subjects continue to rise until October

2017 on which rating per subjects are shown above.

 27

Factors affecting the performance in the CPA licensure Examination as to Aptitude test,
Total units of board related subjects per batch and Total instructor per batch
This portion describes the factors as to what extent they affect the performance in the

CPA licensure Examination.

Aptitude test
Figure 5 shows the aptitude test and their corresponding average performance ratings in

the academic years of 2012-2013 and 2013-2014. The arrangement is from very low to superior

with their corresponding average performance ratings to see whether there is a significant change

when students are grouped based on their score on the aptitude test with their average

performance ratings. There is no significant change in the average performance ratings when

students are grouped based on their score on the aptitude test based on the figure presented

below.

I-MR Chart of Aptitude Test

0.8 UCL=0.8004
Individual Value

0.7 _
X=0.6674

0.6

LCL=0.5344
0.5
1 2 3 4 5 6 7
Observation

0.16 UCL=0.1634

0.12
Moving Range

0.08
__
MR=0.05
0.04

0.00 LCL=0
1 2 3 4 5 6 7
Observation
 28

Table 5 shows whether there is a significant difference in aptitude test from academic

year 2012-2013 to 2013-2014. Based on the table the aptitude test of the BS Accountancy

students of academic years 2012-2013 and 2013-2014, this shows no significant difference.

Variable t-value p-value Decision

Aptitude Test -0.71 0.487 Not Significant

Figure 2 shows the correlations of aptitude test with average performance ratings.

Pearson correlation of Aptitude test with average performance ratings is 0.380 and P value is

.400. This indicates that there’s a weak uphill positive linear relationship between the Aptitude

test and the average performance ratings which can be shown in this figure. It has an upward

slope with a rate of 3.9 %. Moreover, the equation showed that the coefficient for Aptitude test is

0.0614%. This indicates that for every increase in their Aptitude test level you can expect

performance rating to increase by an average rate of 0.0614%. Furthermore, this figure showed

that an average rating result in CPALE can be explain by their Aptitude test with the rate of

14.5% based on its R-Sq. However adjusted R- Sq. showed zero.

 29

Fitted Line Plot

AVERAGE PERFORMANCE RATING = 0.6314 + 0.000614 APTITUDE TEST

72.00% S 0.0394294
R-Sq 14.5%
AVERAGE PERFORMANCE RATING

R-Sq(adj) 0.0%
70.00%

68.00%

66.00%

64.00%

62.00%

60.00%
20 30 40 50 60 70 80 90
APTITUDE TEST

Total units of major subjects per batch

Figure 6 displays the total units of major subjects using the prospectus in the academic

years of 2010-2011, 2011-2012 and 2012-2013 and their average performance percentages. The

arrangement is ascending order 87, 90 to 93 with their corresponding average performance

ratings to see whether there is a significant change when students are grouped based on their total

units of major subjects with their average performance ratings. There is no significant change in

the average performance ratings when students are grouped based on their total units of major

subjects based on the figure presented below.

 30

I-MR Chart of Major Subjects

64.00%
UCL=63.76%
Individual Value

62.00%
_
X=61.19%

60.00%

LCL=58.63%
1 2 3 4 5 6
Observation

UCL=3.15%
3.00%
Moving Range

2.00%

__
1.00% MR=0.96%

0.00% LCL=0.00%
1 2 3 4 5 6
Observation

Table 5 shows whether there is a significant difference in the total units of major subjects

using the prospectus in the academic years of 2010-2011, 2011-2012 and 2012-2013. Based on

the table the total units of major subjects of the BS Accountancy students who used the

prospectus in the academic years of 2010-2011, 2011-2012 and 2012-2013, this shows no

significant difference.

Variable MS Effect MS Error F p-value Decision

Major Subjects 4.083 6.972 0.59 0.577 Not Significant

Figure 3 displays the correlations of total units of major subjects with average

performance ratings. Pearson correlation of board exam related subjects with average

performance ratings is -0.337 and P value 0.513. This indicates that there is a weak downhill
 31

negative linear relationship between the total units board exam related subjects and the average

performance rating which can be shown in this figure, a downward slope with a rate of .83 %. In

addition, the equation showed that the coefficient for board exam related subjects is 0.0992%.

The coefficient indicates that for every increase in the number of units of board exam related

subjects it is expected that the average performance rating would decrease by an average rate of

0.0992%. Also, this figure showed that an average rating result in CPALE can be explain by the

total units of subjects with a rate of 11.4% based on its R-Sq. However adjusted R- Sq. showed

zero

Fitted Line Plot

AVERAGE PERFORMANCE RATING = 0.7012 - 0.000992 TOTAL UNITS OF MAJOR SUBJECTS
S 0.0083041
R-Sq 11.4%
AVERAGE PERFORMANCE RATING

62.00% R-Sq(adj) 0.0%

61.50%

61.00%

60.50%

60.00%
87 88 89 90 91 92 93
TOTAL UNITS OF MAJOR SUBJECTS
 32

Total instructor per batch

Figure 5 shows the total instructor per batch and their corresponding average

performance ratings, the batches are 2014, 2015 and 2016. The arrangement is ascending order

35, 40 to 45 with their corresponding average performance ratings to see whether there is a

significant change when students are grouped based on total instructor per batch with their

average performance ratings. There is no significant change in the average performance ratings

when students are grouped based on total instructor per batch based on the figure presented

below.

I-MR Chart of Insructor

UCL=67.84%

65.00%
Individual Value

_
X=61.80%
60.00%

LCL=55.75%
55.00%
1 2 3 4 5 6
Observation

8.00%
UCL=7.42%

6.00%
Moving Range

4.00%
__
2.00% MR=2.27%

0.00% LCL=0.00%
1 2 3 4 5 6
Observation

Variable MS Effect MS Error F p-value Decision

Total Instructor 6.25 8.39 0.75 0.502
 33

There are academic years 2011-2012, 2012-2013 and 2013-2014 in this table. The 2011-

2012 batch took their examinations on October 2014 and May 2015, 60.09% and 62.00% are

their average performance ratings respectively. The total instructor on that batch are 35. Similar

route for the remaining academic years on how to obtain the average performance rating and the

total instructor per batch.

Fitted Line Plot

AVERAGE PERFORMANCE RATING = 0.5218 + 0.002405 TOTAL INSTRUCTOR PER BATCH
67.00% S 0.0259453
R-Sq 17.7%
AVERAGE PERFORMANCE RATING

R-Sq(adj) 0.0%
66.00%

65.00%

64.00%

63.00%

62.00%

61.00%

60.00%

35.0 37.5 40.0 42.5 45.0

TOTAL INSTRUCTOR PER BATCH

Figure 4. Correlations of Total Instructor per Batch and Average performance Ratings

Pearson correlation of total instructor per batch and average performance ratings is 0.421

and P value is 0.406. This specifies there’s a weak uphill (positive) linear relationship between

the number of instructors and the average performance ratings which can be shown in this figure,

an upward slope with a rate of 2.6 %. Moreover, the equation showed that the coefficient for
 34

total instructor per batch is 0.2407%. The coefficient indicates that for every increase in the

number of units of instructor per batch you can expect average performance ratings to increase

by an average rate of 0.2407%. This figure shows that an average rating result in CPALE can be

explain by the changes of number of instructors given by the rate of only 17.7 % based on its R-

Sq. However adjusted R- Sq. showed zero percent.

TREND OF THE PERFORMANCE OF GRADUATES ON THE FOLLOWING CPA

LICENSURE EXAMINATION SUBJECTS
The researchers used the trend analysis in order to know the flow of the performances of

the St. Paul University Surigao graduates of Bachelor of Science in Accountancy who took the

examinations as it changes over time. According to Lewis Lester (2016) that trend Analysis it is

looking the overall ongoing characterization of a subject matter. It gives the user a view over

time. It looks at different characteristics and what may be influencing them.

I-MR Chart of AFAR

72.00%
UCL=70.54%
69.00%
Individual Value

66.00% _
X=64.26%
63.00%

60.00%
LCL=57.98%
1 2 3 4 5 6 7 8 9 10
Observation

8.00% UCL=7.71%

6.00%
Moving Range

4.00%
__
MR=2.36%
2.00%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation
 35

Figure 5. Trend of the average performance percentages in Advanced Financial Accounting and

Reporting

This figure above presents the trend in the Advance Financial Accounting and Reporting

in 2013-2017 Certified Public Accountants Licensure Examination. During May 2013, the rating

of the takers performance was 61.14615385% then eventually increased by 67.18605 % on

October of the same year. From the latter, the percentage substantially decreased in to 62.7619 %

on July 2014. On October 2014 the average percentage rose gradually to 63.066 %. The average

performance percentage fell steadily during May and October 2015 by 62.176 % and 61.584 %

respectively. Though May 2016, it inflated by 65.333 % yet dipped by .9719 % which resulted in

to 64.3611 %. From 2016’s result it grew up moderately during 2017 examination as it reached

the average percentage to 67.846 % in May however declined a bit by 1.0335% which came up

to 66.8125 % in October. The maximum average performance rating of this subject was during

May 2017.
 36

I-MR Chart of FAR

80.00%
UCL=75.70%
Individual Value

70.00%

_
60.00% X=60.96%

50.00%
LCL=46.22%
1 2 3 4 5 6 7 8 9 10
Observation

20.00%
UCL=18.10%
15.00%
Moving Range

10.00%
__
5.00% MR=5.54%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation

Figure 6.Trend of the average performance percentages in Financial Accounting and Reporting

This figure displays the movement in Financial Accounting and Reporting in 2013-2017

licensure examinations. On May 2013 and October 2013 the average percentage was 58.8846 %

and 65.7209 %, respectively. July of 2014 it dramatically reduced to 54.2857 % and continued to

slope during October 2014 by 52.8 %. Nevertheless, on May 2015 it grew up to 59.0588 % and

decreased a bit by 1.2295 % which resulted to 57.8293 %. Throughout 2016, average percentage

heightened up by 65.8667 %in May and 61.0833 % in October. The improvement constantly

developed on 2017 when 68.3077 % but 65.75 % was the result in October.
 37

I-MR Chart of AUDITING

UCL=76.01%
75.00%
Individual Value

70.00%
_
X=66.38%
65.00%

60.00%

LCL=56.75%
55.00%
1 2 3 4 5 6 7 8 9 10
Observation

12.00% UCL=11.83%

9.00%
Moving Range

6.00%
__
MR=3.62%
3.00%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation

Figure 7. Trend of the average performance percentages in Auditing

The figure shows the trend of average performance percentages of Auditing during 2013-

2017 licensure examinations. The average percentage in the said subject during May 2013 was

57.1923 % while 60.0233 % during October of the same year. On July 2014 the average

percentage inclined up to 67.2381 %. Within October 2014 it reduced with the percentage of

65.5 %. On May 2015 the rate increased to 66.8824% but decreased to 66.6098% during

October. On May and October of 2015 the results prospered up to 75.2667 % the dropped in to

67.9444 %. During May 2017, the result commenced and reached 69.4231 % yet on October

2017 it fell in to 67.75 %.

 38

I-MR Chart of TAXATION

70.00% UCL=69.98%
Individual Value

65.00% _
X=64.09%

60.00%
LCL=58.19%
1 2 3 4 5 6 7 8 9 10
Observation

8.00%
UCL=7.24%
6.00%
Moving Range

4.00%
__
2.00% MR=2.22%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation

Figure 8.Trend of the average performance percentages in Taxation

This figure illustrates the trend of the average performance percentages in Taxation in

certified public accountant licensure examinationthroughout 2013-2017. On May 2013, the

average performance percentage was at 59.0769%. However, on October 2013 the average

performance rating got better for it increased to 61.8605%. But it dropped during the July 2014

examination at just 61.8095%.Within the examinations of October 2014 and May 2015 the

average performance rating improvedto 63.5333% and 67.8235% respectively. This indicates

that the school is improving in the CPA licensure examination. Though, for the periods of

October 2015, May and October 2016 examinations there were a declination of rating that

resulted to66.3659%, 65.2667% and 62.6111% respectively. But it rose up during May and

October 2017 having ratings of 64% and 68.5% respectively

 39

I-MR Chart of BUS LAW

UCL=75.42%

70.00%
Individual Value

_
60.00% X=60.71%

50.00%
LCL=46.01%
1 2 3 4 5 6 7 8 9 10
Observation

20.00%
UCL=18.06%
15.00%
Moving Range

10.00%
__
5.00% MR=5.53%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation

Figure 9.Trend of the average performance percentages in Regulatory Framework for Business

Transactions

Figure 9 above shows the movement of the average performance percentages in

Regulatory Framework for Business Transactions in certified public accountant licensure

examinationall the way through 2013-2017. On May 2013, the average performance percentage

was at 52.3462%. During October 2013 CPA licensure examination it grew to 59.8837 % but

then declined during the July 2014 examination at 56%. However on October 2014 the average

performance rating increased to 62.7% but it reduced immediately in May 2015 by 59.7059%. It

continued to decline in October 2015 by just 59.0488%. However, on May 2016 examination

there was an improvement of the SPUS because it garnered the rate of 69.8% but on October

2016 the rating resulted to a decrease with59.667%. On May 2017 it increased to 64.9231% but

it lessened during October 2017 having rating of 63.0625%.

 40

I-MR Chart of MAS

80.00%
UCL=77.81%

70.00%
Individual Value

_
60.00% X=60.47%

50.00%

LCL=43.13%
40.00%
1 2 3 4 5 6 7 8 9 10
Observation

UCL=21.30%
20.00%
Moving Range

15.00%

10.00%
__
MR=6.52%
5.00%

0.00% LCL=0.00%
1 2 3 4 5 6 7 8 9 10
Observation

Figure 10. Trend of the average performance percentages in Management Advisory Services

This figure demonstrates the trend of the average performance percentages in

Management Advisory Services in certified public accountant licensure examinationduring

2013-2017. On May 2013, the average performance percentage was at 55.1538%. On October

2013 and July 2014 CPA licensure examinations the average performance percentage increased

to 58.4186%and 64.5238% respectively. During October 2014 the rating dramatically declinedto

52.9333% but recovered in May 2015 with a rating of 56.4118 %. The average performance

rating decreased in October 2015 to 52.7073%. However, on May 2016 the rate strongly

improved to 69.4667% but then during October 2016 the rating resulted to 61.4722%. However

on May and October 2017 it increased to 66.3462% and 67.25% respectively. It would mean that

during the May and October 2017 examinations, the SPUS got the highest ratings among the 5

years.
 41

SIGNIFICANT DIFFERENCE IN THE AVERAGE PERFORMANCE RATINGS OF

SPUS IN THE CPA LICENSURE EXAMINATIONS AND THE FACTORS AFFECTING
THE PERFORMANCE IN CPA LICENSURE EXAMINATION
Table 8 shows the P-value of Average performance ratings and the factors affecting the

performance in CPA licensure examination with their decision and interpretation.

P-value Decision Interpretation

Average performance 0.000 No Effect Not Significant
ratings
Aptitude test 0.487 Not rejected Not Significant
Total units of board 0.577 Not rejected Not Significant
related subjects per
batch
Total instructor per 0.502 Not rejected Not Significant
batch

According to Minitab Blog Editor (2013) that the p-value for each term tests the null

hypothesis that the coefficient is equal to zero (no effect). A low p-value (< 0.05) indicates that

you can reject the null hypothesis. In other words, a predictor that has a low p-value is likely to

be a meaningful addition to your model because changes in the predictor's value are related to

changes in the response variable. T Test was used in the Aptitude test. According to J

Anesthesiol (2015) that t test is a type of statistical test that is used to compare the means of two

groups. It is one of the most widely used statistical hypothesis tests in pain studies. There is the

independent t test, which can be used when the two groups under comparison are independent of

each other, and the paired t test, which can be used when the two groups under comparison are

dependent on each other.

The remaining factors and the average performance ratings used the analysis of variance.

It is appropriate since Restor Dent Endod (2014) mentioned that for a comparison of more than

two group means the one-way analysis of variance (ANOVA) is the appropriate method instead
 42

of the t test. As the ANOVA is based on the same assumption with the t test, the interest of

ANOVA is on the locations of the distributions represented by means too. The ANOVA method

assesses the relative size of variance among group means compared to the average variance

within groups.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion and recommendations.

Summary
 43

The main purpose of the study is to increase the passing rates of St. Paul University

Surigao. According to the results of SPUS in the Certified Public Accountant licensure

examinations taken from the Professional Regulation Commission it indicates that the school

barely passed the required minimum rate in some examinations. Thus, there must be an invention

to increase such rates.

The input used was the result of St. Paul University Surigao in the CPA licensure

examinations in the years of 2013-2017. The factors were limited to three factors, they are used

to analyze the performance in the mentioned examination namely Aptitude test, total units of

board related subjects and total number of instructors per batch. The subjects include Advanced

Accounting and Reporting, Financial Accounting and Reporting, Auditing, Taxation, Regulatory

Framework for Business Transactions and Management Advisory Services.

The researchers employed the trend analysis and cohort analysis as techniques to analyze

the performance of Saint Paul University Surigao in the Certified Public Accountant Licensure

Examinations covering the years 2013-2017. The data were analyzed and interpreted using mean,

analysis of variance (ANOVA), t test, Pearson correlation, regression analysis and trend analysis.

Findings

Based on the results of the study, the following findings were drawn:

1. In terms of Aptitude test, Pearson correlation to average performance ratings is 0.380. It

has upward slope with a rate of 3.9 %. The coefficient for Aptitude test is 0.0614%. R-Sq

is 14.5% and 0 adj R-Sq.

 44

2. In terms of total units board related subjects per batch, Pearson correlation to average

performance ratings is -0.337. A downward slope with a rate of .83%. The coefficient for

total units of subjects is 0.0992%. R-Sq is 11.4% adj R-Sq is zero.

3. In terms of total number of instructors per batch, Pearson correlation to average

performance ratings is 0.421. An upward slope with a rate of 2.6 %. The coefficient for

total number of instructors per batch is 0.2407%. R-Sq is 17.7 % and adjusted R- Sq is

zero.

4. In terms of Advance Financial Accounting and Reporting in 2013-2017 Certified Public

Accountants Licensure Examination. During May 2013, the rating of the takers

performance was 61.14615385% then eventually increased by 67.18605 % on October of

the same year. From the latter, the percentage substantially decreased in to 62.7619 % on

July 2014. On October 2014 the average percentage rose gradually to 63.066 %. The

average performance percentage fell steadily during May and October 2015 by 62.176 %

and 61.584 % respectively. Though May 2016, it inflated by 65.333 % yet dipped by

.9719 % which resulted in to 64.3611 %. From 2016’s result it grew up moderately

during 2017 examination as it reached the average percentage to 67.846 % in May

however declined a bit by 1.0335% which came up to 66.8125 % in October. The

maximum average performance rating of this subject was during May 2017.

5. In terms of Financial Accounting and Reporting in 2013-2017 licensure examinations. On

May 2013 and October 2013 the average percentage was 58.8846 % and 65.7209 %,

respectively. July of 2014 it dramatically reduced to 54.2857 % and continued to slope

during October 2014 by 52.8 %. Nevertheless, on May 2015 it grew up to 59.0588 % and

decreased a bit by 1.2295 % which resulted to 57.8293 %. Throughout 2016, average

 45

percentage heightened up by 65.8667 %in May and 61.0833 % in October. The

improvement constantly developed on 2017 when 68.3077 % but 65.75 % was the result

in October.

6. In terms of Auditing during 2013-2017 licensure examinations. The average percentage

in the said subject during May 2013 was 57.1923 % while 60.0233 % during October of

the same year. On July 2014 the average percentage inclined up to 67.2381 %. Within

October 2014 it reduced with the percentage of 65.5 %. On May 2015 the rate increased

to 66.8824% but decreased to 66.6098% during October. On May and October of 2015

the results prospered up to 75.2667 % the dropped in to 67.9444 %. During May 2017,

the result commenced and reached 69.4231 % yet on October 2017 it fell in to 67.75 %.

7. In terms of Taxation in certified public accountant licensure examination throughout

2013-2017. On May 2013, the average performance percentage was at 59.0769%.

However, on October 2013 the average performance rating got better for it increased to

61.8605%. But it dropped during the July 2014 examination at just 61.8095%.Within the

examinations of October 2014 and May 2015 the average performance rating improvedto

63.5333% and 67.8235% respectively. This indicates that the school is improving in the

CPA licensure examination. Though, for the periods of October 2015, May and October

2016 examinations there were a declination of rating that resulted to66.3659%, 65.2667%

and 62.6111% respectively. But it rose up during May and October 2017 having ratings

of 64% and 68.5% respectively.

8. In terms of Regulatory Framework for Business Transactions in certified public

accountant licensure examination all the way through 2013-2017. On May 2013, the

average performance percentage was at 52.3462%. During October 2013 CPA licensure
 46

examination it grew to 59.8837 % but then declined during the July 2014 examination at

56%. However on October 2014 the average performance rating increased to 62.7% but it

reduced immediately in May 2015 by 59.7059%. It continued to decline in October 2015

by just 59.0488%. However, on May 2016 examination there was an improvement of the

SPUS because it garnered the rate of 69.8% but on October 2016 the rating resulted to a

decrease with59.667%. On May 2017 it increased to 64.9231% but it lessened during

October 2017 having rating of 63.0625%.

9. In terms of Management Advisory Services in certified public accountant licensure

examination during 2013-2017. On May 2013, the average performance percentage was

at 55.1538%. On October 2013 and July 2014 CPA licensure examinations the average

performance percentage increased to 58.4186%and 64.5238% respectively. During

October 2014 the rating dramatically declined to 52.9333% but recovered in May 2015

with a rating of 56.4118 %. The average performance rating decreased in October 2015 to

52.7073%. However, on May 2016 the rate strongly improved to 69.4667% but then

during October 2016 the rating resulted to 61.4722%. However on May and October

2017 it increased to 66.3462% and 67.25% respectively. It would mean that during the

May and October 2017 examinations, the SPUS got the highest ratings among the 5

years.

10. There was no significant difference in the average performance rating from May 2013 to

October 2017 and factors affecting the CPA licensure examination. The P-Value of

average performance rating, aptitude test, total units of subjects per batch, total instructor

per batch are 0.000 0.487, 0.577 and 0.502 respectively.

Conclusions
 47

Based on the aforementioned findings, the following conclusions were drawn:

In terms of Aptitude test, there was a positive correlation between the Aptitude test and

the average performance percentages which means that the students who have a high result in the

Aptitude test, they have higher performance in the CPA Licensure Examination.

In terms of the total units of board related subjects per batch, there’s negative correlation

between the numbers of units of the board exam related subjects and the average performance

rating. This implies that the more loads of unit, the student is likely to have poor performance in

the CPA Licensure Examination. But the conclusion of this factor is counter intuitive.

In terms of total number of instructors per batch, there’s a positive correlation between

the number of instructors and the average performance rating. This shows that the batches of

students who have more instructors are likely to have a higher average performance ratings in the

CPA Licensure Examination.

In terms of the trend of average performance ratings in every subjects, the perceived

factors are not guaranteed to be the cause of the changes of average performance ratings.

There is no significant difference in the average performance ratings of SPUS from May

2013 to October 2017 CPA licensure examinations, and the factors affecting the mentioned

examination results namely Aptitude Test, Total Units of Board Related Subjects, and Total

number of instructors per batch from October 2016 to October 2017, October 2013 to May 2016,

and October 2014 to May 2017 respectively.

Recommendations

In the light of the findings and conclusions, the following recommendations are offered.
 48

Aptitude test. The guidance office may create specific programs or activities that improve

one’s aptitude and there may be an intervention like mentoring and training right after assessing

them. According to Neil J. Salkind (2010) that aptitude can be defined as individual differences

that are related to subsequent learning during a fixed time frame. The learning or acquisition of

knowledge or skills can occur in a formal intervention (training or education) or in an informal

setting (experience or mentoring).The program chair may conduct evaluation of grades per

semester and assist students who have concerns with their subjects and refer them to the

guidance office for counselling and intervention. M Buschkuehl (2010) the gain on Aptitude

depends on training features such as spaced or massed training and how inter individual

differences mediate the effects of training broaden their measures of Aptitude, as well as

incorporate direct measures of real-world performance such as on-the-job or academic

achievement

Total units of board related subjects. Further study is required with regards to this topic,

since the finding for the total units of board related subjects is counter intuitive, because the

results showed that when the board related subjects increases, the performance in the CPALE

decreases which means that the higher the units of board related subjects of a student, he has

likely to have to poor performance in the CPALE. This contradicts the principles of JEG adviser

(2012) that a “major” is simply an academic area in which you choose to concentrate your

studies. And David K. Moldoff (2010) that majors are also called concentrations. An academic

major or concentration is a college or university student's main field of specialization during his

or her associates or undergraduate studies. It prepares you for a range of job opportunities and

professions giving you the basis for more specialized training once you graduate. However, the

researchers believe that the potential causes of the result are the misdistribution of board related
 49

subjects in every semester and the inclusion of many non-board related subjects. Suggested

topics for future researchers:

1. Distribution of board related subjects of BS Accountancy in every semester.

2. Total units of BS Accountancy as a factor in the CPALE

Total number of instructors per batch. First, the SPUS may hire more CPAs and lawyers

at least three full time CPAs as mentioned in CHED Memorandum Order no. 27 (2017) that

there is should be at least 3 full time CPA instructor of CHED recognized BSA program. Second,

the teacher may not be allowed to handle more than 24 units for both part timer and full timer per

semester. Also as stated in CHED Memorandum Order no. 27 (2017) that the regular teaching

load of a full time teaching personnel shall be not exceed 24 units per term. The teaching load of

a part time or special lecturers teaching in more than one educational SPUSs shall no case exceed

24 units per term in the aggregate. Third, the SPUS may create specific programs that improve

the instructor members in order to provide a more quality education. According to CHED

Memorandum Order no. 27 (2017) that there is should be a formal development program to

encourage and help instructor members keep up with new knowledge and techniques in their

field, improve their teaching skills and course materials and continue their professional growth.

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from:https://boa.com.ph/resolution-no-274-2015-provides-the-syllabi-for-new-cpa-exam-
subjects/

Institute of Chartered Accountants in England and Wales (ICAEW) retrieved from:

 50

https://en.wikipedia.org/wiki/Institute_of_Chartered_Accountants_in_England_and_Wal
es

Philippine Accountancy Law (RA 9298,Section 16) retrieved

from:https://www.lawphil.net/statutes/repacts/ra2004/ra_9298_2004.html

Commission on Higher Education (CMO-03-s2007 retrieved from: https://ched.gov.ph

/cmo-3-s-2007/

Accountancy| Professional Regulation Commission Retrieved from

https://www.prc.gov.ph/accountancy

McDonough, R. (2010). The Secrets to Passing CPA exam on your first try. New Jersey CPA.
July/August, 40.

B Lombard (2016) Becoming a Certified Public Accountant: It is the only way to go Retrieved
from: http://vc.bridgew.edu/honors_proj/179/

O’Callaghan, S., Elson, R.J., Walker, J.P., Rao, A and Rechtman, Y. (2010). Help Staff Pass the
CPA Exam. The CPA Journal, February, 62-64.

Kendra Cherry (2017) the Types of Aptitude Testing

Retrieved from: https://www.verywellmind.com/what-is-an-aptitude-test-2794806

Kaufman (2015) Why Creativity Isn’t in IQ Test, Why it Matters, and Why it Won’t… - MDPI
Retrieved from: https://www.mdpi.com/2079-3200/3/3/59/pdf

M Buschkuehl (2010) Improving intelligence: a literature review Retrieved

from:https://smw.ch/resource/jf/journal/file/view/article/smw/en/smw.2010.12852/smw.2
010.12852.pdf/

C Pisarik (2017) Academic Relevance: College Students’ Perspective Retrieved from:

https://files.eric.ed.gov/fulltext/EJ1169834.pdf

JN Hughes (2012) Teacher-Student Relationships and School Adjustment: Progress and

 51

Remaining Challenges Retrieved from:

https;//www.ncbi.nlm.nih.gov/pmc/articles/PMC3340616

Herrero, C. (2015). Influence of Selected Factors on CPA Licensure Examination

Results, International Letters of Social and Humanistic Sciences, Vol. 64, pp. 87
93,2015. Retrieved from: https://www.learntechlib.org/d/177153/

Kareem, J., and Ravirot, B. (2014). A Study on the Self-Concept of Teachers Working in
Government, Aided and Unaided Colleges in Bangalore. The IUP Journal of
Organizational Behavior, Vol. XIII, No. 1, 61-70 Retrieved from:
http://www.sciepub.com/reference/131556

Cruz, N., & Cruz, C. (2013). DLSU Board Exam: Performance and Expectations. The
LaSallian, De La Salle University. Retrieved from:
http://thelasallian.com/2013/11/23/dlsu-board-exams-performance-and expectations

Rumsey (2010) How to interpret a correlation coefficient r Retrieved from:

https://www.dummies.com/education/math/statistics/how-to-interpret-a-correlation-
coefficient-r/

Minitab Blog Editor (2013) How to Interpret Regression Analysis Results: P-values and
Coefficients Retrieved from:http://blog.minitab.com/blog/adventures-in-statistics-2/how-
to-interpret-regression-analysis-results-p-values-and-coefficients

Daniela-Emanuela Dănăcică (2017) Methodological and Applicative Problems of using Pearson

Correlation Coefficient in the Analysis of Socio-Economic Variables Retrieved
from:http://www.revistadestatistica.ro/supliment/wpcontent/uploads/2017/02/A09_rrss_0
2_2017.pdf

Dtsch Arztebl Int. (2010) Linear Regression Analysis Retrieved

from:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2992018/

J Anesthesiol (2015) t test as a parametric statistic Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4667138/
 52

Restor Dent Endod (2014) Analysis of variance (ANOVA) comparing means of more than two
groups Retrieved from:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3916511/

Neil J. Salkind (2010) Aptitude Retrieved from:

http://sk.sagepub.com/reference/educationalpsychology/n14.xml

Johny Kutty, Joseph Asstt and Professor Smvdcon (2017) Aptitude Retrieved from:
https://www.slideshare.net/JohnykuttyJoseph/unit-3-aptitude

Dipali B. Gandhi (2010) Aptitude Retrieved from:

http://dgwaymade.blogspot.com/2010/10/aptitude.html

Nugent, Pam M.S.( 2013) Aptitude Retrieved from: https://psychologydictionary.org/aptitude/

Amit Paul (2015) Pros and cons of taking a heavy college course-load (18+ units) Retrieved
from:http://www.theprospect.net/pros-and-cons-of-taking-a-heavy-college-course-load-
37911

Valerie Strauss (2014) Homework hurts high-achieving students, study says Retrieved
from: https://www.washingtonpost.com/news/answer-sheet/wp/2014/03/13/homework-
hurts-high- achieving-students-study-says/?noredirect=on&utm_term=.16ad6eb6b412

Lewis Lester (2016) What is trend analysis? Why is it so important? Retrieved from:
https://www.quora.com/What-is-trend-analysis-Why-is-it-so-important

CHED Memorandum Order no. 27 (2017) Retrieved from: https://ched.gov.ph/cmo-27-s-2017-2/

JEG adviser (2012) Focus on Majors: What Does “Major”

Mean? Retrieved from:http://jacquelineeducationgroup.com/2012/08/focus-on-majors-
what-does-%E2%80%9Cmajor%E2%80%9D-mean/

David K. Moldoff (2010) What is a College Major? Retrieved from:

http://www.collegetransfer.net/askct/whatisacollegemajor/tabid/2421/default.aspx
 53

APPENDIX A
LETTER OF REQUEST TO CONDUCT THE STUDY
ST. PAUL UNIVERSITY SURIGAO
Surigao City

October 27, 2018

 54

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, EnP

Dean, College of Business and Technology
St. Paul University Surigao
Surigao City

Dear Sir:

Greetings of Peace!

As a part of the academic requirement for the degree Bachelor of Science in Accountancy, the
undersigned are conducting a study about the “Analysis of the performance of St. Paul University
Surigao in CPA licensure examination covering the years of 2013-2017”.
In this connection, the researchers respectfully ask for the kind approval from your good office to
allow the undersigned to gather information needed for the completion of this study.
The researchers are gratefully anticipating your kind response and approval to this request.
Thank you very much.

Respectfully yours,

JOAN E. COQUILLA
NICCO L. ORTIZ
DAPHNIE LORRAINE V. RAMOS

Noted by

MRS. KAREN PLAZA

Instructor

Approved by

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, ENP

Adviser

APPENDIX B
LETTER OF REQUEST TO THE COLLEGE OF BUSINESS AND TECHNOLOGY
ST. PAUL UNIVERSITY SURIGAO
Surigao City

_______________________________

_____________________
 55

_____________________
_____________________

Dear ______:

Greetings of Peace!

As a part of the academic requirement for the degree Bachelor of Science in Accountancy, the
undersigned are conducting a study about the “Analysis of the performance of St. Paul University
Surigao in CPA licensure examination covering the years of 2013-2017”.
As part of our data gathering are the list of the instructors from year 2009-2017 and the
prospectus of accountancy program from the year 2009-2013. In this view, we would like to ask
permission to get a copy of the above mentioned lists from your good office. Rest assured the all
of the gathered information shall be treated with the highest confidentiality.
The researchers are gratefully anticipating your kind response and approval to this request.
Thank you very much.

Respectfully yours,

JOAN E. COQUILLA
NICCO L. ORTIZ
DAPHNIE LORRAINE V. RAMOS

Noted by

MRS. KAREN PLAZA

Instructor

Approved by

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, ENP

Adviser

APPENDIX C
LETTER OF REQUEST TO THE GUIDANCE OFFICE
ST. PAUL UNIVERSITY SURIGAO
Surigao City

October 30, 2018

 56

MS. CYRELLE JUNE C. ARIAR

Guidance Staff- COLLEGE
St. Paul University Surigao
Surigao City

Dear Ma’am:

Greetings of Peace!

As a part of the academic requirement for the degree Bachelor of Science in Accountancy, the
undersigned are conducting a study about the “Analysis of the performance of St. Paul
University Surigao in CPA licensure examination covering the years of 2013-2017”.
In this connection, the researchers respectfully ask for the kind approval from your good office to
allow the undersigned to gather information about the parameters of intelligence test, importance
of intelligence test in the taking a board exam, and recommendations on how to improve one’s
intelligence.
The researchers are gratefully anticipating your kind response and approval to this request.
Thank you very much.

Respectfully yours,

JOAN E. COQUILLA
NICCO L. ORTIZ
DAPHNIE LORRAINE V. RAMOS

Noted by
MRS. KAREN PLAZA
Instructor

Approved by
ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, ENP
Adviser
APPENDIX D
LETTER OF REQUEST TO THE DEAN OF COLLEGE
OF BUSINESS AND TECHNOLOGY
ST. PAUL UNIVERSITY SURIGAO
Surigao City

October 27, 2018

 57

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, EnP

Dean, College of Business and Technology
St. Paul University Surigao
Surigao City

Dear Sir:

Greetings of Peace!

As a part of the academic requirement for the degree Bachelor of Science in Accountancy, the
undersigned are conducting a study about the “Analysis of the performance of St. Paul University
Surigao in CPA licensure examination covering the years of 2013-2017”.
In this connection, the researchers respectfully ask for an official result of the CPA Licensure
Examination coming from the PRC from the year 2013-2017.
The researchers are gratefully anticipating your kind response and approval to this request.
Thank you very much.

Respectfully yours,

JOAN E. COQUILLA
NICCO L. ORTIZ
DAPHNIE LORRAINE V. RAMOS

Noted by

MRS. KAREN PLAZA

Instructor

Approved by

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, ENP

Adviser
APPENDIX E
LETTER OF REQUEST TO HUMAN RESOURCE OFFICE
ST. PAUL UNIVERSITY SURIGAO
Surigao City

August 23, 2018

MARY ROSE ILIGAN

 58

Dean, College of Business and Technology

St. Paul University Surigao
Surigao City

Dear Ma’am:

Greetings of Peace!

As a part of the academic requirement for the degree Bachelor of Science in Accountancy, the
undersigned are conducting a study about the “Analysis of the performance of St. Paul University
Surigao in CPA licensure examination covering the years of 2013-2017”.
In this connection, the researchers respectfully ask for the kind approval from your good office to
give us a copy of instructors of Accountancy program
The researchers are gratefully anticipating your kind response and approval to this request.
Thank you very much.

Respectfully yours,

JOAN E. COQUILLA
NICCO L. ORTIZ
DAPHNIE LORRAINE V. RAMOS

Noted by

MRS. KAREN PLAZA

Instructor

Approved by

ATTY. LEONARDO L. DEL CARMEN JR, CPA, CLSSMBB, SCT, ENP

Adviser

APPENDIX F
AVERAGE PERFORMANCE RATING OF SPUS IN CPALE PER SUBJECTS
ST. PAUL UNIVERSITY SURIGAO
Surigao City
 59

MAY OCT JULY OCT MAY OCT MAY OCT MAY OCT
SUBJECTS
2013 2013 2014 2014 2015 2016 2016 2016 2017 2017
AFAR 61.46% 67.19% 62.76% 63.07% 62.12% 61.59% 65.33% 64.36% 67.88% 66.81%
FAR 58.88% 65.72% 54.29% 52.80% 59.06% 57.83% 65.87% 61.08% 68.31% 65.75%
AUD 57.19% 60.02% 67.24% 65.50% 66.88% 66.61% 75.27% 67.94% 69.42% 67.75%
TAX 59.08% 61.86% 61.81% 63.53% 67.82% 66.37% 65.27% 62.61% 64.00% 68.50%

BUS LAW 52.35% 59.88% 56.00% 62.70% 59.71% 59.05% 69.80% 59.67% 64.92% 63.06%

MAS 55.15% 58.42% 64.52% 52.93% 56.41% 52.71% 69.47% 61.47% 66.35% 67.25%

APPENDIX G
TABLES OF FACTORS AFFECTING THE PERFORMANCE OF SPUS IN
THE CPALE WHICH WERE USED IN THE GRAPHS
ST. PAUL UNIVERSITY SURIGAO
Surigao City
 60

Aptitude test Numeric Value Average Performance Rating

Superior 90 72.00%
Outstanding 80 68.00%
Very High 70 61.00%
High 60 71.00%
High Average 50 64.00%
Average 40 65.17%
Below Average 20 66.00%

Academic Year Examination Date Average Total Units of Major

Performance Rating Subjects
2010-2011 October 2013 62.18% 87
2010-2011 July 2014 61.10% 87
2011-2012 October 2014 60.09% 93
2011-2012 May 2015 62.00% 93
2012-2013 October 2015 60.69% 90
2012-2013 May 2016 61.10% 90

Batch Examination Date Average Total Instructor per

Performance Rating Batch
2014 October 2014 60.09% 35
2014 May 2015 62.00% 35
2015 October 2015 60.69% 40
2015 May 2016 61.10% 40
2016 October 2016 60.09% 45
2016 May 2017 66.81% 45

APPENDIX H
RESULTS OF APTITUDE TEST OF SPUS BATCH 2016 AND 2017
WITH THEIR GENERAL AVERAGE IN THE CPALE
ST. PAUL UNIVERSITY SURIGAO
Surigao City

General Average
General Intelligence (October)
 61

Score
Average 65%
Below Average 78%
Below Average 54%
High 70%
High 72%
High Average 54%
High Average 83%
High Average 66%
High Average 50%
High Average 69%
Outstanding 63%
Outstanding 70%
Outstanding 73%
Superior 85%
Superior 61%
Superior 67%
Superior 76%
Very High 65%
Very High 76%
Very High 55%
Very High 60%
Very High 52%

APPENDIX I
LIST OF INSTRUCTOR OF ACCOUNTANCY PROGRAM OF SPUS
ST. PAUL UNIVERSITY SURIGAO
Surigao City

Casana, Alexel
Academic Year 2013-2014 Clamor, Kenneth
Compe, Graciano Jr.
 62

Dano, Richard
Eliot, Christine Ferl
Febrero, Rebecca Academic Year 2016-2017
Galido, jeffrey
Cyrus Ben U. Ramoga
Lorenzo, Andress III
Sanchez, Johanne Jay Ma. Isabel M. Eguna
Atty. Zander J. Plaza
Academic Year 2014-2015 Atty. Leonardo del Carmen
Anamae D. Alsong
Kenneth M. Clamor Gletzmar B. Igcasama
Anjenette M. Ebueza Rodolfo B. Ravelo
Cherry May Mamasu Kim H. Telarma
Alexcel G. Casaňa Bemar F. Caranay
Jeffrey P. Galido Mary Ann Ensomo
Rebecca E. Febrero Ryan Dave Alutaya
Andres D. Lorenzo III Vlademer Brit
Seth Claire R. Sanchez Charlie Dechos
Jose Almay Joy T. Tibay
Rodolfo Ravelo

CURRICULUM VITAE

Personal Information:

Name :Joan E. Coquilla

Date of Birth :August, 16, 1999

 63

Place of Birth :Libjo, Surigaodel Norte

Address :Brgy. Albor, Libjo, Dinagat Islands

Civil Status :Single

Religion :IFI ( Iglesia Filipina Indepiendente)

Nationality :Filipino

Parent :Mr. Geronimo M. Coquilla

:Mrs. Josie E. Coquilla

Educational Background

Elementary :Albor Central Elementary School

Albor, Libjo, Dinagat Islands

Secondary :Albor National High School

Albor, Libjo, Dinagat Islands
Tertiary :St. Paul University Surigao
Cor. San Nicolas and Rizal Streets
Surigao City
Course :Bachelor of Science in Accountancy

Personal Information:

Name :Nicco L. Ortiz

Date of Birth :October 24 1998

Place of Birth :Bad-as, Placer, Surigao del Norte

 64

Address :Brgy. Sta. Cruz, Placer, Surigao del Norte

Civil Status :Single

Religion :Roman Catholic

Nationality :Filipino

Parent :Mr. Nicolas P. Ortiz

:Mrs. Celia L. Ortiz

Educational Background

Elementary :Sta. Cruz Elementary School

Brgy. Sta. Cruz, Placer, Surigao del Norte
Secondary :Amando A. Fabio National High School
Brgy. Sta. Cruz, Placer, Surigao del Norte
Tertiary :St. Paul University Surigao
Cor. San Nicolas and Rizal Streets
Surigao City
Course :Bachelor of Science in Accountancy

Personal Information:

Name :Daphnie Lorraine V. Ramos

Date of Birth :April 20, 1999

Place of Birth :Villa RizaMalimono, Surigaodel Norte

 65

Address :0615 SitioLoocBrgy. Luna, Surigao City

Civil Status :Single

Religion :Roman Catholic

Nationality :Filipino

Parent :Mr. Danilo G. Ramos

:Mrs. Lorna V. Ramos

Educational Background

Elementary :Surigao City Pilot School

Narciso St., Surigao City
Secondary :Surigao Del Norte National high school
Penaranda St., Surigao City
Tertiary :St. Paul University Surigao
Cor. San Nicolas and Rizal Streets
Surigao City
Course :Bachelor of Science in Accountancy