A CASE STUDY ON THE COURSE MISMATCH OF ACCOUNTING, BUSINESS

AND MANAGEMENT GRADUATES

A Research Paper Presented to

The Faculty of St. Vincent’s Academy

Gonzales Ave., San Vicente, Apalit, Pampanga

Batu, Eli-Dan Cyrille L.

Cabrera, James Reynier G.

Gomez, Jonalyn A.

Lugue, Giles Ezekiel S.

Macalino, Simmon Zeke N.

San Andres, Sandra Marie B.

Accountancy, Business and Management

Ms. Maricar S. Dimla

October 2018
1
 CHAPTER I

The Problem and Its Background

Introduction

When talking about education, people often confuse it with schooling. Many think

of places like schools or colleges when seeing or hearing the word. The problem with this

is that while looking to help people learn, the way a lot of schools and teachers operate is

not necessarily something we can properly call education. Many have chosen or fallen or

been pushed into ‘schooling’ – trying to drill learning into people according to some plan

often drawn up by others. Paulo Freire (1973) famously called this banking – making

deposits of knowledge. Such ‘schooling’ quickly descends into treating learners like

objects, things to be acted upon rather than people to be related to.

Education is a process of inviting truth and possibility of encouraging and giving

time to discovery. It is, as John Dewey (1916) put it, a social process – ‘a process of

living and not a preparation for future living’. In this view, educators look to act with

people rather on them. Their task is to ‘educe’ (related to the Greek notion of educere), to

bring out or develop potential.

Educational mismatch can be difficult to measure because many factors can

converge to its definition and the traditional indicators presented in literature can offer a

restricted view of the problem.

2
 According to expert, taking accountancy is not left to just being an accountant

alone. Accountancy students may also be an accounts payable clerk, internal auditor,

budget analyst, bookkeeper, and chief financial officer. In Business Administration,

students can get on board with other multihued tracks in the corporate world like market-

research analyst, financial adviser, loan officer, administrative assistant, community-

service manager, and even become a statistician.

The Department of Education introduced Accountancy, Business and

Management (ABM), one of the four strands under the academic track, to equip the

students with essential fundamental concepts on business specialized courses. The ABM

specialized courses focused on application and measurable learning outcomes for

students complemented by technology integration.

Accountancy, Business and Management strand focuses on the basic concepts of

business management, financial management, corporate operations, and such things that

are applicable for. This strand can also lead the ABM students to path towards

management and accounting; which could be sales management, internal auditor,

marketing director, project officer, human resources, bookkeeper, accounting clerk.

Accountancy, Business and Management (ABM) will definitely boost the skills

and competencies of Senior High School students aspiring to take Accountancy, Business

Administration and Management in college. The Accountancy, Business and

Management allow the ABM students to go beyond discovery on accounting and

business management without taking Algebra, Geometry, Trigonometry and other

specialize mathematical subjects.

3
 Subjects in the Accountancy, Business and Management (ABM) strand will help

the Accountancy, Business and Management (ABM) students on their journey to be

successful in the corporate world. As expected, the subjects that will be encountered are

Financial Management, Fundamentals of Accountancy 1 and 2, Business and

Management, Principles of Marketing, Organization and Management because all these

subjects are related in corporate world. Core subjects are for all four strands under

academic track while every strand, they have their own applied track or specialized

subject. In taking this strand, they will be able to analyze assets, understand financial

positions, prepare audit accounts, and interpret profitability.

According to the data of DepEd, this strand is third for having the most number

of enrolled students under the Academic track and currently has 219,313 students around

the Philippines as of September 2016.However, in spite of its standing as third in having

the most enrolled students in academic track, it is still inevitable for the students to enroll

in college that is not in line with their strand.

In fact, four out of 10 Accountancy, Business and Management (ABM) graduates

nationwide are committed on strand mismatch based on the researchers’ observation and

to the data they have gathered from internet. T, P. G. (2015, March 19). Daily

Zamboanga Times

In an instance, even though they took the Accountancy, Business and

Management (ABM) strand on their Senior High School year, some of them still enrolled

on non-related course in college.

4
 The first batch of ABM graduates at St. Vincent’s Academy are as follows,

Alyssa Mae Talavera (Business Administration), Angelica Fhaye Quito (Business

Administration), Cheska Louise Talavera (Architecture),Cristian Gonzales

(Accountancy), Jannu Ray Emmanuel De Jesus (Accountancy), Jayson Reyes

(Education), John Emil Abines (Hotel and Restaurant Management), Kenneth Urbano

(notenrolled), Kian Andrei Lugue (notenrolled), Larry Ontiapco (Education Major in

Mathematics), and Zhaneen Medina (Business Administration).

With conduct the study, the respondents of the research was the Accountancy,

Business and Management (ABM) Graduates (AY 2017-2018) of St. Vincent’s

Academy. St. Vincent’s Academy is located on Gonzales Avenue, San Vicente, Apalit,

Pampanga. They offered full and partial scholarships to anyone who is willing to expand

and enhance their skills and knowledge. The objective of the researchers’ study was to

eradicate or lessen the course misconception so that it will not lead on course mismatch.

The objective of this study would serve as awareness for the upcoming senior

high school.

Statement of the problem

This study was concerned on its main objective and why there was some ABM

Graduates (A.Y 2017-2018) enrolled on a course that is not in line with ABM strand then

it specifically sought to answer the following:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

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 1.2 General Average (Grade 12)

1.3 Sex

2. How many Accountancy, Business and Management (ABM) Graduates of St.

Vincent’s Academy are committed on non-related course on college?

3. What are the advantages of those who took Accountancy, Business and

Management (ABM) strand on Senior High School and committed on a course on

college that is in line with the said strand?

4. What are the disadvantages of those who took Accountancy, Business and

Management (ABM) strand on Senior High School and committed on a course on

college that is not in line with the said strand.

5. Reasons and factors why they enrolled on course that is not in line on the strand

they took.

Scope and Delimitations

The researchers considered the graduates’ information such as their age, gender,

and their general average when they were in Grade 12.

The researchers conducted pre-tests: the first one was they answered the question

number two in the statement of the problem, how many Accountancy, Business and

Management (ABM)graduates at St. Vincent’s Academy (AY 2017-2018) are committed

on non-related course on college, then, after determining the number of Accountancy,

Business and Management graduates at St. Vincent’s Academy (AY 2017-2018) whose

committed on non-related course on college, the researchers will fulfill the partial

fulfillment of the Chapter I.

6
 The data gathering was limited to the 11 Accountancy, Business and Management

graduates at St. Vincent’s Academy (AY 2017-2018); four females and seven males. The

study covered how important is choosing the proper strand on Senior High School and

the possible struggles that they will experience.

Significance of the Study

Upon the completion of this study, it will be of importance to the following:

Students - this research will implement awareness to the students, especially the

upcoming Senior High School students about strand/course mismatch. It will warn them

that choosing strand on Senior High School is a serious matter.

Parents - will be aware about the K to 12 Program. This research will inform

them that they should help their child on choosing their strand to prevent strand/course

mismatch.

Teachers -with the help of this research, they will be aware that there is a

course/strand mismatch happening and take step on encouraging the students to continue

the strand on college.

Guidance Counsellor - it will aware them that they can do something about

strand/course mismatch by means of persuading the students on his/her school.

Future Researchers – it will aware them that there is an issue like strand/course

mismatch happened at the past. This research will also be their source (with proper

credits to the researchers) and it will also help them for their future research.

7
Definition of Terms

To minimize language barrier, the following terms were supplied with definition

and it served as guide for readers’ better understanding on this study for these terms were

mentioned on the succeeding chapters.

Academic – courses of study taken at a school or college. (Merriam Webster dictionary)

Accountancy – is the study for accounting.

Accounts –records of income and expenses.

Business – is the process of making more money.

Case Study – a published report about a person (Merriam Webster dictionary)

Company – a business organization that makes, buys, or sells goods or provides services

and exchange for money. (Merriam Webster dictionary)

Course – stage where you can learn specific things.

Finance – the way of handling money.

Fundamentals – forming or relating to the most important part of something. (Merriam

Webster dictionary)

Graduates – people who earns diploma as their reward for their hardwork.

Management – handling something

Marketing – act of convincing someone.

Mismatch – something that is not matching your capability.

8
Organization – a company, business, club, etc., that formed for a particular purpose.

9
Notes in Chapter 1

Edukasyon.ph. (n.d.). Retrieved July 22, 2018, from

https://www.edukasyon.ph/courses/senior-high-tracks/academic/abm-accountancy-

business-and-management-strand

T, P. G. (2015, March 19). Daily Zamboanga Times (Zamboanga's very own daily

newspaper). Retrieved July 22, 2018, from

http://www.zamboangatimes.ph/opinions/14477-curriculum-mismatch-and-

employability-of-graduates.html)

B, D. N (2010, September 5).Retrieved September 27, 2018, from

https://www.researchgate.net/publication/226427045_mismatch_of_graduates_a_multidi

mensional_and_fuzzy_indicator

10
 CHAPTER II

Reviews of Related Studies and Literatures

Related Theories

These theories were presented and integrated by the researches because they

deemed that these will help in the further understanding of their study.

Social Cognitive Career Theory

Lent et al. (1994) developed SCCT to facilitate understanding of career choice,

interest, and performance processes. This theory identifies the factors that interplay when

a student chooses a certain track and progresses on the chosen career path. Moreover, it

provides a framework on using social cognitive processes to explain success and failure,

academic outcomes, and career outcomes.

Social Cognitive Theory originated in psychology, but based on an unofficial

November 2013 Google Scholar search, only two percent of articles published on SCT

are in the pure psychology field. About 20% of articles are from Education and 16%from

Business. The majority of publications using SCT, 56%, come from the field of Applied

Health Psychology. The majority of current research in Health Psychology focuses on

testing SCT in behavioral change campaigns as opposed to expanding on the theory.

Myers Briggs’ Theory

Myers-Briggs theory was developed by the mother-daughter partnership of

Katharine Briggs and Isabel Briggs Myers. One way to discover your closest Myers-

Briggs type(s) is to complete the Myers-Briggs Type Indicator instrument and go through

a validation process under the supervision of a qualified MBTI practitioner.

11
 Base on this theory, the individual has the capability on deciding on their own.

The researchers link this theory on their study because along with the duration of the

study, they would like to figure out if they decided on their own or there are other

intervening factors that affect their decision.

One of the questions in the instrument used by the researcher has to do with this

theory which is, “Why did you choose Accountancy, Business and Management Strand

when you were in Senior High School year?”

Happenstance Theory

John Krumboltz's planned happenstance theory makes it fine to not always plan,

because unplanned events could lead to good careers.

John Krumboltz is an established career theorist. He most recently developed

ideas about supporting indecision in clients. He states that indecision is desirable and

sensible, as it allows the opportunity for clients to benefit from unplanned events. This

theory is called planned happenstance.

This emerging theory specifically addresses the need for people to deal with

change within the rapidly changing labour market. Managing life transitions is seen as an

essential career management skill. Krumboltz’s theory offers insight on how to deal with

the limited degree of control we have over some career experiences.

At the core of this theory is the fact that unpredictable social factors, chance

events and environmental factors are important influences on clients’ lives. As such, the

counsellor’s role is to help clients approach chance conditions and events positively. In

12
particular, counsellors foster in their clients, Curiosity to explore learning opportunities,

Persistence to deal with obstacles, Flexibility to address a variety of circumstances and

events, Optimism to maximize benefits from unplanned events.

Krumboltz states that people with these qualities are more likely to capitalize on

chance events and turn serendipity into opportunity.

Factors (the types of skills demanded by employers) in field-of-study mismatch.

Using data from the program for International Assessment of Adult Competencies’

Survey of Adult Skills (PIAAC), this paper shows that although students may choose to

specialize in a particular field, it is not solely up to them to actually work in that field. In

accordance with assignment theories, both the degree of saturation of a particular field in

the labor market and the level of generic skills of a particular field predict the occurrence

of field-of-study mismatch, highlighting that mismatch is the result of both labor supply-

and demand-side factors. The paper then evaluates the costs to individuals – in terms of

wages, risk of being out of work and job satisfaction. Findings suggest that the costs of

field-of-study mismatch may only be high in terms of individual earnings when it is

associated to qualification mismatch. For economies, field-of-study mismatch, when

associated with qualifications mismatch, can amount to important costs, meriting the

attention of policy makers to better aligning course places to skill needs or by

encouraging skill transferability across fields.

Base on this theory, the individual has the capability on changing their decisions. The

researchers link this theory on their study because along with the duration of the study,

13
they would like to figure what are the reasons or factors why did they changed their

decision.

One of the questions in the instrument used by the researcher has to do with this

theory which is, “ Cite reasons why you enrolled on courses that is not in line with

ABM Strand.”

Theoretical Framework

MYERS
HAPPENSTANCE
BRIGGS’
THEORY
THEORY

SOCIAL
COGNITIVE
THEORY

14
 Figure 1.1

The three theories above are connected to each other as shown above. Myer’s

Brigg Theory is connected to Happenstance Theory and Social Cognitive Theory.

Happenstance Theory is connected to Myer’s Brigg Theory and Social Cognitive Theory.

Social Cognitive Theory is connected to Myer’s Brigg Theory and Happenstance Theory.

Related Local Studies

Education and Occupation Mismatch in the Labor Market

The educational market and the labor market are the two market systems that

facilitate the matching of education and occupations. Both are systems of controlling

demand and supply, and systems of evaluation and allocation of positions and agents. As

a rule, education qualifies mainly for the labor market, not for the work or occupation

itself (Masuda, T. & Muta, H.1996)

This Education and Occupation Mismatch in the Labor Market is connected to our

studybecause they’re both related to mismatch which made them relate to one another. As

mentioned in this study, “As a rule, education qualifies mainly for the labor market, not

for the work or occupation itself “this statement refers to the importance of labor market

in education.

2009-2010 Bureau of Labor and Employment Statistics (BLES) Integrated Survey

(BITS)

The 2009/2010 BITS results showed that from January 2009 to January 2010 the

total number of job vacancies are at 276,940 while job applicants is roughly 6 times

15
higher at 1,969,976 for all occupations. Manufacturing, real estate, renting and business

activities, and education industries had the most number of hard-to-fill vacancies. The

most common problems in filling up vacant positions include lack of competency, high

expectations in wage/salary, and lack of work experience.

Related Foreign Literature

Education-job mismatch among university graduates in Cameroon

The crisis coupled with implementation of neo-liberal policies such as Structural

Adjustment Programs (SAP) of World Bank and International Monetary Fund (IMF)

affected the role of the largest source of employment- the public sector in most African

countries including Cameroon (Geo.Jaja and Mangum 2001). In addition to the economic

downturn, increase graduate enrollment among other factors has brought great distortions

in the graduate labour market. From the 1960s onwards, there has been a tremendous

increase in enrolment and a resultant increase in the number of graduates release to the

job market each year without a corresponding increase in job creation to meet up with the

increase job demands (Neneh 2014). Upon graduation, these graduates wander the street

year in year out in search of jobs without finding any and out of desperation and

frustration are forced to accept any available jobs

Mismatch Theory

In clumsily worded comments citing a Supreme Court brief, Justice Antonin

Scalia recently made waves by suggesting that affirmative-action admissions policies are

harmful for black students with below-average test scores and academic credentials for

the selective colleges that admit them to fulfill diversity goals.

16
 This is known as the “mismatch theory.” Though there is substantial supportive

evidence, this theory has been roundly condemned in the liberal press — at times by

those unwittingly supporting its thesis while purporting to debunk it.

Like a recent New York Times opted by Jedidah Isler. Isler condemned

mismatch-thesis proponents by highlighting her own success in a Harvard Ph.D. physics

program. But the point she tried to make was undermined by her note that she began her

academic career at Norfolk State, a historically black college.

And Isler is typical of black students who get doctorates in the STEM fields. A

2011 National Institutes of Health study found that “the nation’s top 10 producers of

undergraduates who go on to earn doctorates in science and engineering are historically

black colleges.” In a more supportive environment, black students gain the background

and academic maturity that enable them to compete.

The City University of New York, exemplifies the benefits when many capable

black students attend a nonselective school that is more consistent with their entering

academic skills. Its Minority Access to Research Careers program has been quite

effective in providing needed support and mentoring to these students.

By contrast, if they had gone to more selective colleges, most would have been

unable to compete when immediately thrust into very demanding freshmen science and

calculus classes. The CUNY pipeline program serves this purpose for students in the

humanities and social sciences, giving them the research training and mentoring that

prepare them for doctoral programs.

17
 Many successful students who don’t attend selective colleges, particularly in the

STEM areas, often have some difficulties in adjusting to life in doctoral programs since

they must compete with students who had completed stronger undergraduate programs.

National Culture and Decision Making

In the first place, the Philippine culture was found to be characterized by a much

higher power distance than the western cultures. In terms of the decision process as

operationalized in the Bradford studies, this may be assumed to impact on the scope of

negotiations and the level of final authorization. If power differences are emphasized in

an organization, the scope to negotiate over a decision outcome is more limited. We also

expect the final authorization to take place at a higher level in such a context. The more

collectivist attitude prevalent in the Philippine decision context may be expected to have

a bearing on four variables: disparity, externality, informal interaction and formal

interaction. Collectivistic societies are more particularized, in individualistic societies a

Universalist attitude is more prevalent. Therefore there will be more disparity in the range

of confidence in the reliability of information in the Philippines, since this confidence is

strongly coupled to the identity of the source of information. In collectivist societies

information coming from the in-group is seen as more reliable than information coming

from an out-group, hence we expect that confidence in external sources of information

will be relatively low. In collectivist societies open conflicts and discussions are avoided

if possible. In a formal setting, such as a formal meeting, conflicts can lead to a loss of

face, which has to be avoided at all cost. Therefore there is a strong tendency in

collectivist cultures to prepare decisions in an informal process. As a consequence,

18
weexpect informal interaction to be relatively important in the Philippines, and

formalinteraction relatively unimportant

1.2M grads may not find jobs due to mismatch between skills needed, training —

TUCP

MANILA — A labor group has warned that about 1.2 million college and

vocation graduates this year will struggle getting a job due to a growing mismatch

between their training and the job skills required by most employers in the country and

overseas.

The Trade Union Congress of the Philippines-Nagkaisa (TUCP-Nagkaisa) cited

Department of Labor and Employment records showing that out of the 4.23 million

domestic and international job vacancies offered in all the job fairs in 2014 and 2015,

only more than 391,000 were hired on the spot out of the 1.29 million applicants.“This

job-skills mismatch crisis in the country has been ongoing and it continues to grow.

Competition is getting higher so employers are putting additional qualifications into the

job descriptions,” said TUCP spokesperson Alan Tanjusay.Tanjusay added that the lack

of, or little adjustments in learning institutions to fill the gaps caused by the heightened

competitiveness in the job market has aggravated the problem.“With employers adding

more qualifications, graduates’ credentials will be scrutinized longer. This additional

layer in the procedure could mean additional training, which entails further cost and

perseverance for the applicant while those who fall through the cracks will become

unemployed or underemployed,” he said.He further cited DOLE records in 2015, which

showed that roughly 135,590 were hired out of the 487,640 applicants in the 1,661 job

fairs held nationwide. In 2014, a total of 255,498 people were hired out of the more than

19
798,000 applicants in the 2,025 job fairs conducted throughout the country.Government

records also showed that there were 656,284 college graduates while 1.6 million

individuals finished their vocational courses in 2015.In its Labor Market Information

report for 2013 to 2020, DOLE identified key 275 occupations as in-demand and 102

occupations as “hard to fill” from among key and emerging industries.In-demand

occupations refer to active job vacancies posted or advertised repeatedly, which have

high turnover or replacement rate.Among these occupations are pulp processor, banana

growing worker, bangus diver, banquet supervisor, bamboo materials craftsman, multi-

lingual service crew, said Tanjusay.Hard-to-fill occupations include 2-D digital animator,

agricultural designer, clean-up artist, cosmetic dentist, cosmetic surgeon, cuisine chef,

multi-lingual tour guide and mechatronics engineer, he added.

20
 Conceptual Framework

INPUT PROCESS OUTPUT

Determining the
ABM
MYERS Graduates’related
BRIGGS’ variables based on
THEORY theory used.
Strand/Cours
Gathered all the
e Mismatch
VSDGD ABM Graduates
SVB at SVA to ofthe ABM
become
respondents Graduates of

HAPPENSTA St. Vincent’s

NCE
Academy,
THEORY
Answered the
2016
questionnaires

Assessing the SVA

ABM Graduates’
SOCIAL strand/course
COGNITIVE mismatch
THEORY

Figure 1.2

The figure above illustrates the process of the research. It shows the input data that is

included in our research and how we process it to determine the result or the output.
21
Notes in Chapter II

Wikipedia, the free encyclopedia. (2010, March). Retrieved July 24, 2018, from
https://en.wikipedia.org/wiki/Social_cognitive_theory

Gestiada, G., Nazareno, A., & Villanueva, R. R. (2017, March 24). Philippine Journal of
Science. Retrieved July 24, 2018, from
file:///C:/Users/computer/Desktop/development_of_a_senior_high_school_career_decisio
n_tool.pdf

Cherry, R. (2015, December 28). New York Post. Retrieved July 24, 2018, from
https://nypost.com/2015/12/28/the-mismatch-theory-is-a-real-danger-to-minority-
students/

Careersnz(Mana Rapuara Aotearoa). (2016, December 14). Retrieved July 24, 2018, from
https://www.careers.govt.nz/resources/career-practice/career-theory-models/krumboltzs-
theory/

G, J. C. (n.d.). Team technology. Retrieved July 24, 2018, from

https://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm

Jasa, M. A., Jasa, M. A., & Corpuz, E. L. (2013, February). Labor Mismatch in the
Philippines: Analysis of the Impact of Education-Occupation Mismatch on Wage and
Analysis of the Beveridge Curve. Retrieved July 24, 2018, from
http://www.pes.org.ph/files/Labor-Mismatch-in-the-Philippines-Jasa.pdf

Prisca, N. (2016, November). Education-job mismatch among university graduates in

Cameroon. Retrieved July 24, 2018, from
file:///C:/Users/computer/Downloads/Ntemngweh-Prisca-Master-thesis
(1).pdfNoorderhaven, N. (1996, February). ReasearchGate. Retrieved July 24, 2018, from
https://www.researchgate.net/publication/4763643_The_influence_of_national_culture_o
n_strategic_decision_making_A_case_study_of_the_Philippines

22
 Chapter III

Methods of Research

In this chapter, the researchers introduced the research instruments, designs, and

approaches that were employed in this study to obtain relevant results to achieve answers

to their problems. This also tackled the respondents.

Respondents

The researchers conducted an interview with the 11 ABM Graduates of St.

Vincent’s Academy (AY 2017-2018).Respondent A, who is a Business Administration

student and studied at Bulacan State University Respondent B, who is a Business

Administration student and studied at Bulacan State University Respondent C, who is an

Architecture student and studied at Bulacan State University. Respondent D, who is an

Accountancy student and studied at Don Honorio Ventura Technological State

University. Respondent E, who is an Accountancy student and studied at Don Honorio

Ventura Technological State University Respondent F, who is an Education student and

studied at Bulacan State University. Respondent G, who is a Hotel and Restaurant

Management student and studied at Don Honorio Ventura Technological State

University. Respondent H, who is an Education student and studied at Bulacan State

University. Respondent I, who is a Business Administration student and studied at Don

Honorio Ventura Technological State University. Respondents J and K who were not

enrolled.

23
Research Design

This study was about how did some of ABM graduates (A.Y. 2017-2018) of SVA

ended up on a course mismatch and how it affected their college education. It is

descriptive in terms of methodology, because it probe into the topic to allow its further

understanding.

In terms of gathering the data needed for the study, the researchers used

qualitative approaches.

The researchers used the qualitative approach– used to gain knowledge and

understanding of underlying reasons, opinions, and motivations. It also provides

necessary insights in the given problem that helps to develop the idea of the researchers

about the chosen topic (Wyse 2011). It was used by the researchers to be able to have a

thorough understanding on how did the majority of ABM graduates (A.Y. 2017-2018) of

SVA ended up on a course mismatch.

Research Instrument

In this study, the researchers used questionnaires. The questionnaire is the main

instrument for collecting data in survey research. Basically, it is a set of standardized

questions, often called items, which follow a fixed scheme in order to collect individual

data about one or more specific topics. Sometimes questionnaires are confused with

interviews. In fact, the questionnaire involves a particular kind of interview—a formal

contact, in which the conversation is governed by the wording and order of questions in

the instrument. The questionnaire often is administered in a standardized fashion, that is,

in the same way to all the respondents of the survey.

24
 The interview schedule allowed the researchers to ask their respondents questions

essential to establish the vital points in their study.

Research Procedure

The researchers chose the Accountancy, Business and Management (ABM)

graduates (A.Y. 2017-2018) of St. Vincent’s Academy to be their respondents.

The respondents were asked about their demographic profile and their course they

took for college and on what school they were enrolled in.

The researchers gathered related theories, local studies and literature, and foreign

studies and literature about the said topic.

In the commencement of the study, using the descriptive method of research and

through the use of qualitative approaches, the researchers were able to know the reasons

on how did the Accountancy, Business and Management (ABM) graduates (A.Y. 2017-

2018) of St. Vincent’s Academy ended up on enrolling on non-related course on their

strand.

In accordance to the study, the use of interviews were conducted to gather

significant data which answers questions that were done in the research. Knowing the

result of the students after graduation in St. Vincent’s Academy which were mismatched

to their chosen strand in their past year which is Accountancy, Business and Management

(ABM).

After data has been gathered interpretation and analysis will be held to determine

the result of the chosen respondents.

25
Notes in Chapter III

Wyse, Susan E. (2011). What is the Difference between Qualitative Research and

Quantitative Research? Retrieved August 6, 2018 from

http://www.snapsurveys.com/blog/what-is-the-

difference-between-qualitative-research-and-quantitative-research/.

Sukamilson, Ph. D , Suphat. (2007). Fundamentals of quantitative research.

Chulalongkorn University Retrieved August 6, 2018 from

http://www.culi.chula.ac.th/Research/e-Journal/bod/Suphat%20Sukamolson.pdf.

Lavrakas, P. J. (2008). SAGE researchmethod. Retrieved August 6, 2018, from

http://methods.sagepub.com/reference/encyclopedia-of-survey-research-

methods/n424.xml

26
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

For the completion of this study, the researchers conducted an interview with the

former ABM students of SVA. This chapter contains the data gathered by the researchers.

The data includes the content analyses done by the researchers.

Presentation of Data

Table 1.1

First question for those who took a course that is in line with the ABM strand

(matched)

1. Why did you choose Accountancy, Business and Management Strand when you

were in Senior High School year?

NAME ANSWERS

Respondent G “I chose ABM during Senior High

School because my plan for college is to

take HRM course which is in line on

ABM strand.”

Respondent E “I chose ABM because it is related to

the course I took up now.”

Respondent D “This is a very difficult decision,

because my previous school did not

offer a stem strand. They offer GAS,

27
 ABM, and HUMSS. So I chose the

ABMbecause under this course there

are many jobs available.”

Respondent I “Because it is related on my course and

aside from that I really love math.”

Respondent B “I chose ABM as my strand in Senior

High School because the course I want

to take up in college is in line with this

strand.”

Respondent A “I chose to take the strand which is the

ABM back when I was in Senior High

School simply because it is a strand for

practical people and I have realized that

when I graduated with that strand, I can

easily find job for it is all about

managing a business venture which is

somehow useful nowadays, for we are

all surrounded by different kinds of

Businesses that sustain the socio-

economic growth and development of

our nation.”

28
 Six of them chose the ABM strand because the course they wanted for their

college is in line with it.

Table 1.2

Second question for those who took a course that is in line with the ABM

strand (matched)

2. Is it regretful that you chose Accountancy, Business and Management when you

were in Senior High School year?

NAME ANSWERS

Respondent G “It’s not regretful to choose ABM in

Senior High School because we/I know

that ABM is very helpful to us in the

future especially those who are stepping

in college. It’s not also regretful

because I choose the course that is

related in ABM.”

Respondent E “No. It is not. Because I learned a lot of

things that made me ready in my college

life.”

Respondent D “No, because I enjoyed and learned a

lot. Then, I realized that this strand is a

very helpful to me because it's

challenging and it’s more on analyzing

29
 problem which is my forte.”

Respondent I “No.”

Respondent B “No, it is not regretful because in this

strand my course in college is in line or

matched”

Respondent A “No, I have no regrets. I admit that I

hate something about Mathematics but I

have to love it because it challenges me,

and it made me become passionate with

what course I am taking right now.”

Six of them said that they did not regret taking ABM because they really want the

strand itself.

Table 1.3

Third question for those who took a course that is in line with the ABM strand

(matched)

3. Are you aware about the courses that match ABM Strand?

NAME ANSWERS

Respondent G “Yes, I’m aware about the courses that

match ABM, but I want more

information to help others also, and to

help them know the related courses in

30
 ABM and in also other strand.”

Respondent E “Yes, I am aware. It was explained to us

before we enter the Senior High School

year.”

Respondent D “I first thought of what course match in

ABM strand. So I had experienced

through accounting, I told myself that I

want to become “CPA” I will pursue it

through my perseverance and

diligence.”

Respondent I “Yes”

Respondent B “Yes”

Respondent A “Yes, I am somewhat aware.”

Six of them said that they are aware about the courses that are in line or matched

with the ABM strand

Table 1.4

Fourth question for those who took a course that is in line with the ABM

strand (matched)

4. Do specialized subject were credited in college?

NAME ANSWERS

Respondent G “I am not sure.”

Respondent E “Yes. Little did others know that the number of

31
 units that they’ll take to college related to ABM

will be lessen.”

Respondent D “I didn’t encounter those subjects yet.”

Respondent I “Yes, especially the specialized subject.”

Respondent B “Yes, there are specialized subjects that are

credited but they are in different title.”

Respondent A “I am not sure because we didn’t encounter it

yet.”

Three of them said that specialized subject were credited in college and another

three of them said that they are not sure about it.

Table 1.5

First question for those who took a course that is not in line with the ABM

strand (mismatched)

5. Are you aware about the courses that matched to Accountancy, Business and

Management Strand

NAME ANSWERS

Respondent H “Yes”

Respondent F “Yes”

Respondent C “Yes”

All of them were aware about the courses that are in line with the ABM strand.

32
 Table 1.6

Second question for those who took a course that is not in line with the ABM

strand (mismatched)

6. Cite reasons why you enrolled on courses that is not in line with ABM Strand

NAME ANSWERS

Respondent H “The reason why I chose the course that

is not in line with ABM was, I just

realized that I love teaching.”

Respondent F “One of the reasons why I enrolled a

course that is not in line with ABM is

BTVTED (Bachelor of Technical

Vocational in Teacher Education) is my

parent’s choice and I need to take this

course because I want them to be proud

of me.”

Respondent C “The main reason why I chose a course

that is not in line with ABM Strand is, I

realized that solving mathematical

problem is not my forte. It is out of my

league, though Architecture has a math

but it is not like other business courses

that has pure mathematics.”

33
 Two of them said that even though it is late to realize, they have another passion

to pursue. The other one said that he took a course that is not in line with the ABM strand

is because he listened to his parents’ decision.

Table 1.7

Third question for those who took a course that is not in line with the ABM

strand (mismatched)

7. Does ABM Strand hindered the course that you are taking at present Academic

Year?

NAME ANSWERS

Respondent H “For me, no. Because maybe sometimes

I can apply it on my future job.”

Respondent F “Yes, because my course is not related

on what I took when I was in Senior

High School because ABM is about

business while my course is about

teaching that’s why I think that is the

disadvantage of my past strand.”

Respondent C “Yes, because in Architecture, we are

not studying the “debit” and “credit”

this course is more on technicalities. I

did not use the knowledge I’ve learned

while I was studying ABM because my

34
 course is very far from my chosen

strand.”

One of them said that he/she can still use what they studied in his future job.

While two of them said that taking that strand is a disadvantage on their present course.

Table 1.8

Fourth question for those who took a course that is not in line with the ABM

strand (mismatched)

8. Is it regretful that you chose Accountancy, Business and Management when you

were in Senior High School year?

NAME ANSWERS

Respondent H “No, it is not regretful.”

Respondent F “Yes, It is regretful because I can’t

apply my learning about my past strand

on what I’m taking right now because

they are different from each other ”

Respondent C “Yes, I regret choosing ABM because it

is not helping me in my present course.”

One of them said that it is not regretful. Two of them said that they regret that

they took ABM Strand because it was hindered and not helpful.

35
 Table 1.9

First question for those who are not enrolled

9. Are you aware about the courses that match to Accountancy, Business and

Management Strand?

NAME ANSWERS

Respondent J “Yes”

Respondent K “Yes”

Both of them said that they are aware about the ABM Strand.

Table 1.10

Second question for those who are not enrolled

10. Is it regretful that you chose Accountancy, Business and Management when you

were in Senior High School year?

NAME ANSWERS

Respondent J “Yes”

Respondent K “No”

One of them said that it was regretful. While the other said that it is not regretful

that he took ABM Strand when he was in Senior High School.

36
 Table 1.11

Third question for those who are not enrolled

11. Why did you chose the Accountancy, Business and Management Strand when you

were in Senior High School year?

NAME ANSWERS

Respondent J “Because my friends took ABM

Strand.”

Respondent K “Because when I was in Senior High I

want to take Financial Management in

college.”

One said that he took ABM Strand because he was influenced by his friends.

While the other said that he want to take Financial Management in college that is why he

took ABM Strand.

Table 1.12

Fourth question for those who are not enrolled

12. What made you decide not to enroll this academic year?

NAME ANSWERS

Respondent J “The course I want which is ABM is out

of slot.”

Respondent K “I’m not sure to take my course.”

37
 One said that he did not enroll this academic year because the course that he want

to take is out of slot. While the other one said that he is not sure what course that he

should take.

Table 1.13

Fifth question for those who are not enrolled

13. What is your current situation now that you are not studying?

NAME ANSWERS

Respondent J “Fulfilling my duty as an SK

Kagawad.”

Respondent K “Helping my parent`s in household.”

One said that he is fulfilling his duty as a Sangguniang Kabataan Kagawad in

their barangay. While the other said that he is helping his parents to do household chores.

Table 1.14

Sixth question for those who are not enrolled

14. What’s your plan next school year?

NAME ANSWERS

Respondent J “I will study next school year”

Respondent K “I am planning to go back to school to

start my college degree”

38
 One said that he will study again next school year. While the other one said that

he is planning to go back to school next academic year.

39
 Chapter V

Conclusions and Recommendations

This chapter presented the summary of findings, conclusions, and

recommendation to future researchers who may want to follow the study. It is based on

the data analysed in the previous chapter.

Summary of Findings

1. The focus of this study is to determine the reasons and factors on how did they come

up enrolling on a course that is matched and mismatched with the ABM strand and

how did they ended up on not going in college.

2. There are 11 ABM graduates of SVA wherein 36.36% are girls while 63.64% are

boys

3. The researchers had a conclusion that 54.55% of them took a course that is matched

with ABM strand and 27.27% took a course that is not in line with ABM strand and

the remaining 18.18% are not enrolled.

4. An interview was conducted with the 11 respondents.

5. The objective of this study is to serve as awareness for the upcoming senior high

school.

40
Conclusion

1. Students who had taken the Accountancy, Business and Management (ABM) and

matched the course that they took in college had quite some advantage for them. They

were given credit for specialized subjects they took. They had no regret in choosing

ABM for this was their choice and they lived up to it thus, proves the Myers Brigg’s

Theory which states that people can decide on their own without the influence of others.

Some of the matched students chose this strand because of what’s happening and the

economic state of the country in which the Accountancy, Business and Management

(ABM) strand was more efficient for college courses and jobs later on and this choice

only proves the Happenstance Theory correct which state that people tend to choose base

on given situation which will benefit them further.

2. Mismatched students unfortunately had difficult time during their college life.

Although they were aware of the track they have chosen still they went through. It was

too late for them to back down when they have realized their passion. Some of them

regret of even enrolling to Accountancy, Business and Management (ABM) because

having to study things that you were not to use was a waste of time, money and effort.

One also stated that having to enroll to the strand Accountancy, Business and

Management (ABM) was a disadvantage to them because the course he took was entirely

different from the Accountancy, Business and Management (ABM) strand.

3. There were two students who were not enrolled to college. One of them just run out of

slot of his chosen matched Accountancy, Business and Management (ABM) course in

college. Another was just undecided and helping his family out before finally enrolling to

college.

41
Recommendation

Through the course of the study, the researchers have found additional points to

allow an in-depth study of the chosen topic that might help future researchers who are

interested in conducting similarly themed studies.

1. The current researchers advise the future researchers to widen the given time frame to

increase the possibility of finding articles that can be subjected to content analysis.

2. The current researchers encourage the future researchers to delve more on the real life

problem when it comes to K-12 matters. This will also help the future researchers to have

an idea about the said topic.

3. The current researchers recommend the teachers to explain sthe Accountancy,

Business and Management (ABM) curriculum properly to the Junior High School

students.

4. Lastly, the current researchers recommend the academe to have a seminars like Career

Guidance Week annually.

42