IMUS INSTITUTE OF SCIENCE

AND TECHNOLOGY

NUENO AVENUE, CITY OF IMUS,

CAVITE

COLLEGE OF BUSINESS ADMINISTRATION

Level of Awareness of Business Students toward Seminars and Trainings

Provided by the Business Administration Department

Presented to:
Hernando Valmores Jr., CPA, MBA

By:
Leyba, Jayson C.
Lopez, Christian Joseph A.
Samaniego, Ailen Joyce C.
4 BSBA-MA

CHAPTER I

PROBLEMS AND ITS BACKGROUND

Introduction
Nowadays, students learning is not always based on the textbooks, hand-outs, modules,
and lectures they obtain inside the four corners of their classrooms but more on the practical
application of these learnings. Through these practical applications like on the job trainings,
seminars and trainings theyre given a chance to execute their learnings in to a real life situation.
However, students may not seem to be aware of the paybacks of the seminars and trainings they
attended. Some see it as an opportunity to gain knowledge, but others see it as a requirement
needed in order to pass their subjects.
Seminar is a group meeting led by an expert that focuses on a specific topic or discipline,
such as business, job searches or a university field such as literature. Seminars typically take
place over the course of a few days and involve cooperative discussion, multiple speakers and
opportunities to share perspectives and issues related to the topic. Attending a seminar has
numerous benefits, including improving communication skills, gaining expert knowledge,
networking with others and renewing motivation and confidence. (education.seattlepi.com)
Researchers from the University of Miami found that students who took a seven-week
mindfulness training course had improved attention and less mind-wandering compared with a
control group that didnt receive the training.
This work was the first to integrate mindfulness training into the academic semester by
embedding training in students course schedules, hosting training in the academic building to
best accommodate their schedules, and providing a supervised space for mindfulness exercises,
study researcher Amishi Jha, an associate professor in the Department of Psychology in the
College of Arts and Sciences, explained in a statement. (m.huffpost.com)

This study is focused mainly on the students level of awareness in every seminars and
trainings they are attending.
Theoretical Framework
The Philippine Association of Colleges and Universities Commission on Accreditation or
simply PACUCOA is a private accrediting agency which gives formal recognition to an
educational institution by attesting that its academic program maintains excellent standards in its
educational operations, in the context of its aims and objectives. Imus Institute of Science and
Technology (IIST), formerly Imus Institute got its Level III Reaccreditation Status last April
2015. It means that they met the additional criteria or guidelines set by Federation on Accrediting
Agencies of the Philippines (FAAP). IIST proved that they are not just providing education, but a
quality education.
One of the criteria that must be met is on how they develop or enhance the knowledge of
their students aside from the normal classroom activities. Imus Institute of Science and
Technology provide seminars and trainings in order for the students to enhance and increase their
knowledge and to become more competitive. Some of the seminars provided by the school are
the Seminar on Research Methods with the resource speaker Dr. Jay C. Cabrera, Dean of the
College of Business and Accountancy, University of Perpetual Help System-Las Pias, Metro
Manila. It aims to further develop the knowledge and research skills of Business students to be
able to write good research projects and proposals. Seminar on Financial Statement Analysis
with the resource speaker Atty. Sofronia Perez Onesa. Its objective is to further enhance the
knowledge of students in financial analysis which is very useful for the subjects Business
Research, Market Research, Management Research, and Feasibility Study. Seminar on Credit
Risk Management with the resource speaker Ms. Ida Tiongson, President of Opal Investment in

Makati City. The seminar aims to enlighten the students and the faculty on how to identify, detect
and analyse prevent and take steps to reduce or eliminate the exposures to loss by an
organization or an individual. Echo Seminar on Passage to ASEAN (P2A) attended by former
BSBAFM student, Ms. Leonore Joyse Lacson, at Naresuan University, Thailand. This is an
opportunity for the student-speakers to bring out their talents in imparting their colleagues the
educational learnings and experiences as well as the value and importance of off-campus and
international activities. An echo seminar from the faculty members of Accountancy and Business
Administration about their learnings and educational experiences from their off-campus seminars
they have attended in Philippine Institute of Certified Public Accountants (PICPA) last June
2016. The following seminars and speakers are as follows: Financial Management for Small
and Medium Businesses by Mr. Nelson C. Tablizo, CPA, MBA; Turn the Key to Peak Human
Resource Performance by Atty. Renato C. Lagangan, CPA; and Enterprise Wide Risk
Management by Mr. William T. Viray, CPA, MBA.

Conceptual Framework

Input
Demographic
Profile of IIST
Students:
a. Age
b. Gender
C. Yr. & Major

Process

Output

Survey Questionnaire
about the Level of
Awareness of Business
Students toward
Seminars and Trainings
provided by the Business
Administration
Department

1. Improve the contents of

seminars and trainings
2. Identify the reasons of
the student in attending
seminars and trainings
3. Assess the level of BA
students' awareness toward
seminars and trainings

Schematic diagram shows an overview of the students profile (Age, Gender, and Yr. &
Course), a survey questionnaire about the Level of Awareness of Business Students toward
Seminars and Trainings provided by the Business Administration Department and the outcome
which includes the improving of the contents of the seminars and trainings, to identify the
reasons of a student in attending seminars and trainings, and to assess the level of students'
awareness toward seminars and trainings.
Statement of the Problem

This research aims to identify the Level of Awareness of Business Students toward Seminars
and Trainings provided by the Business Administration Department:
1

2
3

What is the profile of the respondents in terms of?

a Gender
b Age
c Year & Major
What are the factors requiring a student to attend trainings and seminar?
To what extent are the students aware toward trainings and seminars being supported by

the school:
a Does students aware of the seminars and trainings that the school being provided?
b What is the students level of awareness towards seminars and trainings?
Is there a significant difference on the level of students awareness towards seminars and

trainings when grouped according to: Year and Major?

What action should be taken to maintain students awareness towards seminars and
trainings?

Hypothesis:
Ho: There is no significant difference in the Level of Awareness of Business Students
toward Seminars and Trainings provided by the Business Administration Department
when grouped according to Year and Major.
Ha: There is a significant difference in the Level of Awareness of Business Students
toward Seminars and Trainings provided by the Business Administration Department
when grouped according to Year and Major.
Significance of the Study
Students. This will give information to the students on the benefits and the importance
of the trainings and seminars they are attending. The students will be more aware on how these
training and seminar will help them as they come into in the real world.

Parents. This will help the parents in a way that whatever their child or children learn
from the seminars and trainings will be shared to them. The additional knowledge they acquire
from the children will help them to improve their performance in work.
Professors. This will help the professors to clearly discuss the lessons by connecting the
topics inside the classroom to more effective teachings through the use of seminars and trainings.
School Administration. This will help the school administration in choosing what kind
of seminar and trainings they will be provide, that the students will be positively aware of.
Researchers. This will help the researchers in a way to determine how a certain seminars
and trainings affect students learnings.
Readers. This will help the readers to have an idea of how conscious and involved a
student or a participant in a seminar and training.

Scope and Delimitation of the Study

This study aims to know the level of awareness of Business Administration College
students at Imus Institute of Science and Technology (IIST). Randomly selected students from
College of Business Administration enrolled during the first semester 2016-2017 at IIST were
made respondents of this study.
The demographic profile of the respondents was limited to gender, age, year and course.

Definition of Terms
The following terms are identified as used in this study:
Business Administration. A business administration degree focuses on business
management and prepares you to work in the world of commerce. Generally, business
administration coursework includes the principles and application of economics, marketing and
planning. (Synonym.com)
Awareness. Thoroughly understanding with ones mind and having an extensive mental
range or grasp, as of a particular subject or many subjects. (The Free Dictionary)
Trainings. A process by which someone is taught the skills that are needed for an art,
profession, or job. (Merriam-Webster)
Seminars. A meeting in which someone receive information on and training in a
particular subject or topic. (Merriam-Webster)

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Academic institutions are faced with challenges particularly on the skills they produced
which do not match the needs of the industry. A significant number of graduates today are unable
to fill the job openings due to job-skill mismatch. A great number of these skills found lacking by
companies are taught in the academe that is, technical, human resource and conceptual skills. In
addition to that, these same skills can also be reinforced through on-the-job training programs.

On-the-job training (OJT) programs are course requirements providing an opportunity to apply
the theories, principles and ideas learned in the academe under supervision. These training
programs expose the students to work realities which will ideally hone their skills and prepare
them once they get out of the university or college. A study conducted by the People
Management Association of the Philippines (PMAP) in 2006, emphasized the importance of an
effective on-the-job training program. Achievement of the OJT program objectives ensures the
possibility of good performer graduates. The opposite will most likely produce poor performer
graduates thus, promoting job-skill mismatch. Hence, on-the-job training programs, vital as it is,
should be dynamic and skill centered for the students to effectively grasp the practical learning in
the workplace.
Relative to this, a great number of universities and colleges utilize national government
agencies and private institutions as venues for their on-the-job training programs. Because of the
importance of on-the-job training programs, there is a need to ensure that students undertaking
their training in these private and public institutions are given skill-specific tasks and mentoring.
Despite this knowledge, there is an apparent lack of clear guidelines between the academe, the
government and participating industry partners in regards to specific learning objectives and
training needs of students endorsed to them (NGAs) for training. Moreover, malpractices in the
government where students are tasked to do menial, unstructured tasks downgrade the value and
learning output of OJT programs. As a result, companies and employment agencies find the new
entrants lacking of the necessary skills during the hiring process. This is true as well in the case
of private corporations. In view thereof, its vital that strategic awarements between the academe
and the government as well as the academe and private companies should be undertaken,
focusing on the creation of clear objectives, clear expectations, establish methods of learning

verification and effective monitoring and implementation specific to the on-the-job training
programs.
According to a research entitled Spruijt et al (2014), interactive learning in groups is a
much-used instructional method in health sciences education, particularly at the undergraduate
level. Active participation in small groups, such as tutorials, workshops or seminars, where
students learn interactively by asking questions and discussing topics appears a suitable method
to stimulate a deep learning approach. By engaging in interactive group work, students
elaborate and restructure facts, principles and concepts thereby building robust cognitive
frameworks, which are assumed to be helpful to students in applying what they have learned in
new situations. While the use of interactive group methods has been examined extensively from
problem-based learning (PBL) curricula, there has been a lack of paucity on other group
methods, including seminar group learning. A seminar group is an interactive group method
which has been defined as a learning session facilitated by a content expert during which a
group of some 25 students discusses questions and issues emerging from assigned readings on a
topic of practical relevance (Department of Labor and Employment, 2013).
Obrero (2014) states that a university exists not only to train students academically but
also to develop them holistically. Effective learning takes place when the students are exposed to
quality instruction nurtured in a healthy school environment. The academe is a training ground
for future professionals and leaders of the community, organizations, and the country. Hence, it is
important that the institution should provide the students an enriching campus life by exposing
them to various programs, services, and activities designed to explore, enhance and deepen their
full potential for personal development, leadership skills and social responsibility. A unit under
the Student Development Program, called Student Council, Organizations and Fraternities

Service Unit, has been established to take charge of services and activities related to student
governance, organizational development and student leadership development. With the goal of
promoting and sustaining services contributory to the development of students, the unit serves as
an overseer of the programs and projects of the Student Council and other student organizations
and initiates or supervises the conduct of leadership trainings, seminar-workshops, fora and
community projects.
Another research by Spruijt et al (2014), identifying which aspects influence seminar
learning according to students, in order to clarify seminar learning. The major aspects that
emerged from the analysis were: seminar teacher, student, seminar questions, facilitating
methods, seminar group functioning, preparation, schedule and assessment. One of the principal
findings is that most aspects that affect seminar learning are consistent with aspects affecting
small group learning (Edmunds, 2010). For example, students comments on the importance of
the teachers and their skills are consistent with the literature on small group learning (Steinert,
2004). Like teachers in smaller groups, teachers in seminars are expected to have good skills
with regard to questioning, listening, reinforcing, reacting, summarizing and leadership. The
results for questions were also similar to those reported by Steinert: too many questions in a
session hinder the discussion. Students did value the group discussion, because it stimulated
construction and integration of knowledge, which is in line with constructivist principles of
learning.
Jaarsma et al. (2008), define a seminar as a learning session facilitated by a content
expert during which a group of some 25 students discusses questions and issues emerging from
assigned readings, with the underlying idea being that students learn through confrontation with
problems of practical relevance. The idea of seminars is that they are focused on advanced

topics and include an element of interactivity allowing learners to engage in a deep-learning

approach and the critical evaluation (Dennick, 2011). It is postulated that during seminars,
students move from acquiring and reproducing knowledge to seeking meaning through the
application of knowledge in assignments and group discussion with peers (Entwistle, 2009). The
seminar thereby relates to the theoretical principles of social constructivism.

CHAPTER III
RESEARCH METHODOLOGY
Research Design

The researchers utilized a descriptive method of research in achieving its

objectives, to identify and gather the response of the respondents through data gathering
and interpret the detailed statistics into considerable results.
Sample Population and Sample Size
The population of the study includes the students of College of Business
Administration at Imus Institute of Science and Technology by getting the total number
of enrollees in A.Y. 2016- 2017 1st semester from 1st year to 4th year level. The researchers
use the Slovins Formula in order to get the total number of respondents needed in the
study, which results to a total of 146 respondents.

Using the Slovins Formula

n=

N
[1+ ( Ne 2 ) ]

Whereas:
n = no. of samples
N = total population
e = 5% error margin / margin of error (at 95% confidence level)
n=

229
[1+ ( 2290.052 ) ]

n=

229
1.57

n= 146 respondents
Research Instruments
The researchers employed the descriptive- correlational research design
with survey as the tool in gathering data. The survey composes of three parts: 1 st part uses
a multiple-choice question about the extent of the awareness of the respondents in
seminars and trainings, second uses a five-point scale: 1 (Strongly Unaware) to 5
(Strongly Aware) for the factors in attending the seminars and trainings, and the last part
uses a four-point scale: 1 (Strongly Unaware) to 4 (Strongly Aware) for the level of
awareness on the seminars and trainings. Statistical tools used were frequency and
percentage distribution, mean and the analysis of variance (ANOVA).
Surveys are being disseminated throughout the students in the school and
collected right after they finished answering the survey forms.

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table I

Distribution According to the Profile of the Respondents

Male
Female
Total
16
17
18
19
20
21 & up
Total
1st
2nd
3rd
4th
Total
FM
MM
MA
OM
HRDM
Total

FREQUENCY
Gender
44
102
146
Age
9
24
37
38
21
17
146
Year level
15
41
54
36
146
Major
32
27
60
15
12
146

PERCENTAGE
30%
70%
100%
6%
16%
25%
26%
14%
12%
100%
10.27%
28.08%
36.99%
24.66%
100.00%
21.92%
18.49%
41.10%
10.27%
8.22%
100.00%

Table I shows the distribution of respondents according to Gender, Age, Year

Level and Major. As shown above, out of the one hundred forty-six (146) respondents, there are
one hundred two (102) or seventy percent (70 %) male BSBA college students and forty-four
(44) or thirty percent (30 %) female BSBA college students.
The distribution of respondents according to their ages. BSBA students ages 16 years old
totaled to nine (9) or six percent (6 %), twenty-four (24) or seventeen percent (17 %) of the
students who ages 17 years old, thirty-seven (37) or twenty-five percent (25 %) of the students

who ages 18 years old, thirty-eight (38) or twenty-six percent (26 %) of the students who ages19
years old, twenty-one (21) or fourteen percent (14 %) who ages 20 years old. and students ages
21 and up totaled to seventeen (17) or twelve percent (12 %).
The distribution of the respondents according to their year level. As shown above, the
total of one hundred forty six (146) respondents are distributed and are divided into four year
levels of which fifteen (15) or ten point twenty seven percent (10.27 %) are first year students,
forty one (41) or twenty eight point eight percent (28.08 %) are second year students, fifty four
(54) or thirty six point ninety nine percent (36.99 %) are third year students and for the fourth
year students there are thirty six (36) or twenty four point sixty six percent (24.66 %).
The distribution of the respondents according to their major. Presented above are the
distribution of the total one hundred forty six (146) BSBA college students based on their major
wherein, thirty two (32) or twenty one point ninety two percent (21.92 %) of the BSBA students
are from the major of Financial Management, twenty seven (27) or eighteen point forty nine
percent (18.49 %) are from the major of Marketing Management, sixty (60) or forty one point ten
percent (41.10 %)are from the major of Management Accounting, fifteen (15) or ten point
twenty seven percent (10.27%) are from the major of Operations Management, and twelve (12)
or eight point twenty two percent (8.22 %) are from the major of Human Resource Development
Management.
Table II
Factors in Attending Seminars and Trainings
Factors in Attending Seminars and
Trainings
1. Are you aware that the attendance/for

Mean
4.08

Interpreta
tion
Useful

requirement purposes your reason in

attending seminars & trainings?
2. Are you aware that for clearance
purposes is your reasons in attending
seminars & trainings?
3. Are you aware of the topics to be
discussed to be provided on the seminars
and trainings?
4. Are you aware that you gain expert
knowledge in attending seminars &
trainings?
5. Are you aware that you expand your
colleagues and gain connections through
the seminars & training you attended?
6. Are you aware that you enhance your
communication skills through attending
seminars & trainings?
7. Are you aware that attending seminars
and training might be a big help in your
future work preference?
Average Mean

3.75

Useful

4.03

Useful

3.92

Useful

3.66

Useful

3.76

Useful

4.25

Useful

3.92

Useful

Table II presents the mean indicating the different factors that affect the
respondents in attending the seminars and trainings provided by the school. The students
are aware and believed that attending seminars and trainings provided by the school is
necessary and will be useful for them either on the academic or personal purposes. The
students top three factors that affects in attending seminars and trainings include: future
work references, attendance or requirement purposes and topics to be discussed or
interested with. Overall, the students comprehend that all the factors in attending
seminars and trainings are useful and advantageous to them.

Figure I: Awareness of the Business Administration IIST Students towards Seminars

and Trainings

12%

Yes
No

88%

Figure I present the distribution of respondents who are aware of the seminars and
trainings provided by the IIST. As shown above out of the one hundred forty-six (146)
total respondents, one hundred twenty-eight (128) or eighty-eight percent (88 %) of the

students are aware in regards to the seminars and trainings being provided by the school,
while eighteen (18) or twelve percent (12 %) of the students are not aware with the
seminars and trainings in school.

Table III
Assessment on the Level of Awareness of Business Students toward Seminars and Trainings
provided by the Business Administration Department

1. Are objectives of the trainings and seminars

were clearly defined?
2. Is participation and interaction were
encouraged?
3. Are the topics covered were relevant?
4. Are the materials distributed were helpful and
relevant?
5. Is the content was organized and easy to follow?
6. Is the training experiences will be useful in my
future work?
7. Does the seminars met my learning needs?
8. I can apply the ideas/learnings learnt.
9. Is the trainer/speaker knowledgeable about the
training/seminar topics?
10. Are objectives were met?
Average Mean

Me
an
2.95

Interpret
ation
Aware

2.98

Aware

3.34
3.11

Aware
Aware

2.94
3.41

Aware
Aware

3.34
3.21
3.18

Aware
Aware
Aware

3.19
3.1
6

Aware
Aware

Table III shows the mean indicating the assessment on the level of awareness of
the respondents relating to the seminars and training provided by the school. The students
CRITERIA
Tailed- Hypothesis
f- ratio value
p- value
Level of Significance
Result

VALUE
YEAR LEVEL
Two-tailed
4.8141
0.02
0.05
There is a significant
difference. Therefore,
REJECT H0 and ACCEPT
HA.

MAJOR
Two-tailed
2.9635
0.0636
0.05
There is no significant
difference. Therefore
ACCEPT H0, and REJECT
HA.

are aware that the training experiences will be useful in their future work, the topics
covered on the seminars and trainings were relevant to the respondents, and the seminars
have met the respondents their learning needs. And for the overall mean, the level of
awareness of the students in the seminars and trainings are just aware to the assessment
of the researchers.

Table IV
Tabulation of Results of Significant Difference on the Level of Awareness towards Seminars
and Trainings According to their Year Level and Major

Table IV shows the analysis of variance calculated for the significant difference on the
level of awareness of the students in relation to the seminars and trainings provided by the
school. For the year level, it shows that there is a significant difference between the perspectives
of each year level towards the seminars and trainings. This is because first year students tend to
have a different environment and background as compared to the higher years from their
previous schools and institutions. And for the second years to fourth year, it shows a slightly
lower difference because they tend to already have the background on the environment and
practices in the seminars and trainings provided by the school.
For the Business Administration Majors, it shows that there is no significant difference
between the level of awareness of the respondents in relation to the seminars and trainings
according to the Major of the Business Administration college students. This is because they are
all Business Administration students, they tend to have similar coverage on the field of seminars
and trainings. The contents, objectives, and the relevance of the seminars is all the same because
they are all on the Business Administration course. And even though they have different majors
but are all under the Business Administration course. In the part of the trainings, since the field
of work somehow related to each other. Also on the OJT programs, students of different major
tend to undergo trainings in the same industries and business companies which is all connected to
each other resulting to a no significant difference in terms of the level of awareness in the
seminars and trainings provided by the school.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
SUMMARY OF FINDINGS
This research is conducted to assess and understand the Level of Awareness of Business
Students toward Seminars and Trainings provided by the Business Administration
Department. The main objective is to assess the level of awareness of students toward seminars
and trainings provided by the BA Department. And to identify the significant difference level of
students awareness towards seminars and trainings when grouped according to Year and Major.
This research also aims to know the extent of the students in their awareness towards
toward trainings and seminars being supported by the school; if they are aware or not and what
are their own personal ratings towards their awareness.

This research is also a purpose to identify and pinpoint the factors that requiring or
affecting the students in attending the seminars and the trainings being supported by the school.
This is to know if the factors provided by the researchers in the survey forms, are useful to them
or not both for personal or for academic purposes.
The sample size is determined by using the Slovins Formula in determining the number
of respondents to be assess on their level of awareness towards seminars and trainings. The
researchers use a random sampling requiring the respondents to answer the survey forms.
The information gathered by the researchers in conducting this research is enough to
arrive at a conclusion and achieve the main objective of this research paper.

Conclusion
Based on the information and data gathered, the researchers come up with the
conclusions as follows:
a. Most of the respondents have a good level of awareness toward seminars and
trainings provided by the Business Administration Department in Imus Institute of
Science and Technology. Mostly 88% of the total population of the respondents
are aware which mostly higher years. And the 12% of the total population of the
respondents arent which mostly from the lower years, particularly first year
students.
b. The respondents major factor in attending seminars and trainings resulted to
future work references. They are aware that one of the importance of seminars

and trainings is a great strength for their future employment references. Second on
the factor is attendance and/ or requirement purposes. Instructors requires their
students to attend seminars. Also, trainings are part of the curriculum, which is the
Internship. Lastly, topics to be discussed and interested with that is of relevance to
meet the learning needs of the students.
c. In assessing the level of awareness of the respondents in the trainings and
seminars, students are aware and believe that the training experiences will be
useful in their future work, the seminars have met their learning needs, and the
topics covered were relevant to them.
d. Overall, there is a significant difference on the level of awareness in relation to the
seminars and trainings for the year level of the respondents. It shows that first
year students tend to have a significant difference against on higher year levels.
And second to fourth year students have a slight difference with each other. This
is because first year students (transferees and those who stopped and have
returned to study) have a different background and environment as compared to
higher levels, who already familiar with the practices and background of the
institutions seminars and trainings.
e. Overall, there is no significant difference on the level of awareness in relation to
the seminars and trainings for the Business Administration students according to
their major. This is because contents, objectives, and the relevance of the seminars
provided is all the same regardless of their major. And students of different major
tend to undergo trainings in the same industries and business companies which is
all connected to each other.

f. The results obtained from this research is not absolutely accurate due to certain
factors including honesty, time schedule, comprehension of the respondents in
answering the survey forms.

Recommendation
In all due reverence, the researcher, with the basis of data gathered and data
interpreted, listed all recommendations that can help the school administration and College of
Business Administration head and faculty in assessing and enhancing the level of awareness
of business students toward seminars and trainings provided by the Business Administration
Department. These are as follows:
a. The study shown that most of the freshmen students lacks on awareness towards
seminars and trainings so the researchers recommend that during the orientation
program for freshmen students should have a part where seminars and trainings are
to be deeply discussed in order for the students to have a background knowledge
about the incoming seminars and trainings they will be participating of.

b. The topics and concept of the seminars and trainings that the school currently
providing should be more related to students courses to use for future work
preference. Since most of the respondents awareness in regards to seminars and
trainings is useful for future work references, providing seminars and trainings that
can help students skills and abilities as an employee as well as to enrich their
knowledge and information in their specific fields of work.
c. Continue providing seminars and trainings to the Business Administration college
students for the enhancement, improvement and boost the students skills, abilities,
and knowledge in regards to their field of specialization.

Action Plan
Based on the conclusion and recommendation the researchers derived the following
activities:

Activities

1. Conduct seminars
that will suit the
interest of the
students

Objectives

To align the course

with the seminar
being conducted.

Person-incharge

School
Administratio
n

Budget
(Php)
(per
semester
)

Time Frame
(per
semester)

50,000.00 3-5 times

2. Invite speakers who

are acknowledge in
their profession
that are align with
the programs
offered by the
school

To motivate the
students to attend
and have a
background
knowledge on their
future employment

College of
Business
Administratio
n Head and
Faculty

3. Create activities
that involve active
participation of the
students as well as
the faculty
members

To encourage the
students and
instructors to
participate to the
activities

College of
Business
Administratio
n Head and
Faculty

4. Involve students to
help improve
seminar learning
approach

To provide valuable
insights into how
seminars are related
to their respective
courses.
To ensure that the
students will
perform the
necessary
application of their
learning in a
corporate world.

College of
Business
Administratio
n Head and
Faculty

5. Improve the OnThe-Job Training

program ( Actual
Work Related
Trainings; Surprise
Visit by the
Coordinator)

Practicum
Coordinator

25,000.00 3-5 times

5,000.00

Continuousl
y

3,000.00

Continuousl
y

2,000.00

Continuousl
y