Chapter I.

INTRODUCTION:

In the business world, accounting is one of the disciplines of study that all people

regardless of job position should have knowledge of. Its concepts can be applied to all job

specialties, and thus its importance has been promoted in recent years and it is useful in peoples

everyday lives.

In our modern society, accounting is a very important verbal account to the career for

men and women who at the start had their eyes set on top positions in industries, management,

government, and general business. Accounting is a basic need of every business man from the

operator of a filling station to the government of the Philippines. It is very important to our

society for none of the business organization can operate without it. In every business accounting

knowledge is important for the success of ones business is in lined with the accounting process

that an organization has. But before you can start your business, it is a must that you need to have

basic concepts or knowledge regarding accounting. (Buehlmann and Techavichit (1984), Eskew

and Faley (1988), and Doran et al. (1991))

In the learning environment, accounting provides benefits for all business related courses.

First, an accounting education is important because it can be applied in all job specialties.

Secretaries must use accounting skills to manage the company check book and orders, managers

must have accounting knowledge for the success of managing their business, auditor have to

study financial statements to accurately evaluate ones business and lastly an executive need to

judge the success of their business by means of using accounting statements and comparative

1 | Page
results of its past and present Financial Statements. (The Role of Interest in Learning and

Development Hillsdale, NJ: Eribaum)

Another reason is that all business students should have some background in accounting

because in recent years people in the business world have been held more accountable for their

financial practices, thus companies requires some basic knowledge of accounting to avoid any

future misstatements and intentionally occurring as the issue with regards to the Enron and

WorldCom crisis arise. Additionally, it is vital that everyone, not just business students acquire

an understanding of accounting for personal benefit. People use accounting in their daily lives

when they study financial statements to make investment decisions, assess interest rates to pay

off their house mortgages and calculate for rates for car payments.

Indeed in the business world accounting is utilized in much greater depths, but each

individual encounters some activities in his or her everyday life that requires knowledge of

accounting principles. Accounting is the most basic framework of business. Without accounting

education students would be unprepared for the real world.

STATEMENT OF THE PROBLEM:

1. How do Commerce students understand the subjects Accounting 1 and Accounting 2?

2. What are their comments about learning Basic Accounting?

3. What is the impact of taking the said subjects to their learning?

4. How important is learning Basic Accounting which applies to their major subjects?

2 | Page
CONCEPTUAL AND THEORETICAL FRAMEWORK

Students Perception of Applied in the Major

Basic Accounting Management Accounting
Subjects

Students Demographic
Profile

Professor Tony Grasha of the University of Cincinnati was a visiting lecturer at Ohio State

some years ago. His discussion entitled How Can I Teach You If I Dont Know How You

Learn? gave light and enormous influence to various universities teaching strategies starting

from questioning the universal assumption that if one knows a body of knowledge, one can teach

it.

This, however, proved to be a more tedious task. For when knowing how students learn, it

involves exploring theories of cognition and motivation, and also knowing the backgrounds of

the students one will teach and at the same time, being aware of the differences in learning styles

and stages of development of ones students.

3 | Page
Psychologists have continuously researched and explored ideas on how human learning occurs.

One of them being the behaviorist-associationist approach where learning is viewed as the

building up of habits of association: repetition, followed by positive reinforcement, promotes

learning. Another one of these approaches is called the cognitive approach. Here, psychologists

focus on memory, reasoning, and tasks such as critical thinking and problem solving. Their best

interests lie on the inkling of how learners construct meaning as they encounter new information

and try to fit it in with what they already know. These theorists describe learning as a process of

accommodating new information into existing frameworks that the learner has established for

fitting pieces of information together. At times, new frameworks must be constructed as well.

Svinicki (1991) outlines six principles of learning based on cognitive theory; (1) If information

is to be learned, it must first be recognized as important. (2) During learning, learners act on

information in ways that make it more meaningful. (3) Learners store information in long-term

memory in an organized fashion related to their existing understanding of the world. (4) Learners

continually check understanding, which results in refinement and revision of what is retained. (5)

Transfer of learning to new contexts is not automatic but results from exposure to multiple

applications. (6) Learning is facilitated when learners are aware of their learning strategies and

monitor their use.

Cognitive psychologists also emphasize the internal motivation of the learner and the role of

social communities in learning. Students beliefs about whether they are in control and

competent to perform a learning task as well as the nature of the tasks, the reward and goal

structure, the instructional methods, and teacher expectations and behaviors can affect learning.

McLeod (1996) distinguishes between deep learning states and surface learning, emphasizing

4 | Page
that low stress learning environments that promote interpersonal interaction and create an

atmosphere of caring and open reflection are more likely to foster deep learning.

According to James Knight, a former Ohio State faculty member, he has listed nine tips for

improving the classroom climate: (1) Make students feel important. (2) Make students feel

invited. (3) Deal with needed changes from a positive point of view. (4) Learn to make nonverbal

cues. (5) Get to know students personally. (6) Learn to empathize. (7) Establish parameters. (8)

Use student-centered instruction. (9) Be enthusiastic.

By using instructional strategies that enable some individualization of instruction or small group

work, it helps develop personal investment and interest in learning.

In addition to these factors which affect motivation, there is also the psychological or cognitive

element in motivation. How students perceive their competency and how they judge the amount

of control they exert in the learning process greatly affects how they will perform.

Self-Efficacy Theory: The self-efficacy theory of learning motivation places emphasis

on a persons beliefs about their ability to learn. Some believe that ability is something

that a person is born with and is seen as a permanent fixed trait. Others believe that

ability is expandable and that people can be successful through hard work. The

incremental view of ability motivates them to take on challenges to increase their

knowledge and to never give up when tasks become very difficult.

Attribution Theory: Attribution theory states that motivation depends on the reasons to

which people attribute their success or failure when completing various tasks. According

to this theory, students may be less motivated to learn when they believe they are

powerless over their success. They may assume that their ability is permanent and cannot

5 | Page
 be changed, leading to problems with self-confidence. Additionally, for students who

believe that they have no control over the success of a learning task (e.g. exams are

unfair, they were not born with high intelligence), they may lack the motivation to put a

lot of effort into learning tasks.

Self-Worth Theory: In a competitive academic environment, most students want to

preserve their sense of self-worth, which is based on their self-perceived ability to

complete tasks successfully. Students who have been successful in their academic

endeavors feel good about themselves, while those who have not done well question

whether their failure is due to either their ability or effort (being dumb versus being lazy).

Most people would rather have others (and themselves) question their effort and not their

ability. Unfortunately, both potential causes come with negative emotions. If people fail

at a task while putting in a lot of effort, they feel shame; if failure is due to a lack of

effort, they feel guilt.

On the other hand, David Kolb (1981) posits that four main processes are used in learning:

Concrete Experience learning through direct involvement in a new experience

Reflective Observation learning through watching others or through thinking about

our own experiences or those of others

Abstract Conceptualization learning by creating concepts and theories to describe and

explain our observations

Active Experimentation learning by using the theories and concepts we have derived

to solve problems and make decisions

He states that most people apply these four processes in cyclical fashion as they learn, but that

each person engages in some activities more than others. Depending on these preferences, he

describes four learning styles:

6 | Page
 Convergers rely most on abstract conceptualizing and active experimenting. They like to

find specific concrete answers and move quickly to solution. They are relatively

unemotional and prefer dealing with things rather than with people. Convergers often

specialize in the physical sciences or engineering. They prefer learning tasks that have

specific answers.
Assimilators rely most on abstract conceptualizing and reflective observation. They like

to integrate ideas and are more interested in theoretical concerns than in applications.

Assimilators tend to gravitate towards math and physical sciences and like research and

planning. They prefer learning tasks that call for them to integrate material.
Divergers rely on concrete experience and reflective observation. They like to generate

many ideas and enjoy working with people. They often are attracted to such fields as

counseling and consulting. Divergers enjoy class discussion and working in groups.
Accommodators rely on concrete experience and active experimentation. They take

risks, are action-oriented, like new experiences, and are very adaptable in new situations.

They prefer a hands-on approach and often are attracted to technical or business fields,

such as marketing and sales.

Still, several other researchers have focused on the extent to which sensory receptors influence

learning. In general, they describe the following learners:

Auditory learners prefer to learn by listening. Lecturing is the teaching approach that

works best for them.

Visual learners prefer print material. They learn best by reading or responding to visual

cues, such as the chalkboard or overhead transparencies.

Tactile learners like to manipulate objects. Laboratory or hands-on methods of learning

are most appropriate for them.

7 | Page
 Kinesthetic or whole body learners like to learn through experiential activities. They

prefer simulations, exploratory activities, and problem solving.

SCOPE AND DELIMITATION

The study was conducted to determine the relevance of basic accounting to 4 th year

management accounting students in appreciating their major subjects. The scope of the study is

limited only to 4th year management accounting students of SPSBL. All respondents were made

to answer with all honesty in the questionnaire. Since only 50% of the total population was

taken, it is not an assurance that the research conducted was absolutely correct and may provide

an accurate output.

SIGNIFICANCE OF THE STUDY

This study is relevant to the following:

a. Researchers

This will provide further understanding on how accounting subjects affects

management accounting students and how relevant it is to their major subjects.

b. Accounting Teachers and Management Teachers

This serves as a way for them to formulate innovative techniques and creative

strategies for teaching the said subject

c. Educational Institutions

8 | Page
 Business Colleges and Universities offering Management Accounting program will

gain additional insights in order for the said institutions to effectively deliver the

subject Basic Accounting to their Management Accounting Students

d. Incoming Freshmen as a whole

This serves as their key factors and motivators of taking accounting seriously in

which may affect their learning on their higher major subjects.

e. Management Accounting Students

The relevant findings of the study will give the students an avenue in bringing up

awareness for the significance of Basic Accounting concepts in the application and

appreciation of their major subjects

DEFINITION OF TERMS:

BASIC ACCOUNTING includes Accounting for Sole Proprietorship (Accounting 1) and

Partnership & Corporation (Accounting 2)

Normally includes the areas of Debits and Credits; Accounts; Assets; Liabilities,

Equity, Revenue and Expenses; and an, accounting system that offers a method for

checking, balancing, and reconciling all accounting related transactions in order to

produce accurate pictures of the entities financial health, Profit and Loss Reports,

Balance Sheets, and Cash Flow Statements are the end result of compiling all the

9 | Page
 transaction into meaningful, usable information for individuals and business owned-

like.

MANAGEMENT ACCOUNTING

Refers to the processes and techniques that focus on the effective and efficient use of

organizational resources, to support managers in their tasks of enhancing both

customer value and shareholder value. (Book: Information and Creating Value by

Carlos Correia, Kim Langfield-Smith, Helen Thorne, Ronald W. Hilton. Southern

African Edition)

SPSBL STUDENTS

The subject of the study are male and female students enrolled in Saint Paul School of

Business and Law who are in their 4th year of Bachelor of Science Degree in

Commerce majoring in Management Accounting.

MAJOR SUBJECTS

Subjects taking up 6 units on the BSC- MA curriculum (more particularly, it refers to

the following: Introduction to finance- Understanding the concept, Theory of

accounts, Principles of Management, Administrative and office management, Cost

Accounting-Process costing, job order costing and others, Audit theory and Practice,

Purchasing, retailing and sales Management, Human Resource Management (Payroll,

10 | P a g e
 Selecting and Hiring), Cooperative Management (Types of Cooperative such as

Multipurpose Cooperative and others), Industrial Operation Management

(Manufacturing and Production), Managerial Accounting Part 1 and 2- Variances, AB

Costing and others, Accounting for Managerial Decision, Managerial Planning and

decision making and Feasibility study and Entrep).

LEARNING

Acquire knowledge/ skill in by study/ practice

Comprehension of information from Basic Accounting

11 | P a g e
CHAPTER II. REVIEW OF RELATED LITERATURE:

Accounting is a very important term to our modern society for it serves as the career for

men and women who at the start have their eyes set on top positions in industry, management,

government and general business. Thus, accounting is now considered to be the basic need for

every businessman, from the operator of a filling station to the government of the Philippines.

Accounting is so important to our society for none of the business organization can operate

without it. It is there- somewhere- in every business whether in small, medium or large

businesses. Noe (2000) argues that in todays world of business, accounting is used as the basic

tool for processing integrating and disseminating information.

In line with this (Jeya Chadra Malar Jayaprakash) accounting is made not only to

develop the intellectual skills of students but also providing opportunities to work individually, in

pairs, small and large groups. Students in addition to intellectual skills also need to equip

themselves with professional skills like writing, speaking out, presenting, computer and

information literacy, decision making, and teamwork. And so, for non-accounting majors,

learning accounting is a challenge for them, (Cynthia B. Lloyd &Augustus Abbey, Morgan State

University Teaching Elementary Accounting to Non-Major Accounting) non-accounting

12 | P a g e
majors motivators are typically just to meet a requirement of the business schools curriculum.

(C. Lloyd, A. Abbey) Research has shown that accounting students who perform well tend to

have strong mathematical skills or had previous exposure to accounting by way of college

preparatory high school bookkeeping on accounting courses.

As far back as the early 1960s researches have wrestled with the idea of determining the

essential subject matter for first year basic accounting courses to students who are non-

accounting majors. Even then, Zokowsty (1961) proposed that the prevailing opinion was, that

compared to the accounting major, the non-accounting major should attain a much broader

concept of accounting from the course in basic accounting.

In a study on Determinants of Students Academic Performance in Accounting, students

choose accounting subject due to students personal factors, societal perception and values,

school systems and socio-economic standing. Many students do consider their aptitude and

attitude to the studies of certain subjects, whereas others maybe acting purely under duress from

parent or peer group.

To improve and sustain academic performance it becomes a necessity to have an

understanding at the predominant influencing factors of career interest choice determination and

keep a match on its power of moderate career interest choice in accounting.

To add further, the interest and accounting subject is not just the determinant for non-

accounting students on its accounting major subjects; (Ellington and Earl 1999) Teachers and

students strategies contribute on non-accounting students learning depending on strategies and

approaches. Non-accounting students get their input or learn through different modes. They are

guided by sources such as tutorials, counseling and also gain information from sources like

13 | P a g e
resources center, library, media, and so on. Modern strategies on teaching students learning

which includes quizzers, lecture materials, demonstration, question and answer sessions,

discussions, writing journals, minute papers, problem based learning, group learning and

teamwork, cooperating learning, debates, simulation, role playing, visual and computer based

instructions, online teaching, fieldwork, and internships. (Strategies in Teaching Accounting in

Higher Education (Jeya Jayaprakash)).

CHAPTER III. RESEARCH AND METHODOLOGY

This chapter aims to discuss and explain the research design and the guidelines to be used,

the locale of the study, the selection of the respondent, including the instruments answered by the

respondents.

Research Design

The study is aimed at determining the relevance of basic accounting in appreciating the

higher major subjects of management accounting students. What are their views regarding the

said subject and the importance of it in their twilight year in this institution?

The researchers applied the descriptive design type. In which, the use of questionnaires

was made to be able to gather necessary data for this study. The dependent and independent

variables are identified.

Respondents and Locale

14 | P a g e
 The research was conducted at Saint Paul School of Business and Law, Campetic Palo

Leyte. The respondent of the study are the 4th year Management Accounting Students for the

School Year 2014 2015, it comprises from sample taken of 50% which is equivalent to 48

respondents of the total population.

INSTRUMENTATION

The researchers made a questionnaire that is deemed appropriate and is specifically

designed for this study. The questionnaire is made up of 68 questions divided into three

categories of interrelated foci. Learning Accounting for Management Accounting Students is the

first set of questions positioned. The next section comprises the Measurement Learning of Non-

Accounting Students on their learning in accounting, and the last part is the applicability of the

learning in accounting 1 and 2 subjects in the understanding of my higher major accounting

subjects in management accounting. The questions are constructed in a clear and concise manner

for the respondents to rationally and with all honesty regarding the study. All of the questions are

related to the relevance of basic accounting to 4th year management accounting students in

appreciating their major subjects

Methods of Data Collection

Through a letter of approval from the Dean of Business and Accountancy, the researchers

proceed on giving the survey questionnaires to the respondents. Theyve just chosen a class in

which 4th year management accounting students are alike.

15 | P a g e
SAMPLE AND SAMPLING TECHNIQUE

Stratified random sampling was the method used in conducting this study in which the

total population was subdivided into two groups: the first group of the population composed of

practicum students and the second group consisted of students who finished taking up their

practicum subject. After dividing the total population into two groups, we, the researchers,

identified the group of students who already took up practicum as our respondents. Having

identified these respondents, all students in that particular group were given questionnaires to be

answered as a part of our survey.

16 | P a g e
 CHAPTER IV. PRESENTATION, ANALYSES AND INTERPRETATION

OF DATA

This chapter presents, discusses, analyses and interprets the findings of the

various responses gathered from the survey

The result of this research was based on the sample of the total population of 4 th

year Saint Paul School of Business and law Commerce students major in Management

Accounting school year 2014-2015, the sample taken was 50% or 48 respondents of the

total population.

INTERPRETATION & ANALYSIS OF DATA

PART 1 Mode of Learning Accounting for Management Accounting Students

17 | P a g e
 Students Personal Strategies in Learning Accounting Subjects

MEAN

QUESTIONNAIRE

NEVER RATING SCALE

SOMETIME REGULARL
UNDERTAK S Y
UNDERTAK UNDERTAK
EN
EN
FIGURE 1.1

RAN
Students Personal Strategies in Learning Accounting Subjects. MEAN
K

11. Taking notes especially those topics that are not

2.765957447 1
easily understandable

10. Listening to the lectures of the instructors. 2.75 2

5. Doing my assignments and homework assigned by

2.510638298 3
my instructor.
2. Solving problems with different reviewers and
2.266666667 4
textbooks.

3. Reading accounting related books. 2.170212766 5

18 | P a g e
 8. Doing internet researches specifically when there
2.020833333 6
or topics not found in the textbooks.
1. Doing group discussions with my classmates and
1.977272727
co-students
7.5
9. Solving case analysis problems 1.977272727

14. Participating in interactive lecture such as

answering teachers questions, reciting, and raising questions and 1.957446809 9

queries.
4. Doing library researches to gather further
1.9375 10
information regarding accounting
15. Answering short objective questions to further
1.913043478 11
understand the topic.

12. Making oral presentation and answering problems 1.893617021 12

6. Attending Seminars specifically accounting related

1.886363636 13
topics.
13. Watching Videos especially those that has a
1.541666667 14
discussion on accounting related topics
7. Visiting Companies to know actual practice of
1.177777778 15
accounting.

Before coming up with the interpretation the researchers set first a standard. This

standard confines the degree in which each rating scale is bound. For the Never Undertaken the

mean should be 1 to 1.69, Sometimes 1.7 to 2.39 and the Regularly Undertaken ranges to 2.4 to

3.

In the above figure, the most used strategy by students in learning their accounting

subjects are taking down notes especially those topics that are not understood, listening to the

19 | P a g e
lectures of the instructors and doing their assignments and home works. This entails that the

students perform this activity daily and it is evident with the highest mean of 2.77. So, while the

teacher is discussing the students at the same time they are taking their notes and afterwards they

will answer the assignments and home works given by their teachers.

Solving accounting problems or cases, having research or reading accounting related

topics, being active in a group discussion or have an interaction with the teacher and fellow

students and attending accounting related seminars are seldom utilized by students in their study

of their accounting subject. This is usually done twice or thrice per week.

The least likely exercised strategies by the students having the mean of 1.18 and 1.54 are

visiting companies and watching video discussions related to accounting.

Students better understand their accounting subjects if they have their notes plus they

listen to the discussions. In addition, having home works or assignments can add up the

motivational factor in learning the subject.

20 | P a g e
 Teachers Strategies that Help Students Understand the Subject

MEAN

QUESTIONNAIRE

NEVER SOMETIME REGULARL

UNDERTAK S Y
FIGURE 1.2 UNDERTAK
EN UNDERTAK
RATINGENSCALE

RAN
Teachers Strategies that help students understand the subject MEAN
K

2.76595744
1. Discussing to the students the lesson thoroughly 1
7
5. Giving examinations that will assess students level 2.41304347
2
of learning 8
9. Making interesting presentations and discussions 2.38636363
3
that encourages students to participate and listen to the discussions. 6
2. Giving assignments and homework that are 2.34782608
4
answerable and can be understood by the students 7
2.30434782
4. Giving relevant quizzers and case solving analysis. 5
6
13. Conducting board works that encourages students to 2.27659574 6

21 | P a g e
 use critical and analysis ability 5
3. Assigning groupings for the students to make 2.21739130
7
group discussions 4
2.10869565
7. Providing time for students consultations 8
2
12. Conducting recitations to compel students read their 2.08695652
9
notes and lessons. 2
15. Making experimental demonstrations and providing

actual scenarios examples to further understand concepts in 2.02173913 10

accounting.
8. Assigning library and internet research about 1.93478260
11
accounting such as the accounting processes, the different accounting 9
6. Assigning library and internet research to 1.84782608
12
encourage students to learn more 7
1.80851063
10. Giving tutorials to students 13
8
11. Conducting make-up classes to cover topics that are
1.52173913 14
not discussed during regular class.
14. Assigning students to visit companies and to

interview management and supervisors to understand actual

1.21276595
accounting scenarios 15
7
principles, and conceptual frameworks to encourage students to learn

more

Discussing the lesson thoroughly and giving examinations to the students are the most

applied strategies by teachers to help students truly understand the subject. It is daily undertaken

by them having the mean of 2.77 for the former and 2.41 for the latter.

22 | P a g e
 Likewise, there are also teacher strategies that are enjoyed by the students in

understanding the subjects. Among others, are making presentations and classroom & group

discussions, giving home works or assignments and quizzers, assigning researches and even have

consultations or tutorials. The students experience this twice or thrice per week.

In contrast, conducting make-up classes and assigning students in visiting companies are

the most infrequent strategy applied by teachers.

We can say that the students have better comprehension in their study of accounting if it

is first discussed to them and afterwards have self-assessment like quizzes/ exams.

PART 2

MEASUREMENT LEARNING OF NON-ACCOUNTING STUDENTS ON THEIR

LEARNING IN ACCOUNTING

23 | P a g e
 Topics Learned By Students on their Accounting Majors

QUESTIONNAIRE

Sole Proprietorship
Parnership
Corporation

NEVER UNDERSTA UNDERSTA

UNDERSTAN ND AT ND VERY
D THE TOPIC WELL THE
LEAST
TOPIC
ENOUGH

RATING SCALE

FIGURE 2.1

24 | P a g e
 RAN
Topics Learned By Students on Their Accounting Majors MEAN
K

SOLE PROPRIETORSHIP
2. Basic Accounting Equations 2.39583333 1
6. Journalizing Transactions 2.30434783 2
1. I learn the different basic accounting assumptions 2.22916667
3.5
7. Posting to the Ledger and Trial Balance Preparation 2.22916667
3. Elements of Financial Statements and Account Titles 2.20408163 5
9. Worksheet and Financial Statements 2.17391304 6
4. Types of Accounting Information 2.13043478 7
5. Users of Financial Statements 2.10416667 8
10. Closing Entry 2.08510638 9
8. End of the Period Adjustments 1.97777778 10
11. Special Journals 1.95454545 11
13. Accounting For Manufacturing Concern 1.89473684 12
12. Payroll Fund, Bank Accounts And Control of Cash 1.75675676 13
PARTNERSHIP ACCOUNTING
1. Definition and Nature of Partnership 2.44444444 1
2. Characteristics of Partnership 2.26666667
2.5
3. Kinds of Partnership 2.26666667
4. Classification of Partnership 2.15217391 4
7. Partnership Dissolution 2
5. Formation and Opening of Partnership Books 2 6
6. Partnership Operations 2
8. Dissolution With Liquidation 1.93023256 8
CORPORATION
1. Nature and Formation of Corporation 2.23913043 1
2. Accounting For Share Capital Transactions 1.91111111
3. Accumulated Profits and Losses on Dividends and 2.5
1.91111111
Treasury Shares

25 | P a g e
 The same with part 1 the researchers classified a standard range for the rating scale. For

the Never Understand the Topic a mean shall range from 1 to 1.69, Understand At Least Enough

from 1.7 to 2.39 and the Understand Very Well the Topic is 2.4 to 3.

Of all the concepts discussed in Sole Proprietorship, we can observe that the students

have a slight mastery of the accounting cycle, the use of special journals, the different underlying

assumptions together with the proper accounting of cash and likewise the users understanding of

financial statements. Among these topics, it shows that, basic accounting equation was the most

easily understood by the students with an average of 2.39.

Moreover, based from the figure above, the definition and nature of partnership is the

topic that most management accounting students comprehend with the mean of 2.44. And the

remainder like the formation, operation, dissolution and liquidation falls in the category of at

least enough understanding of the topics.

Similarly, the students less likely understood the topics under the Corporation. With the

nature and formation of corporation on the top list following accounting for share capital &

accumulated profits and losses on dividends and treasury shares having the same mean of 1.91.

Having consolidated all the fundamental subjects in accounting we can express that the

common denominator of responses results to a slight mastery of each topic with the exception

that only the definition and nature of partnership is very well understood by the students.

26 | P a g e
 PART 3

APPLICABILITY OF THE LEARNING IN ACCOUNTING 1 AND 2 SUBJECTS IN THE

UNDERSTANDING OF MY HIGHER MAJOR SUBJECTS IN MANAGEMENT

ACCOUNTING

Particulars of Different Subjects and Majors of Management Accounting Students

2ND YEAR Subjects

3RD YEAR Subjects
4TH YEAR Subjects
QUESTIONNAIRE

TRULY NOT
RARELY OFTEN MOST TRULY
UNDERSTO
UNDERSTO UNDERSTO UNDERSTO
OD& NOT
OD& OD& OD&
27 | P a g e APPLIED
APPLIED APPLIED APPLIED
 RATING SCALE

FIGURE 3.1

Particulars Of different subjects and majors of Management

MEAN RANK
Accounting students.

2ND YEAR SUBJECTS AND MAJORS

3. Principles of Management. 2.88888889 1
4. Administrative and office management. 2.82222222 2
2. Theory of accounts. 2.71111111
5. Cost Accounting-Process costing, job order 3.5
2.71111111
costing and others
1. Introduction to finance 2.68888889 5
-Understanding the concept.
3RD YEAR SUBJECTS AND MAJORS
7. Purchasing, retailing and sales Management. 2.86666667 1
11. Managerial Accounting Part 1 and 2- Variances, AB
2.84444444 2
Costing and others
6. Audit theory and Practice 2.75555556
3.5
9. Cooperative Management 2.75555556
8. Human Resource Management. 2.71111111 5
10. Industrial Operation Management 2.66666667

(Payroll, Selecting and Hiring)

(Types of Cooperative 6

such as Multipurpose Cooperative and others)

(Manufacturing and Production)

4TH YEAR SUBJECTS AND MAJORS
14. Feasibility study and Entrep. 2.77272727
1.5
13. Managerial Planning and decision making 2.77272727

28 | P a g e
 12. Accounting for Managerial Decision 2.75555556 3
The researchers established a standard range for the rating scale on this part before

interpreting it. The range of Truly Not Understood and Not Applied is 1 to 1.75, Rarely

Understood and Applied is 1.76 to 2.5, Often Understood and Applied is 2.6 to 3.25 and the Most

Truly should have a mean of 3.26 to 4.

From 2nd year to 4th year observations we can state that they understood the basic

accounting but it is often times applied in their major subjects. We can examine it through the

Part 2 results wherein it produces a slight mastery in the basic accounting which led to a result in

Part 3 that it is often utilized in higher major subjects. The researchers observed that how deepen

the students mastered the basic accounting will still vary what type of topics or the very nature of

management accounting subjects being discussed that basic accounting can be applied. Based on

investigation, some of the subjects of management accounting students are simpler than

accountancy students are. But we can say that basic accounting is really relevant in their study of

higher major subjects because it is the very foundation of it.

Summary of Findings

The basic accounting is really important to the management accounting in learning their

higher subjects. Through the calculated means presented in the interpretation stage we can able

to tell that both the student and teacher help each other to better understand the accounting

subjects.. As we evaluated the result of their understanding in basic accounting it implies that

they just have a slight mastery of these subjects. This is consensus in terms for the application of

these basic accounting subjects to their higher major subjects it indicates that it is often applied.

Though basic accounting is very important to them as management accounting students for they

really need this information for their decision-making but it doesnt confine there. There is

29 | P a g e
always non-financial information to be considered and the basic accounting is just part of the

bigger picture of management accounting. Thats why it will always differ on the topic being

tackled in order that basic accounting is being substantially applied.

Conclusion

From the various information gathered from other researchers paper works of related

literature, knowledge of Basic Accounting had a lot to do with their higher level major subjects.

If you have established a good foundation in Basic Accounting learning complicated higher level

major accounting subjects is just a piece of cake. This is best applied in accounting-related

subjects like practical accounting, advance accounting, auditing & taxation and among others.

On the other hand, if we are talking of Management Accounting, it involves managerial actions

and focuses on internal environment and more on making decisions. Therefore, the results of the

survey conducted verified that no matter how relevant basic accounting in higher major

management accounting subjects is, it was still often applied because the nature of these subjects

spoke different languages than those accounting-related higher major subjects. If it would not

have been Basic Accounting to learning major Management Accounting subjects rather than

Management Accounting related subjects, it would have been very important and always applied.

Accounting Related Subjects Management Accounting Subjects

(Procedural/ accounted) (Decision-making)

Basic Accounting

30 | P a g e
RECOMMENDATION:

Based on the result given above Management Accounting students should always learn

and understand their basic accounting subject, though it may be perceived that accounting may

not that contributory in learning their major subject, for it focuses more on its managerial aspects

that accounting subject. But on the other hand, as a business student it is a must to at least learn

accounting for it is the language of the business. And having such knowledge would provide

graeter opportunity in their conduct of their profession.

31 | P a g e