School of Accountancy and Business Management

Saint Louis University

Maryheights Campus, Bakakeng Sur
2600 Baguio City

COOPERATING AGENCY: EVALUATION BY THE FIFTH YEAR ACCOUNTANCY

STUDENTS OF SAINT LOUIS UNIVERSITY

RESEARCH PROPOSAL

In Partial Fulfillment of the Requirements in Acctg403a

Management Consultancy 1
Saint Louis University

By:
Galang, Jannah Grace M.
Guab, Mary Angelica B.,
Terrado, Reina Maica B.
Velasco, Gian Mauriz V.

September 30, 2017

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Contents
CHAPTER I .................................................................................................................................... 3

INTRODUCTION ....................................................................................................................... 3

STATEMENT OF THE PROBLEM .......................................................................................... 5

RESEARCH HYPOTHESIS ...................................................................................................... 6

RESEARCH PARADIGM.......................................................................................................... 6

ASSUMPTIONS OF THE STUDY ............................................................................................ 8

SCOPE AND DELIMITATON .................................................................................................. 8

SIGNIFICANCE OF THE STUDY ............................................................................................ 8

DEFINITION OF TERMS .......................................................................................................... 9

CHAPTER II................................................................................................................................. 10

REVIEW OF RELATED LITERATURE ................................................................................ 11

CHAPTER III ............................................................................................................................... 16

METHODOLOGY .................................................................................................................... 16

Respondent Selection ............................................................................................................ 16

Data Gathering Tool .............................................................................................................. 17

References ............................................................................................................................. 19

2
 CHAPTER I

INTRODUCTION
Internship is a way to connect the academic experiences with the professional work
arena. The concept of undergraduate accounting students gaining professional practical
experience while studying at university is not new (Teed & Bhattachary, 2002; Thrope-
Dulgarian, 2008;Ali, Heang, Mohamad & Ojo,2008). It allows the person to gain valuable
exposure to the workplace and provides the opportunity for skill development. Internship is the
best way for students to explore the suitability of a particular job (Scott, 1992). An internship
combines the theory that students learned in school with practical work experience and lasts for
about three months to a year (Ebreo et al, 2014). Pursuant to Resolution No. 148 dated April 19,
2009, the Commission on Higher Education (CHED) issues the Guidelines for Student Internship
Program in the Philippines under CMO No. 23, Series of 2009. An excerpt from Article I states
that “CHED shall require student exchange and establishment by HEIs of string academic
linkages with business and industry to promote and provide students with competitive skills and
attitudes for employment”.

Internship is one of the earliest forms of training. It is a one-on-one training, where

someone who knows how to do a task shows another how to perform it. Experts agree that in the
largest sense, internships descend from the professional apprenticeships that originated with the
trade guilds of Europe in the 11th and 12th centuries. The Labor and Apprenticeship, by
Reginald Bray (1911), includes a section that discusses the main objectives of the apprenticeship
system: supervision, training and filling job openings the same as today’s internships in some
aspects.

Way back in 1952 the American Accounting Association “acknowledged the benefit of a
period of practical experience incorporated into the academic preparation of an accountant”
(Schmutte, 1986). According to the National Association of Colleges and Employers (NACE)
new college graduates who had participated in internships did far better in the job market than
their classmates who had not had that experience.

Evaluation is the systematic acquisition and assessment of information. The most

common goal of most evaluations is to provide "useful feedback" to a variety of audiences. Most

3
often, feedback is perceived as "useful" if it is relevant in decision-making. Being a valuable
component of higher education academic program, internship is believed to create a win-win
situation for the students, the organization as well as the university (Coco, 2000). To evaluate the
success of the internship program the best method is to know the participants’ evaluation on their
own experiences, and by doing so it produces greater insights (Cord et al. 2010).

The main objective of the internship or on the job training (OJT) programs is to expose
the student-trainees to the actual work environment, in order to train them to be technically
competent, socially committed, and morally motivated to meet the challenges and demands of
the profession. The internship serves as a challenge for student-trainees to apply their knowledge
of the subject matter and the theories they have acquired through classroom training. This is
another dimension of learning which allows the student-trainees to learn new techniques,
develop competencies and skills, to hone their capabilities in human relations and social
interaction, particularly on how to get along with their superiors and co-workers. In addition,
internship provides opportunity for them to acquire good work attitude and ethical values in the
practice of the profession. Accountancy students shall be trained and developed not only to pass
the licensure examination but for them to become competent and ethical professional accountants
(Rufino, 2016). Aside from the mentioned objectives of internship or on the job training (OJT)
programs there are still many and varied objectives of internship.

The Internship on Accounting Practices for the Bachelor of Accountancy degree

programme at the School of Accountancy and Business Management, Saint Louis University,
Baguio City is normally conducted during their fourth year second semester based on the
curriculum. The students are required to apply themselves as interns in their chosen institution
with the recommendation of their advisers. The students are normally required to have completed
at least 300 hours credit for the fulfillment of the course requirement.

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STATEMENT OF THE PROBLEM
The study will focus on the evaluation to their respective institution of internship of the fifth year
Accountancy students of the Saint Louis University-School of Accountancy and Business
Management. Specifically, the study sought to answer these questions:

1. What is the profile of the fifth year Accountancy students of Saint Louis University-
School of Accountancy and Business Management in terms of:
a. Gender
b. Institution of Internship
i. Local Government
ii. Banking and Finance
iii. Accounting/Auditing Firms
iv. Manufacturing
v. Retail and Trading
vi. Hotel and Restaurant
vii. Electricity, Water and gas
viii. others
2. What is the evaluation of the fifth year Accountancy students to their respective
institution of internship in the areas of:
a. Task Given
b. Working environment
3. Is there a significant difference in the evaluation of the fifth year Accountancy students of
Saint Louis University-School of Accountancy and Business Management to their
respective institution of internship when they are grouped according to their profile in the
areas of:
a. Task Given
b. Working environment

5
RESEARCH HYPOTHESIS
Specifically, the study will be guided by the hypothesis:

There is no significant difference in the evaluation of the fifth year Accountancy students of
Saint Louis University-School of Accountancy and Business Management to their respective
institution of internship when they are grouped according to their profile in the areas of:

a. Task Given
b. Working environment

RESEARCH PARADIGM

Internship entails engaging students in service activities for the purpose of providing them with
hands on experience that enhances their understanding of issues relevant to their area of study
(Furco, 1996). Internship is also considered as “supervised work experiences” where students are
closely supervised (Mcmahon and Quinn, 1995).

According to Beard (1998), internship program integrate academic knowledge with practical
applications, improve job/career opportunities after graduation, create relevance for past and
future classroom learning, develop work place social and human relations skill, and provide the
opportunity for students to apply communication and problem-solving skills.

The research paradigm will serve as the researchers’ guide in conducting this study. This depicts
the proposed flow of the study.

The paradigm of the study will be composed of three parts: the independent variables, the
dependent variable and the expected output of the study.

Independent variables are conditions or characteristics which are presumed cause and influence
of the existence or non-existence or change in certain phenomena. The independent variables of
this study are the characteristics of the fifth year accounting students of Saint Luis University
(SLU) in terms of their gender and institution of internship which are presumed to cause or
influence the evaluation of fifth year accountancy students of SLU-SABM of their internship
experiences.

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Dependent variables are condition or characteristics which are influenced by the independent
variables. They are the focus of the investigation: its behaviour or status as influenced by the
independent variables is the concern of the investigators in this study; the researchers will
measure the evaluation of the fifth year Accountancy students of Saint Louis University-School
of Accountancy and Business Management to their respective institution of internship.

PARADIGM OF THE STUDY

Independent Variable

Profile of Fifth Year Accountancy Students of SLU-SABM as to:

a. Gender
b. Institution of Internship
i. Local Government
ii. Banking and Finance
iii. Accounting/Auditing Firms
iv. Manufacturing
v. Retail and Trading
vi. Hotel and Restaurant
vii. Electricity, water and gas
viii. Others

Dependent Variable

Evaluation of Institution of Internship of the fifth year Accountancy students

in the areas of:

a. Task Given
b. Working environment

Expected Output

To evaluate the institution of internship of the fifth year accountancy students

of SLU

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ASSUMPTIONS OF THE STUDY
1. It is assumed that all the respondents finished ACCTG 504 Internship on Accounting
Practices.
2. The institutions of internship of the respondents are within Baguio City.
3. The respondents are objective in the evaluation of their satisfaction to their respective
institution of internship.
4. The respondents are to use a uniform evaluation form provided by the researchers.
5. The respondents’ evaluation to their institution of internship varies depending upon their
profiles.

SCOPE AND DELIMITATON

The purpose of the study is to evaluate the institution of internship of the fifth year accountancy
students of Saint Louis University-School of Accountancy and Business Management in the
areas of (a) Task Given and (b) Working environment.

With regards to the evaluation of satisfaction to their institution of internship, the respondents of
this study will be the selected fifth year Accountancy students of SLU-SABM enrolled during
the SY 2017-2018. The respondents will be profiled in terms of their gender and institution of
internship. The respondents will be given a chance to evaluate their satisfaction to their
respective institution of internship through a questionnaire that will be provided by the
researchers.

SIGNIFICANCE OF THE STUDY

Students who will undertake internship will benefit from this study for they can acquire
knowledge about prospective institution of internship based on the evaluation of students who
already finished their internship.

Students of both undergraduate and graduate schools will find it beneficial in undertaking similar
and related studies.

This study will also be beneficial for the faculty of Accountancy Department as it provides better
picture of what the students really experience and feel during internship so they may be able to
help their students choose what institutions are better for internship.

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The institutions which will be accepting interns will be benefited because through this study they
will be able to learn what things to improve and maintain during the internship of the students
especially that these students might be their future employees.

DEFINITION OF TERMS
Accountant- a professional person who is trained in bookkeeping and who performs accounting
functions such as audits or financial statement analysis

Accounting/auditing Institutions—firms that examine clients’ financial records. They ensure

that financial records are accurate and that taxes are paid properly and on time. They assess
financial operations and work to help ensure that organizations run efficiently.

Bachelor of Science in Accountancy (BSA) -is a program composed of subjects in accounting

(financial, public, managerial), auditing, administration, business laws and taxation.

Banking and Finance Institution—network of financial institutions licensed by the state to

supply banking and finance services. The principal services offered relate to storing, transferring,
extending credit against, or managing the risk withholding various form of wealth. These are
financial intermediaries that transfer funds from the ultimate saver to the ultimate user of funds.

Certified Public Accountant (CPA)– is a person who holds a valid certificate of registration
and a valid Professional Identification Card issued by the Professional Regulatory Commission
(PRC) upon the recommendation by Board of Accountancy (BOA) to those who have
satisfactorily complied with all the legal and procedural requirements for such issuance,
including in appropriate cases, having passed the CPA licensure examination.

Commission on Higher Education- abbreviated as CHED, is attached to the Office of the

President for administrative purposes. It covers both public and private higher education
institutions as well as degree-granting programs in all post-secondary educational institutions in
the country.

Curriculum- the lessons and academic content taught in a school or in a specific course or
program

Higher Education Institution (HEI)—a level of education that is provided by universities,

vocational universities, community colleges, liberal arts colleges, institutes of technology and

9
other collegiate level institutions, such as vocational schools, trade schools and career colleges,
that award academic degrees or professional certifications.

Host Training Establishment (HTE) – a duly authorized and licensed establishments that
provides training program for students.

Hotel and Restaurant- is a service industry business that offers lodging, accomodation,
prepares and serves food.

Institution- an organization, establishment, foundation, society, or the like, devoted to the

promotion of a particular cause or program

Interns- one who works in a temporary position with an emphasis on on-the-job training rather
than merely employment

Internship or On-the-Job-Training(OJT)—an opportunity offered by an employer to potential

employees, called interns, to work at a firm for a fixed, limited period of time. Interns are usually
undergraduates or students, and most internships last for any length of time between one week
and 12 months.

Local Government— It is the public administration of towns, cities, counties and districts.
Notice that this type of government includes both county and municipal government structures

Manufacturing Institutions—refers to those industries that involve in the manufacturing and

processing of items and indulge in either creation of new commodities or in value addition.

Retail and Trading Institution—firms that connect buyers and sellers within the same or
different countries

Utilities, water and gas Institution- industries that provides essential services that play a vital
role in economic and social development like water and gas

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Internship training provides a means for accounting students to be exposed to actual
working life while it aims to bridge the gap between theory and practice (M.W. Madurapperuma
et al). It is the best way to strengthen and develop the skills possessed by a student. The concept
of undergraduate accounting students gaining professional practical experience while studying at
university is not new (Teed & Bhattacharya 2002; Thrope-Dulgarian 2008; Ali, Heang,
Mohamad & Ojo 2008). According to American Institute of Certified Public Accountants (2006),
a recent definition for internship is “work experience in industrial, business, or government work
situations that leverages the class guidelines experience through practical work experience.” It is
generally agreed that within the confines of the classroom the practical experiential activities that
are necessary to give students first hand skill development and knowledge cannot be properly
provided (Bisoux,2007;Posner, 2008). Through a preliminary investigation conducted, it has
been identified that after undertaking this internship program, accounting students from an
Australian Regional University have advanced their learning pertaining to workplace
preparedness, understanding and application of accounting principles, generic skill enhancement
and consolidation of accounting as their professional career (Cord et al.2010).

Way back in 1952 the American Accounting Association “acknowledged the benefit of a
period of practical experience incorporated into the academic preparation of an accountant”
(Schmutte, 1986). According to the National Association of Colleges and Employers (NACE)
new college graduates who had participated in internships did far better in the job market than
their classmates who had not had that experience.

An internship is a form of experiential learning that integrates knowledge and theory

learned in the classroom with practical application and skills development in a professional
setting. Internships give students the opportunity to gain valuable applied experience and make
connections in professional fields they are considering for career paths; and give employers the
opportunity to guide and evaluate talent (National Association of Colleges and Employers,
2011).
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 The International Federation of Accountants’ (IFAC) International Accounting Education
Standards Board (IAESB) promulgated the International Education Standards (IES) that provides
guidelines for the development of accountants from the initial professional development of
becoming professional accountant and on his continuing professional development once admitted
to the profession. It starts during the formal accounting education process in school.

On the Job Training (OJT) is one of the mechanics of Higher Education industries in
developing the needed competencies of its graduates. Its goals and objectives served as a guide
in developing the needed competencies for a particular job, and translating the training into a
gainful working experience (Ylagan, 2013). Every Bachelor of Science in Accountancy (BSA)
student is expected to become professional accountants, a future Certified Public Accountant
(CPA). As professional, CPAs’ are expected for high quality performance who will uphold the
thrusts of the accounting profession and protect the best interest of those whom the services are
performed (CMO 3, s.2007). Clearly, the objective of student internship or OJT programs is to
provide students with practical knowledge and skills to enhance their competencies and
discipline (Mark Alvin R. Recto, 2014).

In the European countries where internships are mandatory, a much stronger

infrastructure exists for quality control, employer involvement, state support, and institutional
resources. Additionally, internships are increasingly seen as a central strategy in solving the so-
called “skills gap,” such that newly trained workers would fill open positions, boost local
economies and essentially fix the many ailments facing local labor markets.

During the training, the accounting students not only have the opportunity to learn, but to
interact and work with supervisors, colleagues, clients and the academic supervisor. Hiring an
undergraduate in an internship training program benefits all parties: employers, students, and
universities. Employees are able to use internship training as a platform for identifying potential
young graduates to be hired. At the same time, employees are contributing to the future
generation of accounting professionals by providing technical skills as well as supplying
feedback to the academia or the student’s performance, so that new insights can be embedded
into the curriculum. (M.W. Madurapperuma et al). The university coordinating the internship
program benefits in a number of different areas including strengthening relevance in the industry
and with future students, identifying possible partners, and implementing curriculum

12
improvements (Schmutte,1986; Beard,1998; Beard,2007; Burnett,2003). For students,
internships also supplement academic classes and, in some cases, earn college credit. An
internship is a way to test the waters in a variety of career fields, to gain “real-life” experience,
and a way to decide on – or opt out – of a certain vocation (Structured On-the-Job Training,
1995) It is not just one-sided as there are also benefits to both the industry partner and the
university delivering the program (Teed & Bhattacharya 2002; Burnett 2003)

Pursuant to Resolution No. 148 dated April 19, 2009, the Commission on Higher
Education (CHED) issues the Guidelines for Student Internship Program in the Philippines under
CMO No. 23, Series of 2009. An excerpt from Article I states that “CHED shall require student
exchange and establishment by HEIs of string academic linkages with business and industry to
promote and provide students with competitive skills and attitudes for employment”.

The Guidelines state that the Host Training Establishment (HTE) must provide an
appropriate training program for the student trainee and must follow a Training Manual or Plan.
Thus, the Host Training Establishment (HTE) must collaborate with the school in designing a
Training Manual or Plan, specifying among others, the goals and objectives (desired outcomes
and how these outcomes will be achieved), knowledge, skills, attitudes and competencies that the
student trainee should acquire in each learning area, assignments and schedule of activities. The
objective is for the Host Training Establishment (HTE) to provide a supervised applied learning
experience in accordance with the Training Manual or Plan and the schedule of activities. Since
the internship program is considered a course or a subject, the school provides the Host Training
Establishment (HTE) with the evaluation system to be followed in evaluating the subject intern’s
performance. In this regard, the Host Training Establishment (HTE) must assign a competent
Faculty Coordinator who will be responsible for the implementation of all the phases of the
Training Plan, including monitoring and evaluation of the student interns.

Each internship assignment shall meet the following requirements: (1) be substantial and
practical, including analysis, evaluation, and application of business, accounting and auditing
concepts; (2) be subject to periodic documentation on progress and review by both the employer
and Accountancy Program Chair or Dean; and (3) culminate in the final evaluation prepared by
the employer and final course grade awarded by the Accountancy Program Chair/Dean.

13
 Effective internships allow students to make connections between their academics and
what they are doing in the workplace. Faculty, employer coordinators, and students should work
together to design specific educational learning objectives for the duration of the student’s
internship (Jones, et al). The benefits and positive outcomes of internships are aplenty with many
previous academic researches on it (Knouse & Fontenot, 2010; Muhamad et al., 2009; Okay &
Sahin, 2010). However, the essence of successful internship experiences lies on the satisfaction
of students with their internships (Clark, 2003 cited in Knouse & Fontenot, 2010). Internship
satisfaction is one area of research that has been largely neglected and little research has been
done into it (Klee, 2011).

Paulins (2008) notes additional advantages which accrue from satisfying internship
experiences. She suggests that students whose internship experiences are satisfying will have
more positive feelings toward the career search process and toward their academic institution.
She also suggests that students with satisfying internship experiences will be better able to
contribute to their companies when they ultimately begin their careers.

Quality criterion should be developed not solely by policymakers or institutional leaders,

but also in close coordination with higher education professionals (i.e., faculty and career
services staff) and employers who have a track record of hosting successful internship programs.
An ongoing system to regularly assess the quality and efficacy of internship programs should
also be established in order to ensure that students are being exposed to high-quality learning
experiences.

One of the under-explored issues with respect to expanding internship programs across
departments, institutions and entire educational systems is whether or not employers even exist
that are willing and able to adequately host interns at their company. Before launching an
internship program at scale, it is essential for policymakers and educators to do their homework
and identify a critical mass of companies especially if students are required to have an internship
experience.

An important factor in perceived internship quality and efficacy is the behavior of job-
site supervisors. High-quality mentoring as measured by factors such as careful screening,
project definition, and matching students to appropriate work, has been found to be positively

14
associated with whether interns became interested in permanent employment (Narayanan,et al).
Supervisor support positively impacts students’ satisfaction with the internship experience
(D’abate,et al) and supervisor support was positively associated with job pursuit, satisfaction,
and career development.

The internship how-to manuals for employers also universally emphasize the importance
of adequate and competent supervision. Supervisors should be motivated to work with interns,
and they should have time in their schedule to do so, and they should have some job training or
teaching experience, or otherwise they should receive some training to do so.

Supervision of the student through the duration of their internship, by both an academic
advisor and a work-site supervisor is critical to a successful internship experience. The quality of
worksite supervision is a key factor which makes a difference between a positive and negative
experience for student interns. Students that receive more guidance and support from senior
employees at their workplace are generally happier with their experience. A study of internship
effectiveness shows that having a mentor, especially in the workplace, was found to be critical in
overall student satisfaction and success in the experience (Anson, et al).

Students benefit from opportunities to self-assess their internship experience— rather

than simply being assessed by their academic or workplace supervisor at the end of the
experience, usually with a grade or pass-fail determination. Understanding the relationship
between the intern and the institution of internship would provide information on how to enhance
higher education’s ability to improve their support for students’ learning and development
through experiential learning programs.

Ensuring a successful internship requires a marriage of student abilities with appropriate

supervision. Finding appropriate host or organization for internship presents unique challenges.
Securing organizational projects or assignments that can be completes within a relatively short
time frame and that provide appropriate experiences for the students’ level of training is critical.
The internship should entail meaningful projects that will contribute a true learning experience,
not mental tasks (Shoenfelt, Kottke & Stone, 2012).

15
 CHAPTER III

METHODOLOGY
This section presents the methods and procedures that will be used to conduct this study.

Respondent Selection
The Respondents of the study will be chosen among the population of the fifth year accountancy
students of Saint Louis University, Baguio City. The fifth year accountancy students were
chosen as the respondents for they are the ones who have already finished the internship program
among the other year levels.

The data on population of this study was taken from Mr. Allan Frank Silva, CPA who is
currently the head of the Accountancy department of the School of Accountancy and Business
Management, Saint Louis University. The listing for the school year 2017-2018 of the School of
Accountancy and Business Management of Saint Louis University identified 431 fifth year
Accountancy students. These 431 fifth year accountancy students were then identified to be the
population of the study.

The Slovin’s formula will be employed by the researchers to obtain the sample size. Slovin’s
formula allows a researcher to sample the population with a desired degree of accuracy. It gives
the researcher an idea of how large this sample size needs to be to ensure a reasonable accuracy
results. (www.ehow.com)

The formula is given as follows:

𝑁
n=
(1 + 𝑁𝑒^2)

where: n = the sample size

16
 N = the population size

E = desired margin of error (5%)

Employing the above formula, the sample size of the study will involve 208 respondents at 5%
desired margin of error.

The research study will make use of the descriptive-comparative method of research. As widely
accepted, the descriptive method of research is a fact-finding study that involves adequate and
accurate interpretation of findings, thus this method will be utilized. It describes with emphasis
what actually exist such as current conditions, practices, situations or any phenomena (Calderon
and Gonzalez, 1993). The researchers used this approach to assess respondents’ general
awareness and to obtain direct information from the respondents through questionnaire, to be
able to formulate unbiased conclusions and recommendations. The true meaning of the data that
will be collected will be reported from the point of view of the objective and the basic
assumption of the research. Comparative research design will also be utilized since the study will
involve determining differences on the evaluation as well as the level of valuable experience they
received from the particular institutions where they conducted their internship programs. The
respondents were grouped according to their profiles.

Data Gathering Tool

The researchers will make use of both the primary and secondary sources of information.

On the primary data gathering tool, the study will make use of a questionnaire-checklist which
will be prepared based on the review of related literature. The questions formulated by the
researchers were derived from unpublished articles read by the researchers and from the
evaluation tool used to evaluate the BSAC/BSMA interns of SABM-SLU.

All the parts of the questionnaire will be conducted in such a way that the respondents will have
six (6) possible options but can choose only one answer. The six (6) options will serve as the
quantification of the participants’ evaluation on each question item. The checklist format was
used in the questionnaire. Checklists are items that encompass several questions on a topic that
requires the same response format.

17
The questionnaire-checklist will be subjected to validity and reliability test. To establish the
validity of the test, the researchers will consult authorities on the area of Internship Programs for
their comments, criticisms, and suggestions. These authorities who have expertise in making
judgments about the representativeness or relevance of the entries in the instrument will include
the supervisors of the interns and the professors who handle the course. Their suggestions,
corrections, and criticisms will be incorporated to improve and enrich the instrument.

The instrument, in its final form, will be tested for its reliability. It will be administered to a
group of 65 respondents (or at least 15% of the population of the study) from the fifth year
Accountancy students of Saint Louis University. Comments and suggestions will be solicited
from the pre-test respondents to ascertain whether there are difficulties encountered in
accomplishing the instrument. The Chronbach’s Alpha Coefficient of Reliability will be utilized
to test the reliability of the instrument.

The data gathered will be tallied, categorized and subjected to descriptive analyses. The
descriptive measures that will be used are percentages, weighted mean, t-test, and One-way
Analysis of Variance (F-Test).

In the interpretation of the data, the researchers will utilize the Likert six-point rating scale. The
following arbitrary values and their respective descriptive equivalents will be used:

Descriptive Equivalents
Arbitrary Values Statistical Limits
On the Level of Evaluation
1 1.00-1.83 Outstanding
2 1.83-2.66 Very Satisfactory
3 2.66-3.49 Satisfactory
4 3.49-4.32 Average
5 4.32-5.15 Fair
6 5.15-6.00 Poor

The following statistical tools will be utilized in the study:

18
Percentage. Count (frequency) and percentage will be used for the presentation of the data. It
seeks data to answer the primary objective of the study which is to determine the profile of the
students in terms of their age, gender, and their institution of internship.

Weighted Mean. The weighted mean average will be used for the interpretation of the four-point
Likert scale based on the objectives 2 and 3 – i.e., The level of knowledge and experience the
respondents gain during their internship; and the extent to which the respondents’ accounting
knowledge are applied.

T-TEST. The independent sample t-test (Walpole, p. 319, 1993) will be used to determine the
significance of the difference on the level of the evaluation of internship experiences of the fifth
year Accountancy students of Saint Louis University when they are grouped according to the
institution where they conducted their internship program as well as the significant differences
when the students are grouped according their age and gender respectively.

One-way Analysis of Variance (F-Test). To measure the significant difference among the
evaluation of the fifth year Accountancy students of Saint Louis University when they are
grouped according to their institution of internship, the Single-Factor Analysis of Variance
(ANOVA) will be used. This tool was used to test the significant differences for more than two
group.

References
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Bernardo et al. “On the Job Training Performance of Students from AB Paralegal Studies for SY
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Commission on Higher Education Memorandum Order (CMO) No.23 s. 2009

Cord, Bonnie; Bowrey, Graham; and Clements, Mike, 2010 “Accounting Students' Reflections
on a Regional Internship Program” An international Journal Volume 4 Issue 3Australasian
Accounting Business and Finance Journal

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D’abate, C. P., Youndt, M. A., & Wenzel, K. E. (2009). Making the most of an internship: An
empirical study of internship satisfaction. Academy of Management Learning & Education, 8(4),
527-539

Gault, J., Leach, E. & Duey, M., (2010). Effects of business internships on job marketability:
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Hurst, J. L., Good, L. K., & Gardner, P. (2012). Conversion intentions of interns: what are the
motivating factors? Education+ Training, 54(6), 504-522 Jones, Elizabeth. Transforming the
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