A Study on the Effects of Accounting Work Integrated Learning to the Personal Efficacy of 4th Year and 5th Year Students

BILGERA, Mary Darnelle SM.

ESTRELLA, Jasmin Ann C.

FABREGAS, Mary Rose M.

GULEN, Elychelle P.

JUARE, Angelica R.

TITLE

A Study on the Effects of Accounting Work Integrated Learning to the Personal Efficacy of 4th year and 5th year students

STATEMENT OF THE PROBLEM

        The main purpose of the study is to determine the effects of accounting work integrated learning program to the personal efficacy of BS Accountancy 4th year and 5th year students of Pamantasan ng Lungsod ng Maynila.

Specifically, the study aims to answer answer the following question:

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

1.1 Gender;

1.2 Year and Block;

1.3 Highest GWA;

1.4 Lowest GWA?

2. What are the perceptions of the respondents on the following learning programs:

2.1 Traditional-classroom Learning;

2.1.1 Practical Learning;

2.1.2 Theoretical Learning;

2.2 Work-integrated Learning;

2.2.1 Internship;

2.2.2 Mentoring;

2.2.3 Business/Industry Fieldtrips;

2.2.4 Industry-based Projects?

3. What are the contributing factors that affects the respondents' personal efficacy relative to the accounting program based on:

3.1 Academic Motivation;

3.2 Academic Achievement;

3.3 Career-related Behaviors;

3.4 Career Choices?

4. How does undergoing accounting work-integrated learning program impact the personal efficacy of the respondents based on:

4.1 Motivation;

4.2 Performance Outcome?

5. What are the improvements on the confidence and self-belief the respondents exhibited after completing accounting work-integrated learning program?

OBJECTIVES OF THE STUDY

This study aims to determine the effects of accounting work integrated learning program to the personal efficacy of BS Accountancy 4th year and 5th year students of Pamantasan ng Lungsod ng Maynila.

Specifically, the study aims to assess the following:

- To determine the socio demographic profile of the respondents in terms of gender, year & block and their highest and lowest GWA.

- To identify the perceptions of the respondents on different learning programs including Practical Learning & Theoretical Learning under the Traditional-classroom Learning and Internship, Mentoring, Business/Industry Fieldtrip & Industry-based Projects under the Work-integrated Learning.

-To identify the contributing factors that affects the respondents' personal efficacy relative to the accounting program based on Academic Motivation, Academic Achievement, Career-related Behaviors and Career Choices.

- To determine how does undergoing accounting work-integrated learning program impact the personal efficacy of the respondents based on Motivation and Performance Outcome.

- To identify the improvements on the confidence and self-belief the respondents exhibited after completing accounting work-integrated learning program.

-To determine how the effect of accounting does work integrated learning on self-efficacy affects in continuing the profession of the respondents.

REVIEW OF RELATED LITERATURE

Review of Foreign Studies

Work Integrated Learning

Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students’ prior experiences when encountering contradictions during their teacher training program.  (Johansson 2010)

Work Integrated Learning (WIL) is the umbrella term used throughout this paper to describe all educational programs which combine and integrate learning and its workplace application, regardless of whether this integration occurs in industry or in the university and whether it is real or simulated. (Atchison et al., 2002) The WIL proposes a shift from the traditional learning model of linear course progression, with attached and sometimes integrated work-based learning, to a molecular model, which is structured to develop knowledge capability and a record of work-relevant practice, and which is learner-managed. The curriculum becomes a work- integrated learning experience as it provides the basis for effective practice in both familiar and unfamiliar settings as well as providing a sense of direction through career development activities. (Atchison et al., 2002)