PERCEPTION OF ACCOUNTING STUDENTS IN JOINING DIFFERENT SCHOOL ORGANIZATIONS IN THE UNIVERSITY OF MINDANAO

An Undergraduate Thesis

Presented to the Faculty of the

College of Accounting Education

Submitted By:

Rizza A. Buen

Ivy Mae M. Carballo

Phyllis Laine M. Venus

(Code No: ________)

ABSTRACT

This paper aimed to determine the level of perception of students from the College of Accounting Education (CAE) in joining different school organization. This study specifically sought to examine the perception of students in terms of academic improvement, socialization, communication skills, and leadership skills. The researchers used descriptive-survey design. Respondents were chosen through random sampling. Findings of this study showed that respondents affirm that joining school organization influenced their academic improvement, socialization, communication, and leadership skill at significant rate.

However, no significant difference was noted in the perception of CAE students when analysed according to its profile. This means that the perception of the students does not vary across sex, age, and year level.

Keywords: Accounting Students, School organizations

ACKNOWLEDGEMENT

The researchers would like to extend their gratitude to the following persons

who directed and encourage us in fulfilling this study. Specifically they would like to

thank:

Their kind and wise adviser, Professor Yolanda S. Barcelona, who patiently

supported and guided them in making the completion of this paper possible.

Their statistician, Professor Maian J. Cozo, for helping them in analyzing and

interpreting the data that they have gathered.

Their panel, Professor William T. Sucuahi, Professor Mary Grace S. Sombilon,

Professor Joel B. Tan for imparting their knowledge and constructive criticisms for

the improvement of the study.

Their research coordinator, Professor Joel B. Tan, for his guidance and

constant reminder throughout the study.

Their respondents for their participation and accommodation, to their

beloved and understanding parents who are always there to support emotionally

and financially, to their loving friends and relatives who encouraged and lifted their

spirits in the course of this study, and above all, to the Almighty Father who has

given them strength, courage, blessing, and wisdom that made this research

successful.

CHAPTER 1

Introduction

Rationale

College is the most nerve-racking stage in an education of a person because it

highly demands a balance between the academic and social happenings

(Chickering,1996). An established fact that school administrators perceive that

organizations are avenues for increasing the understanding of students’ abilities and

limitations about their environment (American Council Education, 1995). But what

about the percep-

tion of the students?

Moreover, employees with positive perception towards an organization will

increase the effectiveness and the functioning will be successful (Harris & Nelson,

2008). Such that in employees in organizations in St. Lucia, perceive that

participation in any organizational engagement can cultivate behavioral traits as well

as in their personal characteristics (Pascarella&Terenzini, 1991).

In the Philippines, in the perspective of the University of the Philippines, the administration perceive that school organization can serve as connectors between intellectual expression in the classroom and the social realities in the pursuit of equity and justice (UP, 2011). There could be a lot of learning that is gainedwithin the context of social organizations that are not acquired in the classroom setting (Illeris, 2012).

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In addition, the problem of perceptions of students in participating in the

social organizations vary from one to the other depending on their needs, priorities,

and other academic and social concerns (Paul &White, 1990).

Generalization has been the problem to the above studies. First, most of the

researchers had been focusing on the general perception and not from anyspecific

college program and year level of college students (Trevino, 1992). Second, the

perception of joining school organization of men and women had not been classified

(Stage & Anaya, 1996).

In the case of the University of Mindanao, a growing number of official

student societies in schools are operating with different goals and objectives. It was

observed that many students are taking active participations in each group. It isin

this context that the researchers wanted to find out the levels of

students’perception in joining students’ organization.

Statement of the Problem

This research will determine the perception of College of Accounting Education

students in joining different school organizations in the University of Mindanao,

Davao City.This study specifically aims to:

1. Determine the profile of College of Accounting Education students in the

University of Mindanao in terms of:

1.1 Age

1.2 Sex

1.3 Year Level

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2. Determine the level of perception of College of Accounting Education

students in joining different school organizations in the University of

Mindanao, Davao City in terms of:

2.1 Academic Improvement

2.2 Social Skills Development

2.3 Communication Skills Development

2.4 Leadership Skills Development

3. Determine any significant difference on the perception of College of

Accounting Education students in joining different school organizations in the

University of Mindanao, Davao City when analyzed by profile.

Statement of Hypothesis

From the statement of the problem, the null hypothesis is thatthere is no

significant difference on the perception of College of Accounting Education students

in joining different school organizations in the University of Mindanao, Davao City

when analyzed by profile.

Significance of the Study

This study provides information on the perception of College of Accounting

Education on joining different school organizations in University of Mindanao, Davao

City. This study will be beneficial to the following:

Students. The result of the study will aid the students to increase their

awareness, insights and their discernment in joining different school organizations.

Organization Moderators. This study will help them in assessing the activities

and programs that would best benefit in developing the students as a whole. This

will also help them in increasing the worth of the school organization.

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School.The result of this particular study will be beneficial to the school as a

whole by contributing to the improvement of the different school associations or

organizations leading to a more developed and competitive students.

Definition of Terms

Perception.This refers to the awareness or understanding of the College of

Accounting Education students based on what is observed or thought of

the students and their insights with regards to joining different school

organizations.

School Organization.This refers to both student academic and non-academic

organizations in the University of Mindanao.

College of Accounting Education students. In this study, it refers to the students in

University of Mindanao, Davao City enrolled under the College of

Accounting Education which includes students from Bachelor of

Science in Accountancy and Bachelor of Science in Accounting

Technology.

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Chapter 2

Review of Related Literature

To provide a background of the study, selected literatures related to the study are

presented.

Organization

Organization are basically clusters of people with common goal, or usually

known as “groups.” Groups or teams have superior influence than individuals for a

number of reasons. First, setting up teams may help generate new knowledge and

ideas from individuals who have dissimilar functional backgrounds and expertise

(Sundstrom, De Muse &Futell., 1990).

Next, the use of teams can start the creation of unique ideas which may

increase a team’s problem-solving skills and lead to a better performance. Last but

not the least, the use of teams establish in building commitment, increasing

motivation, improving efficiency, and facilitation of the enactment of decisions,

(Gladstein, 1984).

Organizations could be any purposeful arrangement of social activity.

According to Stephen Hunt (2007), if there is an organization, there is always an

implication of active control of human relations in order to achieve a common goal.

There are various forms of relationship which could be formal or informal such as

typical groups and localized organizations in the community. There is no single

definition of organization because the definition may vary according to the

approaches applied to the subject and may depend on the different organization

goal.

6

It is implied that organizations have “hidden curriculum” that let students

become useful to the society aside from becoming skilled members in organizations

(Wender, 2011). This so-called “hidden curriculum” contributes to the

totalsatisfaction with the college experience as well as offering the studentsmeans to

improve their organizational and general life skills (Astin& Sax, 1998).

Student Participation.Alexander Astin’s Student Involvement Theory

supports actively engaging students in education (Hutley, 2004). Students become

more interested and invested in their education through involvement.

Organization participation that leads to increased satisfaction with the

college experience motivates college students to become active participants in the

student life of their institution. The extracurricular activities that comprise an

institution’s student life provide different opportunities for students to work and

interact with one another and facilitate involvement with the social aspects of the

college.

An increased campus and community involvement, enhanced intellectual

development, and satisfaction with college experience are cultivated when there is

college student organization participation (Montelongo,2002).Moreover,

participation in student organizations contributes to a stronger commitment to help

others, serve the community, promote racial understanding, do volunteer work, and

work for nonprofit organizations” (Astin& Sax, 1998).

In a study conducted by UNICEF in selected African countries,it was

discovered that there was low participation in student-based organizations in

Barbados, Antigua and Barbuda, and St. Lucia despite the students’ awareness of the

opportunities attached in participating student or school organizations.

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According to Williams (2003) student motivation is an importantcomponent

that is essential for quality education. The research by UNICEF showed that the main

reason of the students who participated in clubs or school organizations was the

desire to be more involved in their school. Some students were motivated by their

friends and peers. Parents also played role in encouraging their children as

mentioned by some students in Barbados and Grenada. Some also joined because of

the belief that participation in any school club or org would add value to their school

reports or transcript.

On the other hand, being too busy and uninterested were the main reasons

why some of the students in the four countries did not join in any school-based

activity. Students in Barbados, Grenada, and Antigua and Barbuda also said that the

activities ended too late for them to get involved. In Antigua and Barbuda students

claimed that they know not of any reason not to get involved (Williams, 2003).

With different causes of participation and non-participation in school clubs or

organizations, the most effective approach to their motivation should not be based

only on intrinsic motivators neither on extrinsic motivators but also on other factors.

(Michal Kirstein,2010).

Theoretical Framework

This study is grounded on the Theory of Student Involvement proposed by

Alexander Astin in 1985. The actual perception of the students in joining school

groups may vary depending on different factors. However, this theory of Student

Involvement describes how positive outcomes for educational institutions in tertiary

education are perceived in relation to how students change and develop in result to

being participants in school activities. It theorizes that students who involve

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themselves in academic and non-academic activities in college learn more that those

students who are uninvolved.

Theories that can be used to help understand the study furtherare the

Theories on Student Development. The collective point on the different student

development theories is their focus on human growth and environmental factors

and designs that provide environments to stimulate students' learning and

maturation, both in and outside of class.

While it is true that development can be achieved through classroom

discussions, Student Development theories believe that out of classroom

involvements and actual experience can further improve and extend students'

learning and development.

CONCEPTUAL FRAMEWORK

Profile of CAE students

1.1 Age

1.2 Sex

1.3 Year level

Perception of CAE students in terms of:

2.1 Academic Improvement

2.2 Social Skill Development

2.3 Communication Skills Development

2.4 Leadership Skills Development

Figure 1. Conceptual paradigm of the study

The conceptual framework in Figure 1 shows the relationship of

variable x, the profile of the College of Accounting Education students in the

University of Mindanao and the variable y, which is the perception of College of

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Accounting Education students. The independent variable of the study includes the

age, sex and the year level of the students. On the other hand, the dependent

variable of the study is the perception of the students in terms of academic, social

skills, communication skills and leadership skills; this shows the outcomeon the

students in joining different school organization.

Age.In the study of Barnet (2007) on youth involvement on community

development, the socio-demographic variables, indicates that theolder youth are

more active in taking part in the community. This may suggest that older youth are

more in necessity of community service credit, skill improvement, and

experience.The findings of the study indicate that younger adolescents might be an

untapped audience who could be encouraged to become participants in the

community. Specialized efforts to reach younger audiences would be valuable in this

context.

In the research of Hegedus and Knight (2002), there is a high significance

between age and participation on collegiate organizations; the younger the student,

the higher the involvement level in the school organizations. The result indicatesthat

the highest participation level age-wise is between the ages of 18 and 21. The lowest

participation is between the ages 35 and 47.

Sex.Research on leadership and teams suggests that there is difference in

men and women in demonstrating different leadership and interpersonal

communication styles (Winter, Neal &Waner, 2001).

In relation to school involvement, Ber& Goebel (1987) found that females

were more involved in different highschool activities but declined in participation

from high school to college. On the other hand, males showed greater college

participation in two talent-related activities.

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In the same study by Hegedus and Knight (2002), the relationship between

gender and participation showed that females have higher participation rate in

collegiate organizations, with a percentage of 78% compared to males whose

participation is 67%. Girls participatedanswered wanting to make a difference,

wanting to solve student problems, wanting to impart their views, and feeling that

they would make a good leaderwhen asked why they would want a students’ council

(Bailey, 2009).

Year level.In relation to school involvement, the study by Berk&Goebel

(1987) shows that there is a decline in participation from high school level to college

level in extracurricular participation. In the study of Hegedus and Knight (2002),

itrevealed that there is significant difference in participation when assessed by the

year level of students. The study shows that sophomores are the most active with

95% participation rate while the juniors were the least active with only a 44%

participation rate.

Academic.Some school organizations are organized with the main goal of

achieving academic excellence. Examples are clubs that offer tutorials, school paper

club/ academic writing, art club, etc. Some other school organizations are religious

organizations, sports club, student government council, music/band clubs, honorary

societies and many others. Many events conducted by these different school

organizations such as seminars, forums, quiz shows engage students in

learning.These activities can allow students to possibly have fun and potentially learn

at the same time (King, 2006).

Peer mentoring is common in all education levels, from primary up to

tertiary. A positive result for both the older and younger student is achieved in peer

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mentoring. Both the older and younger student benefit from the program; older

students benefit an increase in academic achievement, evidenced by their increase

in reading accuracy and retention while the younger student benefits by having a

positive role model in their life (Yurick et. al, 2006).

A research conducted by Frontier College over the past three years on the

impact of homework clubs on student’s academic success showed that those

children ( from low income families) who attended the after-school homework club

showed significant improvement in their oral reading ability and English grades at

school (Harper,2010). This was affirmed by majority the parents whose children

participated in the program and indicated that their child’s school work had

improved and their child became interested in reading books as well as writing.

Student involvement is now a powerful concept in higher education and is

considered crucial to retention rates (House, 2000). Kayatin (2005) stated that if

student involvement is truly vital to educational life, then it should have a positive

influence on students. The problemis to what extent students can be involved in

extra-curricular activities without compromising the students’ GPA (Kiger

&Lorentzen, 1988).

Many recent studies on student engagement treat GPA as a predictor of

academic achievement, with a deduction that being disconnected or unhappy from

school, results inpoor academic achievement. However, the theoretical literature

argues that what causes students to withdraw from school is the low achievement

itself, or that engagement and academic achievement go hand-in-hand.

Students’ involvement in extracurricular activities is generally considered

advantageous to their overall educational experience (Astin, 2001). Evidence

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suggests that participating in extracurricular activities has a positive impact for

“persistence and degree competition”(Pascarella&Terenzini, 1991).

Students tend to stay through to graduation when students feel connected

to their university or college through participation (Astin, 2001), and they feel better

about their experience. The idea that a happy student is a retained student is not

unlikely (Lau, 2003).

However a problem can arise when students get overly involved and lose

sight of the primary purpose of higher education: academic preparation for a more

fulfilled life and career (King, 2006). Maser (2007) stated that the effect of

extracurricular activities on students' adolescent development and academic

achievement is just as effective now as ever before.

Social Skills.According to Martin (2002), organizations as a social structure is

a viewpoint that looks at the aspect of human association, human asset as the factor

that controls the people’s ways of being together as they achieve a particular end by

coordination. Social structure is what allows the continuance of organizations; it

describes the interaction between people or individuals of different

positions.Organizations are assumed to influence the values, attitudes, and

behaviors of members through processes of indoctrination and socialization (Trainor,

2004).

Pascarella and Terenzini (1991) found that students who interact with faculty,

staff, and their peers outside of the classroom form educated opinions, attitudes,

values, and aspirations based on those interactions. Students create their identity

and become autonomous when they become engaged and involved in out of class

activities (Astin, 2001).

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Students were also observed to develop and enhance interpersonal skills,

self-confidence and specialized knowledge and realization of goals and aspirations

when students were connected to other achievement-oriented students through

college student organizations and other social networks, (Pascarella&Terenzini,

1991).

Meaningful intellectual and social experiences benefit both the

organizational membership and the larger campus community. Effective student

organizations have leaders who recognize that when learning is merged into the

fabric of the co-curricular experience, organizational members are personally more

contented and more receptive to serving others (Magolda, 2005).

However, the use of team, groups or organizations is not flawless. While

some research has reported positive results following the use of teams, no such

effects have been established in others (Allen &Hecht, 2004). Indeed, researchers

have found that the use of teams may sometimes lead to such problems as social

loafing and interpersonal conflict, which may unfavorably affect performance (Janis,

Thompson, as cited by Burgoon, 1977).

Communication Skills.Speech, language and communication support

cognitive, emotional and social development and are important for learning skills. It

is still generally presumed that most developmentof speech and language happens

in the early years. However development continues for allchildren and young people

throughout school, adolescence and into adulthood (ICAN, 2011).

In the account of Birkenholz (1993), communications skills of college student

respondents in his study are enhanced through participation in student organizations

and activities while the study of Hegedus (2002) showed that 40% of the

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respondents in her study strongly agree that joining organizations helps them to

strengthen theircommunications skills.

Goleman (1997) concluded that a high level of individual success at work was

described by emotional intelligence, or skills of social awareness and

communication. Typically, these included the capability to motivate and affect

others, to give honest feedback sensitively, to monitor one’s own actions, to

understand other people and develop healthy relationship, to control emotions both

of self and others and be able to discern interpersonal situations and organizational

politics. However it is important to be reminded that emotional intelligence, or the

skills of social awareness and communication, can be developed and enhanced.

Leadership Skills.Leadership is the ability of an individual to motivate others

to willingly give up self interest in the interest of a shared vision, and to contribute to

the attainment of that vision and to the collective where it creates significant

personal self-sacrificesover and above the call of duty (House & Shamir, 1993).

Developing leadership begins from little involvements in campus activities.

Those who participate in school organizations, especially student leaders, grow in

self-confidence and develop practical competence as they learn how to manage their

time, energy, and their group’s financial resources (Kuh, 1995; Kuh& Lund, 1994).

Moreover, the tasks and challenges that they face pull them out of their

comfortable patterns and thinking and responding to situations, helping them to

become more flexible, responsive, and reflective. Leadership in the making

(Zimmerman-Oster &Burkhardt, 1999) established the important role of campus

leadership programs in fostering student leadership.

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In the study of John P. Dugan and Susan R. Komives (2007) in developing

leadership capacity in college students, those who were involved in school

organizations or club, whether in low or high degree of involvement, received higher

scores across all the Social Change Model values in the study. College seniors who

were respondents of the study claimed to have heavy involvement in college

organizations and a 20% reported never having participated in any school

association. Thirty-six percent (36%) of the respondents were involved in academic

clubs and organizations while 40% were involved in intramural.

Those who were in a positional leadership role, such as captain of athletic

team, officer of a club, chairperson of a committee, or first chair in musical team had

the most positive influence of leadership outcomes. Due to limited positional roles, it

is implied that those who were not given the opportunity to serve in positional

leadership role are higher in percentage than those who had experienced a

positional leadership role.

In the same study of Dugan and Komives (2007), involvement in school an

organization let students learn how to make decisions and eventually allows the

changes that lead to substantial growthin their respective organizations. Whether an

organization raises more money, take in more members, or increases a sense of

awareness, these organizations are changing as the students learn.

Larson and Varma (1999) and youth policy advocates say that participation in

extracurricular activities, like sports, the arts, and school clubs, are a productive use

of free time and can give the students distinct opportunities for growth and

development (Eccles&Gootman, 2002; Larson, 2000).While student organizations

16

offer numerous benefits to the participants as well as the surrounding community

student organizations are often very delicate.

Frequent leadership changes, financial limitations, a continuing need to invite

new members, and inexperienced leadership are some of the challenges

encountered by student organizations (Wender, 2011). Since students in a positional

leadership role often receive the benefit of leadership development, they undergo

leadership succession.

A wide range of programs on leadership began to be offered to interested

and willing students such as potential leaders during the advent of campus

leadership during the 90’s. These programs often supplemented the already existing

positional leader training programs. An approximate of 700 leadership programs

existed on college campuses during this time period (Schwartz ,et. al., 1998). More

recently, that number is believed to have increased to over 1,000 programs

nationally (Scott, 2004).

Overall, there are several factors, both academic and nonacademic, which

contribute to the success of university and college students (ACT Policy Report,

2004). The results from the ACT assessment, as well as other performance measures

such as those defined in the study; contribute to the success of students. These

factors work together to assist in student success. One specific factor, student

involvement, seems to affect student retention and GPA when it is joined with other

factors (Roman, 2007; Thomas, 2005).

Also, according to Marsden (1989), the known bottom line for education is

the “examination result”. However, it is not only examination result but it also

includes other desirable results such as communication skills, economic and

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industrial awareness, technological capability, health education and whole range of

other skills and attitudes.

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CHAPTER 3

Method

This chapter presents the method and procedure used by the researchers in

gathering data. It also includes the research design, research respondents, research

instruments and data gathering procedures, statistical treatment and data analysis.

Research Design

The descriptive survey method of research was used in the study.This

method does not involve an experimental design (Reid, 2012). In which the

researchers made a valid data through a survey questionnaire to be given to the

respondents for the purpose of evaluating the perception of the College of

Accounting Education on joining different school organization.

Research Respondents

The researchers used fifty (50) respondents.Fifty (50) second year students,

fifty (50) third year students and also fifty (50) fourth year students. For statistically

this will be adequate to answer the objective of the study.

This study used purposive sampling based on the criteria that they should be

member of at least one official school organization and that they should be at least

in the second year level under the College of Accounting Education in the University

of Mindanao.

Research Instrument

Data for the research were gathered through the use of questionnaire to be

distributed to the respondents. The survey questionnaire was validated by the

experts. The set of questionnaire will be in a form of checklist and spaces to be filled

up by the respondents.

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Part I of the instrument is about the background profile of the respondents, it

covers the year level, age, sex and what organization they are affiliated with.

Part II of the instrument covers the items relating to the perception of the

students in joining different school organization. It has four (4) sub parts: A.

AcademicImprovement, B. Socialization, C. Communication Skills and D. Leadership

Skills. Each part contains five questions related to the scope.

Data Gathering Procedure

These following steps were done in order to achieve the purpose of this research

study:

1. Asking permission to conduct the study. The researchers asked the approval

of the Dean of the College of Accounting Education to conduct the study to

the respondents.

2. Distribution of Questionnaire. The questionnaires were distributed to the

respondents in order to get the data needed in the study. The researchers

managed the said questionnaire to the respondents and wait until the latter

would finish answering.

3. Retrieval of Questionnaire. The data were gathered from the respondents

through the questionnaire they answered. They were tallied and interpreted.

DATA INTERPRETATION

MeanInterval

VerbalDescription

Interpretation

3.26-4 Very High This means that the respondent perceives that participation to organization had a great influence on improving the following indicators: Academic Achievement, Socialization, Communication& Leadership.

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2.51-3.25 High This means that the respondent perceives that participation to organization had significant influence on improving the following indicators: Academic Achievement, Socialization, Communication& Leadership.

1.76-2.50 Low This means that the respondent perceives that participation to organization had minimal influence on improving the following indicators: Academic Achievement, Socialization, Communication & Leadership

1-1.75 Very Low This means that the respondent perceives that participation to organization had very negligible influence in improving the following indicators: Academic Achievement, Socialization, Communication& Leadership while in an organization.

Figure 2. Data Interpretation

Statistical Tool

The following data analysis tools were used in this study:

Frequency/Percentage. This was used to measure the demographic

distribution of respondents.

Mean. This measures the central tendency obtained by summing all the

measures anddividing the sum by the number of cases. It was used to determine the

level of perception College of Accounting Education students in joining different

school organizations.

ANOVA. This was used to determine any significant difference on the

perception of College of Accounting Education students in joining different school

organizations in the University of Mindanao, Davao City when analyzed by year and

age.

T- Test. This was used to determine any significant difference on the

perception of College of Accounting Education students in joining different school

organizations in the University of Mindanao, Davao City when analyzed by gender.

21

CHAPTER 4

Results and Discussion

This chapter contains the Presentation and Analysis of findings obtained

regarding the Perception of College of Accounting students Education students in

joining different school organizations in the University of Mindanao, Davao City.

Results are presented in sequence as follows: Demographic profile of respondents,

perception of respondents in joining different school organizations in the University

of Mindanao, Davao City, and the difference on the perception of College of

Accounting Education students in joining different school organizations in the

University of Mindanao, Davao City when analyzed by profile.

Table 1.1: Demographic Profile of Respondents by Age

Age Frequency Percent17 15 9.018 43 24.419 37 20.920 38 21.621 9 5.42224

31

1.7.6

26 & 28 2 1.2Total 150 84.8

Presented in Table 1.1 above is the demographic profile of respondents by

age. The resultsmay imply that those who are aged twenty-one (21) and above could

have more responsibilities inside and outside the school or it might be that the

student respondents are graduating students wherein they have to focus on their

academics than on extra-curricular. On the other hand, there are numerous student

22

respondentsaging seventeen (17) to twenty (20) years of age who eagerly involve

themselves in school organizations.

Table 1.2.Demographic Profile of Respondents by Sex

Sex Frequency Percent

Female 97 54.8

Male 53 29.9

Total 150 84.7

Table 1.2 above shows the demographic profile of the respondents by sex.

Majority of the respondents are female. This result suggests that females are more

involved in school organizations. Another factor is the population of female in the

college as being larger than the male.

The studies of Astin (1993) and Valian (1998) however contradict the

findings. Their study revealed that in co-curricular involvement, men tend to be

higher in participation in campus leadership positions and men are also more likely

to participate in intercollegiate athletics, and intramural and recreational

athletics.Other factors could be the cause of inconsistency; it could be due to the

types of school organizations involved in the studies.

Year Level Frequency Percentage

Second Year 50 33.33

Third Year 50 33.33

Fourth Year 50 33.33

Total 150 100

Table 1.3 Year Level

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Year Level. The respondents of this study purposively distributed evenly into

fifty (50) respondents per year level from second year to fourth year.

The perception of College of Accounting students Education students in

joining different school organizations in the University of Mindanao was classified

according to Academic Improvement, Socialization, Communication Skills, &

Leadership Skills.

Table 2.1 . Perception in Joining Different School Organizations In Terms of

Academic Improvement

Item Statements Mean Verbal Descriptio

1. My participation in a school organization helped me in

improving my study habits.

2.8133

High

2. My participation in a school organization helped me in

improving my class participation and discussion.

2.8867

High

3. My participation in a school organization motivates me

to attend classes regularly.

2.8133

High

4. My participation in a school organization developed a

better liking for my course and course subjects.

3.1267

High

5. My participation in a school organization contributed in

attaining better grades.

2.8333

High

Overall mean 2.8947

High

Academic Improvement. Table 2.1 shows the perception of College of

Accounting Education students in joining different school organizations in the

University of Mindanao in terms of Academic Achievement. The result corresponds

24

to the students perceiving that participation resulted in a high influence on

improving academic achievement.

This result is supported by the study of Marsh and Kleitman (2002) ,claiming

that many extracurricular activities have proven to be beneficial in strengthening

academic achievement, even if the activities are not directly academic-

associatedprograms. On the other hand, Broh (2002) neither completely disputes,

nor completely supports these findings. He stated that “participation in some

activities improves academic achievement, while participation in others diminishes

academic achievement.”

Table 2.2. Perception in Joining Different School Organizations in Terms of Social

Skills Development

Item Statements Mean Verbal Description 1. I gained self-esteem and self-confidence in joining a

school organization.

3.3800

Very High

2. I developed an attitude of being a team player in

joining a school organization.

3.2400

High

3. I gained new friends in joining a school organization. 3.4867

Very High

4. I started involving myself in academic or non-academic

competitions when I joined a school organization.

2.9133

High

5. I became involved in community activities when I

joined a school organization.

2.9533

High

Overall mean 2.9800

High

25

Socialization. Table 2.2 above below shows the perception of College of

Accounting Education students in joining different school organizations in the

University of Mindanao in terms of socialization. The respondents perceives that

their participation in school organizations greatly increases their self- esteem and

confidence, it also leads to very high statistical result when gaining new friends, thus

it had a very high influence on improving their socialization skills. This finding may be

linked to the study of Hadjitheodoulou and Papasolomontos (2010) where parents

and children perceive the school as the most important social network that

promotes social integration.

Moreover, the study of Abrahamowicz (1988) concludes that positive

perceptions of relationships with faculty, administration, and students were also

found to be considerably related with student organization participation.

Table 2.3 . Perception in Joining Different School Organizations

in Terms of Communication Skills Development

Item Statements Mean Verbal

1. I improved my public speaking skills when I joined a school

Organization

2.9333 High

2. I was able to freely express my questions and ideas in

classroom discussions when I joined a school organization.

2.9200 High

3. I enhanced my classroom reporting techniques and skills 2.8600 High

4. I improved my English fluency when I joined a school

organization.

3.1933 High

5. I was able to approach and talk to people more confidently. 2.9773 High

Overall mean 3.1733 High

Communication. Table 2.3 above presents the perception of students in

joining different school organizations in the University of Mindanao in terms of

communication. The respondents perceive that their involvement had an average

26

influence on improving communication skills.Communication skills could be directly

related to the improvement of socialization skills of the respondents. Basically,

communication is an important element towards developing socialization.

Table 2.4. Perception in Joining Different School Organizations in Terms of Leadership Skills Development

Item Statement Mean Verbal Description

1. My self-discipline began to develop when I joined a

school organization.

3.1867 High

2. My sense of responsibility with my actions developed

when I joined a school organization.

3.1000 High

3. My participation in a school organization improved my

decision-making skills.

3.1200 High

4. My participation in a school organization enhanced my

ability to manage groups.

3.0800 High

5.My participation in a school organization enhanced my

creativity.

3.1320 High

Overall mean 3.1320 High

Leadership Skills. Table 2.4 illustrates the perception of College of Accounting

students Education students in joining different school organizations in the

University of Mindanao in terms of Leadership skills. The resultshows that

respondents perceive that participation in campus organization hada high influence

in improving their leadership skills.

The study of Dugan and Komives (2007) supports this finding. According to

them, the amount of involvement had a direct relationship with the level of

developing leadership.

However the same study also reveals that there was a negative relationship

for leadership outcome when there is involvement in too many different kinds of

organizations.

27

Table 3.1. Summary of One Way-ANOVA test Comparing Age and Year level to

Perception Level on the Influence of Student Organization

Variables df M S F P value.

Year Level Between Groups 38 2.602 .796 .787Within Groups 111 3.270

Age Between Groups 38 3.200 1.291 .154Within Groups 111 2.478

Significant at p.05 level

A one-way ANOVA test was conducted to compare the differences in

students’ year level and age on the level of perception. The table shows that there in

is no statistical significant differences among the groups on the perceptions at p

= .05 level of significant, year level F(38,111) = .796, p = .787, student age F(38,111)

= 1.290, p = .154. In addition, T-test results , the table also reveals that perception

male student respondents do not have statistical significant difference when

compared to female students t(121) = .155, p=.877. In general, this study fails to

reject the null hypothesis.

Table 3.2: Summary of t-test Results Comparing Gender to Perception Level on the

Influence of Student Organization

Sext-test for Equality of MeansMD SD t df P value

MaleFemale

.01554 .10296 .155 121 .877

.01601 .09758 96.24

Result showed that there are no significant differences on the perception of

College of Accounting Education students in joining different school organizations in

the University of Mindanao, Davao City when analyzed by demographic profile: Age,

Sex, and Year Level. The result of this study suggests factors other than age, sex or

28

year level can influence differences on perceptions. This may also be linked to

participation level in school organizations. Selected demographic profile such as age,

sex, GPA, high school/ or college leadership participation were found not to be

significant indicators of extracurricular involvement in college (Montelongo, 2002).

CHAPTER 4

FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings

29

1. Respondents of the study based on age are clustered in age 18, followed by those

who are 20 years old. Based on sex, majority of the respondents are female. In

terms of year level, it was purposively distributed evenly on the three year levels,

from second year to fourth year.

2. The perception of the respondents based on the categories academic

achievement, socialization, communication skills and leadership skills are the

same which fell on the “High” verbal description which means that the

respondents perceives that participation had an average influence on improving

the aforementioned categories.

3. There is no significant or substantial difference on the perception on those

categories when analyzed by the respondents’ age, sex, and year level.

Conclusion

The goal of the present study was to present the perception of the students

regarding their improvement in different aspects after joining student organizations,

and to address the increasing expectation of stakeholders on the view that the

growth of student organizations leads also to an improved catering of the members’

needs. Findings of this study shows that involvement had an impact on developing

the academic, socialization, and communication and leadership skills of the students.

The results of the study are limited by the fact that respondents were not

distinguished whether they are officers or staffs in the organizations where they

belong or just plainly members. The results may have differed if the degree of

involvement was included in the study. Furthermore, the population used in the

30

sampling was based on estimates. Another limitation of the study is the probability

that some of the respondents may not have taken the questionnaire seriously.

With respect to future research related to this study, it would be helpful to

conduct research using larger sample size as well as the consideration of the degree

of participation of each respondent. It may also be interesting if the kind of

organization would be considered, whether the respondents are from academic

organizations, religious, sports, music, peer, etc.

Recommendations

Based on the findings and conclusion of the study, the following are recommended:

1. Students should involve themselves in school organizations that they believe

would help them in developing their abilities, knowledge, and values.

Examples of organizations are peer tutorial clubs, religious organizations,

student body organization, sports club, and many more. It is also

recommended to become not just members of such groups but also to take

leadership roles.

2. The researchers also recommend that the school organizers increase

flexibility in handling school related events to encourage more male students

to participate in school organizations as most researches reveal that female

are more active in school organizations. A list of roles, skills, and functions

needed in an organization could help in tapping the male students.

3. The researchers also recommend that the school increase the monitoring on

accredited organizations in the campus by checking on the progress reports.

This will help in determining if an organization is doing efforts and getting

results aligned with their respective organization’s goals.

31

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