A comparative study on the effectiveness of De La Salle University-Manila's old and newly revised accountancy modular programs using selected factors of effectiveness
Clicks: 5
ID: 284570
2022
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Steady Performance
1.2
/100
5 views
4 readers
AI Quality Assessment
Not analyzed
Readership in this journal
SteadyRanked #116 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
After 14 years, the Modular Program implemented in the Accountancy undergraduate program of De La Salle University - Manila has been strategically revised into a Newly Revised curriculum for the upcoming K-12 graduates. The main purpose of this study is to be able to compare the Old and Newly Revised Modular Programs of the Accountancy Program of De La Salle University - Manila by determining how factors of effectiveness (Academic Pressure, Pacing, and Personal Factors) in both programs affect the measurements of effectiveness (Academic Achievement, Knowledge Retention, and Satisfaction). A total of 48 and 108 students from ID 117 and ID 118 participated in this study. An analysis was executed through the use of descriptive statistics, Kolmogorov-Smirnov and Shapiro-Wilk tests of normality, Mann-Whitney U test, and regression analysis. The results showed that only the Academic Achievement had a significant change from the Old Modular Program to the Newly Revised Modular Program. As for the regression analysis, it was found that none of the variables had any relationship with one another for ID 117. On the other hand, the study provided that for the ID 118, Academic Pressure-Knowledge Retention, Academic Pressure-Satisfaction, Pacing-Knowledge Retention, Personal Factors-Academic Achievement, Personal Factors-Knowledge Retention, and Personal Factors-Satisfaction had significant relationships with each other.
| Reference Key |
persistent_1760653055_68f16eff96f2b
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Tiong, Charlene Grace Keh |
| Journal | Malay Journal |
| Year | 2022 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.