CITY COLLEGE OF ANGELES

THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE

ACADEMIC PERFORMANCE OF ACCOUNTING STUDENTS AT

CITY COLLEGE OF ANGELES

A Research Study Presented to the Faculty of

Institute of Business and Management
City College of Angeles
Angeles City

by

Granadil, Marjorie Mae L.

Gubalane, Joanne L.
Lozano, Jenina S.
Manabat, Patricia Mae
Perfecto, Alvianne Colline
Ramiscal, Crystal Mae
Serrano, Chesca Claire A.
Supan, Justine S.

February 2022
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CITY COLLEGE OF ANGELES

APPROVAL SHEET

This Research Study entitled “THE EFFECTS OF ACCOUNTING SOFTWARE

TOWARDS THE ACADEMIC PERFORMANCE OF ACCOUNTING STUDENTS
AT CITY COLLEGE OF ANGELES” prepared and submitted by:

Granadil, Marjorie Mae L.

Gubalane, Joanne L.
Lozano, Jenina S.
Manabat, Patricia Mae
Perfecto, Alvianne Colline
Ramiscal, Crystal Mae
Serrano, Chesca Claire A.
Supan, Justine S.

In partial fulfillment of the requirements for the degree of Bachelor of Science in

Accounting Information System, has been examined and is recommended for acceptance
and approval for Oral Examination.

DR. LEONARDO M. PALO, CPA

Research Instructor

RESEARCH COMMITTEE

After having been presented is hereby accepted by the Committee on Oral

Examination towards the fulfillment of the requirements for the Degree of Bachelor of
Science in Accounting Information System.

Elizabeth E. David, MBA

Dean, IBHM

Karla Lumanlan-Castro, MASped Gemmar A. Lumot, MBA

College Faculty College Faculty

Noted by:

DR. LOVELL M. ABELLO MS. AMOR I. BARBA

Program Coordinator – BS Accountancy Dean, Institute of Business and Management
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC

PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF
ANGELES

Granadil, Marjorie Mae L.

Gubalane, Joanne L.
Lozano, Jenina S.
Manabat, Patricia Mae
Perfecto, Alvianne Colline
Ramiscal, Crystal Mae
Serrano, Chesca Claire A.
Supan, Justine S.
Student, Bachelor of Science in Accounting Information System

ABSTRACT

This research sought to find the information regarding the effect of

accounting software towards the academic performance of accounting
student at City College of Angeles. To identify the effects, the researchers
conducted intensive data gathering to the students. The data were obtained
using different measures such as, old researches, magazine, and websites.
Research methodology has several dimensions that include designing the
research process with suitable research methods. The respondents were
selected using convenient random sampling under the accounting
program. Researchers randomly pick students and they are given the
chance to answer the formulated survey questionnaires based on their
rating scale to evaluate the respondent’s performance. The researchers
concluded that, students’ using accounting software has a significant effect
on study habits, communication, technology, software, accessibility and
technical issues of every accounting student’s academic performance.
Therefore, the researchers imply that accounting software helps the
students to gain more knowledge and improve their analytical ability with
this software. Accounting software, may consider how to incorporate and
use computer-based software into course design. This is because research
has shown that the use of accounting software has a significant impact on
student performance.
Keywords: effects, accounting software, academic performance,
significance
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ACKNOWLEDGEMENT

The success of this research would not have been possible without the support of many

people. The following serves an instrument in the completion of this research.

First and foremost, all the praises and gratitude to our Almighty Father for providing us

all the wisdom, strength and knowledge we needed to finish our research. Thank You,

Lord.

To the Dean of our institute, Mrs. Amor I. Barba and Course Coordinator, Dr. Lovell M.

Abello for accommodating and allowing us to conduct our research.

To our Research Instructor, Dr. Leonardo M. Palo, for always entertaining our queries,

for patiently reading our papers over and over again, for checking and asking for any

updates on our paper, guiding us to improve our paper and helping us to overcome all the

circumstances we encountered.

To our validators, Dr. Jean Paolo G. Lacap, Mr, Patrick Cura, Mr, Cedrick John V.

Alejandrino and Dr. Carolina A. Sarmiento for allotting time to read and analyze the

survey questionnaires. And help us to improve our questions.

To Mr. Aaron Batac, for constantly giving advice and helping us to improved our thesis,

specially the data analysis part.

To our family, love ones, and friends for supporting us financially and morally, for the

love, prayers, sacrifices and for cheering us in time of difficulty in doing our research.
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Table of Contents

Title Page………………………………………………………………………...………...i

Approval Sheet…………………………………………………………………..……......ii

Abstract……………………………………………………………………………..…….iii

Acknowledgement………………………………………………………………………..iv

Table of Contents…………………………………………………………………………v

Introduction…………………………………………………………………………………

Introduction and Review of Related Literature…………………………………...1

Statement of the Problem………………………………………………………….7

Objectives of the study.……………………………………………………………8

Conceptual Framework…………………………………………………………....9

Scope of the study……..…………………………………………………………10

Delimitation of the study………………………………………………………...10

Significance of the study………………………………………...……………….11

Methodology………………………………………………………………………………..

Research design ...……………………………………………………………….12

Data gathering …………………………………………………….......................13
Procedure ………………………………………………………………………..14
Instrument ……………………..……………………………………...................14
Participants……………………………………………………………………….17
Measures…………………………………………………………………………18
Ethical consideration ...……………………………………… ……………...…..20
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Results and Discussion…………………………………………………………………..21

Summary of findings……………………………………………………………………..30

Implications………………………………………………………………………………31

Conclusion……………………………………………………………………………….35

Recommendation………………………………………………………………………...36

References………………………………………………………………………………..38

List of Appendices

Appendix A: Validated Survey Questionnaire…….………………………………….…41

Appendix B: Validation Letter, Questionnaire, and form…………………………….…45

Appendix C: Mean Evaluation Results………...……………………….……………….66

Appendix D: Cronbach’s Alpha Results………...……………………...………….…….69

Appendix E: Curriculum Vitae of the Researchers ………......……………………….…72

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Introduction

Studies have been conducted on the application of accounting software for the

students on to what extent using the computer to study accounting leads to better learning

performance and the differences in knowledge acquisition where those who completed an

accounting case manually using the traditional pencil and paper approach and to those

using accounting software. However, these studies conclude that accounting software has

become a vital need to any business. Business owners have started to realize that

managing finances manually would not help them achieve the expected results. In many

cases, financial management, which is supposed to be able to help companies manage

their budgets more efficiently, has become one of the reasons for financial loss (Kanya,

2019). The paper investigates the effects that accounting software utilization may have on

students’ learning performance. Conducted research can be further tested empirically

through a questionnaire. This paper aims to inform changes in accounting education. The

usefulness of this study has the potential to make a difference for accounting educators

and accounting students.

Towards the end of the twentieth century the accounting profession began to take

on a whole new look. Computers and accounting software has changed the industry

completely. The need for adding machines, calculators, ledgers and pencils was

eliminated. The job became less tedious with less of a margin for error. The core training

for accountants which included the basic accounting, auditing and tax preparation was a

thing of the past. With use of the computer an accountant can now perform statistical

accounting or forecasting analysis with greater efficiency. Accounting technology has

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eliminated the number of crunchers sitting behind a desk working on people’s taxes and

has allowed the accountant to find new challenges with much more to offer then decades

ago (Perry, 2020). The emerging of new advanced technology changes that accounting

profession over the past century to saves time for data entry processes. Technology has

greatly impacted the accounting profession in a way that it eliminates the potential human

error. It is necessary to monitor real time report to have an accurate update on what is

going on with organizations. The advancement will continue to play a key role on

extensively computer applications to perform their tasks such as email to communicate,

Internet for search, and accounting software to record and analyze financial transactions

for decision-making. Computerized accounting systems have now replaced manual

accounting systems in most organizations. Nowadays, the workforce evolves to become

technology inclusive. In business schools, accounting students are able to engage in

higher order thinking processes. Instructors play an integral role in guiding students on

understanding accounting information. It exposed to the benefits and usefulness of

computers, being encouraged to utilize information technology.

Accordingly, courses incorporating business cases using accounting software

have been developed to assist students in their knowledge acquisition of the accounting

cycle. From basic billing and settlement to tax calculation and project management,

accounting software is an essential tool for your company's financial information. It also

helps you manage your clients, adjust your bank accounts, and create insightful financial

reports to help your business grow smoothly and continuously. Accounting plays a vital

role in running a business because it helps you track income and expenditures, ensure
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statutory compliance, and provide investors, management, and government with

quantitative financial information which can be used in making business decisions. For

future accountants it helps to become more familiar and prepared for your future

profession.

Over the years, there has been lively debate at academic conferences and business

schools as to the extent that accounting students should be exposed to information

technology and how such exposure can best be carried out. Some educators believe that

utilization of computers impairs students’ ability to learn the fundamental principles of

accounting theory. They argue that when completing a business case using software,

students may only input data, not necessarily understanding the theory behind what they

see on the screen, since the software itself does the job of posting transactions to the

appropriate journals, ledgers, and financial statements.

Based on the study of Nizam, I. (2018) an optimal implementation of AIS by

firms means adapting more successfully to a changing environment and shows a high

degree of competitiveness, thus enhancing the dynamic character of a company through

assimilation use of AIS. In other words, there are improvements in administrative

management regarding accountancy and finance. By using AIS, it is possible to gauge the

risk of some operations or predict future earnings with sophisticated statistical software

applications.
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According to Ernawatiningsih (2020) the Tri Hita Karana culture positively

affects the interest of accounting students of private universities in Denpasar City to use

accounting software. Computer literacy does not affect the interest of accounting students

of private universities in Denpasar City to use accounting software. Computer attitude

positively affects the interest of accounting students of private universities in Denpasar

City to use accounting software. Computer self-efficacy does not affect the interest of

accounting students of private universities in Denpasar City to use accounting software.

Cash accounting practice does not have any significant effect on information

technology system in Calabar metropolis. It was therefore concluded that there exist

positive effects of both accrual accounting and cash accounting practices on trade

management as well as information technology system in Calabar metropolis. This

implies that information technology can be enhanced for improved accounting practices

which in turns ensure effective and efficient trade management. Asuquo, A. I., &

Udoayang, J. O. (2020)

According to Januszewski, A., & Grzeszczak, M. (2021) the results of the study

also show that e-learning does not necessarily have to be less effective than traditional

learning. The use of platforms and selecting adequate methods can activate students,

support self-education and independent task performance, and, as a result, improve the

effectiveness of the future education of accountants. The authors express their hope that

the conclusions drawn from the project and the results of the empirical study can

facilitate the development of practical accounting tutorial syllabi in the form of e-

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learning, which is also necessary when facing a persisting COVID-19 pandemic and the

subsequent changes taking place all around us.

As stated by Akanbi, T. A., & Adewoye, J. (2018) one of the paramount

technology systems in financial institutions is Accounting Information System (AIS).

AIS contains a series of devices used to undertake a set of common business functions

such as accounting, human resources management and stock management. The core

nature of a comprehensive AIS is to computerize business process and most importantly,

to produce data in real-time. The main benefits of an optimal use of AIS in an

organization are: better adaptation to a changing environment, better management of

arm’s length transactions and a high degree of competitiveness.

According to Pan, G., & Seow, P. S. (2016) IT is heavily used in accounting

functions. Technologies, such as forensic tools, XBRL, analytics and data mining, are

commonly used in accounting and audit sectors. Therefore, it is important for accounting

students, the future accountants and auditors, to receive proper technologies training in

their tertiary education, particularly AIS curriculum. Academics, practitioners and

professional societies should help accounting students fully understand the importance

and usefulness of AIS courses in their long-term career.

It was revealed that the contribution of Computerized Accounting Systems to the

effectiveness and efficiency of the auditing process is moderate. The results highlighted

that accounting concern, responsibility awareness, ethical pressure, stakeholder force,

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audit competitiveness, completeness of audit risk judgement and appropriateness of

sample selected affect the audit efficiency of using CAS at Zanko Bank. Gardi, B. (2021)

Successfully integrating accounting software into coursework tackle calls from

both professional and academic accounting organizations for more active learning

practices in using information technology. For instance, among CPA core competencies

is the ability to use information technology in ways that improve performance for clients,

customers, and employers and the most effective method of enhancing IT knowledge is

through education. Utilization of software in the classroom may also reduce concerns

associated with the traditional accounting curriculum which is often considered to lecture

oriented, with too little hands-on real-world experience, or too focused on accounting

rules and principles instead of their application to the business context.

Exposure to computer accounting cannot replace the necessity of face-to-face

teaching methods where accounting entries are lectured. Some suggest that computer-

based accounting cases should only target technical and applied content, not theoretical

and conceptual material. In short, the literature above indicates that integration of

accounting software in the classroom provides students with a more accurate reflection of

what is actually going on in organizations, and may provide learning benefits. However,

care should be taken to introduce computer-based accounting cases only once students

have a good understanding of accounting’ fundamentals.

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Therefore, based on the cited pretexts that computerized accounting systems have

now replaced manual accounting systems in most organizations. Thus, this leads to

changes in accounting education. Courses incorporating business cases using accounting

software have been developed to assist students in their knowledge acquisition of the

accounting cycle. For future accountants it helps to become more familiar and prepared

for their future profession. The main objective of this study is to know the effects that

accounting software has on students' Academic performance at City College of Angeles.

It specifically seeks to answer the following research problems:

1. What is the respondents' demographic profile, such as gender, age, and year level?

2. What accounting software is used by accounting students at City College of Angeles,

and how does this accounting software affect their academic performance?

3. What are the effects of accounting software towards the Academic Performance of

accounting students in City College of Angeles in terms of:

3.1 Study Habits

3.2 Communication
3.3 Accounting knowledge
3.4 Technology
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4. What are the respondents' problems with utilizing accounting software to study

accounting in terms of:

4.1 Software Installation

4.2 Accessibility
4.3 Technical Issues

Furthermore, for the objectives of the study. The aim of the researcher is to know

“THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC

PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF

ANGELES” that will do the following:

1. To identify the demographic profile of the respondents.

2. To identify the accounting software that is used by the respondents.

3. To identify the effects of accounting software towards the academic performance

in terms of study habits, communication, accounting knowledge, and technology.

4. To identify the respondents’ problem with utilizing accounting software to study

accounting in terms of software installation, accessibility, technical issues.

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
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The Input Process Output (IPO) diagram shows the ideas, concepts, related literatures
and studies. The framework will serve as a guide in performing and obtaining the
objectives of the study.

PROCESS OUTPUT
INPUT

Profile of the college -Data collection of -Xero Accounting is

students according to: students’ profile the most used tool
by the respondents
-gender -Organization of that makes it the
student’s
-age most common
responses
accounting
-year level software.
-Quantitative
Data Gathering: research -Accounting
software has a
-Formulate Research -Administering
Problem Questionnaire significant effect on
student’s academic
-Background of the -Cronbach’s
accounting software to
performance.
Alpha
accounting students - Based on the
-Analysis of data results, this might
-Problems encountered
by an accounting student Statistical
help educators
to the accounting Analysis Tool: establish a new
software
program and
-Arithmetic Means
Collecting possible modify an existing
effects of accounting -Percentages program, to better
software to accounting
students understand the
-Graphs
needs of accounting
students.

Figure 1. IPO Model

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The conceptual model of the study contains: the input, process and output. The

data collected from the research locale will be used in knowing the effects of accounting

software towards the academic performance of the accounting students at City College of

Angeles. The figure shows the inputs which are the Problem Statement of the study, Data

Gathered from research, interview and questionnaires, Knowledge Requirements. After

all the requirements are collected, the inputs are ready to be processed. First is planning

and gathering the data. Next, the data are analyzed based on computerized statistical tool.

The final output will be “The effects, results and conclusion of accounting software

towards the academic performance of the accounting students at City College of

Angeles”.

Therefore, based on the cited pretexts, the scope of this study is to know the

Effects of Accounting Software towards the Academic Performance of the Accounting

Students in City College of Angeles. Furthermore, this research focuses on the factors

that affects the students’ academic performance in using accounting software, such,

Study Habits, Communication, Accounting knowledge, Technology, Software

Installation, Accessibility, Technical Issues and the demographic profile of the

respondents.

The study is delimited within male accounting students as well as female

accounting students from various year level at City College of Angeles, school year

2021-2022 as the respondents. The researchers limit their study to 155 accounting

students using convenience sampling technique method adopted by researchers where

they collect market research data from a conveniently available pool of respondents. It is
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the most commonly used sampling technique as it’s incredibly prompt, uncomplicated,

and economical. In many cases, members are readily approachable to be a part of the

sample.

It is important to study the Effects of Accounting Software towards the Academic

Performance of Accounting Students at City College of Angeles, to know how

accounting software leads to better learning performance of the students.

This leads to so many areas that need this study or related to the Accounting

Software utilization on Accounting Students. This study will be a great help in

understanding and determining what are the effects of using accounting software to the

students’ performance.

To school administrators, they would be aware of the accounting students’

academic performance in City College of Angeles that uses Accounting Software.

To the teachers/professors, this would help them boost the accounting

performance of the students with the use of the accounting software.

To the students, they would have a better understanding on the software and

know what they would primarily focus on.

To the researcher, this would help them to understand the effects of accounting

software towards the academic performance of the accounting students

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To the future researcher, this would be and additional research paper that

provides additional literatures and study at City College of Angeles, or many areas that

need the study or related to the academic performance of the accounting students.

Methodology

Research design

The study employed a quantitative approach to measure variables and describe

frequencies, mean, and percentages in order to evaluate the success of the research study.

To obtain the necessary data for the problems linked to the effects of accounting software

on accounting students' academic performance, the descriptive study approach was

utilized. The phrase "descriptive method" refers to procedures that are used to

characterize the features of variables without influencing them.

The data will be gathered through an interactive manner in which researchers will

conduct a survey questionnaire with a 5-point rating scale to evaluate the students'

academic performance.

This section will focus on the data analysis method that will be used to determine

the success of learning about computerized accounting systems, which have mostly

replaced manual accounting processes in most firms. The outcomes will be determined

by knowing the effects that are dependent on student performance, particularly

accounting students.
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Data Gathering

Survey Questions. It involves the recording of data via the use of instruments. Through

the use of survey questionnaire method, the researchers were able to identify the effects of

using the accounting software, such as, Study Habits, Communication, Accounting

knowledge, Technology, Software Installation, Accessibility, Technical Issues. This

method enabled the researchers to obtain additional knowledge and information

objectively. Both viewpoints are, of course, helpful for a complete understanding

of software yet survey questionnaire is the simplest way of gathering data.

Procedure

For the validation of the questionnaires and to secure the support of the adviser, a

letter was signed by the researcher and asked the approval of their research adviser to

legalize the process of data collection among the participants. The research was carried

out methodically in different phases after securing the permission to conduct a survey.

First, online survey questionnaires were distributed between the different year and

sections of accounting students at City College of Angeles.

They will then answer the questionnaires that suitably fit their opinion and it will

then be passed back to the researchers. After doing so, questionnaires are compiled and

answers will be tallied and summarized through different statistical tests.

Statistical answers will then be used to evaluate the outcome of the study and will

be analyzed to identify the effects of using Accounting Software towards the Academic

Performance of Accounting students at City College of Angeles.

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Through this, pre-identified effects will be confirmed and validated whether or

not there is/ there is no significant effect of using accounting application to the students’

knowledge acquisition. Upon finalizing the results, researchers will then provide

recommendations, comments and even possible suggestions on the effects and give their

study a relevance to the society.

Instrument

There are different research instruments and specified procedures that will be

employed in gathering the required data in the research study. The study will focus on the

elements that affects the students' effectiveness in using accounting software, such as,

Study Habits, Communication, Accounting knowledge, Technology, Software

Installation, Accessibility, Technical Issues and the demographic profile of the

respondents. The design chosen for the study is using the quantitative research design.

Quantitative research focuses on gathering numerical data through polls, questionnaires,

and surveys, or by manipulating pre-existing statistical data using computational

techniques and generalizing it across groups of people or to explain a particular

phenomenon. (Babbie, 2010) Descriptive and inferential analytical techniques were

applied for the quantitative data. While descriptive analysis focused more on the

understanding of terms without losing the sense of the information, inferential analysis

provided assumptions and trends of the population through the samples. In accordance to

collecting quantitative data, structured online survey forms are implied and prepared by

the researchers for the respondents to answer. Closed or structured questionnaires are a

quantitative method of research that includes the low level of involvement of the
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researcher and high number of respondents that answers the given questions (Trueman,

2016). The pre-validated questionnaires are composed of the demographic profile such as

name(optional), age, gender, year and section of the assigned respondent, and questions

about “The Effects of Accounting Software towards the Academic Performance of the

Accounting students at City College of Angeles” that are answerable by a 5-point likert

scale that are predefined by the proponents of the study. To ensure the reliability and

consistency of the instrument whether it is effective to address the topic or not, Cronbach

alpha is running after all the respondents secured their answers. Results of the Cronbach’s

Alpha overall reliability score, reliability analysis per variable are found on the tables

below.

a. Cronbach's alpha. It is the most common measure of internal consistency

("reliability"). It is most commonly used when you have multiple Likert

questions in a survey/questionnaire that form a scale and you wish to

determine if the scale is reliable. If you are concerned with inter-rater

reliability, we also have a guide on using Cohen's (κ) kappa that you might

find useful.
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Cronbach’s alpha Results Interpretation

Cronbach’s alpha Internal consistency

a ≥ 0.9 Excellent

a ≥ 0.9 a ≥ 0.8 Good

a ≥ 0.8 a ≥ 0.7 Acceptable

a ≥ 0.7 a ≥ 0.6 Questionable

a ≥ 0.6 a ≥ 0.5 Poor

0.5 ≥ a Unacceptable

Table 1. Cronbach’s Alpha

Variable Cronbach’s alpha

Study Habits .814

Communication .818

Accounting Knowledge .901

Technology .739

Software Installation .871

Accessibility .903

Technical Issues .818

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Table 1 shows the analysis for the Cronbach’s alpha research questionnaire. The

minimum acceptable value for Cronbach's alpha ca 0.70; Below this value the internal

consistency of the common range is low. Meanwhile, the maximum expected value is

0.90.

This also means that Students’ study habits have a Cronbach’s alpha coefficient of

.814, resulting to a good internal consistency. Students’ communication has an alpha

coefficient for the item is .818, suggesting that the item have relatively good internal

consistency. Students’ knowledge in accounting has alpha coefficient of 0.901, resulting

to an excellent internal consistency. Technology, as well, has an alpha coefficient of .739

resulting to acceptable internal consistency. In relation to the problems encountered with

utilizing accounting software to study accounting, the data shows that the software

installation has an alpha coefficient of 0.871 resulting to good internal consistency.

Accessibility has an alpha coefficient 0.903, resulting to excellent internal consistency.

Furthermore, technical Issues has an alpha coefficient of 0.818 resulting to good internal

consistency.

Participants

To be able to obtain enough data, researchers first selected participants through

the use of convenience sampling technique. Convenience sampling or availability

sampling is a specific type of non-probability sampling method that relies on data

collection from population members who are conveniently available to participate in

study. It is where the first available primary data source will be used for the research
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without additional requirements. This involves getting participants wherever you can find

them and typically wherever is convenient. (Lewis & Thornhill, 2012) The chosen

respondents of this study are the accounting students of City College of Angeles, both

male and female. Researchers randomly pick students and they are given the chance to

answer the formulated survey questionnaires.

Measures

This is varieties of research instruments that support data gathering. The tools used

for the research are used to gather data and information. It is essential for the researcher to

collect as much possible reliable information needed for more scientific investigation of

the effects of accounting software utilization on accounting students using this technique:

Data Analysis

This section discusses how the results from the procedures were analyzed.

1. Frequency Count Distribution. Is a representation, either in a graphical or

tabular format that displays the number of observations within a given interval.

The interval size depends on the data being analyzed and the goals of the analyst.

The intervals must be mutually exclusive and exhaustive.

Frequency distributions are typically used within a statistical context. Generally,

frequency distribution can be associated with the charting of a normal

distribution.
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2. Percentage Distribution. A percentage frequency distribution is a display of data

that specifies the percentage of observations that exist for each data point or

grouping of data points. It is a particularly useful method of expressing the relative

frequency of survey responses and other data. Many times, percentage frequency

distributions are displayed as tables or as bar graphs or pie charts.

The general formula is as follows:

𝑭
𝑷 = 𝑵 × 𝟏𝟎𝟎

Where: P = Percentage

F = Frequency

N = Number of respondents

3. Arithmetic Mean. Refers to the mean or average that is used to derive the central

tendency and it is the simplest and most widely used measure of a mean, or

average. It simply involves taking the sum of a group of numbers, then dividing

that sum by the count of the numbers used in the series.

The mean formula below must be followed:

Mean = (NV*Rating1) + (NV* Rating 2) +

(NV* Rating 3) + (NV* Rating 4) + (NV*

Rating5)/NR

Where:

NV = Number of Votes

NR = Number of Respondent
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Ethical Consideration

The following ethical guidelines were put into place for the research period:

1. The dignity and wellbeing of the students is protected at all times.

2. The research data remained confidential throughout the study and the researcher

obtained the students permission to use the information of respondents in the research

report.

3. There is a written agreement between the researcher and other parties not to disclose

sensitive information. All information gathered is used solely for research purposes.

4. The researchers will only assess relative components based on the discussed and

informed topic.

5. The use of offensive, discriminatory, or other unacceptable language needs is avoided

in the formulation of Questionnaire/Interview/Focus group questions. The respondents

have the right not to answer questions that he/she thinks are not suitable.
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Results and Discussion

This part of research describes the results of the study as evaluated by the

target respondents which involved the different year level accounting students at City

College of Angeles. These results were served as the basis in identifying whether the

study was able to meet the hypotheses. The table of interpretations was also included to

further explain the result of the study.

Statistical Analysis of Data

This section discusses how the results from the survey procedure were analyzed.

a. The Likert Scale. In order to describe the performance of the accounting

students, a five-point Likert Scale was utilized in the interpretation of the

data.

Table 2. The Likert Scale

Description Numerical Rating

Strongly Agree 5

Agree 4

Neutral 3

Disagree 2

Strongly Disagree 1
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

b. Scale for Interpreting the Survey Result. Results gathered from

evaluations were interpreted for the equivalent descriptive rating.

Table 3. Scale for Interpreting the Survey Result

Description Numerical Rating

Strongly Agree 4.20 - 5.0

Agree 3.40 - 4.19

Neutral 2.60- 3.39

Disagree 1.80- 2.59

Strongly Disagree 1.00- 1.79

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
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Demographic Profile

Table 4. Age

Age Frequency Percent Valid Percent Cumulative

Percent

17 2 1.3 1.3 1.3

18 13 8.4 8.4 9.7

19 16 10.3 10.3 20.0

20 28 18.1 18.1 38.1

21 46 29.7 29.7 67.7

22 39 25.2 25.2 92.9

23 8 5.2 5.2 98.1

25 1 .6 .6 98.7

26 2 1.3 1.3 100.0

Total 155 100.0 100.0

Table 4 exhibits and presents the age of the accounting students at City College of

Angeles. Out of 155 respondents there were 46 or 29.7% of the respondents that ages 21

years old, while 25.2% (39) are 22 years old, 18.1% (28) are 20 years old, 10.3% (16) are

19 years old, 8.4% (13) are 18 years old, 5.2% (8) are 23 years old, 1.3% (2) are 17 years

old, 1.3% (2) are 26 years old, and .6% (1) is 25 years old.
 24
THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Table 5. Gender

Gender Percentage

Female 75 %

Male 25 %

Total 100 %

Table 5 exhibits and presents the gender of the accounting students at City

College of Angeles. There were 75% female accounting students and 25% male

accounting students at City College of Angeles.

Table 6. Year

Year level Percentage

1st 16 %

2nd 17%

3rd 19%

4th 48 %

Table 6 exhibits and presents the year of the accounting students at City College

of Angeles. Out of 155 respondents there were 48% are under the 4th year while, 19% are

under the 3rd year, 17% are under the 2nd year and 16% are under the 1st year.
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Table 7. Accounting Software (SOP 2)

Accounting Software Percentage

Xero Accounting 87.1 %

Quickbooks Accounting 32.9 %

Others 1.2 %

Table 7 sums up the collected data conducted to the accounting students at City

College of Angeles. According to the survey results on which accounting software did the

accounting students often use, it states that out of 155 responses there were 135 or 87.1%

that uses Xero Accounting, that makes it the most common accounting software, while

32.9% that uses QuickBooks Accounting, and 1.2 % answered others.

Table 8. Accounting Software effects (SOP 2)

Question Mean Descriptive Rating

1. I would have been better 4.28 Strongly Agree

prepared for quiz and exam.
2. I would have increased my 4.35 Strongly Agree
knowledge in accounting as an
accounting major.
3. I would have preferred to solve 3.81 Agree
an accounting case using
accounting software than a manual
accounting case.
Overall Mean 4.15 Agree
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
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Table 8 sums up the collected data conducted to the accounting students at City

College of Angeles. According to the survey results on how accounting software affects

students' academic performance in completing the designated accounting case in relation

to the problem, "I would have been better prepared for quiz and exam," has 4.28 or a

strongly agree rating, meaning that most of the students agreed that because of

accounting software they are prepared for exam and quiz. In question number 2

demonstrates that 4.35 (strongly agreed) that using accounting software increased their

knowledge in accounting as an accounting major. Meanwhile, in the question “I would

have preferred to solve an accounting case using accounting software than a manual

accounting case” gathered 3.81 mean rating equivalent to an “agree” rating. Therefore,

most of the student are agreeing that they would preferred to solve accounting case using

software rather than manual solving. The result of the survey regarding the academic

performance of the respondents gained an overall mean of 4.15 which equates to an

Agree descriptive rating. This indicates that the respondents have agreed that accounting

software has a significant effect to their academic performance with regards to the

statements above.
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
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Evaluation Results

The performance of the students was evaluated in terms of Study Habits,

Communication, Accounting knowledge, Technology, Software Installation,

Accessibility, and Technical Issues. The data gathered for this research were subjected to

appropriate computer process-statistics.

Mean Evaluation Results

Table 9. EFFECTS (SOP3)

Variable Mean Descriptive Rating

Study Habits 3.99 Agree

Communication 4.25 Strongly Agree

Accounting Knowledge 4.08 Agree

Technology 4.48 Strongly Agree

Overall Mean 4.2 Strongly Agree

Table 9 summarizes the survey results conducted by the one hundred fifty-five

(155) accounting students at City College of Angeles. The result of the survey regarding

the academic performance of the respondents gained an overall mean of 4.2 which

equates to a Strongly Agree descriptive rating. This indicates that the respondents have

strongly agreed that accounting software has a significant effect to their academic

performance with regards to the variables indicate above.

The study habits were given a rating of 3.99 which is equivalent to an agree

descriptive rating. This significantly shows that the variable has averagely met its

essential purpose which can be further characterized by different habits of accounting

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

students to boost their academic performance. This indicates that study habits have a

significant effect to student that uses accounting software to their academic performance.

Communication was also given a rating of 4.25 or strongly agree rating. This

shows that respondents found that they can easily engage in class. This indicates that

communication have a significant effect to student that uses accounting software to their

academic performance.

The accounting knowledge was rated 4.08 or an agree rating, meaning the

accounting software was designed with no much complications and confusions to the

enhanced their accounting knowledge. This indicates that accounting knowledge have a

significant effect to student that uses accounting software to their academic performance.

Technology concerns itself with understanding how knowledge is creatively

applied to organized tasks involving people and machines that meet sustainable goals,

meaning it processes inputs in a timely manner. In this characteristic, it was given a

rating of 4.48 or strongly agree rating. This indicates that technology have a significant

effect to student that uses accounting software to their academic performance.

Table 10. PROBLEMS (SOP4)

Variable Mean Descriptive Rating

Software Installation 4.31 Strongly Agree

Accessibility 4.19 Agree

Technical Issues 3.80 Agree

Overall Mean 4.1 Agree

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Table 10 summarizes the survey results conducted by the one hundred fifty-five

(155) accounting students at City College of Angeles. The result of the survey regarding

the academic performance of the respondents gained an overall mean of 4.1 which

equates to an Agree descriptive rating. This indicates that the respondents have agreed

that the variables indicated above are the problems with utilizing accounting software to

study accounting.

The software installation was given a rating of 4.31 or strongly agree evaluation.

This indicates that the software installation is one of the diagnosed issues related to

accounting software. This indicates that software have a significant effect to student that

uses accounting software to their academic performance.

Accessibility guarantees students are provided with curriculum materials in

necessary formats and technologies with appropriate features, it was given a rating of

4.19 or an agree rating. This indicates that accessibility have a significant effect to

student that uses accounting software to their academic performance.

The last variable was the accounting software technical issues. In this area it was

given a 3.80 or an agree evaluation. This is the pressing problems that school and

students encounter in their work with the explosion of technology in the digital age. This

indicates that technical issues have a significant effect to student that uses accounting

software to their academic performance.

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Summary of Findings

Summarized the results based on the previous chapter. Only important findings,

highlights of the data should be included in the summary especially those upon which the

conclusion should be based. Findings are not explained nor elaborated upon anymore.

They should be stated as concise as possible. No new data should be introduced in the

summary.

The primary objective or goal of this study was to know the effects of the

accounting software towards the academic performance of accounting students at City

College of Angeles. Since, computerized accounting systems have now replaced manual

accounting systems in most organizations. Thus, this leads to changes in accounting

education.

The system proceeded to its development upon the approval of the validators and

research adviser to legalize the process of data collection using convenience sampling

technique among the target participants. The research was carried out methodically in

different phases after securing the permission to conduct a survey and processed its

results through computerized statistical tools.

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
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The general outcome in this study are as follows:

1. The majority of the respondents are aged between 17 to 26 years old and majority of

them are females.

2. In terms of history, the majority of the respondents are 4th year accountancy students

in City College of Angeles

3. Generally, Xero Accounting is the most used tool by the respondents that makes it the

most common accounting software.

4. Generally, the participants agreed that accounting software has a significant effect on
their academic performance.

Implications

The findings in this study have contributed to the understanding that accounting

software has a significant effect to the student’s academic performance. This study has

yielded findings that indicate values subscribed by participant’s manifest in their

academic performance. The findings concur with and provide both theoretical and

practical implications for all who are in the field of accounting in general, and especially

for educators. The implications are as follows.

I. For those in the field of accounting

a. The results indicate that students who completed the case using software

experienced better knowledge acquisition than students who completed the

case only manually. This suggests that software can be effectively utilized and

integrated to improve knowledge of accounting systems. Students’ hands-on

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

experience with software appears to provide benefits. Marriott (2004) argues

that computer simulations provide students with concrete accounting

experience in a realistic business environment. Bhattacharjee and Shaw (2001)

found that the utilization of computers in accounting cases enhances students’

competencies, while McDowall and Jackling (2006) reported students’

positive perceptions of computers’ usefulness in learning accounting concepts

associated with academic performance.

b. Utilization of software in the classroom may also reduce concerns associated

with the traditional accounting curriculum, which is sometimes considered too

lecture oriented, not hands-on enough, and too focused on accounting rules

and principles instead of their applications to business (Albrecht and Sack,

2001). In the current study, the integration of software in accounting cases

provided tangible learning benefits.

c. This research indicates that utilization of accounting software in class

provides a more accurate reflection of the standard practices of most

organizations, which may better prepare students for the changing business

world and the accounting profession. Students may have perceived the

completion of the case using accounting software to be more helpful and a

more valuable learning experience than the traditional pencil and paper case.

Since students using software appear to learn more accounting, and also leave

the course with an additional important skill, course designers should

accordingly integrate business cases using software.

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

d. The findings in this study show that Study Habits, Communication,

Accounting knowledge, Technology, Software Installation, Accessibility,

Technical Issues has a significant effect in accounting software knowledge

acquisition. Knowledge may be defined as a collection of information and/or

skills acquired through experience (practical understanding) and/or education

(theoretical understanding). Knowledge may also be defined as a process to

have access to information or certain ability (Nonaka, 1994).

II. For educators

a. Educators who use technology learning approach for teaching accounting

have the means to enhance teaching and learning whereby students would

participate in discussions both online and face-to-face. This would facilitate

more interactions, thus creating an avenue for educators to monitor and

intervene when necessary but above all, moderate and guide the students in

learning is the priority.

b. The findings of this study have indicated that the accounting software used

by the participants can be either the same or different to show a certain value

but the context is imperative. In line with this, educators especially in the

fields of accounting should be open to different opinions regarding learning

accounting by accounting software other than their own in order to understand

their students and to cater to their needs.

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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

c. Teaching method reflect the students’ values and in view of this, teachers

and educators will have to be cautious with their choice of lessons and method

when they are educating their students. Educators should align their methods

through generation and age of the students, in this case we are now in the era

that technology are the trends among generation z. This is because instilling

and imparting knowledge come under the purview of educators in an

educational institution. Since it has been established in this study that

accounting knowledge can be learnt, educators are the best people to inculcate

knowledge in students because these students are in school for the most part

of their first 20 years.

III. For higher learning institutions

a. The use of technology in this curriculum can promote online interactions

and discussions both in synchronous and asynchronous manner. This is can be

the first step any institutions partake in order to promote more technology-

based accounting that greatly impacted the accounting profession in a way

that it eliminates the potential human error.

b. Modern accounting is an approach that is more than just a pedagogical

method as it can be used as a means to learn accounting in more convenient

way among the students during online class. It is considered as a setting that

provides the platform for more social interactions. In view of this, institutions

should be more prepared to use this approach and provide sufficient training
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

to their lecturers on how to manage the discussions to ensure, that they can

become active agents towards the developments and understanding of their

students.

Conclusion

The purpose of this study was to investigate the effects of accounting software on

the academic performance of accounting students at City College of Angeles. Thus, the

following conclusion is offered:

The majority of the respondents are aged between 17 to 26 years old and majority

of them are females. Generally, Xero Accounting is the most used tool by the respondents

that makes it the most common accounting software. Students’ using accounting

software’s study habits have a significant effect on students’ academic performance. This

significantly shows that the variable has averagely met its essential purpose which can be

further characterized by different habits of accounting students to boost their academic

performance. Communication has a significant effect on students’ use of accounting

software to improve their academic performance. This shows that respondents found that

they can easily engage in class. Accounting knowledge has a significant effect on

students’ use of accounting software to improve their academic performance. meaning

the accounting software was designed with no much complications and confusions to the

enhanced their accounting knowledge. Technology has a significant effect on students’

academic performance that uses accounting software that is creatively applied to

organized tasks involving people and machines that meet sustainable goals.
 36
THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Software installation has a significant effect on utilizing accounting software. This

indicates that the software installation is one of the diagnosed issues related to accounting

software. Accessibility has a significant effect on utilizing accounting software. It

guarantees students are provided with curriculum materials in necessary formats and

technologies with appropriate features. Technical Issues have a significant effect on

utilizing accounting software. It indicates that it is the pressing problems that schools and

students encounter in their work with the explosion of technology in the digital age.

Recommendation

The researchers recommend that the accounting software in class utilization may

have on students' knowledge acquisition and provides a more accurate reflection of the

standard practices of most organizations in which the computerized accounting system

may be used for a better and accurate computation, smart solution and result and to

provide better internal control system. It may prepare students for the changing business

world because technology now provides people the opportunity to communicate from

opposite ends of the globe. Students may have perceived the completion of the case using

accounting software to be more helpful and a more valuable learning experience than the

traditional pencil and paper case. Since students using software appear to learn more

accounting, and also leave the course with an additional important skill. This study tested

the claims of the leading accounting software as to the effects of Academic performance

in terms of how this helps students improve their habits to further enhance their

performance compared to using the traditional method. They were given an insight on
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

how to use the software to enhance students' learning experience in their future job. The

findings and conclusions relating to the relationships between accounting software and

student academic performance could be used as the foundation for further research.

Further research is needed to look at ways and means of dealing with accounting

software's effects on academic student performance. This might help educators establish

a new program and modify an existing program, to better understand the needs of

accounting students. They should plan their lessons and monitor student learning through

ongoing and post-instruction assessments to adapt the lessons. Educators should align

their methods through generation and age of the students. The use of technology in this

curriculum can promote online interactions and discussions both in synchronous and

asynchronous manner. This is can be the first step any institutions partake in order to

promote more technology-based accounting that greatly impacted the accounting

profession.
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THE EFFECTS OF ACCOUNTING SOFTWARE TOWARDS THE ACADEMIC
PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

References

Akanbi, T. A., & Adewoye, J. (2018). Effects of Accounting information system

adoption on the financial performance of commercial bank in Nigeria. Journal of

Accounting & Marketing, 1(6), 1-6.

Albrecht, W.S. and Sack, R.J. (2001), “The perilous future of accounting education”, The

CPA Journal, Vol. 71 No. 3, pp. 16-23.

Asuquo, A. I., & Udoayang, J. O. (2020). Effect of Accounting Practices on trade and

Information technology in Calabar Metropolis. International Journal of Recent

Technology and Engineering, 8(6), 1572-1577.

Babbie, E. R. (2010) The Practice of Social Research. 12th ed. Belmont. Wadsworth

Cengage, 2010. Retrieved from http://libguides.usc.edu/writingguide/quantitative

Bhattacharjee, S. and Shaw, L. (2001), “Evidence that independent research projects

improve accounting students’ technology-related perceptions and skills”,

Accounting Education: An International Journal, Vol. 10 No. 1, pp. 83-103.

Ernawatiningsih, N. P. L., & Apriada, K. (2020). The Effects of the Tri Hita Karana

Culture, Computer Anxiety, Computer Attitude, and Computer Self Efficacy on

the Interest of Accounting Students of Private Universities in Denpasar City to

Use Accounting Software. International Journal of Accounting & Finance in Asia

Pasific (IJAFAP), 3(1), 27-31.

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PERFORMANCE OF ACCOUNTING STUDENTS AT CITY COLLEGE OF ANGELES

Gardi, B. (2021). The effects of computerized accounting system on auditing process: a

case study from northern Iraq. Available at SSRN 3838327.

Januszewski, A., & Grzeszczak, M. (2021). Internship of Accounting Students in the

Form of E-Learning: Insights from Poland. Education Sciences, 11(8), 447.

Kanya. (2019, February 01). Business Tech. Retrieved from The Importance of

Accounting Software for Businesses:

https://www.hashmicro.com/blog/accounting-software-benefits/

Marriott, D.N. (2004), “Using computerized business simulations and spreadsheet models

in accounting education: a case study”, Accounting Education: An International

Journal, Vol. 13, Supplement 1, pp. 55-70.

McDowall, T. and Jackling, B. (2006), “The impact of computer-assisted learning on

academic grades: an assessment of students’ perceptions”, Accounting Education:

An International Journal, Vol. 15 No. 4, pp. 377-389.

Nizam, I. (2018). The Impact of Accounting Software on Business Performance.

International Journal of Information System and Engineering, 6(1).

Nonaka, I. (1994), “A dynamic theory of organizational knowledge creation”,

Organization Science, Vol. 5 No. 1, pp. 14-37.

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Pan, G., & Seow, P. S. (2016). Preparing accounting graduates for digital revolution: A

critical review of information technology competencies and skills

development. Journal of Education for business, 91(3), 166-175.

 41

APPENDIX A

Revised and Validated Survey Questionnaire

 42

Warm Greetings!

In partial fulfillment of the requirements of the Bachelor of Science in Accounting Information System,

we, the Research Group 1 of AI-402 students from City College of Angeles, Philippines, are currently

conducting a research study entitled, “The Effects of Accounting Software towards the Academic

Performance of Accounting students at City College of Angeles". The main objective of this study is to

know the effects of accounting software to the accounting students' academic performance at City College

of Angeles. Since, computerized accounting systems have now replaced manual accounting systems in

most organizations. Thus, this leads to changes in accounting education.

This survey is intended for accounting students at City College of Angeles.

This survey will only take probably 5 minutes of your time in answering questions. The questionnaire is

composing of 29 questions.

Personal Information, such as but not limited to, email address, name, gender, and age are considered

sensitive personal data under data protection legislation. No personally identifiable information will be

used during the presentation of evaluated and analyzed data nor shall it be shared to any third party. Any

details that you share with us will be remain strictly confidential and will be used only for statistical

purposes. Individual consent of respondents will be secured if and when any personally identifiable,

private or privileged information will be shared or divulged to third parties.

Any form of data breach in this survey form once happened will be disclosed upon reasonable time and as

provided by law upon the validation of such circumstances and those that are affected will be notified of

such matter.

Therefore, by clicking next, you agree to the declarations above and the collection of necessary

information for the purpose of research and evidence based policy options.

Your response to this survey is highly appreciated. Thank you for answering. Keep safe and God bless.
 43

“The Effects of Accounting Software towards the Academic Performance

of Accounting students at City College of Angeles"
NAME: ___________________________(Optional) AGE: ______________
GENDER: ____MALE ____FEMALE YEAR & SECTION:_________
5-Point Likert Scale: 5 (Strongly Agree), 4 (Agree), 3 (Neutral) ,2 (Strongly Disagree), 1 (Disagree)
1.1 As a learner, which accounting software did you often use? Please select SOURCES
an option
below. (check
all that apply)
1 QuickBooks Accounting (Edwin,20
2 Xero Accounting 19)
3 Others, please specify :
1.2 How did these accounting software affect your academic performance in completing the designated accounting case?
As a learner 5 4 3 2 1 SOURCES
1 I would have been better prepared for quiz and exam. (Boulianne
2 I would have increased my knowledge in accounting as an accounting major. ,2014)
3 I would have preferred to solve an accounting case using accounting software than a manual accounting case.
Effects of accounting software towards the academic performance of accounting students in City College of Angeles in terms of:
STUDY HABITS- a good study habit towards any subject is a combination of discipline, passion and strong will to achieve a better academic performance.
(Yap,2019)
As a learner 5 4 3 2 1 SOURCES
SH1 I do not set any goals in studying accounting (Mercado, et.
SH2 When I study, I take down notes, outline and practice my accounting skills using accounting software. al, 2018)
SH3 I never read my handouts/manual on accounting software in advance.
SH4 I often have enough time in my week to study accounting. (Yap, 2019)
COMMUNICATION- is the act of sharing and receiving information through a variety of media to various individuals, near or far away, either face-to-face
through speech, telephone calls or text messages, body language, signs and so on. (Evans, 2021).
As a learner 5 4 3 2 1 SOURCES
C1 I can easily engage with my instructor and learn from him. (Sword,2020)
C2 I can comprehend information that is explained by the instructor.
C3 I actively participate in class.
C4 I know how to ask for instructor’s guidance to resolve my questions and problems.
ACCOUNTING KNOWLEDGE- knowledge that involves analyzing, summarizing and reporting these transactions to regulators, oversight agencies and
tax collection entities.( Jonick, 2017)
As a learner 5 4 3 2 1 SOURCES
AK1 I gained more knowledge in accounting by using accounting software. (Oden, 2020)
AK2 I find it difficult to cope up in our lessons because I am having a hard time accessing the software.
AK3 I can do all the activities assigned by using accounting software .
AK4 I am experiencing inconvenience in accessing the software because after class no one can guide me at home. (Young,2021)
TECHNOLOGY-concerns itself with understanding how knowledge is creatively applied to organized tasks involving people and machines that meet
sustainable goals. (Lane, 2019)
As a learner 5 4 3 2 1 SOURCES
T1 I think technology advancements have enhanced the accountant’s ability to interpret data efficiently and (Pepe,2020)
effectively.
T2 I understand the role of technology in studying accounting is to ensure accuracy and reduce errors.
T3 Accounting has benefited from technological advancements. (Shanker,202
1)
T4 I think the utilization of multiple accounting software results in more faster results in studying accounting.
Problems encountered with utilizing accounting software to study accounting in terms of:
SOFTWARE INSTALLATION- Install or adjust your hardware and network system is adequately configured to support the new accounting
software.(Budiac,2013)
As a learner 5 4 3 2 1 SOURCES
SI1 Because my data is accessible by third parties, I am concerned about its security. (Maduqne,20
SI2 I dislike how software monthly payments increase in order for me to access its full features. 13)
 44

SI3 I'm concerned since the software is inaccessible and incompatible with my computer program.
ACCESSIBILITY -guarantees students with disabilities are provided with curriculum materials in necessary formats and technologies with appropriate
features in a timely manner. (Curry,2019)
As a learner 5 4 3 2 1 SOURCES
A1 I have learning resources that are easily available. (Curry,2019)
A2 I have access to the internet and a computer at school.
A3 I have my own computer at home where I may work on various assignments.
TECHNICAL ISSUES- the pressing problems that school leader and students encounter in their work with the explosion of technology in the digital age.
(Ostrowski,et.al,2014)
As a learner 5 4 3 2 1 SOURCES
TI1 I already experienced a virus attack that destroyed my stored data. (Francis, 2019)
TI2 I do not have a strong internet connection which accounting software often require. (Kumar,2015)
T13 I am not technologically proficient to easily learn and use accounting software.

Google Survey Form Link:

https://docs.google.com/forms/d/e/1FAIpQLScZzNp-
H_N1FTjM9tW2FnOd_MRz5QDRAFxM6qYFdMGCk1dmdg/viewform?usp=sf_link
 45

APPENDIX B

Validation Letter, Questionnaire, and

Validation form
 46

December 06, 2021

DR. JEAN PAOLO G. LACAP

Vice President for Research, Extension and Quality Assurance, City College of Angeles
Barangay Pampang Angeles City Pampanga

Dear Ma’am/Sir:

Greetings of peace!

In partial fulfillment of the requirements of the Bachelor of Science in Accounting Information

System, we, the Research Group 1 of AI-402 students from City College of Angeles, Philippines, are
currently conducting a research study entitled, “Effects of Accounting Software towards the Academic
Performance of Accounting students at City College of Angeles". The main objective of this study is to
know the effects that accounting software has on students' Academic performance at City College of
Angeles.
In connection with this, we humbly ask for your permission to become one of our validators in our
research instrument. Attached here is the copy of the research questionnaire. We believe that your
professional assistance will help us in improving our work.

Hoping for a positive response on this request. Thank you very much.

Respectfully yours,

Ramiscal, Crystal Mae Manabat, Patricia Mae D.

Research Leader Researcher-Student

Granadil, Marjorie Mae L. Lozano, Jenina S.

Researcher-Student Researcher-Student

Supan, Justine S. Perfecto, Alvianne Colline T.

Researcher-Student Researcher-Student

Serrano, Chesca Claire A. Gubalane, Joanne L.

Researcher-Student Researcher-Student
 47

Noted:

DR. LEONARDO M. PALO, CPA DR. LOVELL M. ABELLO

Research Instructor Course Coordinator

MS. AMOR I. BARBA

Dean, Institute of Business and Management

“Effects of Accounting Software towards the Academic Performance of Accounting students at City College of
Angeles"
NAME: ___________________________(Optional) AGE: ______________
GENDER: ____MALE ____FEMALE YEAR & SECTION:_________
4-Point Likert Scale: 4 (Strongly Agree), 3 (Agree), 2 (Strongly Disagree), 1 (Disagree)
1.1 As a learner, what accounting software do you often used? 4 3 2 1 SOURCES
1 QuickBooks Accounting (Edwin,20
2 Xero Accounting 19)
3 FreshBooks Cloud Accounting
4 Wave Accounting
5 Sage 50 Accounting
6 Microsoft Excel
1.2 How does this accounting software affect your academic performance?
As a learner…….. 4 3 2 1 SOURCES
1 I would have been better prepared for employment if I had completed the accounting case using accounting software. (Boulianne
2 Completing the computerized accounting case increased my knowledge as an accounting major. ,2014)
3 I would have preferred to complete the accounting case using accounting software rather than manually.
Effects accounting software towards the academic performance of accounting students in City College of Angeles in terms of:
STUDY HABITS- a good study habit towards any subject is a combination of discipline, passion and strong will to achieve a better academic performance.
(Yap,2019)
As a learner…….. 4 3 2 1 SOURCES
SH1 I do not set goal in studying accounting (Mercado, et.
SH2 I do take down notes, outline and practice my accounting skills using accounting software. al, 2018)
SH3 I never read my accounting software lessons in advance.
SH4 I have enough time in my week to study accounting (Yap, 2019)
COMMUNICATION- is the act of sharing and receiving information through a variety of media to various individuals, near or far away, either face-to-face
through speech, telephone calls or text messages, body language, signs and so on. (Evans, 2021).
As a learner…….. 4 3 2 1 SOURCES
C1 I can interact with my instructor easily and gain knowledge. (Sword,2020)
C2 I can comprehend information explained by the instructor.
C3 I can participate well during the class and improve my knowledge and skills .
C4 I can ask for instructor’s guidance to resolve my questions and problem.
ACADEMIC PERFORMANCE- The student’s assessment is based on the scores or grades achieved in the different study courses during the school and
college years, the measurement of student achievement across multiple academic areas, such as reaching target achievements and objectives to be
considered academically successful. (Kumar , 2021)
As a learner…….. 4 3 2 1 SOURCES
AP1 I gained more knowledge in accounting by using accounting software. (Oden, 2020)
AP2 I find it hard to cope up in our lesson because I am having a hard time accessing the software .
AP3 I can do all the activities assigned by using accounting software .
 48

AP4 I am having a hard time accessing the software because after class no one can guide me at home. (Young,2021)
TECHNOLOGY-concerns itself with understanding how knowledge is creatively applied to organized tasks involving people and machines that meet
sustainable goals. (Lane, 2019)
As a learner…….. 4 3 2 1 SOURCES
T1 I think technology advancements have enhanced the accountant’s ability to interpret data efficiently and effectively. (Pepe,2020)
T2 I understand the role of technology in studying accounting has transformed the sector with newer and advanced
software and its ability to ensure accuracy and reduce errors.
T3 I believe technology has had a positive effect in accounting. (Shanker,202
T4 I think the utilization of multiple accounting software results in faster and more accurate results in studying 1)
accounting.
Problems encountered with utilizing accounting software to study accounting in terms of:
SOFTWARE INSTALLATION- Install or adjust your hardware and network system is adequately configured to support the new accounting
software.(Budiac,2013)
As a learner…….. 4 3 2 1 SOURCES
SI1 Because my data is accessible by third parties, I am concerned about its security. (Maduqne,20
SI2 I dislike how software monthly payments must rise in order to be updated or upgraded to include all of the features I 13)
require.
SI3 I'm annoyed since the software isn't accessible or compatible with my computer program, so I can't accomplish
everything in it.
SELF-EFFICACY- is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations. (Bandura,
1977)
As a learner…….. 4 3 2 1 SOURCES
SE1 I find it easy to stick to my goals and ambition to be an accountant. (Cherry,
SE2 I feel like my efforts will help me make progress in studying accounting. 2020).
SE3 I trust myself more to handle problems in my study as they arise.
TECHNICAL ISSUES- the pressing problems that school leader and students encounter in their work with the explosion of technology in the digital age.
(Ostrowski,et.al,2014)
As a learner…….. 4 3 2 1 SOURCES
TI1 I encountered virus attack that destroys my stored data. (Francis, 2019)
TI2 I do not have strong internet connection that the accounting software require (Kumar,2015)
T13 I am lacking in technological proficiency and I find it hard to use and learn accounting software
 49

QUESTIONNAIRE VALIDATION FORM

Title: Effects of Accounting Software towards the Academic Performance of Accounting students
at City College of Angeles

Researchers: Ramiscal, Crystal Mae

Manabat, Patricia Mae D.
Granadil, Marjorie Mae L.
Lozano, Jenina S.
Supan, Justine S.
Perfecto, Alvianne Colline T.
Serrano, Chesca Claire A.
Instruction to the Validator: Check (√) the column that corresponds to your assessment of the
questionnaire/instrument to be used in the study of the researcher by using the guide below:
3: Needs no revision
2: Needs major revisions
1: Needs minor revision

Indicators Rating
3 2 1 Comments
(Attach additional
sheet/s if necessary)
1. The variable/s of the study is/are reflected consistently. √ *1.1 – do you have to ask
this as SA-A-D-SD? and
not as checklist?
*C4 – specify,
“academic-related”
questions and problems
2. The questionnaire has the capability to measure the √
variables within the time frame of the study.

3. The questionnaire is capable of generating data from the √

target respondents/participants of the study.

4. The questionnaire is clear, concise and free from √

grammatical errors.
 50

Dr. Jean Paolo G. Lacap, RMP, AMEd, RBE, DBE

Signature Over Printed Name of Validator
51
52
53
54
 55

December 06, 2021

MR. PATRICK CURA, CAT, CPA, RBP, CTT, FRIAcc, MM, ChTS
Managing Owner, Accounting Firm
Angeles City, Pampanga

Dear Ma’am/Sir:

Greetings of peace!

In partial fulfillment of the requirements of the Bachelor of Science in Accounting Information

System, we, the Research Group 1 of AI-402 students from City College of Angeles, Philippines, are
currently conducting a research study entitled, “Effects of Accounting Software towards the Academic
Performance of Accounting students at City College of Angeles". The main objective of this study is to
investigate at the effects that accounting software has on students' Academic performance at City College
of Angeles.

In connection with this, we humbly ask for your permission to become one of our validators in our
research instrument. Attached here is the copy of the research questionnaire. We believe that your
professional assistance will help us in improving our work.

Hoping for a positive response on this request. Thank you very much.

Respectfully yours,

Ramiscal, Crystal Mae Manabat, Patricia Mae D.

Research Leader Researcher-Student

Granadil, Marjorie Mae L. Lozano, Jenina S.

Researcher-Student Researcher-Student

Supan, Justine S. Perfecto, Alvianne Colline T.

Researcher-Student Researcher-Student
 56

Serrano, Chesca Claire A. Gubalane, Joanne L.

Researcher-Student Researcher-Student

Noted:

DR. LEONARDO M. PALO, CPA DR. LOVELL M. ABELLO

Research Instructor Course Coordinator

MS. AMOR I. BARBA

Dean, Institute of Business and Management
 57

Survey Questionnaire Note: those in yellow highlights are suggested to be removed

“Effects of Accounting Software towards the Academic Performance
of Accounting students at City College of Angeles"
NAME: ___________________________(Optional) AGE: ______________
GENDER: ____MALE ____FEMALE YEAR & SECTION:_________
4-Point Likert Scale: 4 (Strongly Agree), 3 (Agree), 2 (Strongly Disagree), 1 (Disagree)
1.1 As a learner, what accounting software do you often used? 4 3 2 1 SOURCES
1 QuickBooks Accounting (Edwin,20
2 Xero Accounting 19)
3 FreshBooks Cloud Accounting
4 Wave Accounting
5 Sage 50 Accounting (I suggest limit the choices to 4 and then put “Others, pls specify _______ “.)
6 Microsoft Excel
1.2 How does this accounting software affect your academic performance in completing the designated accounting case?
As a learner…….. 4 3 2 1 SOURCES
1 I would have been better prepared for employment (Boulianne
2 I would have increased my knowledge as an accounting major. ,2014)
3 I would have preferred making it over a manual accounting case
Effects accounting software towards the academic performance of accounting students in City College of Angeles in terms of:
STUDY HABITS- a good study habit towards any subject is a combination of discipline, passion and strong will to achieve a better academic performance.
(Yap,2019)
As a learner…….. 4 3 2 1 SOURCES
SH1 I do not sets goal in studying accounting (Mercado, et.
SH2 I do take down notes, outline and practice my accounting skills using accounting software. al, 2018)
SH3 I never read my handouts/manual on accounting software in advance.
SH4 I would have enough time in my week to study accounting (Yap, 2019)
COMMUNICATION- is the act of sharing and receiving information through a variety of media to various individuals, near or far away, either face-to-face
through speech, telephone calls or text messages, body language, signs and so on. (Evans, 2021).
As a learner…….. 4 3 2 1 SOURCES
C1 I can interact with my instructor easily and gain knowledge. (Sword,2020)
C2 I can comprehend information explained by the instructor.
C3 I can participate well during the class and improve my knowledge and skills .
C4 I can ask for instructor’s guidance to resolve my questions and problem.
ACADEMIC PERFORMANCE- The student’s assessment is based on the scores or grades achieved in the different study courses during the school and
college years, the measurement of student achievement across multiple academic areas, such as reaching target achievements and objectives to be
considered academically successful. (Kumar , 2021)
As a learner…….. 4 3 2 1 SOURCES
AP1 I gained more knowledge in accounting by using accounting software. (Oden, 2020)
AP2 I find it difficult to cope up in our lessons because I am having a hard time accessing the software.
AP3 I can do all the activities assigned by using accounting software .
AP4 I am experiencing inconvenience in accessing the software because after class no one can guide me at home. (Young,2021)
TECHNOLOGY-concerns itself with understanding how knowledge is creatively applied to organized tasks involving people and machines that meet
sustainable goals. (Lane, 2019)
As a learner…….. 4 3 2 1 SOURCES
T1 I think technology advancements have enhanced the accountant’s ability to interpret data efficiently and effectively. (Pepe,2020)
T2 I understand the role of technology in studying accounting has transformed the sector with newer and advanced
software and its ability to ensure accuracy and reduce errors.
T3 I believe technology has had a positive effect in accounting. (Shanker,202
T4 I think the utilization of multiple accounting software results in faster and more accurate results in studying 1)
accounting.
Problems encountered with utilizing accounting software to study accounting in terms of:
 58

SOFTWARE INSTALLATION- Install or adjust your hardware and network system is adequately configured to support the new accounting
software.(Budiac,2013)
As a learner…….. 4 3 2 1 SOURCES
SI1 Because my data is accessible by third parties, I am concerned about its security. (Maduqne,20
SI2 I dislike how software monthly payments must rise in order to be updated or upgraded to include all of the features I 13)
require.
SI3 I'm annoyed since the software isn't accessible or compatible with my computer program, so I can't accomplish
everything in it.
SELF-EFFICACY- is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective situations. (Bandura,
1977)
As a learner…….. 4 3 2 1 SOURCES
SE1 I find it easy to stick to my goals and ambition to be an accountant. (Cherry,
SE2 I feel like my efforts will help me make progress in studying accounting. 2020).
SE3 I trust myself more to handle problems in my study as they arise.
TECHNICAL ISSUES- the pressing problems that school leader and students encounter in their work with the explosion of technology in the digital age.
(Ostrowski,et.al,2014)
As a learner…….. 4 3 2 1 SOURCES
TI1 I encountered virus attack that destroys my stored data. (Francis, 2019)
TI2 I do not have strong internet connection that the accounting software require (Kumar,2015)
T13 I am lacking in technological proficiency and I find it hard to use and learn accounting software
 59

QUESTIONNAIRE VALIDATION FORM

Instruction to the Validator: Check (√) the column that corresponds to your assessment of the
questionnaire/instrument to be used in the study of the researcher by using the guide below:
3: Needs no revision
2: Needs major revisions
1: Needs minor revision

Indicators Rating
3 2 1 Comments
(attach additional
sheet/s if necessary)
1. The variable/s of the study is/are reflected consistently. /

2. The questionnaire has the capability to measure /

the variables within the time frame of the study.

3. The questionnaire is capable of generating data from /

the target respondents/participants of the study.

4. The questionnaire is clear, concise and free from /

grammatical errors.

5. The questionnaire is based on related literature /

and studies.

6. The questionnaire is neutral and should not be leading. /

7. The questionnaire does not have negatively framed /

items.

8. The questionnaire is free from multiple questions in /

an item.
9. The length of the questionnaire is reasonable. /

10. The format of the questionnaire is acceptable. /

(Esgd)PATRICK CURA, CAT, CPA

Signature Over Printed Name of Validator

 60

December 06, 2021

MR. CEDRICK JOHN V. ALEJANDRINO, CPA, MM

Lecturer at University of the Philippines- Clark
Angeles City, Pampanga

Dear Ma’am/Sir:
Greetings of peace!
In partial fulfillment of the requirements of the Bachelor of Science in Accounting Information
System, we, the Research Group 1 of AI-402 students from City College of Angeles, Philippines, are
currently conducting a research study entitled, “Effects of Accounting Software towards the Academic
Performance of Accounting students at City College of Angeles". The main objective of this study is to
investigate at the effects that accounting software has on students' Academic performance at City College
of Angeles.

In connection with this, we humbly ask for your permission to become one of our validators in
our research instrument. Attached here is the copy of the research questionnaire. We believe that your
professional assistance will help us in improving our work.

Hoping for a positive response on this request. Thank you very much.

Respectfully yours,

Ramiscal, Crystal Mae Manabat, Patricia Mae D.

Research Leader Researcher-Student

Granadil, Marjorie Mae L. Lozano, Jenina S.

Researcher-Student Researcher-Student

Supan, Justine S. Perfecto, Alvianne Colline T.

Researcher-Student Researcher-Student

Serrano, Chesca Claire A. Gubalane, Joanne L.

Researcher-Student Researcher- Student
 61

Noted:

DR. LEONARDO M. PALO, CPA DR. LOVELL M. ABELLO

Research Instructor Course Coordinator

MS. AMOR I. BARBA

Dean, Institute of Business and Management
 62

Survey Questionnaire
“Effects of Accounting Software towards the Academic Performance of Accounting students at
City College of Angeles"
NAME: AGE: ______________
___________________________(Optional) YEAR & SECTION: _________
GENDER: ____MALE ____FEMALE
4-Point Likert Scale: 4 (Strongly Agree), 3 (Agree), 2 (Strongly Disagree), 1 (Disagree)
1.1 As a learner, what accounting software do you often used? 4 3 2 1 SOURCES
1 QuickBooks Accounting (Edwin,20
2 Xero Accounting 19)

3 FreshBooks Cloud Accounting

4 Wave Accounting
5 Sage 50 Accounting
6 Microsoft Excel
1.2 How does this accounting software affect your academic performance?
As a learner……. 4 3 2 1 SOURCES
1 I would have been better prepared for employment if I had completed the accounting case (Boulianne
using accounting software. ,2014)
2 Completing the computerized accounting case increased my knowledge as an accounting
major.
3 I would have preferred to complete the accounting case using accounting software rather than
manually.
Effects accounting software towards the academic performance of accounting students in City College of Angeles in terms of:
STUDY HABITS- a good study habit towards any subject is a combination of discipline, passion and strong will to achieve a
better academic performance.
(Yap,2019)
As a learner……. 4 3 2 1 SOURCES
SH1 I do not set goal in studying accounting (Mercado, et.
SH2 I do take down notes, outline and practice my accounting skills using accounting software. al, 2018)

SH3 I never read my accounting software lessons in advance.

SH4 I have enough time in my week to study accounting (Yap, 2019)
COMMUNICATION- is the act of sharing and receiving information through a variety of media to various individuals, near or far
away, either face-to-face through speech, telephone calls or text messages, body language, signs and so on. (Evans, 2021).
As a learner……. 4 3 2 1 SOURCES
C1 I can interact with my instructor easily and gain knowledge. (Sword,2020)
C2 I can comprehend information explained by the instructor.
C3 I can participate well during the class and improve my knowledge and skills.
C4 I can ask for instructor’s guidance to resolve my questions and problem.
ACADEMIC PERFORMANCE- The student’s assessment is based on the scores or grades achieved in the different study
courses during the school and college years, the measurement of student achievement across multiple academic areas, such
as reaching target achievements and objectives to be considered academically successful. (Kumar, 2021)
As a learner……. 4 3 2 1 SOURCES
AP1 I gained more knowledge in accounting by using accounting software. (Oden, 2020)
 63

AP2 I find it hard to cope up in our lesson because I am having a hard time accessing the software.
AP3 I can do all the activities assigned by using accounting software.
AP4 I am having a hard time accessing the software because after class no one can guide me at (Young,2021
home. )
TECHNOLOGY-concerns itself with understanding how knowledge is creatively applied to organized tasks involving people and
machines that meet sustainable goals. (Lane, 2019)
As a learner……. 4 3 2 1 SOURCES
T1 I think technology advancements have enhanced the accountant’s ability to interpret data (Pepe, 2020)
efficiently and effectively.
T2 I understand the role of technology in studying accounting has transformed the sector with
newer and advanced software and its ability to ensure accuracy and reduce errors.
T3 I believe technology has had a positive effect in accounting. (Shanker,202
T4 I think the utilization of multiple accounting software results in faster and more accurate results 1)
in studying accounting.
Problems encountered with utilizing accounting software to study accounting in terms of:
SOFTWARE INSTALLATION- Install or adjust your hardware and network system is adequately configured to support the new
accounting software.
(Budiac,2013)
As a learner……. 4 3 2 1 SOURCES
SI1 Because my data is accessible by third parties, I am concerned about its security. (Maduqne,20
SI2 I dislike how software monthly payments must rise in order to be updated or upgraded to 13)
include all of the features I require.
SI3 I'm annoyed since the software isn't accessible or compatible with my computer program, so I
can't accomplish everything in it.
SELF-EFFICACY- is a person’s particular set of beliefs that determine how well one can execute a plan of action in prospective
situations. (Bandura,
1977)
As a learner……. 4 3 2 1 SOURCES
SE1 I find it easy to stick to my goals and ambition to be an accountant. (Cherry,
SE2 I feel like my efforts will help me make progress in studying accounting. 2020).

SE3 I trust myself more to handle problems in my study as they arise.

TECHNICAL ISSUES- the pressing problems that school leader and students encounter in their work with the explosion of
technology in the digital age.
(Ostrowski, et.al,2014)
As a learner……. 4 3 2 1 SOURCES
TI1 I encountered virus attack that destroys my stored data. (Francis, 2019)
TI2 I do not have strong internet connection that the accounting software require (Kumar,2015)
T13 I am lacking in technological proficiency, and I find it hard to use and learn accounting software
 64

QUESTIONNAIRE VALIDATION FORM

Instruction to the Validator: Check (√) the column that corresponds to your assessment of the
questionnaire/instrument to be used in the study of the researcher by using the guide below:

3: Needs no revision

2: Needs major revisions

1: Needs minor revision

Indicators Rating
3 2 1 Comments
(Attach additional sheet/s if necessary)
1. The variable/s of the study is/are √
reflected consistently.

2. The questionnaire has the capability √

to measure the variables within the
time frame of the study.

3. The questionnaire can generate data √

from the target
respondents/participants of the study.

4. The questionnaire is clear, concise, √ SI2 - “I dislike how software monthly payments must
rise to be updated or upgraded to include all of the
and free from grammatical errors. features I require.”

5. The questionnaire is based on √

related literature and studies.

6. The questionnaire is neutral and √

should not be leading.

7. The questionnaire does not have √ SH1, SH3 contains negative words in the statements
while SH2 dos not. The answers in these questions will
negatively framed items. most likely go different directions and may lead to
difficulty in processing and interpretation of the data.

TI2 and TI3 also contains negative words in the

statements while TI1. The inconsistency in the
expected directions of the answers will lead to
difficulty in processing and interpretation of the data.
8. The questionnaire is free from √
multiple questions in an item.
 65

9. The length of the questionnaire is √

reasonable.

10. The format of the questionnaire is √

acceptable.

Cedrick John V. Alejandrino, CPA, MM

Signature Over Printed Name of Validator

 66

APPENDIX C

MEAN EVALUATION RESULTS

 67

Study Habits

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 3.985 3.523 4.600 1.077 1.306 .228 4

Inter-Item Correlations .007 -.122 .111 .233 -.904 .007 4

Communication
Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 4.245 4.077 4.426 .348 1.085 .024 4

Inter-Item Correlations .025 -.087 .270 .358 -3.102 .015 4

Accounting knowledge

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 4.081 3.826 4.265 .439 1.115 .043 4

Inter-Item Correlations .029 -.077 .091 .168 -1.175 .005 4

Technology
Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum
Item Means 4.484 4.387 4.594 .206 1.047 .009 4
Inter-Item Correlations .112 .014 .273 .259 19.275 .007 4

Software Installation
Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 4.308 4.129 4.406 .277 1.067 .024 3

Inter-Item Correlations -.033 -.187 .117 .304 -.628 .018 3
 68

Accessibility
Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 4.189 4.084 4.374 .290 1.071 .026 3

Inter-Item Correlations -.053 -.058 -.044 .014 .752 .000 3

Technical Issues
Summary Item Statistics

Mean Minimum Maximum Range Maximum / Variance N of Items

Minimum

Item Means 3.796 3.561 3.974 .413 1.116 .045 3

Inter-Item Correlations -.021 -.220 .096 .316 -.439 .024 3

Accounting Software effects

Statistics

Q1 Q2 Q3

Valid 155 155 155

N
Missing 0 0 0
Mean 4.2839 4.3484 3.8097
Median 4.0000 4.0000 4.0000
Mode 4.00 4.00 4.00
Std. Deviation .63199 .67989 .77767
Sum 509.00 519.00 513.00
 69

APPENDIX D

Cronbach’s Alpha Results

 70

Study Habits

Reliability Statistics

Cronbach's Cronbach's N of Items

Alpha Alpha Based on
Standardized
Items

.814 .784 4

Communication

Reliability Statistics

Cronbach's Cronbach's N of Items

Alpha Alpha Based on
Standardized
Items

.818 .94 4

Accounting Knowledge

Reliability Statistics

Cronbach's Cronbach's N of Items

Alpha Alpha Based on
Standardized
Items

.901 .807 4

Technology

Reliability Statistics

Cronbach's Cronbach's N of Items

Alpha Alpha Based on
Standardized
Items

.739 .735 4
 71

Software Installation

Reliability Statistics

Cronbach's Cronbach's N of Items

Alphaa Alpha Based on
Standardized
Itemsa

.871 .935 3

Accessibility

Reliability Statistics

Cronbach's Cronbach's N of Items

Alphaa Alpha Based on
Standardized
Itemsa

.903 .864 3

Technical Issues

Reliability Statistics

Cronbach's Cronbach's N of Items

Alphaa Alpha Based on
Standardized
Itemsa

.818 .727 3
 72

APPENDIX E

Curriculum Vitae of the Researchers

 73

MARJORIE MAE L. GRANDIL

Mabait street, Sunshine homes, Barangay Sapalibutad, Angeles City,Pampanga
[email protected]
0909608780
9
EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Systems Plus College Foundation

McArthur Highway,Balibago, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister

SKILLS
-COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
 74

JOANNE GUBALANE
3204 Commercial Street Barangay Ninoy Aquino, Angeles City, Pampanga
[email protected]
0951624944
3
EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Systems Plus College Foundation

McArthur Highway,Balibago, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
 75

JENINA S. LOZANO
Blk 27 lot 2 nv 15, Barangay Cutud, Angeles City, Pampanga
[email protected]
09463956871

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Angeles City National High School

Arayat Boulevard Brgy. Pampang, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
 76

PATRICIA MAEMANABAT
Blk 88 lot 19 nv 15, Barangay Cutud, Angeles City, Pampanga
[email protected]
09058576075

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Angeles City Senior Highschool

Pandan, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
 77

ALVIANNE COLLINE PERFECTO

Phase 3, Block 19, Lot 26 Savannah Green Plains, Barangay Cuayan, Angeles City, Pampanga
[email protected]
09081176981

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Angeles City National High School

Arayat Boulevard Brgy. Pampang, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister
With Honor

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
2019 – 2020 IBM Representative Junior Life Coach- CCA chapter
 78

CRYSTAL MAE RAMISCAL

3022 Araw Malansik Street, Barangay Sta. Teresita, Angeles City, Pampanga
[email protected]
09772310557

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Systems Plus College Foundation

McArthur Highway, Balibago, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister
With high honor

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
2018 – 2019 Treasurer Junior Life Coach- CCA chapter
2019 – 2020 President Junior Life Coach- CCA chapter
2021 – Present 4th year representative Junior Philippine Institute of Accountants
 79

CHESCA CLAIRE A. SERRANO

Purok 5 korean st. Barangay Sta. Cruz Fatima Village, Porac, Pampanga
09950828032
[email protected]

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Angeles City National High School

Arayat Boulevard Brgy. Pampang, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
 80

JUSTINE S. SUPAN
278 Mali Street, Barangay Cutcut, Angeles City, Pampanga
[email protected]
0997374650

EDUCATION
Tertiary: City College of Angeles
Bachelor of Science in Accounting Information System
Arayat Boulevard Brgy. Pampang, Angeles City
2018 – Present

Secondary: Systems Plus College Foundation

McArthur Highway, Balibago, Angeles City
2016 – 2018

ACHIEVEMENTS
Dean’s Lister
With high honor

SKILLS
COMPUTER LITERATE
-XERO ADVISOR CERTTIFIED
-XERO PAYROLL CERTIFIED

AFFILIATION
2018 – 2021 Member Junior Philippine Institute of Accountants
2018 – 2019 Auditor Junior Life Coach- CCA chapter
2019 – 2020 Treasurer Junior Life Coach- CCA chapter