Chi-Square Analysis of BSMgmtAcctg Program

APPENDICES
1.1 Level of Significance: .05

Table 1.1 Chi-square Table for Demographic Profile of Respondents
According to Section
Section
fo
fe
(fo-fe)
(fo-fe)^2
AMA
BMA
CMA
DMA
Total
31
25
25
25
106
26.5
26.5
26.5
26.5
4.5
-1.5
-1.5
-1.5
20.25
2.25
2.25
2.25
Computed:
0.33
Chi Tabular:
7.82
(fo-fe)^2
/ fe
0.76
0.09
0.09
0.09
0.33
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Computed (0.33) < Chi Tabular (7.82)
Conclusion:
Section AMA has the most number of respondents of 31 while the three
remaining sections, namely: BMA, CMA and DMA got an equal number of
respondents of 25. Using the chi-square formula, the computation revealed that
the computed is 0.33 which is less than the chi tabular of 7.82. We therefore
conclude that section has no significant relationship on revisiting the Bachelor of
Science in Management Accounting Program: Basis for Curriculum Development.

According to Age
Age
fo
fe
(fo-fe)
(fo-fe)^2
Below 17
18
19
20
Above 21
Total
0
3
31
53
19
106
21.2
21.2
21.2
21.2
21.2
-21.2
-18.2
9.8
31.8
-2.2
449.44
331.24
96.04
1011.24
4.84
Computed:
89.28
Chi Tabular:
9.49
(fo-fe)^2
/ fe
21.20
15.62
4.53
47.70
0.23
89.28
Degrees of Freedom
Df = c - 1
=5-1
=4
Interpretation:
Computed (89.28) > Chi Tabular (9.49)
Conclusion:
Majority of the respondents aged 20 while none of respondents aged below
17. Based on the computations, chi computed is 89.28 which is greater than the
chi tabular of 9.49. With this fact, we therefore conclude that age has a significant
relationship on revisiting the Bachelor of Science in Management Accounting
Program: Basis for Curriculum Development.

According to Gender
Gender
fo
fe
(fo-fe)
(fo-fe)^2
Female
Male
Total
73
33
106
53
53
20
-20
400
400
Computed:
15.09
Chi Tabular:
3.84
(fo-fe)^2
/ fe
7.55
7.55
15.09
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents gender were female, having a frequency of 73
while the male respondents were only 33. Using the chi-square formula,
computation revealed that the chi computed is 15.09 which is greater than the
chi-tabular of 3.84. With this fact, we therefore conclude that gender has a
significant relationship on revisiting the Bachelor of Science in Management
Accounting Program: Basis for Curriculum Development.

According to Employment Status
Employment
Status
Working
Non-Working
Total
fo
fe
(fo-fe)
(fo-fe)^2
26
80
106
53
53
-27
27
729
729
Computed:
27.50
Chi Tabular:
3.84
(fo-fe)^2
/ fe
13.75
13.75
27.50
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Most of the respondents were non-working individuals, gathering 80 of the
total sample of 106, and the remaining 20 were working individuals. Using the chi
square formula, the computation revealed that the chi computed is 27 which is
greater than the chi tabular of 3.84. We therefore conclude that occupation has a

Table 2.1 Chi-square Table for Level of Implementation According to Mode
of Examination in Minor Subjects
Minor
Subjects
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
16
31
54
5
106
26.5
26.5
26.5
26.5
-10.5
4.5
27.5
-21.5
110.25
20.25
756.25
462.25
Computed:
50.90
Chi Tabular:
7.82
(fo-fe)^2
/fe
4.16
0.76
28.54
17.44
50.90
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the mode of
examination on minor subjects while least of them answered not satisfied with it.
Based on the computations, the chi computed is 50.90 which is greater than the
chi tabular of 7.82. We therefore conclude that the mode of examination on minor
subject has a significant relationship on revisiting the Bachelor of Science in
Management Accounting Program: Basis for Curriculum Development.

Table 2.2 Chi-square Table for Level of Implementation According to Mode
of Examination in Major Subjects
Major
Subjects
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
17
27
52
10
106
26.5
26.5
26.5
26.5
-9.5
0.5
25.5
-16.5
90.25
0.25
650.25
272.25
Computed:
38.23
Chi Tabular:
7.82
(fo-fe)^2
/fe
3.41
0.01
24.54
10.27
38.23
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the mode of
examination on major subjects while least of them answered not satisfied with it.
chi tabular of 7.82. We therefore conclude that the mode of examination on minor

Table 2.3 Chi-square Table for Level of Implementation According to Time
Schedule
Morning
Session
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
19
25
38
24
106
26.5
26.5
26.5
26.5
-7.5
-1.5
11.5
-2.5
56.25
2.25
132.25
6.25
Computed:
7.43
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.12
0.08
4.99
0.24
7.43
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the time
schedule on morning session while least of them answered highly satisfied with
it. Using the chi square formula, the chi computed is 7.43 which is less than the
chi tabular of 7.82. We therefore conclude that the the time schedule on morning
session has no significant relationship on revisiting the Bachelor of Science in

Table 2.4 Chi-square Table for Level of Implementation According to Time
Schedule
Afternoon
Session
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
19
34
42
11
106
26.5
26.5
26.5
26.5
-7.5
7.5
15.5
-15.5
56.25
56.25
240.25
240.25
Computed:
22.38
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.12
2.12
9.07
9.07
22.38
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the time schedule
on afternoon session while least of them answered not satisfied with it. Using the
chi square formula, the chi computed is 22.38 which is greater than the chi
tabular of 7.82. We therefore conclude that the the time schedule on afternoon
session has a significant relationship on revisiting the Bachelor of Science in

Table 2.5 Chi-square Table for Level of Implementation According to
Grading System
Zero-Based
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
24
19
35
28
106
26.5
26.5
26.5
26.5
-2.5
-7.5
8.5
1.5
6.25
56.25
72.25
2.25
Computed:
5.17
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.24
2.12
2.73
0.08
5.17
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the zero-based
grading system while least of them answered very satisfied with it. Based on the
computations, the chi computed is 5.17 which is less than the chi tabular of 7.82.
We therefore conclude that the zero-based grading system has no significant

Grading System
Fifty-Based
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
35
33
31
7
106
26.5
26.5
26.5
26.5
8.5
6.5
4.5
-19.5
72.25
42.25
20.25
380.25
Computed:
19.43
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.73
1.59
0.76
14.35
19.43
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were highly satisfied with the fiftybased grading system while least of them answered not satisfied with it. Based
on the computations, the chi computed is 19.43 which is greater than the chi
tabular of 7.82. We therefore conclude that the the fifty-based grading system
has a significant relationship on revisiting the Bachelor of Science in

University Facilities
Room
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
21
38
37
10
106
26.5
26.5
26.5
26.5
-5.5
11.5
10.5
-16.5
30.25
132.25
110.25
272.25
Computed:
20.56
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.14
4.99
4.16
10.27
20.56
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the condition of the
rooms while least of them answered not satisfied with it. Using the chi-square
formula, the chi computed is 20.56 which is greater than the chi tabular of 7.82.
We therefore conclude that the condition of the rooms has a significant

Library
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
12
26
49
19
106
26.5
26.5
26.5
26.5
-14.5
-0.5
22.5
-7.5
210.25
0.25
506.25
56.25
Computed:
29.16
Chi Tabular:
7.82
(fo-fe)^2
/fe
7.93
0.01
19.10
2.12
29.16
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the condition of
the library while least of them answered highly satisfied with it. Using the chisquare formula, the chi computed is 29.16 which is greater than the chi tabular of
7.82. We therefore conclude that the condition of the library has a significant

ITC
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
10
29
52
15
106
26.5
26.5
26.5
26.5
-16.5
2.5
25.5
-11.5
272.25
6.25
650.25
132.25
Computed:
40.04
Chi Tabular:
7.82
(fo-fe)^2
/fe
10.27
0.24
24.54
4.99
40.04
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the condition of
the ITC while least of them answered that they were highly satisfied with it.
chi tabular of 7.82. We therefore conclude that the condition of the ITC has a

University Equipments
Computer
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
8
27
45
26
106
26.5
26.5
26.5
26.5
-18.5
0.5
18.5
-0.5
342.25
0.25
342.25
0.25
Computed:
25.86
Chi Tabular:
7.82
(fo-fe)^2
/fe
12.92
0.01
12.92
0.01
25.86
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the condition of the
computers while least of them answered that they were highly satisfied with it.
chi tabular of 7.82. We therefore conclude that the condition of the computers

University Equipments
Projector
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
7
19
38
42
106
26.5
26.5
26.5
26.5
-19.5
-7.5
11.5
15.5
380.25
56.25
132.25
240.25
Computed:
30.53
Chi Tabular:
7.82
(fo-fe)^2
/fe
14.35
2.12
4.99
9.07
30.53
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were not satisfied with the
condition of the projectors while least of them answered that they were highly
satisfied with it. Using the chi square formula, it has revealed that the chi
computed is 30.53 which is greater than the chi tabular of 7.82. We therefore
conclude that the condition of the computers has a significant relationship on
revisiting the Bachelor of Science in Management Accounting Program: Basis for
Curriculum Development.

Table 2.12 Chi-square Table for Level of Implementation According to CBA
Management
General
Assembly
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
5
33
54
14
106
26.5
26.5
26.5
26.5
-21.5
6.5
27.5
-12.5
462.25
42.25
756.25
156.25
Computed:
53.47
Chi Tabular:
7.82
(fo-fe)^2
/fe
17.44
1.59
28.54
5.90
53.47
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the general
assembly of CBA Management while least of them answered that they were
highly satisfied with it. Based on computations, the chi computed is 53.47 which
is greater than the chi tabular of 7.82. We therefore conclude that the general
assembly of CBA Management has a significant relationship on revisiting the
Bachelor of Science in Management Accounting Program: Basis for Curriculum
Development.

Table 2.13 Chi-square Table for Level of Implementation According to CBA
Management
Faculty
Evaluation
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
12
31
49
14
106
26.5
26.5
26.5
26.5
-14.5
4.5
22.5
-12.5
210.25
20.25
506.25
156.25
Computed:
33.69
Chi Tabular:
7.82
(fo-fe)^2
/fe
7.93
0.76
19.10
5.90
33.69
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the faculty
evaluation of CBA Management while least of them answered that they were
is greater than the chi tabular of 7.82. We therefore conclude that the general
assembly of CBA Management has a significant relationship on revisiting the
Development.

Table 3.1 Chi-square Table for Evaluation of Students to the Program
According to Accountancy Department as College Department
Merge with
Finance
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
6
13
46
41
106
26.5
26.5
26.5
26.5
-20.5
-13.5
19.5
14.5
420.25
182.25
380.25
210.25
Computed:
45.02
Chi Tabular:
7.82
(fo-fe)^2
/fe
15.86
6.88
14.35
7.93
45.02
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the mergence of
accounting and finance department while least of them answered that they were
is greater than the chi tabular of 7.82. We therefore conclude that mergence of
accounting and finance department has a significant relationship on revisiting the
Development.

According to Accountancy Department as College Department
Part of CBA
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
21
21
45
19
106
26.5
26.5
26.5
26.5
-5.5
-5.5
18.5
-7.5
30.25
30.25
342.25
56.25
Computed:
17.32
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.14
1.14
12.92
2.12
17.32
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the accounting
department as part of CBA while least of them answered that they were not
satisfied with it. Using the chi square formula, the chi computed is 17.32 which is
greater than the chi tabular of 7.82. We therefore conclude that accounting
department as part of CBA has a significant relationship on revisiting the
Development.

Table 3.3 Chi-square Table for Evaluation of Students to the Program Based
on JPIA Administration During Accountancy Week
Sports Fest
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
25
36
36
9
106
26.5
26.5
26.5
26.5
-1.5
9.5
9.5
-17.5
2.25
90.25
90.25
306.25
Computed:
18.46
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.08
3.41
3.41
11.56
18.46
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied and very satisfied
with the JPIA administration during Accountancy Week in Sportsfest while least of
them answered that they were not satisfied with it. Using the chi square formula,
the chi computed is 18.46 which is greater than the chi tabular of 7.82. We
therefore conclude that JPIA administration during Accountancy Week in
Sportsfest has a significant relationship on revisiting the Bachelor of Science in

Internal
Quiz Bee
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
23
41
35
7
106
26.5
26.5
26.5
26.5
-3.5
14.5
8.5
-19.5
12.25
210.25
72.25
380.25
Computed:
25.47
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.46
7.93
2.73
14.35
25.47
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were very satisfied with the JPIA
administration during Accountancy Week in Internal Quiz Bee while least of them
answered that they were not satisfied with it. Based on computations, the chi
conclude that JPIA administration during Accountancy Week in Internal Quiz Bee

External
Quiz Bee
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
25
39
34
8
106
26.5
26.5
26.5
26.5
-1.5
12.5
7.5
-18.5
2.25
156.25
56.25
342.25
Computed:
21.02
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.08
5.90
2.12
12.92
21.02
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were very satisfied with the JPIA
administration during Accountancy Week in External Quiz Bee while least of them
answered that they were not satisfied with it. Based on computations, the chi
conclude that JPIA administration during Accountancy Week in External Quiz Bee

Testimonial
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
42
35
26
3
106
26.5
26.5
26.5
26.5
15.5
8.5
-0.5
-23.5
240.25
72.25
0.25
552.25
Computed:
32.65
Chi Tabular:
7.82
(fo-fe)^2
/fe
9.07
2.73
0.01
20.84
32.65
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were highly satisfied with the JPIA
administration during Accountancy Week in Testimonial while least of them
answered that they were not satisfied with it. Using the chi square formula, the
chi computed is 32.65 which is greater than the chi tabular of 7.82. We therefore
conclude that JPIA administration during Accountancy Week in Testimonial has a

Symposium
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
35
34
33
4
106
26.5
26.5
26.5
26.5
8.5
7.5
6.5
-22.5
72.25
56.25
42.25
506.25
Computed:
25.54
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.73
2.12
1.59
19.10
25.54
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were highly satisfied with the JPIA
administration during Accountancy Week in Symposium while least of them
answered that they were not satisfied with it. Using the chi square formula, the
conclude that JPIA administration during Accountancy Week in Symposium has a

on JPIA Administration in Terms of Officers
Head
Officers
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
24
26
46
10
106
26.5
26.5
26.5
26.5
-2.5
-0.5
19.5
-16.5
6.25
0.25
380.25
272.25
Computed:
24.87
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.24
0.01
14.35
10.27
24.87
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the JPIA
administration in terms of head officers while least of them answered that they
were not satisfied with it. Using the chi square formula, the chi computed is 24.87
which is greater than the chi tabular of 7.82. We therefore conclude that JPIA
administration in terms of head officers has a significant relationship on revisiting
the Bachelor of Science in Management Accounting Program: Basis for

on JPIA Administration in Terms of Officers
Associate
Officers
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
23
27
46
10
106
26.5
26.5
26.5
26.5
-3.5
0.5
19.5
-16.5
12.25
0.25
380.25
272.25
Computed:
25.09
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.46
0.01
14.35
10.27
25.09
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the JPIA
administration in terms of associate officers while least of them answered that
they were not satisfied with it. Using the chi square formula, the chi computed is
25.09 which is greater than the chi tabular of 7.82. We therefore conclude that
JPIA administration in terms of associate officers has a significant relationship on

Based on JPIA Administration During Examination
Departmental
Exam
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
24
36
39
7
106
26.5
26.5
26.5
26.5
-2.5
9.5
12.5
-19.5
6.25
90.25
156.25
380.25
Computed:
23.90
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.24
3.41
5.90
14.35
23.90
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the JPIA
administration during departmental examinations while least of them were not
satisfied with it. Based on computations, the chi computed is 25.09 which is
greater than the chi tabular of 7.82. We therefore conclude that JPIA
administration during departmental examinations has a significant relationship on

Based on JPIA Administration During Examinations
Qualifying
Exam
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
22
30
48
6
106
26.5
26.5
26.5
26.5
-4.5
3.5
21.5
-20.5
20.25
12.25
462.25
420.25
Computed:
34.52
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.76
0.46
17.44
15.86
34.52
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the JPIA
administration during qualifying examinations while least of them were not
satisfied with it. Based on computations, the chi computed is 34.52 which is
greater than the chi tabular of 7.82. We therefore conclude that JPIA
administration during qualifying examinations has a significant relationship on

According to Materials/Resources in Books
Recommended
by Professor
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
24
38
39
5
106
26.5
26.5
26.5
26.5
-2.5
11.5
12.5
-21.5
6.25
132.25
156.25
462.25
Computed:
28.57
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.24
4.99
5.90
17.44
28.57
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the books
recommended by the professor while least of them were not satisfied with it.
Using the chi square formula, it has revealed that the chi computed is 28.57
which is greater than the chi tabular of 7.82. We therefore conclude that the
books recommended by the professor has a significant relationship on revisiting

According to Materials/Resources in Books
Preferred
Author
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
19
43
37
7
106
26.5
26.5
26.5
26.5
-7.5
16.5
10.5
-19.5
56.25
272.25
110.25
380.25
Computed:
30.90
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.12
10.27
4.16
14.35
30.90
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were very satisfied with the books
written by their preferred author while least of them were not satisfied with it.
Using the chi square formula, it has revealed that the chi computed is 30.90
which is greater than the chi tabular of 7.82. We therefore conclude that the
books written by their preferred author has a significant relationship on revisiting

Table 3.14 Chi-square Table for Evaluation of Students to the Program in
Heterogeneous Re-sectioning
Random
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
15
24
34
33
106
26.5
26.5
26.5
26.5
-11.5
-2.5
7.5
6.5
132.25
6.25
56.25
42.25
Computed:
8.94
Chi Tabular:
7.82
(fo-fe)^2
/fe
4.99
0.24
2.12
1.59
8.94
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the random
heterogeneous re-sectioning while least of them were highly satisfied with it.
Using the chi square formula, it has revealed that the chi computed is 8.94 which
is greater than the chi tabular of 7.82. We therefore conclude that the random
heterogeneous re-sectioning has a significant relationship on revisiting the
Development.

Preferred
blockmates
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
40
26
26
14
106
26.5
26.5
26.5
26.5
13.5
-0.5
-0.5
-12.5
182.25
0.25
0.25
156.25
Computed:
12.80
Chi Tabular:
7.82
(fo-fe)^2
/fe
6.88
0.01
0.01
5.90
12.80
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were highly satisfied with the
heterogeneous re-sectioning where they prefer their blockmates while least of
them were not satisfied with it. Using the chi square formula, it has revealed that
the chi computed is 12.80 which is greater than the chi tabular of 7.82. We
therefore conclude that the heterogeneous re-sectioning where respondents
prefer their blockmates has a significant relationship on revisiting the Bachelor of

Preferred
schedules
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
34
34
29
9
106
26.5
26.5
26.5
26.5
7.5
7.5
2.5
-17.5
56.25
56.25
6.25
306.25
Computed:
16.04
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.12
2.12
0.24
11.56
16.04
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were very and highly satisfied with the
heterogeneous re-sectioning where they prefer their schedule while least of them
were not satisfied with it. Using the chi square formula, it has revealed that the
conclude that the heterogeneous re-sectioning where respondents prefer their
schedule has a significant relationship on revisiting the Bachelor of Science in

Homogeneous Re-sectioning
Exam
Ranking
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
22
33
38
13
106
26.5
26.5
26.5
26.5
-4.5
6.5
11.5
-13.5
20.25
42.25
132.25
182.25
Computed:
14.22
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.76
1.59
4.99
6.88
14.22
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that they were satisfied with the
homogeneous re-sectioning according to exam ranking while least of them were
not satisfied with it. Using the chi square formula, it has revealed that the chi
conclude that the homogeneous re-sectioning according to exam ranking has a

Homogeneous Re-sectioning
Grades
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
20
31
37
18
106
26.5
26.5
26.5
26.5
-6.5
4.5
10.5
-8.5
42.25
20.25
110.25
72.25
Computed:
9.24
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.59
0.76
4.16
2.73
9.24
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that they were satisfied with the homogeneous
re-sectioning according to grades while least of them were not satisfied with it.
Using the chi square formula, it has revealed that the chi computed is 9.24 which
is greater than the chi tabular of 7.82. We therefore conclude that the
homogeneous re-sectioning according to grades has a significant relationship on

Table 4.1 Chi-square Table for Evaluation of Subjects
Included in the Curriculum
P.E.
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
45
61
106
53
53
-8
8
64
64
Computed:
2.42
Chi Tabular:
3.84
(fo-fe)^2
/fe
1.21
1.21
2.42
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents said that they dont want to include Physical
Education in the curriculum while the remaining respondents wants to. Based on
the computations, it has revealed that the chi computed is 2.42 which is less than
the chi tabular of 3.84. We therefore conclude that including the subject of
Physical Education in the curriculum has no significant relationship on revisiting

Filipino
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
53
53
106
53
53
0
0
0
0
Computed:
0.00
Chi Tabular:
3.84
(fo-fe)^2
/fe
0.00
0.00
0.00
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Equal number of respondents said that the subject, Filipino should be and
should not be in the curriculum. Based on the computations, it has revealed that
the chi computed is 0.00 which is less than the chi tabular of 3.84. We therefore
conclude that including the subject of Filipino in the curriculum has no significant

English
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
91
15
106
53
53
38
-38
1444
1444
Computed:
54.50
Chi Tabular:
3.84
(fo-fe)^2
/fe
27.25
27.25
54.50
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents said that the subject, English should be in the
curriculum while the remaining respondents dont want to include it. Based on the
computations using the chi square formula, it has revealed that the chi computed
is 54.50 which is greater than the chi tabular of 3.84. We therefore conclude that
including the subject of English in the curriculum has a significant relationship on

Science
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
72
34
106
53
53
19
-19
361
361
Computed:
13.62
Chi Tabular:
3.84
(fo-fe)^2
/fe
6.81
6.81
13.62
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Most of the respondents said that the subject, Science should be in the
including the subject of Science in the curriculum has a significant relationship on

Humanities
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
50
56
106
53
53
-3
3
9
9
Computed:
0.34
Chi Tabular:
3.84
(fo-fe)^2
/fe
0.17
0.17
0.34
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents said that the subject, Humanities should not be in
the curriculum while the remaining respondents want to include it. Based on the
is 0.34 which is less than the chi tabular of 3.84. We therefore conclude that
including the subject of Humanities in the curriculum has no significant

Algebra
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
81
25
106
53
53
28
-28
784
784
Computed:
29.58
Chi Tabular:
3.84
(fo-fe)^2
/fe
14.79
14.79
29.58
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents said that the subject, Algebra should be in the
including the subject of Algebra in the curriculum has a significant relationship on

Business
Math
Yes
No
Total
fo
fe
(fo-fe)
(fo-fe)^2
96
10
106
53
53
43
-43
1849
1849
Computed:
69.78
Chi Tabular:
3.84
(fo-fe)^2
/fe
34.89
34.89
69.78
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Most of the respondents said that the subject, Business Math should be in
the curriculum while the remaining respondents dont want to include it. Based on
the computations using the chi square formula, it has revealed that the chi
conclude that including the subject of Business Math in the curriculum has a

Statistics
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
86
20
106
53
53
33
-33
1089
1089
Computed:
41.10
Chi Tabular:
3.84
(fo-fe)^2
/fe
20.55
20.55
41.10
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Majority of the respondents said that the subject, Statistics should be in the
including the subject of Statistics in the curriculum has a significant relationship
on revisiting the Bachelor of Science in Management Accounting Program: Basis
for Curriculum Development.

Literature
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
53
53
106
53
53
0
0
0
0
Computed:
0.00
Chi Tabular:
3.84
(fo-fe)^2
/fe
0.00
0.00
0.00
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Equal number of respondents responded that the subject, Literature should
be and should not be in the curriculum. Based on the computations using the chi
square formula, it has revealed that the chi computed is 0.00 which is less than
the chi tabular of 3.84. We therefore conclude that including the subject of
Literature in the curriculum has no significant relationship on revisiting the
Development.

History
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
50
56
106
53
53
-3
3
9
9
Computed:
0.34
Chi Tabular:
3.84
(fo-fe)^2
/fe
0.17
0.17
0.34
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Most of the respondents said that the subject, History should not be in the
curriculum while the remaining respondents want to include it. Based on the
is 0.34 which is less than the chi tabular of 3.84. We therefore conclude that
including the subject of Statistics in the curriculum has no significant relationship

Table 4.11 Chi-square Table on Preferred Changes in the Curriculum as a
Whole Pertaining to Minor Subjects
Removal
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
51
55
106
53
53
-2
2
4
4
Computed:
0.16
Chi Tabular:
3.84
(fo-fe)^2
/fe
0.08
0.08
0.16
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
Most of the respondents said that the change in the curriculum should not be
the removal of minor subject while the remaining respondents agreed with it.
Based on the computations using the chi square formula, it has revealed that the
chi computed is 0.16 which is less than the chi tabular of 3.84. We therefore
conclude that the removal of minor subject in the curriculum has no significant

Replacement
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
45
61
106
53
53
-8
8
64
64
Computed:
2.42
Chi Tabular:
3.84
(fo-fe)^2
/fe
1.21
1.21
2.42
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
the replacement of minor subject while the remaining respondents agreed with it.
chi computed is 2.42 which is less than the chi tabular of 3.84. We therefore
conclude that the replacement of minor subject in the curriculum has no

Additional
fo
fe
(fo-fe)
(fo-fe)^2
Yes
No
Total
10
96
106
53
53
-43
43
1849
1849
Computed:
69.78
Chi Tabular:
3.84
(fo-fe)^2
/fe
34.89
34.89
69.78
Degrees of Freedom
Df = c - 1
=2-1
=1
Interpretation:
Conclusion:
the additional of minor subject while the remaining respondents agreed with it.
conclude that the additional of minor subject in the curriculum has a significant

Table 5.1 Chi-square Table for Level of Effectiveness of Professors Way of
Teaching in Minor Subject According to Teaching Methods
OBTL
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
8
22
37
39
106
26.5
26.5
26.5
26.5
-18.5
-4.5
10.5
12.5
342.25
20.25
110.25
156.25
Computed:
23.74
Chi Tabular:
7.82
(fo-fe)^2
/fe
12.92
0.76
4.16
5.90
23.74
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the mode of teaching in OBTL in minor
subject were not effective while least of the respondents said that its highly
effective. Based on the computations using the chi square formula, it has
revealed that the chi computed is 23.74 which is greater than the chi tabular of
7.82. We therefore conclude that the mode of teaching in OBTL in minor subject

Teaching in Minor Subject According to Teaching Methods
Spoon-Feeding
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
10
29
37
30
106
26.5
26.5
26.5
26.5
-16.5
2.5
10.5
3.5
272.25
6.25
110.25
12.25
Computed:
15.13
Chi Tabular:
7.82
(fo-fe)^2
/fe
10.27
0.24
4.16
0.46
15.13
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the mode of teaching in Spoonfeeding
in minor subject were effective while least of the respondents said that its highly
7.82. We therefore conclude that the mode of teaching in Spoonfeeding in minor

Teaching in Minor Subject According to Pre-Requisites
Assignments
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
7
23
58
18
106
26.5
26.5
26.5
26.5
-19.5
-3.5
31.5
-8.5
380.25
12.25
992.25
72.25
Computed:
54.98
Chi Tabular:
7.82
(fo-fe)^2
/fe
14.35
0.46
37.44
2.73
54.98
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors pre-requisites of
assignments in minor subject were effective while least of the respondents said
that its highly effective. Based on the computations using the chi square formula,
it has revealed that the chi computed is 54.98 which is greater than the chi
tabular of 7.82. We therefore conclude that the professors pre-requisites of
assignments in minor subject has a significant relationship on revisiting the
Development.
Teaching in Minor Subject According to Pre-Requisites in Projects
Portfolio
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
6
16
50
34
106
26.5
26.5
26.5
26.5
-20.5
-10.5
23.5
7.5
420.25
110.25
552.25
56.25
Computed:
42.98
Chi Tabular:
7.82
(fo-fe)^2
/fe
15.86
4.16
20.84
2.12
42.98
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors pre-requisites of portfolio in
minor subject were effective while least of the respondents said that its highly
7.82. We therefore conclude that the professors pre-requisites of portfolio in
minor subject has a significant relationship on revisiting the Bachelor of Science
in Management Accounting Program: Basis for Curriculum Development.

Performance
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
8
33
50
15
106
26.5
26.5
26.5
26.5
-18.5
6.5
23.5
-11.5
342.25
42.25
552.25
132.25
Computed:
40.34
Chi Tabular:
7.82
(fo-fe)^2
/fe
12.92
1.59
20.84
4.99
40.34
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
performance in minor subject were effective while least of the respondents said
performance in minor subject has a significant relationship on revisiting the

Development.
Artworks
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
9
15
49
33
106
26.5
26.5
26.5
26.5
-17.5
-11.5
22.5
6.5
306.25
132.25
506.25
42.25
Computed:
37.24
Chi Tabular:
7.82
(fo-fe)^2
/fe
11.56
4.99
19.10
1.59
37.24
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors pre-requisites of artworks in
7.82. We therefore conclude that the professors pre-requisites of artworks in

Teaching in Minor Subject According to Personality
Strict
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
12
25
44
25
106
26.5
26.5
26.5
26.5
-14.5
-1.5
17.5
-1.5
210.25
2.25
306.25
2.25
Computed:
19.65
Chi Tabular:
7.82
(fo-fe)^2
/fe
7.93
0.08
11.56
0.08
19.65
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors personality of being strict in
7.82. We therefore conclude that the professors personality of being strict in

Considerate
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
21
41
34
10
106
26.5
26.5
26.5
26.5
-5.5
14.5
7.5
-16.5
30.25
210.25
56.25
272.25
Computed:
21.46
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.14
7.93
2.12
10.27
21.46
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors personality of being
considerate in minor subject were effective while least of the respondents said
that its not effective. Based on the computations using the chi square formula, it
has revealed that the chi computed is 21.46 which is greater than the chi tabular
of 7.82. We therefore conclude that the professors personality of being
considerate in minor subject has a significant relationship on revisiting the

Development.
Favoritism
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
3
8
32
63
106
26.5
26.5
26.5
26.5
-23.5
-18.5
5.5
36.5
552.25
342.25
30.25
1332.25
Computed:
85.17
Chi Tabular:
7.82
(fo-fe)^2
/fe
20.84
12.92
1.14
50.27
85.17
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors personality of having
favoritism in minor subject were not effective while least of the respondents said
tabular of 7.82. We therefore conclude that the professors personality of being
considerate in minor subject has a significant relationship on revisiting the

Development.
Teaching in Minor Subject According to Personality in Terms of Punctuality
Arrives on
time
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
29
36
24
17
106
26.5
26.5
26.5
26.5
2.5
9.5
-2.5
-9.5
6.25
90.25
6.25
90.25
Computed:
7.30
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.24
3.41
0.24
3.41
7.30
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors punctuality on arriving on
time in minor subject were very effective while least of the respondents said that
its not effective. Based on the computations using the chi square formula, it has
revealed that the chi computed is 7.30 which is less than the chi tabular of 7.82.
We therefore conclude that the professors punctuality on arriving on time in
minor subject has no significant relationship on revisiting the Bachelor of Science

Always
present
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
30
33
26
17
106
26.5
26.5
26.5
26.5
3.5
6.5
-0.5
-9.5
12.25
42.25
0.25
90.25
Computed:
5.47
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.46
1.59
0.01
3.41
5.47
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors punctuality on being always
present in minor subject were very effective while least of the respondents said
that its not effective. Based on the computations using the chi square formula, it
has revealed that the chi computed is 5.47 which is less than the chi tabular of
7.82. We therefore conclude that the professors punctuality on being always
present in minor subject has no significant relationship on revisiting the Bachelor
of Science in Management Accounting Program: Basis for Curriculum

Development.
Dismiss on
time
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
27
32
32
15
106
26.5
26.5
26.5
26.5
0.5
5.5
5.5
-11.5
0.25
30.25
30.25
132.25
Computed:
7.28
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.01
1.14
1.14
4.99
7.28
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors punctuality on
dismissing on time in minor subject were very effective and effective while least
of the respondents said that its not effective. Based on the computations using
the chi square formula, it has revealed that the chi computed is 7.28 which is less
than the chi tabular of 7.82. We therefore conclude that the professors
punctuality on dismissing on time in minor subject has no significant relationship

Teaching in Minor Subject According to Personality in Terms of Fairness
Grades
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
31
32
35
8
106
26.5
26.5
26.5
26.5
4.5
5.5
8.5
-18.5
20.25
30.25
72.25
342.25
Computed:
17.55
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.76
1.14
2.73
12.92
17.55
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors fairness on giving grades in
minor subject were effective while least of the respondents said that its not
7.82. We therefore conclude that the professors fairness on giving grades in

Teaching in Minor Subject According to Personality in Terms of Fairness
Treatment
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
30
31
33
12
106
26.5
26.5
26.5
26.5
3.5
4.5
6.5
-14.5
12.25
20.25
42.25
210.25
Computed:
10.74
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.46
0.76
1.59
7.93
10.74
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors fairness on treatment in
minor subject were effective while least of the respondents said that its not
7.82. We therefore conclude that the professors fairness on treatment in minor

Teaching in Major Subject According to Teaching Methods
OBTL
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
8
25
26
47
106
26.5
26.5
26.5
26.5
-18.5
-1.5
-0.5
20.5
342.25
2.25
0.25
420.25
Computed:
28.87
Chi Tabular:
7.82
(fo-fe)^2
/fe
12.92
0.08
0.01
15.86
28.87
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the mode of teaching in OBTL in major
subject were not effective while least of the respondents said that its highly
7.82. We therefore conclude that the mode of teaching in OBTL in major subject

Teaching in Major Subject According to Teaching Methods
Spoon-Feeding
fo
fe
fo-fe
(fo-fe)^2
4
3
2
1
Total
26
24
30
26
106
26.5
26.5
26.5
26.5
-0.5
-2.5
3.5
-0.5
0.25
6.25
12.25
0.25
Computed:
0.72
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.01
0.24
0.46
0.01
0.72
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the mode of teaching in spoonfeeding in
major subject were effective while least of the respondents said that its highly
effective and not effective. Based on the computations using the chi square
formula, it has revealed that the chi computed is 0.72 which is less than the chi
tabular of 7.82. We therefore conclude that the mode of teaching in spoonfeeding
in major subject has no significant relationship on revisiting the Bachelor of

Teaching in Major Subject According to Pre-Requisites
Assignments
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
12
37
39
18
106
26.5
26.5
26.5
26.5
-14.5
10.5
12.5
-8.5
210.25
110.25
156.25
72.25
Computed:
20.72
Chi Tabular:
7.82
(fo-fe)^2
/fe
7.93
4.16
5.90
2.73
20.72
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
assignments in major subject were effective while least of the respondents said
assignments in major subject has a significant relationship on revisiting the

Development.
Teaching in Major Subject According to Pre-Requisites in Projects
Portfolio
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
2
22
45
37
106
26.5
26.5
26.5
26.5
-24.5
-4.5
18.5
10.5
600.25
20.25
342.25
110.25
Computed:
40.49
Chi Tabular:
7.82
(fo-fe)^2
/fe
22.65
0.76
12.92
4.16
40.49
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors pre-requisites of portfolio in
major subject were effective while least of the respondents said that its highly
7.82. We therefore conclude that the professors pre-requisites of portfolio in
major subject has a significant relationship on revisiting the Bachelor of Science

Performance
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
9
35
42
20
106
26.5
26.5
26.5
26.5
-17.5
8.5
15.5
-6.5
306.25
72.25
240.25
42.25
Computed:
24.95
Chi Tabular:
7.82
(fo-fe)^2
/fe
11.56
2.73
9.07
1.59
24.95
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
performance in major subject were effective while least of the respondents said
performance in major subject has a significant relationship on revisiting the

Development.
Artworks
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
2
17
33
54
106
26.5
26.5
26.5
26.5
-24.5
-9.5
6.5
27.5
600.25
90.25
42.25
756.25
Computed:
56.19
Chi Tabular:
7.82
(fo-fe)^2
/fe
22.65
3.41
1.59
28.54
56.19
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
artworks in major subject were not effective while least of the respondents said

artworks in major subject has a significant relationship on revisiting the Bachelor
Development.
Teaching in Major Subject According to Personality
Strict
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
21
34
33
18
106
26.5
26.5
26.5
26.5
-5.5
7.5
6.5
-8.5
30.25
56.25
42.25
72.25
Computed:
7.58
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.14
2.12
1.59
2.73
7.58
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors personality of being strict in
major subject were very effective while least of the respondents said that its not
We therefore conclude that the professors personality on being strict in major
subject has no significant relationship on revisiting the Bachelor of Science in
Considerate
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
29
35
34
8
106
26.5
26.5
26.5
26.5
2.5
8.5
7.5
-18.5
6.25
72.25
56.25
342.25
Computed:
18.01
Chi Tabular:
7.82
(fo-fe)2
/fe
0.24
2.73
2.12
12.92
18.01
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors personality of being
considerate in major subject were very effective while least of the respondents
said that its not effective. Based on the computations using the chi square
formula, it has revealed that the chi computed is 18.01 which is greater than the
chi tabular of 7.82. We therefore conclude that the professors personality on

being considerate in major subject has a significant relationship on revisiting the
Development.
Favoritism
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
3
13
31
59
106
26.5
26.5
26.5
26.5
-23.5
-13.5
4.5
32.5
552.25
182.25
20.25
1056.25
Computed:
68.34
Chi Tabular:
7.82
(fo-fe)^2
/fe
20.84
6.88
0.76
39.86
68.34
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors personality of having
favoritism in major subject were not effective while least of the respondents said
tabular of 7.82. We therefore conclude that the professors personality on having

favoritism in major subject has a significant relationship on revisiting the Bachelor
Development.
Teaching in Major Subject According to Personality in Terms of Punctuality
Arrives on
time
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
26
30
22
28
106
26.5
26.5
26.5
26.5
-0.5
3.5
-4.5
1.5
0.25
12.25
20.25
2.25
Computed:
1.31
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.01
0.46
0.76
0.08
1.31
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors punctuality of arriving on
time in major subject were very effective while least of the respondents said that
its effective. Based on the computations using the chi square formula, it has
We therefore conclude that the professors punctuality of arriving on time in major
subject has no significant relationship on revisiting the Bachelor of Science in
Always
present
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
30
29
22
25
106
26.5
26.5
26.5
26.5
3.5
2.5
-4.5
-1.5
12.25
6.25
20.25
2.25
Computed:
1.31
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.46
0.24
0.76
0.08
1.54
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors punctuality of being always
present in major subject were highly effective while least of the respondents said
that its effective. Based on the computations using the chi square formula, it has
We therefore conclude that the professors punctuality of being always present in
major subject has no significant relationship on revisiting the Bachelor of Science
Dismiss on
time
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
31
31
27
17
106
26.5
26.5
26.5
26.5
4.5
4.5
0.5
-9.5
20.25
20.25
0.25
90.25
Computed:
4.94
Chi Tabular:
7.82
(fo-fe)^2
/fe
0.76
0.76
0.01
3.41
4.94
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that the professors punctuality of dismissing
on time in major subject were highly effective and very effective while least of the
respondents said that its not effective. Based on the computations using the chi
square formula, it has revealed that the chi computed is 4.94 which is less than
the chi tabular of 7.82. We therefore conclude that the professors punctuality of
dismissing on time in major subject has no significant relationship on revisiting
Teaching in Major Subject According to Personality in Terms of Fairness
Grades
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
33
34
31
8
106
26.5
26.5
26.5
26.5
6.5
7.5
4.5
-18.5
42.25
56.25
20.25
342.25
Computed:
17.39
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.59
2.12
0.76
12.92
17.39
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors fairness on giving grades in
major subject were very effective while least of the respondents said that its not
7.82. We therefore conclude that the professors fairness on giving grades in
major subject has a significant relationship on revisiting the Bachelor of Science
Teaching in Major Subject According to Personality in Terms of Fairness
Treatment
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
33
32
30
11
106
26.5
26.5
26.5
26.5
6.5
5.5
3.5
-15.5
42.25
30.25
12.25
240.25
Computed:
12.26
Chi Tabular:
7.82
(fo-fe)^2
/fe
1.59
1.14
0.46
9.07
12.26
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that the professors fairness on treatment in
major subject were highly effective while least of the respondents said that its not
7.82. We therefore conclude that the professors fairness on treatment in major
Table 7.1 Chi-square Table for Effects of Time Pressure to the Students
Stressful
fo
fe
(fo-fe)
(fo-fe)^2
4
3
2
1
Total
75
14
13
4
26.5
26.5
26.5
26.5
48.5
-12.5
-13.5
-22.5
2352.25
156.25
182.25
506.25
106
Computed:
120.64
Chi Tabular:
7.82
(fo-fe)^2
/fe
88.76
5.90
6.88
19.10
120.64
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that its very often true that time pressure is
stressful while least of the respondents said that its seldom true. Using the chi
square formula, it has revealed that the chi computed is 120.64 which is greater
than the chi tabular of 7.82. We therefore conclude that the time pressure has a


Does not bother
when taking
exams
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
18
19
27
42
106
26.5
26.5
26.5
26.5
-8.5
-7.5
0.5
15.5
72.25
56.25
0.25
240.25
Computed:
13.93
Chi Tabular:
7.82
(fo-fe)^2
/fe
2.73
2.12
0.01
9.07
13.93
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that its seldom true that time pressure does not
bother them during exams while least of the respondents said that its very often
true. Using the chi square formula, it has revealed that the chi computed is 13.93
which is greater than the chi tabular of 7.82. We therefore conclude that the time
pressure during exams has a significant relationship on revisiting the Bachelor of


Level of anxiety
increases
dramatically
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
37
43
21
5
106
26.5
26.5
26.5
26.5
10.5
16.5
-5.5
-21.5
110.25
272.25
30.25
462.25
Computed:
33.01
Chi Tabular:
7.82
(fo-fe)^2
/fe
4.16
10.27
1.14
17.44
33.01
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that its frequently true that time pressure
causes their level of anxiety to increase while least of the respondents said that
its seldom true. Using the chi square formula, it has revealed that the chi
conclude that the time pressure in relation with level of anxiety has a significant
Unimportant
subjects hinder
from studying
well
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
48
26
21
11
106
26.5
26.5
26.5
26.5
21.5
-0.5
-5.5
-15.5
462.25
0.25
30.25
240.25
Computed:
27.66
Chi Tabular:
7.82
(fo-fe)^2
/fe
17.44
0.01
1.14
9.07
27.66
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Most of the respondents said that its very often true that unimportant
subjects hinder them to study well while least of the respondents said that its
seldom true. Using the chi square formula, it has revealed that the chi computed
unimportant subjects has a significant relationship on revisiting the Bachelor of


Procrastinating
on unwanted
yet required
subjects
4
3
2
1
Total
fo
fe
(fo-fe)
(fo-fe)^2
45
28
24
9
106
26.5
26.5
26.5
26.5
18.5
1.5
-2.5
-17.5
342.25
2.25
6.25
306.25
Computed:
24.80
Chi Tabular:
7.82
(fo-fe)^2
/fe
12.92
0.08
0.24
11.56
24.80
Degrees of Freedom
Df = c - 1
=4-1
=3
Interpretation:
Conclusion:
Majority of the respondents said that its very often true that they
procrastinate on unwanted subjects while least of the respondents said that its
seldom true. Using the chi square formula, it has revealed that the chi computed
procrastination on unwanted subjects has a significant relationship on revisiting

Table 8.1 Chi-square Table for Evaluation on the Implementation
of Summer Class Program
Perception on the
effectiveness of the
implementation of
summer program
A
B
C
Total
fo
fe
fo-fe
(fo-fe)^2
75
19
12
106
35.33
35.33
35.33
39.67
-16.33
-23.33
1573.44
266.78
544.44
Computed:
134.98
Chi Tabular:
5.99
(fo-fe)^2
/fe
89.06
15.10
30.82
134.98
Degrees of Freedom
Df = c - 1
=3-1
=2
Interpretation:
Conclusion:
Most of the respondents agreed that summer program is the best way to help
students on time management while least of the respondents said that its not the
best way. Using the chi square formula, it has revealed that the chi computed is
134.98 which is greater than the chi tabular of 5.99. We therefore conclude that
the implementation of summer class program has a significant relationship on
Reasons behind the
implementation of the
summer program
A
B
C
D
E
Total
Computed:
93.97
Chi Tabular:
9.49
fo
fe
(fo-fe)
(fo-fe)^2
18
12
5
4
55
94
18.80
18.80
18.80
18.80
18.80
-0.80
-6.80
-13.80
-14.80
36.20
0.64
46.24
190.44
219.04
1310.44
(fo-fe)^2
/fe
0.03
2.46
10.13
11.65
69.70
93.97
Degrees of Freedom
Df = c - 1
=5-1
=4
Interpretation:
Conclusion:
Majority of the respondents agreed that all of the reasons stated are the
positive outcomes of summer program while least of the respondents said that it
promotes information retention only. Using the chi square formula, it has revealed
that the chi computed is 93.97 which is greater than the chi tabular of 9.49. We
therefore conclude that these reasons has a significant relationship on revisiting
Perception on the
(fo-fe)^2
permanence of the
fo
fe
(fo-fe)
(fo-fe)^2
/fe
summer program if
implemented
A
14
13.43
0.57
0.33
0.02
B
25
13.43
11.57
133.90
9.97
C
49
13.43
35.57
1265.33
94.23
D
6
13.43
-7.43
55.18
4.11
E
0
13.43
-13.43
180.33
13.43
F
0
13.43
-13.43
180.33
13.43
Total
94
135.19
Computed:
135.19
Chi Tabular:
11.07
Degrees of Freedom
Df = c - 1
=6-1
=5
Interpretation:
Conclusion:
Most of the respondents agreed that summer program should be
implemented if its beneficial to students while none of the respondents said that
it should not be implemented for trial and not at all. Chi square formula revealed
that the chi computed is 135.19 which is greater than the chi tabular of 11.07. We
therefore conclude that these reasons has a significant relationship on revisiting

Chi-Square Analysis of BSMgmtAcctg Program

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Chi-Square Analysis of BSMgmtAcctg Program

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APPENDICES

1.1 Level of Significance: .05

1.2 Level of Significance: .05

1.3 Level of Significance: .05

1.4 Level of Significance: .05

2.1 Level of Significance: .05

2.2 Level of Significance: .05

2.3 Level of Significance: .05

2.4 Level of Significance: .05

2.5 Level of Significance: .05

2.6 Level of Significance: .05

2.7 Level of Significance: .05

2.8 Level of Significance: .05

2.9 Level of Significance: .05

2.10 Level of Significance: .05

2.11 Level of Significance: .05

2.12 Level of Significance: .05

2.13 Level of Significance: .05

3.1 Level of Significance: .05

3.2 Level of Significance: .05

3.3 Level of Significance: .05

3.4 Level of Significance: .05

3.5 Level of Significance: .05

3.6 Level of Significance: .05

3.7 Level of Significance: .05

3.8 Level of Significance: .05

3.9 Level of Significance: .05

3.10 Level of Significance: .05

3.11 Level of Significance: .05

3.12 Level of Significance: .05

3.13 Level of Significance: .05

3.14 Level of Significance: .05

3.15 Level of Significance: .05

3.16 Level of Significance: .05

3.17 Level of Significance: .05

3.18 Level of Significance: .05

4.1 Level of Significance: .05

4.2 Level of Significance: .05

4.3 Level of Significance: .05

4.4 Level of Significance: .05

4.5 Level of Significance: .05

4.6 Level of Significance: .05

4.7 Level of Significance: .05

4.8 Level of Significance: .05

4.9 Level of Significance: .05

4.10 Level of Significance: .05

4.11 Level of Significance: .05

4.12 Level of Significance: .05

4.13 Level of Significance: .05

5.1 Level of Significance: .05

5.2 Level of Significance: .05

5.3 Level of Significance: .05

in Management Accounting Program: Basis for Curriculum Development.

Bachelor of Science in Management Accounting Program: Basis for Curriculum

minor subject has a significant relationship on revisiting the Bachelor of Science

minor subject has a significant relationship on revisiting the Bachelor of Science

Bachelor of Science in Management Accounting Program: Basis for Curriculum

Bachelor of Science in Management Accounting Program: Basis for Curriculum

in Management Accounting Program: Basis for Curriculum Development.

of Science in Management Accounting Program: Basis for Curriculum

on revisiting the Bachelor of Science in Management Accounting Program: Basis

minor subject has a significant relationship on revisiting the Bachelor of Science

subject has a significant relationship on revisiting the Bachelor of Science in