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Jerauld R. Bucol

Influence of Performance-Based Learning on Academic Performance of

Accountancy students in NDU

CHAPTER I

INTRODUCTION

As the world undergoes rapid changes, so as the ways and means to improve
our competitiveness and intellectual capabilities. As a response to this growing and
competitive world especially in industry and commerce, Notre Dame University is on its
implementation of performance-based learning as a way of moulding its students to
become locally and globally competitive. Therefore, this study will sought on the
effectiveness of having performance-based learning on the academic performance as
well as the its effect on the motivation of the students in their studies.

Related Literature and Studies

During the 1990s, researchers, policy makers, and business and industry partners
engaged in dialogue exploring the value and feasibility of broadening the summative
assessment of career of technical students to include skills that would serve the student
completers to be prepared to compete in the global society as well as in the workplace
(Boesel et al., 1994).

In the early 1990s, both general education and vocational education focused primarily
on the cognitive domain in summative measures of student achievement but educators
were receiving a general mandate from the community, business, and industry to make
students’ educational experiences more relevant to the “real” worlds of society and work
(Howard,1992).Furthermore, according to Langer and Applebee (1988), to be effective,
learning must include not only subject knowledge and skill development, but also
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facilitation of global workplace skills and beliefs, critical thinking, perception, and an
ability to examine and make decisions based on how situations and issues relate to the
larger environment.

Conceptual Framework

Performance-Based Learning (IV)shall be applied to both students (CV) and

teachers and faculties. The level of competence of the teachers and faculties (MV) as to
the implementation of the program as well as facilities (MV) of the university shall
become influencing factors to the student that will affect its academic performance.

Independent Variable Dependent Variable

Performance Based
Learning

Teacher’s Factor Students’

(Level of Compete) Student Academic
Performance

Level of Facilities in the

University

Statement of the Problem

The overarching question for this study is the suitability of the program with the
type of students that the university have and if applicable, how effective it is on the
academic performance and motivation of students to do better in school. Furthermore, it
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will also lead to a question on the level of the teachers abilities and knowledge and also
the level of the universities’ facilities in the implementation of the program.

This study specifically sought to answer the following:

1) Is performance-based learning suitable to the type of student the university have.

2) Is the application of performance-based learning effective in the students’
academic performance?
3) Is the competence of the teachers are enough to effectively implement the
program?

Hypotheses

It is hypothesized that the use of performance-based learning as a way of teaching

will help the student improve in their academic performance in school.

Significance of the Study

The results of this study would help the accountancy students of NDU to
be aware on the benefits of a performance-based learning that will develop not only
their skills and talents but also their competitiveness. This will also help teachers and
faculties to develop their competence as to how they will cultivate the academic abilities
of their students using a performance-based teaching and to develop more and suitable
programs for them. Lastly, this study will help the management to make some
innovations and modifications that will aid in the advancement of the organization as a
whole.

Scope and Limitation

This study was limited only on the influence or effect of performance-based

learning on the students’ academic performance. Accountancy students and teachers in
NDU were included in this study.
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Definition of Terms:

Influence - the act or power of producing an effect without apparent exertion of force or
in an indirect or intangible ways.
Performance-based Learning - a type of learning that represent a set of strategies for
the acquisition and application of knowledge, skills, and work habits through the
performance of tasks that are meaningful and engaging to students.
Academic Performance - the level of how well a student meets standards set out by the
institution in terms of academic skills and is usually measured by the final grade earned
in a certain course.
Accountancy students - Students who are taking Bachelor of Science in Accountancy
NDU - Notre Dame University
Competence - the quality or state of being competent.
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CHAPTER II

METHODS

Research Design

This study uses the Descriptive( Observation and Survey Questionnaire) and
Flexible Design (Interview)

Locale of the Study

This study will be conducted in Notre Dame University – Cotabato City.

Respondents

The respondents for this study are the first year BSA students in NDU.

Sample Size/Sampling Techniques

The sample size would be 5 respondents chosen from the total population of the
first year BSA students who are officially enrolled in NDU using the Stratified Sampling
Technique.

Research Instrument

This study uses the Questionnaire, Observation and Interview as the Research
Instrument.

Data Gathering Procedures

1) A specific class shall be chosen to be observed on the ways applied or used by

the teachers with respect to the program and how students participate in the
instrument used by the teachers.
2) All the data gathered from observation shall be used to formulate questionnaires
to be answered by the chosen students.
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3) Then, certain number of students and teachers in the accountancy department

will be interviewed to acquire qualitative information.
4) Data gathered from observation, questionnaires and interviews shall be
processed to formulate results.

Measures

Data to be collected are both quantitative and qualitative, so descriptive

analytical method will be used to formulate results for qualitative data.