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. . . KENNETH JOHN BALIQUIG. ANGELA ABA. CHRISTY JOY YEE.

THE RELATIONSHIP OF FOUNDATION UNIVERSITY ACCOUNTING STUDENTS’ TEST ANXIETY AND ACADEMIC ACHIEVEMENT.

Chapter 1 INTRODUCTION. BACKGROUND OF THE STUDY STATEMENT OF THE PROBLEM SIGNIFICANCE OF THE STUDY ASSUMPTIONS OF THE STUDY DEFINITION OF TERMS SCOPE AND LIMITATIONS CONCEPTUAL FRAMEWORK.

Chapter 1 BACKGROUND OF THE STUDY. Anxiety is a typical occurrence that is a prevalent cause of poor academic performance among students all over the world. An average amount of anxiety is important in keeping people hardworking and accountable for what they must achieve. It is an undeniable truth in human life that influences an individual's accomplishment in a variety of scenarios..

Chapter 1 BACKGROUND OF THE STUDY. Anxiety is a typical occurrence that is a prevalent cause of poor academic performance among students all over the world. An average amount of anxiety is important in keeping people hardworking and accountable for what they must achieve. It is an undeniable truth in human life that influences an individual's accomplishment in a variety of scenarios. Test anxiety is a negative reaction to being evaluated. It is the most serious issue that students encounter in their education around the world (Khosravi & Bigdeli, 2008)..

Chapter 1 STATEMENT OF THE PROBLEM. Do accounting students experience test anxiety? 2. What is the level of the test anxiety experienced by the accounting students of Foundation University? 3. Is there a relationship between test anxiety and academic achievement among the accounting students of Foundation University?.

Chapter 1 SIGNIFICANCE OF THE STUDY. The data given will benefit the students to assist them in assessing and evaluating their performances as well as their individual statuses on the major concepts. In addition, this study will also help the college instructors to know more about their students’ situations and to supply them with the necessary actions and solutions..

Chapter 1 ASSUMPTIONS OF THE STUDY. It was assumed that all participants were willing and interested in participating in the study which may refer to the accounting students at Foundation University..

Chapter 1 SCOPE AND LIMITATION OF THE STUDY. The limitations of this study involve the sample total of 100 accounting students (Freshmen to Seniors) from the faculty of Business Administration in Foundation University, Dumaguete City. Thus, it excludes students from other faculties whose motivation and learning strategies may be different. Besides, the study focuses only on students in online classes, not including those in actual classrooms or traditional students..

Chapter 1 CONCEPTUAL FRAMEWORK. Test Anxiety Accounting Students Academic Achievement.

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES.

Chapter 2 Anxiety of Accounting Students. When a student or educator / lecturer is experiencing anxiety during the learning process, it will have a negative impact on their academic performance in the field of accounting science. This phenomenon is epistemologically reflected in Eysenck and Calvo’s processing efficiency theory (2002). Anxiety is defined as a concern that stems from two interrelated types of anxiety, according to processing efficiency theory. Emotional state anxiety and innate anxiety (anxiety trait) are linked to lower motivation to finish a task and aversive behavior..

Chapter 2 Achievements. Pajares (1996, 1997), Pajares and Schunk (in press), and Schunk and Pajares (in press) reviewed the research on the relationship between self efficacy and academic achievement in an interesting way. In several studies, Schunk successfully demonstrated the impact of self-efficacy on students’ academic achievement (Schunk, 1982; 1983; 1984a, b). He discovered that increasing self-efficacy leads to better performance when students are given instructional strategies to increase their self-efficacy..

Chapter 3 METHODS AND PROCEDURES. METHODOLOGY SUBJECTS OF THE STUDY RESEARCH INSTRUMENT DATA GATHERING PROCEDURE STATISTICAL TREATMENT.

Chapter 3 METHODOLOGY. The participants were asked to fill out a two-part questionnaire that included demographic information such as gender, age, course, academic level, and GPA, as well as the Test Anxiety Inventory (Spielberger, 1980), a four-point Likert scale with 20 statements that was used to determine how often participants experienced the feelings described in each statement..

Chapter 3 SUBJECTS OF THE STUDY. The study was conducted in College of Business Administration, Foundation University, Dumaguete City. The respondents were the 100 accounting students (Freshmen to Seniors) with a degree in Bachelor of Science in Accountancy and Bachelor of Science in Management Accounting..

Chapter 3 RESEARCH INSTRUMENT. Data were collected using a two-part questionnaire. The first part was concerned with the demographics of the participants, such as gender, age, course, academic level, and GPA. The Test Anxiety Inventory (Spielberger, 1980) was used as a measure of the key outcome variable of the current study, test anxiety among undergraduate accounting students, in the second half of the questionnaire..

Chapter 3 DATA GATHERING PROCEDURE. The researches conducted an individual consultation of the respondents to formally asked their permission to answer the given survey. The survey being made was done using suitable questions and scales modified based on relevant research and the researchers’ own questions..

Chapter 4 INTERPRETARION OF DATA. RESULTS OF THE STUDY.

Table I. Participants Distribution by Demographic Data (LEI 00) Variable Gender Female Male Total Number (n) 30 70 100 Percentage (%) 30 70 100.

Age Mean — 20.5 SD 1.707 Course BS Accountancy BS Management Accounting Academic Level Level 1 Level 2 Level 3 Level 4 51 49 18 32 21 29 51 49 18 32 21 29.

Table 2: Participants' Responses to Test Anxiety Inventory (p - 100) Almost Statements Never I. I feel confident and relax while Sometime Often 11 11 9 9 Almost Alway M 1 3.68 taking tests 2. While taking examinations I have an uneasy. upset feeling 3. Thinking about my grade in a course interferes with my work on tests 4. I freeze up on important exams 5. During exams T find myself thinking about whether I'll ever get 79 79 59 58 59 58 22 20 22 20 13 18 13 18 6 4 6 4 3.34 3.32 SD 3.2 2.9 4 2.9 2 2.9.

5. During exams T find myself thinking about whether I'll ever get through school 6. The harder I work at taking a test, the more confused I get 7. Thoughts of doing poorly interfere with my concentration on 62 62 17 17 11 11 10 10 3.31 5 16 11 11 10 10 3.32 2.9 6.

13. During important test so tense that my stomach gets upset 14. I seem to defeat myself while working on important test 15. I feel very panicky when I take an important test 16. I worry a great deal before taking an important examination 17. During tests I find myself thinking the consequences Of failing 18. I feel my heart beating very fast 18 15 IS 7 7 3.31 3 2.9 64 64 14 14 13 13 9 9 3.33 6 58 50 58 22 16 22 16 17 14 17 14 11 12 11 12 3.11 3.2 2.7 7 2.8.

Table 4. Relationship between Test Anxiety Inventory Scores and Students' GPA at Different Academic Levels Student's GPA Academic Levell Academic Leve12 Academic Leve13 Academic Leve14 Number of Students Total Test Anxiety Inventory Scores 18 32 21 29 -0.721 0.298 0.978 -0.898 p 0.989 0.723 0.643 0.545.

Chapter 5 CONCLUSIONS AND RECOMMENDATIONS. SUMMARY OF FINDINGS CONCLUSION RECOMMENDATIONS.

Chapter 3 SUMMARY OF FINDINGS. This finding contradicted the findings of another study, which found that anxiety expressed as physiological, psychological, and behavioral symptoms during examinations had a negative impact on students; performance and outcome. The research discovered that when students; test anxiety levels are higher, their academic performance (GPA) suffers..

Chapter 3 CONCLUSIONS. The findings of this study revealed that there is no connection between test anxiety and grade point average in accounting students. Furthermore, only a few respondents suffered from serious test anxiety. While the majority of individuals felt modest anxiety during exams, this indicates that test anxiety does not have a direct impact on a student’s academic performance; rather, anxiety during exams serves as a motivator..

Chapter 3 RECOMMENDATIONS. 1. Encourage accounting students to prepare for exams ahead of time so that they can gain confidence, which will help them avoid or lessen test anxiety. 2. Academic advising and counseling programs should be implemented at accounting students, particularly before exams, to help students avoid test anxiety and thereby improve their academic performance..

Chapter 3 RECOMMENDATIONS. 3. Exams, ongoing assessment tests, and assignments should all be well-planned to avoid putting students under unnecessary stress, which would most likely lead to worry. 4. To better understand the causes leading to exam anxiety among accounting students replicate the current study with a bigger sample size and a combined quantitative and qualitative research strategy..

THANK YOU!.