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THE RELATIONSHIP BETWEEN THE MINDSET OF GRADE 12 ABM STUDENTS AND THEIR ACADEMIC PERFORMANCE IN FUNDAMENTALS OF ACCOUNTING AND BUSINESS MANAGEMENT Researchers

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PurposeDespite the institutional calls to include the development of non-technical skills as objectives in accounting curriculum and the attempts to do so, a gap between the level of skills exhibited by graduates and those needed to succeed as a professional is still perceived. One of the possible causes could be students' overconfidence, defined as a very optimistic assessment of their own abilities. The main objective of the paper is to assess the existence of overconfidence.Design/methodology/approachTwo samples, students and employers were surveyed regarding the exhibited level of accounting graduates in a set of 22 non-technical skills, highlighted as relevant in the literature. This enabled a comparison of the opinions of employers with the perceptions of students concerning the demonstrated level of such skills.FindingsThe results of this study support the existence of students' overconfidence. In all the skills students score their ability higher than employers do wi...

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International Journal of Educational Management & Development Studies

ISSN 2719-0633 (Print) 2719-0641 (Online)

h-index: 11

Self-perception of ABM students towards their academic, social and emotional college preparedness

Remedios p. magnaye, volume 1 issue 2, december 2020.

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This study assessed the self-perception of the selected Accountancy, Business and Management (ABM) students on their academic, social and their emotional college preparedness. The students’ demographic profile was also tested for significant difference in the three constructs of the college preparedness. Through a self-made questionnaire in a 4-scale Likert style, data were gathered from the 255 randomly selected ABM students of one private higher education institution in Batangas Province in the Philippines. Self-perception showed a college-prepared student academically, socially and emotionally. However, there are various constructs of their academic and social-emotional preparedness that need further improvements. The statistical test of significance indicated that the various constructs of academic, social and emotional preparedness have no difference by age, type of school, family income and order of birth. A significant difference was shown in the respondents’ sex and social preparedness but not on academic and emotional preparedness. Similarly, there was significant difference in the various constructs of academic, social and emotional preparedness in terms of the students’ GWA in high school. For this, high schools should develop collaborative teaching and learning strategies focus on reading and writing. In addition, colleges and universities may provide pertinent course information through their websites to guide the students on the various details of their chosen undergraduate courses. Indeed, to prepare students for college alone is insufficient; a college-ready student should complete a degree with a life-ready perspectives.

college-ready students, college preparedness, academic preparedness, social preparedness, emotional preparedness

Acknowledgement

Author information.

Remedios P. Magnaye. Lyceum of the Philippines University, Batangas City, Philippines

Declaration

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Cite this article:

Magnaye, R.P. (2020). Self-perception of ABM students towards their academic, social and emotional college preparedness. International Journal of Educational Management and Development Studies, 1(2), 1-18. https://doi.org/10.53378/345961

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