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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Pumihic, Mercedes B.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Motivational Factors Influencing Accountancy Students of Aldersgate College to Become Certified Public Accountant Pumihic, Kcy Faith; Pumihic, Mercedes B.; Leonardo, Thea Rose
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 5 No. 4 (2024): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.05.04.04

Abstract

he study examines the factors influencing students' decisions to pursue accounting certification and their impact on Certified Public Accountant (CPA) qualification. It focuses on academic, financial, social, and career motivations, investigating their relationships with age, gender, and year level. Utilizing the convergent parallel method with a descriptive correlational approach and stratified random sampling, the research was confined to Aldersgate College, Inc. A survey questionnaire was administered to 115 accountancy students across all year levels. The findings suggest several key insights. Firstly, students aged 19-20, predominantly female, and in their first year exhibit a heightened interest in accounting certification. Financial, social, and career motivations emerge as the most influential factors, with academic motivation following closely behind. Secondly, while significant correlations exist between motivational factors and age/gender, their relationship with year level is comparatively weaker. Notably, motivational factors display a positive association with age and gender, indicating their substantial influence. Conversely, the correlation with year level is marginal, suggesting its limited impact. Consequently, age and gender emerge as more salient variables than year level in driving students' motivation towards CPA certification. These findings have important implications for accounting educators, policymakers, and practitioners who can use them to develop more effective strategies to motivate accounting students towards achieving CPA certification and success in their careers.
Employability Skills Perception of Employers and Student Interns Valdez, Elaissa C.; Perez, Marjorie O.; Samson, Zaira Kristel T.; Valtoribio, Hannah Trisha C.; Pumihic, Mercedes B.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.36

Abstract

Despite earning their degrees, many graduates still face a harsh truth—they're not meeting employer expectations. This study explores the skill gap between employers and student interns, focusing on Financial Management graduates from Nueva Vizcaya State University. Using a descriptive-quantitative method, data were gathered through survey questionnaires from 65 student interns and 15 Host Training Establishment (HTE) supervisors. Findings revealed both similarities and gaps in perceptions. For basic skills, employers placed more importance on communication, computer literacy, and being good with numbers than students. In hard skills, employers valued financial reporting, data analytics, risk assessment, and business acumen more than students did. For interpersonal skills, employers emphasized collaboration and negotiation, while students ranked them lower. In 21st-century skills, employers rated initiative and ICT literacy higher than students. Finally, regarding supplementary skills, employers gave greater importance to decision-making and data analysis — areas where students showed less awareness. The results indicate a disconnect between academic preparation and industry expectations, highlighting the need for stronger collaboration between schools and employers.
Co-Authors Leonardo, Thea Rose Perez, Marjorie O. Pumihic, Kcy Faith Samson, Zaira Kristel T. Valdez, Elaissa C. Valtoribio, Hannah Trisha C.