OJT Satisfaction Accountancy Students

University of Luzon
College of Accountancy
Dagupan City
Chapter I
THE PROBLEM AND ITS BACKGROUND
Rationale
On-the-job training plays a pivotal role of preparing the students
for the business world. It offers the students the chance to jumpstart
their career with invaluable opportunities to gain professional industry
experience while undertaking their university degree. In addition to
gaining exposure in the work, it also provides students with both a
competitive edge in the marketplace and an opportunity to experience
the activities undertaken in their chosen profession. Trainings and
activities like this are necessary to give students first hand skill
development and knowledge which they cannot get within the confines of
the classroom. It can also provide students to apply theoretical
knowledge gained through formal classroom learning with the
complexities, problem solving and analysis involved in the structured
working environment in a manner that cannot be replicated in a normal
classroom setting (Beard, 2007 cited by Warinda 2013 -Retrieved
07/07/18).
The concept and growing popularity of OJT is not surprising and
new. On-the-job training and learning had its early roots around 600BC
in Greek, Roman, Chinese, and Vedie. Earlier centuries saw a refocus on
on-the-job trainings in which classroom with workplace application to
increase the learning and performance of the students. Trainees would
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learn a craft as an entry to create a product or perform a service and
conduct a business into skilled field communities (Sides and Mrvica,
2007 cited by Warinda 2013 - Retrieved 07/07/18).
On-the-job training is considered active and learning by doing
whereas classroom learning is relatively passive. This way, students will
benefit from gaining experience as well as obtaining a career-related
direction. Universities and colleges also benefit from the interface with
industry, and use the feedback to continually strive to produce students
who are ‘fit for the market’ (Warinda, 2013 - Retrieved 07/07/18)
In 2009, Spradlin argues that training programs assists students
to clarify career objectives before graduating as well as additional input
to allow informed career decisions before graduations. Spradlin also
stated that, in the late 1970’s and 1980’s, more and more college faculty
members began to establish on-the-job training programs after hearing
about them from colleagues at other institutions. Universities took the
lead in making the on-the-job training more appealing to and productive
for students by giving course credit and advisers pushed these training
programs as a way to get ahead in the competition for jobs.
(http://www.kpmg.com/MY/en/IssuesAndInsights/Articles/-retrieved
07/07/18)
On-the-job trainings are gradually increasing in terms of its
incorporation into the academic curriculum of tertiary education and
have been made compulsory as a requirement for the students. In 2009,
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the International Federation of Accountants (IFAC) issued the
International Education Practice Statements (IEPS) 3: Practical
Experience Requirements – Initial Professional Development for
Professional Accountants, which stresses the importance of integrating
formal education and practical experience in enabling graduates to
develop their professional knowledge and professional skills, this
integration process, may be achieved through training attachment. The
OJT experience is argued to be beneficial in socializing the student
through training, teamwork assignments, meetings with clients or
employees, and various events hosted by the organization they are
attached to during their OJT. These benefits are consistent with
Schmutte findings that accountancy students undertaking on-the-job
training programs are able to clarify their career objectives before
graduating (Warinda 2013 - Retrieved 07/07/18).
The time to narrow the gap between academe and industry should
be done early in the Bachelor of Science in Accountancy and Bachelor of
Science in Accounting Technology program. For the learning process to
impact on the day-to-day life of the student, there is a need to
understand the realities of the actual business environment. Students
have to be made aware that the classroom is entirely different from the
business setting through actual exposure in the workplace. This is a way
to indirectly condition them to the life after their Accountancy and
Accounting Technology program.
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In the Philippines, the Commission on Higher Education (CHED)
was mandated to develop and promote policies, systems, procedures and
programs that address globalization, changing policies, and liberalization
of trade in higher education. CHED shall require student on-the-job
training and establishment by Higher Education Institutions (HEIs) of
strong academic linkages with competitive skills and attitudes for
employment (CHED Memorandum Order, Art.1, Sec. 3- retrieved
09/07/18).
The duration of on-the-job training program shall be up to
maximum of five (5) months in accordance with the approved curriculum
except for highly technological programs that require longer on-the-job
training hours which shall be in accordance with their existing policies,
standards and guidelines. The student shall pass the HEI's qualification
for on-the-job training program and taken all the major (professional)
subjects before taking the on-the-job training subject to the requirement
of the Host Training Establishment (HTE). The student is allowed to take
other subjects with a maximum of six units during the on-the-job
training period (CHED Memorandum Order. Art. VI, Sec.11,12,13). The
student intern must be officially enrolled in a legitimate Philippine higher
education institution and be enrolled in an on-the-job training subject.
The student must submit a Medical Certificate and a notarized written
consent from his or her parents or legal guardian (CHED Memorandum
Order. Art. VII, Sec.16.1.1, 16.1.5, 16.1.6).
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On-the-job trainings are truly beneficial and loaded with useful
experiences which enhance an individual’s transition into the real
business world (Knouse & Fontenot, 2010). Students who received job
offers from the companies where they performed their on-the-job
trainings showed greater levels of satisfaction and contentment
compared to those who did not. These were the students who have
adapted well into their on-the-job training program, took the program
seriously, were enthusiastic in gaining more experience, have self-
initiative and were highly disciplined to be appreciated by their
employers and to be offered job positions (Okay and
Sahin,2010).Undoubtedly, the benefits and positive outcomes of on-the-
job trainings are plenty with many previous academic researches on it
(Knouse & Fontenot, 2010;Muhamad et al., 2009; Okay & Sahin, 2010
;Heng Kawai et. al. 2012). However, the essence of successful on-the-job
training experiences lies on the satisfaction of students with their on-the-
job trainings (Clark, 2003 cited by Knouse& Fontenot, 2010 – retrieved
07/07/18).
On-the-job training satisfaction defines as the extent to which
people like or dislike the program, and how they perceive and feel about
the different aspects of this. Satisfying on-the-job training experiences
provide a plethora of advantages (Klee, 2011Heng Kawai et. al. 2012).
Students who have a satisfying on-the-job training experiences tend to
have a more positive outlook toward their career search process and also
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toward their educational institution (Paulins, 2008 cited in Gupta et al.,
2010). These students with satisfying on-the-job training experiences will
be able to contribute to their companies when they kick-start their
careers. Knouse and Fontenot explored on the benefits of on-the-job
trainings and obtained findings from other researchers regarding the
issue of satisfaction with on-the-job training experience. Cook, Parker,
and Pettijohn found that over a 10-year period, the trend of satisfaction
with on-the-job trainings is relatively stable. (cited by Knoues& Fontenot,
2008 - Retrieved 07/07/18)
In order for the students to be prepared for the workforce, beyond
the constructs of formal education, students need to engage in work and
life as active learners. Perhaps more than anything else, on-the-job
trainings help students in preparing for their careers. Career awareness
of students is enhanced, more so since they work in a related or
professional environment. The experience gained during the training
affords students the chance to evaluate, reflect upon and try a career
field after their graduation (Scott, 1992; MohdJaffri et al., 2011 cited by
Bukaliya 2012- retrieved 07/07/18).
Since on-the-job trainings are becoming more widely used as
learning tools for students to help fill the gap between classroom learning
and the practice of business, it is important to understand what aspects
of these experiences make them most worthwhile.
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This study focuses on the satisfaction of the students and if there
appears to be a connection between the satisfaction of on-the-job
training and educational performance, the universities, colleges or career
centers can work harder not only to advocate for on-the-job training
participation but may also increase the chance that the students may
gain both knowledge and motivation from a rewarding or satisfying on-
the-job training.
Statement of the Problem
This study determined the ACP program satisfaction of students of
the College of Accountancy of University of Luzon. Specifically, it sought
to answer the following questions:
1. What is the level of satisfaction of the students in the ACP Program of
the University of Luzon in the College of Accountancy along the following
areas:
a. individual factors;
b. university support;
c. job characteristics; and
d. organizational environment?
2. What factors limit the satisfaction of the students in the ACP
program?
3. What measures can be proposed to improve the level of satisfaction of
the students in the ACP program?
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Scope and Delimitation
This research study will focus on the Bachelor of Science in
Accountancy and Bachelor of Science in Accounting Technology students
of University of Luzon last summer of academic year 2017-2018, a
campus located in Perez Blvd, Dagupan City. The objective of this study
was to know the level of satisfaction of the said students concerning
various areas such as (1) individual factors in which it is being affected
by factors including academic preparedness, trainee’s positive attitude
towards the task being given and having self-initiative (2) university
support which is materially affected by the University Supervisor being
involved in the said program, their on-the-job training office and course
requirements, (3) job characteristics in which is also affected by different
variety of skills, the identified task given, the significance of the tasks,
the autonomy and the feedback being given. (4) Organizational
environment which is being affected by the site supervisor, their co-
workers, the clarity of task being given, the learning opportunities, the
professional growth they had acquired and lastly their satisfaction in the
organization. Furthermore, this study yearned to know the factors that
limit the satisfaction of the students in the on-the-job training program
being part and as one of the requirements in their curriculum. Finally,
the researchers were able to know the measures that can be proposed to
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improve the level of satisfaction of the students in the on-the-job training
program.
The respondents of this study are limited to the students who took
up the ACP Program last summer, academic year 2017-2018 which have
a total population of 256 and acquired a total of 243 respondents which
obtained through random sampling. Other colleges will not be covered.
This research study is delimitated in the reflectivity of the program and
the time allotted that needs to be finished in one semester only.
Significance of the Study
This study will be significant not only to the researchers but also
contributes for the benefits of the following:
College of Accountancy. This On-the-job training Program was
originated from the service teaching which determinate the learning
experience for students involving the partnership of academic
institutions and communities. Findings will provide pointers for a more
effective structure of on-the-job training. It will also give directions to
them in ensuring students are placed in companies with these good
criteria. And, they can also use this as a tool for the deeper
understanding of this taught subject.
Hosts Companies of On-the-job trainings. They can utilize this study
to assess as to whether the factors that contribute to student
satisfactions are present in the jobs and work environment they
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currently offer to interns. In fact, actions can be taken by their side of
how to deliver a satisfactorily learning experience for interns through the
identification and focus on specific factors that are shown to be effective.
And, knowing the satisfaction of students regarding their on-the-job
training help the companies redesign their on-the-job training structure
to more effectively encourage brilliant interns to convert to permanent
hires in the future (Jean et al.'s, 2012).
Accountancy Students and Business related courses. This study will
provide opportunities for their better developmental experience in making
their on-the-job training a satisfying and meaningful one loaded a wide-
array of benefits that will assist them throughout their careers.
Future Researchers. The findings may also serve as a guide and/or
reference to the future researchers who has the same line of research
study.
Definition of Terms
ACP Program Satisfaction of Students of the University of
Luzon- College of Accountancy. The assessment of the level of
satisfaction among students with regards to their individual factors,
university support, job characteristics, organizational environment, and
the problems they encountered during the on-the-job training program.
Individual factors. These factors vary from person to
person those results in a different set of perceptions,
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attitudes, expectations and behavior that strongly influence
their level of satisfaction in their OJT experience.
University support. Refers to the faculty that helps in
preparing for the on-the-job training, give guidance and
monitor the work and performance of the students.
Job characteristics. Pertains to skill variety, task identity,
task significance, autonomy, and feedback on which it
enables the trainee to improve his/her performance.
Organizational Environment. Composed of forces or
institutions surrounding an organization that affect in the
performance of the trainee
Factors that limit the on-the-job training satisfaction.
Problems that affect and limit on-the-job training students’ satisfaction.
Proposed measures to improve the level of satisfaction of the
students. The ways and techniques that can be applied or suggested to
be able to improve the level of on-the-job training satisfaction.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter shows a review of materials that will help the
researchers to accomplish this study. The review literature consists of
theories and concepts that came from various published reports and
articles or books written by authorities, giving their opinions and
experiences within the problem area. It contains books,
researches/studies and thesis reports which are related to the present
study.
Conceptual Literature
Conceptual literature pertains to articles or books written by
authorities, giving their opinions, experiences, theories, ideas about the
topic. The conceptual literature of this study tackles about the certain
facts about on-the-job and assessment of on-the-job satisfaction, how
they are determined and manage.
On-the-Job Training
On-the-Job training is one of the oldest forms of training which
can be defined as two people working closely together so one person can
learn from the other. On-the-job training are supervised work experience
whereby the student gets engaged in real work and closely supervised.
For most on-the-job training, the manager acts as trainer. Firstly, the
manager explains the process to the students, and then demonstrates it.
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The student will carry out the process while the trainer observes. Once
the student become competent, they can do the work without the aid.
On-the-job training have taken on an increasingly important role
in education over the past decade since they present students with many
advantages, ranging from gaining experience and obtaining career-
related direction to networking with other students from various
institutions as they at the organization providing the on-the-job training.
On-the-job training provides opportunity that allows students to
see the application of college learning and theories, and improve their
job-related skills, increase leadership skills, and clarify their career
goals. It can help trainees to learn a task under guidance of people who
actually do job every day and know the best way to do it.
As a result, students are highly motivated to learn. Some student
had increased confidence in obtaining a job and influences their career
choices. Often, students motivated to seek out on-the-job as a means for
securing eventual permanent employment. On-the-job program prove to
be useful for the students as it has been observed that they are able to
obtain the first positions, and attain greater level of job satisfaction.
(http://ijonte.org/FileUpload/ks63207/File/13.bukaliya.pdf. - Retrieved
from 8/27/2018)
In an article by English and Koeppen (1993), the learning or parent
institution offering student-traineeship program have also benefited
through increased cooperation and rapport with the industry. Employers
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are also benefited as OJT program can provide them an inexpensive help,
new ideas and potential future employees. Manny Fernandez (2011),
KPMG’s former national managing partner of university relations and
recruiting stated, “The training gives us an opportunity to welcome the
students and really familiarize them with the firm’s leadership and
culture…” Furthermore, on-the-job trainings are positively associated
with future enhanced academic performance.
http://www.kpmg.com/MY/en/IssuesAndInsights/Articles/.Retrieved8/
27/2018).
On-the-Job Training in field of accounting
On-the-job training is considered as active and learning by doing
whereas classroom learning is relatively passive. On the job training has
proven to provide numerous benefits to accounting students. Often cited
benefit is the understanding of the business applications of classroom
learning. The training gives an important aspect in the training of
accounting students in the workplace, as they learn about work in a
guided and mentored environment. Students also gain an improved
awareness of a company, industry or particular occupation they have in
mind.
Furthermore, from the students’ perspective, on-the-job training is
seen as a bridge between the theory of the classroom and the world of
practice. The practical on hands experience availed during on-the-job
training, helps in abridging the gap between academic preparation and
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application of the theoretical knowledge such as on how to verify and
confirm checks or how to do basic accounting. This opportunity to apply
in a structural environment which cannot be replicated in a normal
classroom setting.
(https://www.tandfonline.com/doi/abs/10.1080/09639280701234625 -
Retrieved 8/27/2018).
As to the training in accounting related institutions teaches many
experiences each day. Trainees were exposed in the actual work, became
familiar with the documents prepared by the auditors and learned how to
use the equipment that are usually used in the office.
(http://ijonte.org/FileUpload/ks63207/File/13.bukaliya.pdf - Retrieved
8/27/18)
In that matter, most of the trainees were mostly assigned to non-
accounting related tasks such as segregation forms, receipt and reports
during the beginning of the training. But trainees able to perform
accounting related tasks as the training progresses as the posting to the
ledger, summarizing sales reports and preparing financial statements.
On-the-job Training Satisfaction
Training in an organization, first and foremost allows the students
to avail a conducive and practical learning environment, allowing
exploration of real-world environment. Such an opportunity also helps
them in understanding the reality of professional commitment, allowing
them to encounter both the positive and negative sides of the job.
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The assessment of strengths and weakness at the disposal of
practitioners of the field could provide valuable insights with respect to
one’s potential for the career of interest. On-the-job training is often a
two-way screenings process wherein; both the students and the
professionals of the field counter evaluate each other for the degree of
suitability. On-the-job training also adds experience to the student’s
resume, which helps one in overcoming the entry obstacles, allowing the
invaluable work experience to act as an initial thrust to career.
(http://repository.upenn.edu/cgi/viewcontent.cgi?article=1043&context
=od_theses_msod- Schwartz, R. C, 2010 - Retrieved 8/28/2018).
Moreover, satisfying on-the-job training experiences provides
advantages. Students who have a satisfying on-the-job training
experiences tend to have a more positive outlook toward their career
search process and also toward their educational institution These
students with satisfying on-the-job training experiences will be better
able to contribute to their companies when they kick-start their careers
(https://www.emeraldinsight.com/doi/abs/10.1108/136120208108579
70 - Retrieved 8/27/18).
There are four key factor that contribute to on-the-job
satisfaction among undergraduates which are individual factors,
university support, job characteristics, and organizational environment.
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Individual factors
Based on Wen (2010), there are three individual factors
identified as important aspects of an effective on-the-job training
program which are academic preparedness, positive attitude and
self- initiative. To facilitate on-the-job satisfaction, Wen’s research
showed that interns whose expectations towards on-the-job
training are positive and realistic are more likely to find their on-
the-job training experience as satisfactory. Also, self-initiative was
crucial although their tasks were not satisfactory as this helps
reduce negative effects of a poorly structured on-the-job training
(http://www.sciepub.com/reference/220736 - Retrieved
08/29/18).
In addition, information seeking behavior by practiced by
college students had found to have a significant impact on on-the-
job training satisfaction. Trainees, who were proactive in their
conduct, are it in positive framing, information acquisitioning,
negotiation or relationship building, will adjust effectively in their
workplace. This behavior will also lead to feelings of
accomplishment, job mastery, task or role clarity, and feelings of
belongingness. (http://www. sciepub.com/reference/220734 –
Retrieved 08/29/18)
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University Support
Effectiveness of supervision showed that interns reported
higher level of satisfaction in taking up challenging tasks when
provided with appropriate supervision and support. The
supervisors support has been found to impact the intern’s
satisfaction levels, besides providing better learning opportunities.
The students have also been reported to gain higher benefits in the
OJT programs where they received positive experiences, perceiving
them to improve their job. Also, high leader member exchanges
have been found to result in positive outcomes of an intern’s
commitment to organization and improve psychological perception.
And improve psychological perceptions.
(http://connections.ebscohost.com/c/articles/47785471/making-
most- internship-empirical-study-internship satisfaction- Retrieved
08/29/18)
Job Characteristic
Lord (2011), introduced task characteristics as one of the
antecedents of job satisfaction. The study found that the closer the
fit between the skills of interns and the relevant task
characteristics, the higher the probability that the individual will
find the experience satisfying and worthwhile.
(http://eprints.utar.edu.my/616/1/BA-2011-0905921.pdf -
Retrieved 08/29/18)
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Job characteristics is the key of the trainees’ motivation to
have different skills and talent. Job characteristics itself provided
theory.
Role theory has distinguished between task outputs (e.g.
task goals and standards) and activities (e.g. how work is
accomplished). Specifically, task output clarity consists of the task
goals and standards expected of the intern. Other literatures make
recommendations such as explaining rationale behind work
assignments to the interns, developing a job description, providing
a reasonable time frame for accomplishing tasks and establishing a
clear understanding of what is to be accomplished.
(http://libproject.hkbu.edu.hk/trsimage/hp/07051379.pdf -
Retrieved 08/29/18)
Organizational Environment
Tarquin and Truscott (2006) showed that there is a
relationship that exists between satisfaction and the supervisory
relationship for intern students. A supervisory support is the
extent to which employees perceive their supervisor to provide
them with adequate direction, encouragement and mentoring.
Individuals receiving high levels of support from their site
supervisors reported higher levels of total satisfaction with their
OJT experience because they felt that they are valued by their
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supervisors. (http://eprints.utar.edu.my/616/1/BA-2011-
0905921.pdf - Retrieved 08/29/18)
In fact, the strategic role of supervisors may determine the
OJT experience is positive or not. Interns' perception of supervision
effectiveness is significantly correlated with job placement success
and overall job performance. Supervisor support can represent a
commitment to the employee by the organization. A supervisor can
help to build the employee's commitment to by showing interest
and communicating the organization's valuing of him or her.
(http://libproject.hkbu.edu.hk/trsimage/hp/07051379.pdf -
Retrieved 08/29/18)
Factors that Limits the Level of Satisfaction of the Students in the
On-the-job Training Program
Various factors have been found that limit the satisfaction of on-
the-job training. Jaszay and Dunk (2003) claim that if the mentors-
managers or supervisors lack experience and efficiency, then students’
experience will be limited. Agheorghiesei and Prodan (2011) suggest that
an OJT may be ambiguous as the students are not very clear on how
much they may be involved in practical work and/or other jobs. Kim and
Park (2013) suggest that unfair promotions, unsatisfactory pay and
benefits, inappropriate behavior of co-workers can contribute to
unfavorable conditions that shape negatively students’ perceptions of the
industry.
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(https://www.researchgate.net/publication/315833952_Students_saisfa
ction_and_expectations_from_internships_in_Greece_A_comparison_betw
ee_Greek_and_International_students&ved=FPRLC0uzuzJ7fmTJo4y –
Retrieved 08/31/18 )
Proposed Measures to Improve the Level of Satisfaction of the
Students in the On-the-job Training
Furthermore, Taylor (2004) proposes that students assign a share
of responsibility for problems at their on-the-job trainings to the
employers and the receiving company. Their main concern is that they
are used as cheap labor. Others claim that companies are not prepared
to enhance and contribute to the overall student experience (Roney and
Oztin 2007). At the same time, students blame their institutions for
inadequately preparing students to cope with the challenges of the
industry.
OJT programs that fail to meet students’ expectations discourage
them to enter the industry after graduation. This experience should
provide students with suitable career factors, such as job satisfaction,
job security, reasonable salaries and workloads.
(https://www.sciencedirect.com/science/article/pii/s147383761200059
7 - Retrieved 08/29/18)
On-the-job training can improve its level of satisfaction through
these measures that can put forward for consideration. Many studies
propose that the OJT should be structured, planned and organized to
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provide students with a challenging experience. They should also provide
students with the opportunity to feel they play a significant role in the
organization, and have a sense of fulfillment.
Training method should; motivate the trainee to improve his or her
performance, clearly demonstrate desired skills, provide an opportunity
for active participation by the trainee, provide timely feedback on the
trainee’s feedback on the trainee’s performance, provide some means for
reinforcement. (https://www.highbeam.com/doc/1G1-75146354.html -
Retrieved 08/31/18)
Research Literature
Research Literature represents the discussion of existing data,
dissertation, studies and findings of authors within particular incidence
or phenomena. It is aimed at revealing shortcoming and development
and ideas for the researchers.
In the study of Ch’ngphui jean, et. al (2012) entitled “Internship
Satisfaction: A Preliminary Study on Undergraduates from the Faculty of
Business and Finance of Universiti Tunku Abdul Rahman”, in which
internship have been gradually increasing in terms of its incorporation
into the academic curriculum of tertiary education providers and have
been made compulsory as a requirement for graduation in some parts of
the world, including Malaysia. Despite its increasing presence and
importance, little research has been done on internship satisfaction
whereby it has been one area of research that has been largely neglected.
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The aim of this study is to identify the factors which may contribute to
internship satisfaction among business undergraduates. There were five
core factors identified through the literature as predictors of internship
satisfaction namely individual factors, university support, job
characteristics, organizational environment, and contextual factors.
Hence, the practical implications of each independent variable will be
further discussed in the following areas:
 Individual Factors
The level of satisfaction has shown to be affected by an individual’s
own personal conduct. When equipped with competent knowledge, skills
and abilities plus a dash of positive outlook in mentality, individuals will
perform better and gain a sense of satisfaction in their internship.
 University Support
Not only should the university internship office ensure information
are easily available and accessible to students, it should also ensure that
this information were communicated in a clear and standardized manner
to avoid ambiguous interpretations and to avoid information to be
deciphered differently by different parties involved in the internship
namely the students, university supervisors and host companies.
 Job Characteristics
An intern’s tasks may not be overly major that it affects the entire
operations of the company; however, their tasks should hold certain
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significance and identity as they do affect their level of internship
satisfaction.
 Organizational Environment
The organizational environment impacts internship satisfaction the
most. Organizational commitment and internship satisfaction will be
possible in a harmonious workplace environment where superiors that
serve as a role model to its interns are willing to share personal
experiences and bridge the relationship gap.
Aside from the aforementioned study above, in the research study of
Delelis (2016) entitled “Factors Affecting the On-The-Job Training Performance
of Accountancy Practicumers Of Cagayan State University”, the respondents’
overall perception on assessment on the different factors that affects their on-
the-job training performance are Personality and Appearance, Work Attitude,
Work Habit, Competence, Linkage and Cooperating Firm. The researches show
that the respondents are aware of today’s work culture that people should be
well groomed and present themselves in proper dress code when at works. For
that reason, respondents take into consideration their appearances during their
on-the-job training. On the other hand, the data shows that trainees lack a
little bit of self-confidence in performing their job affects their overall
performance.
In terms of work attitude, the researchers found that trainees
value their interpersonal relationship with other trainees and the
employees they are working with. The researchers also looked into
respondent’s performance on their OJT relative to cooperating firm which
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they found out that trainers and the trainees excellently work together
and they all agreed that the trainers are the primary source of their new
insight or learning in their OJT. Overall, the researcher recognized an
idea that the on-the-job training program of the BS Accountancy is
effective and that the student trainees are very much satisfied with the
program especially on the factors pertaining to personality and
appearance, work habit, work attitude and competence.
However, despite its effectiveness, there are still some problems
and flaws discovered in the delivery of the program which eventually will
become the basis to further strengthen and improve the program for the
benefit of the future trainees. Researchers enumerated different problems
encountered by the trainees during their immersion. This include “lack of
confidence”, “time conflicts between classes and OJT Schedule”, and
“Inadequate knowledge regarding the task assigned”. The result shows
that time conflicts, lack of self-confidence and distance of the cooperating
firms was considered to be the main problem students encounter during
OJT program.
In the study of Furco (2009), on-the-job are defined as programs
engaging students in service activities primarily for the purpose of
providing them with hands-on experience that enhances their learning or
understanding of issues relevant to a particular area of study.
As part of on-the job training, in the study of Anoyo, et. al. (2015)
entitled “Factors Affecting Work Performance of Criminology Interns in
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an Asian University”; the researchers gave emphasis to significant
relationship on organizational environment in assessing on-the-job
training performance. Researchers also look into how respondent’s
performance on their OJT affected their performance by the contributing
factors like personal characteristics, attitude towards the job, job
performance, adherence to office policies, and competence and found out
that these contributing factors did not affected the respondent’s OJT
performances. But the result shows that the better the organizational
environment, the better the performance of the interns and the more
assertive to their job. Anoyo states the visibility of the college faculty to
the practicum place is very important for the interns to know that they
are being watched and to check how they were. Faculty support is
essential with students at a distance and functions as consultants when
emergencies or problems regarding on-the-job training arise. Therefore, a
supportive relationship between the faculty and an intern student are
critical to each intern’s performance, well-being and ultimately,
satisfaction.
In having a significant relationship between the faculty and
trainee, there are some influencing factors as cited in the study of Gupta
et al. (2010), entitled “An Exploration of Student Satisfaction with On-
the-job training Experiences in Marketing”, conducted a study among
business interns to understand the level of satisfaction in which
marketing students experience from completing their on-the-job
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trainings. In this study, researchers look into correlation of “on-the-job
training experience factor”, “employment-related perceptions”, and “on-
the-job training characteristic” related to satisfaction in on-the-job
training experiences of students.
The result indicates under “on-the-job training experience factor”
that positive on-the-job training experience is more related to OJT
satisfaction than the other five factors such as positive work
environment, improved job prospect, new skills, comfort with work
environment and communication skills. Clearly, the relationship between
positive on-the-job training experience and OJT satisfaction was stronger
than any of the other factors. This suggests that the qualities of the On-
the-job training itself seem to be the primary issue in students’
assessments of the success of an on-the-job training program. Hence,
on-the-job training coordinators should be concerned with the activities
in which students will be engaged in potential on-the-job training
positions to ascertain that the experience will include challenging,
interesting work with well-defined work responsibilities.
Also, Gupta et., al (2010) observed the correlations between
students’ confidence in their ability to obtain a full-time position,
likelihood of obtaining a position with the interning company, and the
perceived importance of on-the-job training to future career success are
factors under “Employment-Related Perception” to relate in students’
satisfaction during on-the-job training. Students who perceived that their
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job prospect are improved as a result of their on-the-job training program
were observed to be more satisfied with the program. Under “On-the-job
training Characteristic”, the result shows that there is no significant
correlation between duration of on-the-job training experience, hours
worked and level of compensation received and student satisfaction in
their on-the-job training. The study only pinpointed that qualities of the
on-the-job training program which include the nature an on-the-job
training experience and the benefits received will affect students’
satisfaction level.
In the research study of Okay and Sahin (2010) entitled “A Study
on the Opinions of the Students Attending the Faculty of Technical
Education Regarding Industrial On-the-job training”, the study
conducted to obtain the opinions of students regarding industrial on-the-
job training throughout their university education. According to study,
the authors found that students who received job offers from the
companies where they performed their on-the-job trainings showed
greater levels of satisfaction and contentment compared to those who did
not. These were the students who have adapted well into their on-the-job
training program, took the program seriously, were enthusiastic in
gaining more experience, have self-initiative and were highly disciplined
to be appreciated by their employers and to be offered job positions. As a
result, it can be concluded that there is a linear relationship between the
contentment level of the students with the on-the-job training program
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and their receiving job offers. Okay and Sahin (2010) pointed out
problem encountered by respondents which include that school
administrations are inadequate at showing enough effort to facilitate
student contact with businesses and the fact that the duration of the on-
the-job training program is actually insufficient to meet the amount of
experience needed in real business life are the levels that affects students
satisfaction to on-the-job training program.
Although some the research study was carried out in the different
fields, researchers found it relevant in understanding and assessing level
of on-the job training satisfaction of student.
Synthesis
The conceptual literatures aforementioned above are dissimilar
from this present study for the previous article, journals and books
focused on the level of satisfaction among accountancy and accounting
technology students of the University of Luzon. While this present
research study focused on the to the students who took up ACP program
last summer of academic year 2017-2018. The four key factor that
contribute to on-the job satisfaction among students which are
individual factors, university support, job characteristics, and
organizational environment are determined in the study conducted
(Ch'ngphui jean, et. al, 2012).
In the related studies are somewhat familiar to the present study
as it aimed to know the level of satisfaction of BSA and BSAT students
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along the areas of individual factors, university support job
characteristics, and organizational environment. As to the studies of
Ch'ng phui, et. al, such factors are being analyzed and determined in the
satisfaction of the students. These related studies corroborate the
present study as this study also aimed to identify the different factors
affecting, or influencing the satisfaction of the BSA and BSAT students
took up on-the job training last summer, academic year 2017-2018.
Chapter III
RESEARCH DESIGN
This chapter discusses different aspects of research design
formulated that guided the research team to conduct the study. Included
here are the explanations to the research method, locale of the study,
data gathering instrument, data gathering procedures and statistical
treatment of data.
Research Method Used
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Descriptive research is a study designed to depict the participants
on an accurate way. More simply put, descriptive research is all about
describing people to take part in the study. There are three ways
researcher can go about doing a descriptive research project and these
are: observational, case study and survey.
(http://study.com/academe/lesson/descriptive-research-design-
definition-examples-types.html- retrieved 08/11/18)
Descriptive method use was Descriptive-Survey method, opted as it
provides accurate for portrayal or account of characteristics of particular
individual was individuals, situations, or groups from a relatively large
number of cases at a particular time. This survey was used to assess the
students’ on-the-job training satisfaction of the accountancy.
Locale of the Study
Pangasinan, the third biggest province in the whole Philippine
Archipelago, derived its name from salt or “asin” in the vernacular.
Owing to the rich and fine salt beds which were the prime source of
livelihood for the province’s coastal towns, PanagASINan or “Pangasinan”
which means “where salt is made” came to be its name. In Ilocos Region,
Pangasinan is the biggest province and much of the land is flat and
devoted to agriculture. It produces huge amount of rice, corn, legumes,
vegetables and fruits. It composed of 44 municipalities and 4 cities that
include Dagupan City. (http://pangasinan.gov.ph/the-province/about-
pangasinan/-retrieved 10/31/18)
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Dagupan City is one of the leading aquaculture industry and prime
producer and exporter of the popular milkfish in the Philippines. While
building on its strength in fisheries, the city has been considered as the
centre of education in the Ilocos Region. Educational institutions in the
city serve to produce the prime movers of the society. One of these
institutions is the University of Luzon (UL) found along Perez Boulevard,
Dagupan City, Pangasinan. (https://www.dagupan.gov.ph/ict-bpm-
roadmap/part-one-introduction/-retrieved 09/09/18)
In the year 1948, Atty. Luis F. Samson, Sr. gathered his friends:
Atty. Liberato Ll. Reyna, Sr., Dean Basilio Fernandez and Servillano
Romasanta and they designed the blueprint of the then Luzon College of
Commerce and Business Administration (LCCBA). They endeavored with
zeal and energy to establish in this part of the country a system of
education, genuinely Filipino, through the instrumentality of the LCCBA.
In 1952, LCCBA was renamed Luzon Colleges (LC). From the initial
enrolment of 243, LC held as many as more than 16,000 students at the
onset to the middle part of the 80's. Recognizing its solid achievements
and capabilities, the Commission on Higher Education (CHED) granted
university status to the Luzon Colleges in 2002. After more than a half a
century, the founders’ dream was finally fulfilled and the University of
Luzon took its place in the rich history of Northern Luzon.
(https://universityofluzon.powersites.ph/-retrieved 09/09/18)
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Map of University of Luzon
Respondents of the Study
The respondents of this study were the College of Accountancy
students of the University of Luzon who had completed and passed the
on-the-job training program, last summer for the academic year 2017-
2018. Researchers used random sampling to conduct the study where
each member in the population has an equal opportunity to become part
of the sample. As all members in the population have an equal chance
becoming research participants, this is said to be the most efficient
sampling procedure. In conducting this study, researchers prepared a
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self-administered survey questionnaire in Likert format that would be
answered by the respondents. Directions in answering the questionnaire
were indicated in the questionnaire.
Table 1.Respondents’ Demographic Profile
Frequency Percent
Male 65 26.75
Female 178 73.25
Total 243 100
Table 1 shows the College of Accountancy students- OJT trainees
who have passed the ACP subject in the academic year 2017-2018.
Female trainees have the higher percentage of the total respondents than
male trainees.
Table 2.Courses
Frequency Percent
BSA 49 20.16
BSAT 194 79.84
Total 243 100
There were a total of 243 respondents, which consist of 49 BSA
students and 194 from BSAT. The purpose of this survey is to examine
the students’ OJT satisfaction and determine whether it helped to
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enhance the ability to achieve the intended learning outcomes of the on-
the-job training programs.
Data Gathering Instrument
The researcher designed a survey-questionnaire entitled “ACP
Program satisfaction of Students of the College of Accountancy of
University of Luzon”. Upon identifying and studying at the wide range of
instruments that could be similarly used to measure students’
satisfaction that the researchers have been able to apply them into the
research study. Jean et al.’s (2012) survey instrument was adopted
because it had been used previously in Malaysian study and is very
similar in the study that researchers are conducting. The survey
consisted of 2 parts that are Part 1, and Part 2 as seen in Appendix B:
Survey-Questionnaire.
Part 1 requested the demographic information from the students.
Here, their name and e-mail were optional. Other individual information
relating to gender and the type of degree program majors they’re studying
were requested.
Part 2 required student to rate the related factors influencing on-
the-job training satisfaction among trainees. Students are required to
rate the scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree)
according to the extent to which they agree or disagree for each listed
statement. There are four main factors which include individual factors,
university support, job characteristics, organizational environment, and
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whereby each of these factors has its own sub-factors which are to be
rated by students according to their level of agreement towards each
statement that makes up the main factors.
The survey took about 10 minutes for each respondent to
complete. The time taken to distribute and also to collect back all the
survey-questionnaires from respondents took about 2 days. Once
gathered, the data were tested for reliability.
Data Gathering Procedure
The researchers used a descriptive-survey assessment in which
samples are being selected through random sampling as the primary and
effective data gathering tool to reach the desired outcome of this study.
The purpose of the assessment is to determine the students’ satisfaction
level of their performance during the ACP program as a whole in area of
the working environment, academic performance, university support
given and the development of their self-initiatives.
The researchers initially prepared a letter of request that sought for
permission to conduct the data gathering and had signed it by Prof.
Darwin M. Juguilon, research instructor. The letter is showed and
approved by Prof. Renante D. Balocating, CPA, Dean of the College of
Accountancy at University of Luzon. As the researchers introduced the
purpose of the study and had the approval to students who have
undergone and completed the ACP subject last summer of the academic
year 2017-2018. The researchers contacted Mr. Melvin Del Valle and
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informally asked if the researchers could use their previous students’
data for the researchers’ intent. The files requested pertain to the list of
names of students enrolled in the practicum class.
Upon approval and grant of the access to the information needed,
the researchers planned and formulated the survey-questionnaire to
gather a result in the said study. Before allowing the respondents to start
answering, instruction was given, as well as the reason and importance
of conducting the survey. Questions and clarifications were entertained
by the research team regarding the survey-questionnaire.
After conducting the survey and knowing the results, the
researchers tallied and analyzed the accumulated data. The data
gathered are tabulated as a result of the survey among the respondents
on their factors influencing on-the-job training in terms of individual
factors, university support, job characteristics, and organizational
environment.
Statistical Treatment of Data
After collecting the data needed, the researchers tabulated and
analyzed the gathered data with the help of statistical tools. The following
are the statistical tools used in this study together with their
corresponding formulas.
1. The frequency distribution issued in order to show the
sampling size of 243 according to how they view their wok. Such, this
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made it easier to represent, interpret and analyze the data. The
demographic profile of the respondents is determined by using the
formula of percentage.
Percentage
𝐅
(𝐏)% = ∗ 𝟏𝟎𝟎
𝐍
Where: F = Frequency
N = total number of the respondents
P = Percentage
For part 2, pertinent to the level of satisfaction of respondents, the OJT
Evaluation Form will utilize. The overall average of the items falling
under individual factors, university support, job characteristics, and
organizational environment will be computed, tabulated and analyzed.
The weighted mean formula is used for getting the statistical limits and
descriptive equivalent for sub-problem 1:
Scale = Highest Arbitrary Value – Lowest Arbitrary Value
Highest Arbitrary Value
Weighted Mean = 5r + 4r + 3r + 2r + r
Wherein:
N = number of respondents
5r = number of respondents where responses are “Strongly Agree”
4r = number of respondents where responses are “Agree”
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3r = number of respondents where responses are “Neutral”
2r = number of respondents where responses are “Disagree”
1r = number of respondents where responses are “Strongly
Disagree”
Statistical limits and Descriptive Equivalent for Sub-Problem 1
Arbitrary Value Statistical Limits Descriptive Equivalent

5 4.24-5.00 Strongly Agree
4 3.43-4.23 Agree
3 2.62-3.42 Neutral
2 1.81-2.61 Disagree
1 1.00-1.80 Strongly Disagree
Chapter IV
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter of the research study presents the data gathered,
including their corresponding analysis, and interpretation. The data were
presented in tabular form with corresponding appropriate textual
interpretation.
The data gathered were analyzed through a 5-point Likert scale,
and the pooled mean which will serve as a guide in determining excellent
areas and which almost meet the standard mean. The first part was the
level of satisfaction presented by the factors influencing on-the job
training satisfaction among students. The second partcontains the
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factors that limit the level of satisfaction in the ACP program. And lastly,
the proposed measure to improve the level of satisfaction.
The Level of Satisfaction of the students in the ACP Program
of the University of Luzon
The objective of this study is to know the level of satisfaction
among students of the University of Luzon, who took up ACP program,
along the four factors namely; individual factors, university support, job
characteristics, and organizational environment. Moreover, the study
resulted that all respondents have their on-the job training for a period of
two months were satisfied. Here’s the results’ study in factors influencing
the satisfaction of the students taking on-the job training:
A. Individual Factors
These were the results of the survey on the perceived influencing
OJT satisfaction of the students in the area of “Individual Factors”. The
data gathered by researchers were tallied and presented in tabular form
for easy presentation and interpretation of the researchers. It included
four (4) statements that will contribute to the individual factors.
Table 3
Factors Influencing On-the Job Training Satisfaction Among
Students in terms of Individual Factors
N=243
Indicators Weighted Descriptive

Mean Equivalent
A. I often volunteered for tasks. 3.76 Agree
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B. I proactively asked questions. 3.60 Agree

C. I took the initiative to get acquainted 3.45 Agree
with other employees.
D. I proactively asked for feedback during 3.29 Neutral
on-the job training.
Pooled Mean 3.52 Agree
Legend:

4 3.43-4.23 Agree
3 2.62-3.42 Neutral
As shown in the Table 3 the “I often volunteered for tasks”, had the
highest derived mean of 3.76 while the statement “I proactively asked for
feedback during on-the job training” had the lowest derived mean of 3.29
among the statements consisting the Individual Factors. The implication
of this study is that trainees are trained to be initiative to do the task
voluntarily in school but most of trainees did not have courage to ask for
feedbacks.
In the study of Ch’ng, et. al implied that the level of satisfaction
has shown to be affected by an individual’s own personal conduct. When
equipped with competent knowledge, skills and abilities plus a dash of
positive outlook in mentality, individuals will perform better and gain a
sense of satisfaction in their on-the job training.
Nevertheless, all of the statements except “I proactively asked for
feedback during on-the job training” have weighted mean describes as
“Agree”. The derived pool mean of 3.52 with a descriptive equivalent of
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“Agree” also implied that the respondents are satisfied in the ACP
program in terms of “Individual Factors”.
B. University Support
on-the job training satisfaction of the students in terms of “University
Support”. It included six (6) statements that will contribute to the
university support.
As shown in Table 4, six statements under university support. Out
of this, three statements have descriptive equivalent of “Agree” such as
Statement C, D and F. However, there’s also three statements have a
descriptive equivalent of “Neutral”. From the data gathered, most of the
derived mean have acquired “Agree” descriptive equivalent of its mean.
The overall result of the six (6) statements shows “Agree” as a descriptive
equivalent implies a satisfied result in terms of University Support.
Table 4
Factors Influencing On-the Job Training Satisfaction Among
Students In terms of University Support
N=243
Weighted
Indicators Descriptive Equivalent
Mean
A. My university supervisor
3.30 Neutral
was available at critical times.
B. My university supervisor
provided direct and immediate 3.28 Neutral
feedback.
C. My university OJT office
3.60 Agree
provided students with adequate
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on-the job training orientation.
D. My university OJT office

conducted the OJT process (i.e.
formal documents, 3.52 Agree
announcements, placements) in an
organized, timely manner.
E. My university supervisor
fostered an open and trusting 3.33 Neutral
relationship.
F. My university supervisor
was knowledgeable about
3.53 Agree
organizational policies and
procedures.
Legend:

4 3.43-4.23 Agree
3 2.62-3.42 Neutral
Table 4 shows six statements under university support. Out of
this, three statements have descriptive equivalent of “Agree” such as
Statement C, D and F. However, there’s also three statements have a
descriptive equivalent of “Neutral”. From the data gathered, most of the
derived mean have acquired “Agree” descriptive equivalent of its mean.
The overall result ofthe six (6) statements shows “Agree” as a descriptive
equivalent implies a satisfied result in terms of University Support.
The result in Table 4 shows that the highest mean of 3.60 is “My
university OJT office provided students with adequate OJT orientation”
which has a great influence factor in OJT satisfaction of respondent
under “University Support”. This study implied that university required
every trainee to attend the orientation for them to proceed. But, in the
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study of Ch’ng, et.al implied that it is not only the university on-the job
training office should ensure information are easily available and
accessible to students, it should also ensure that these informations are
communicated in a clear and standardized manner to avoid ambiguous
interpretations and to avoid information to be deciphered differently by
different parties involved in the OJT namely the students, university
supervisors and host companies.
C. Job Characteristics
on-the job training satisfaction of the students in terms of “Job
Characteristics”. The data gathered by researchers were tallied and
presented in tabular form for easy presentation and interpretation of the
researchers. In this term illustrated in Table 5, there were only four (4)
statements included: “My OJT provided me the chance to completely
finish the pieces of work I began”, “Site supervisors often let me know
how well they thought I have performed on my job”, “The actual work
itself provided clues about how well I am doing during my OJT”, and “My
OJT required me to use a number of complex or high-level skills”. All of
the statements cited have acquired a mean of 3.70, 3.55, 3.54, and 3.46
respectively and descriptive equivalent of “Agree”. The data gathered
further indicated that the factors involving the terms of “Job
Characteristics” has a highly weighted mean of 3.56 that implied a
satisfied result.
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The results in Table 5 show that the highest mean is “My OJT
provided me the chance to completely finish the pieces of work I began”
which implied the study that most of the respondents’ supervisors let
them finish it correctly without time pressure. In the study of Ch’ng, et.al
implied that a trainee’s tasks may not be overly major that it affects the
entire operations of the company; however, their tasks should hold
certain significance and identity as they do affect their level of on-the job
training satisfaction.
Table 5
Factors Influencing On-the Job Training Satisfaction among
Students In terms of Job Characteristics
N=243
Weighted
Mean
A. My OJT provided me
the chance to completely finish the 3.70 Agree
pieces of work I began.
B. Site supervisors often
let me know how well they thought I 3.55 Agree
have performed on my job.
C. The actual work itself
provided clues about how well I am 3.54 Agree
doing during my OJT.
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D. My OJT required me to
use a number of complex or high- 3.46 Agree
level skills.
Legend:

4 3.43-4.23 Agree
3 2.62-3.42 Neutral
D. Organizational Environment
on-the job training satisfaction of the students in the area of
“Organizational Environment”. The data gathered by researchers were
tallied and presented in tabular form for easy presentation and
interpretation of the researchers. It included seven (7) statements that
were related to organizational environment.
The Table 6 below shows the seven statements under
“Organizational Environment”. The mean except Statement B lied
between 3.43 and 4.23, the statement A which is “My site supervisor was
a good professional model for me” got the highest mean of 3.74, followed
by Statement C “My OJT taught me a lot of things that I would never
have been able to learn in the classroom” with 3.71, same mean of 3.56
of the statement of D and G which is “I had learned a lot about the field,
profession or business through my OJT experience” and “I really liked
the organization that I did my OJT with” respectively, followed by “As a
result of this OJT, I am better prepared to enter the working world” and
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“I feel I can get a good reference from this organization” with 3.54 and
3.51, respectively. Lastly, statement B “My site supervisor shared his/her
personal experiences to give me an alternative perspective to my
problems” had the lowest mean of 3.42 with a descriptive equivalent of
“Neutral”.
Table 6
Factors Influencing OJT Satisfaction Among Students
In terms of Organizational Environment
N=243
Weighted
Mean
A. My site supervisor was a
3.74 Agree
good professional model for me.
B. My site supervisor shared
his/her personal experiences to give
3.42 Neutral
me an alternative perspective to my
problems.
C. My OJT taught me a lot of
things that I would never have been 3.71 Agree
able to learn in the classroom.
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D. I had learned a lot about

the field, profession or business 3.56 Agree
through my OJT experience.
E. As a result of this OJT, I
am better prepared to enter the 3.54 Agree
working world.
F. I feel I can get a good
3.51 Agree
reference from this organization.
G. I really liked the
3.56 Agree
organization that I did my OJT with.
Legend:

4 3.43-4.23 Agree
3 2.62-3.42 Neutral
The result shows a pooled mean of 3.58, which indicates an
“Agree” as a descriptive equivalent implied that the respondents are
satisfied in the on-the job training in terms of “Organizational
Environment”. The researchers had found out that the statement “My
site supervisor was a good professional model for me” had the highest
mean of 3.74 which implied that the respondents’ supervisor shows a
kind and good attitude when designating and teaching the trainees about
the tasks required. But, in the study of Ch’ng, et.al implied that the
organizational environment impacts on-the job training satisfaction the
most. Organizational commitment and OJT satisfaction will be possible
in a harmonious workplace environment where superiors that serve as a
role model to its trainees are willing to share personal experiences and
bridge the relationship gap.
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Factors that Limit the Level of Satisfaction in the
On-the Job Training
Based on the findings gathered by the researchers, the students
are generally satisfied with the ACP program specifically last summer,
academic year 2017-2018. But, there are some factors that limit the
satisfaction. The factors that limit the OJT satisfaction level of the
students are discussed in the following statements.
 Time Constraints
Students must be informed beforehand of the responsibilities and
tasks they will have to perform once they have gone through the
initial placement phase. If a student has a full course load, then he
will most likely not have sufficient time to dedicate to his OJT
(Jackel, 2011).
 Lack of Self-Confidence
One of the problems encountered among trainees (Delelis, 2016). It
reduces the students’ motivation to apply the best effort during on-
the job training.
 Discrimination in workplace
The unfair promotions, unsatisfactory pay and benefits,
inappropriate behavior of co-workers can contribute to unfavorable
conditions that shape negatively students’ perceptions of the
industry (Kim and Park, 2013).
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 Lack of monitoring towards trainees
The host companies had an important role in the learnings of the
trainees during the on-the job training. If the mentors-managers or
supervisors lack experience and efficiency, then students’
experience will be limited (Jaszay and Dunk, 2003).
Proposed Measures to Improve the Level of Satisfaction of the
Students in the OJT Program.
Having found out that most of students are satisfied in the OJT
program, the researchers proposed some measures to improve the level
of satisfaction in the OJT program.
 For the trainees to have courage and have interest in asking
for the feedbacks, the university should recognize and gives
rewards to the students who excel during the OJT.
 The faculty and the intern students should have frequent
consultations. As well as having regular visits of the
university supervisors with site supervisors in the OJT
institution.
 To apply the high-level skills of the trainees, the site
supervisors should at least give the trainees some tasks that
are related to the curriculum.
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 Trainees receiving high-levels of support from the site
supervisors report higher-level of satisfaction with the OJT
because of the feeling of being valued by the supervisors.
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
In this chapter, the analysis presented and interpreted in the
previous chapter will be discussed in terms of the overall summarization
of descriptive analyses. Major findings which enable the validation of the
research objectives will also be discussed. This chapter covers the
summary of significant findings of the study followed by conclusion and
recommendations for future research.
Summary of Significant Findings
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The following were the summary of significant findings. Relative to
the level of satisfaction, the results are:
 Majority of our respondents consist of students from Bachelor of
Science in Accounting Technology course, that is, 194(79.84%),
whereas the other respondents are from Bachelor of Science in
Accountancy course, consisting of 49(20.16%) respondents.
 Out of 243 respondents, 65 (26.75%) were male respondents and
178 (73.25%) were female respondents.
 On the areas covered by the questionnaire regarding the level of
satisfaction, the findings in area of individual factors “I often
volunteered for tasks” had the highest derived mean of 3.76 while
the statement “I proactively asked for feedback during OJT” had
the lowest derived mean of 3.29 among the factors given.
 The statement “My university OJT office provided students with
adequate OJT orientation.” had the highest weighted mean of 3.60
accumulated among the other factors. While the statement “My
university supervisor provided direct and immediate feedback.”
had the lowest weighted mean of 3.28.
 The statement “My OJT provided me the chance to completely
finish the pieces of work I began” accumulate the highest result in
the survey having highest weighted mean of 3.70. While the
statement “My OJT required me to use a number of complex or
high-level skills.” accumulated a weighted mean of 3.46.
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Dagupan City
 The statement “My site supervisor was a good professional model
for me.” Had the highest accumulated weighted mean of 3.74.
While the lowest accumulated weighted mean of 3.42 with the
statement “My site supervisor shared his/her personal experiences
to give me an alternative perspective to my problems.”
Conclusions
This study examined the relationship of each independent variable
to determine the factors that contribute to the level of satisfaction of the
students of the College of Accountancy. Therefore, individual factors,
university support, job characteristics and organizational environment
are imperative factors contributing towards OJT satisfaction. The
University, the host companies, as well as students are the main players
capable of affecting and shaping OJT satisfaction.
The researchers found out that majority of the students are
satisfied with their OJT. Most of the trainees volunteer and finished all
the tasks on time. This study also showed that most of the onsite
supervisors were a good role model for the trainees and that the
university provided the trainees a well-organized orientation.
Recommendations
Based on the findings and conclusions, the following
recommendations are advanced:
1. University support should take into consideration providing direct
and immediate feedback to trainee, being available at critical times
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University of Luzon
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and fostering an open and trusting relationship to trainee because
those factors influencing OJT satisfaction among undergraduate
were “neutral” selected by respondent. Thus, making action will
give better satisfaction to the trainee and also to university.
2. To the future researchers, the researchers recommend to use the
research output in their future studies and to conduct item by
item analysis in the practical examination results in order to
analyze the data they have gathered in conducting their study.
BIBLIOGRAPHY
A. Books
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2003 Methods of Research Thesis- Writing
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Dagupan City
Tackett, J., Wolf, F., &
Law,D.2001 Accounting Interns and their
Employers: Conflicting Perceptions.
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Beard, D. F.
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Paulins, V. A.
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Clark, S. C.
2003 Enhancing the Educational Value of
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University of Luzon
Dagupan City
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Delilis, M. G.
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University of Luzon
Dagupan City
D.R.
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Internship and Subsequent Academic
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Okay, S., &Sahin, I.
2010 A study on the opinions of the
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University of Luzon
Dagupan City
Gupta, et.al
An Exploration of Student Satisfaction
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UniversitiTunku Abdul Rahman
Klee, C. R.
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Learning Program in Sport
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Dagupan City
Schwartz, R. C
2010 Recent school psychology graduates:
A Preliminary Survey of their
Internship Experience, Satisfaction
and support
Furco,A
2009 Service Learning and School-to-Work.
Maduraperruma, et.al
2012 Student Perceptions OfInternship
Program in Accounting
Hergert M.
2009 Student Perceptions Of The Value Of
Internships In Business Education
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 http:// research-methodology.net/descriptive-research
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 http://repository.upenn.edu/cgi/viewcontent.cgi?article=1043&co
ntext=od_theses_msod
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University of Luzon
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 https://gpae.wcu.edu/Vol10/Preparing%20Students%20for%20Th
eir%20Future%20Accounting%20Careers.pdf
 http://www.prismjournal.org/fileadmin/Praxis/Files/JournalFiles
/Lubbers Bourland-Davis Rawlins.pdf
 http://ijonte.org/FileUpload/ks63207/File/13.bukaliya.pdf
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 http://research.lpubatangas.edu.ph/wp-
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 http://ched.gov.ph/university-of-luzon/
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 http://www.dagupan.gov.ph/ict-bpm-roadman/part-one-
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 http://www.scribd.com/document/204027414/Statistical-
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 https://businessjargons.com/job-characteristics-meaning/
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 http://ijonte.org/FileUpload/ks63207/File/13.bukaliya.pdf
 https://www.tandfonline.com/doi/abs/10.1080/0963928070123
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 http://repository.upenn.edu/cgi/viewcontent.cgi?article=1043&c
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 https://www.emeraldinsight.com/doi/abs/10.1108/1361202081
0857970
 http://www.sciepub.com/reference/220736
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 http://connections.ebscohost.com/c/articles/47785471/making-
most- internship-empirical-study-internship satisfaction
 http://eprints.utar.edu.my/616/1/BA-2011-0905921.pdf
 http://libproject.hkbu.edu.hk/trsimage/hp/07051379.pdf
 http://eprints.utar.edu.my/616/1/BA-2011-0905921.pdf
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 http://libproject.hkbu.edu.hk/trsimage/hp/07051379.pdf
 https://www.researchgate.net/publication/315833952_Students
_saisfaction_and_expectations_from_internships_in_Greece_A_co
mparison_betwee_Greek_and_International_students&ved=FPRLC
0uzuzJ7fmTJo4y
 https://www.highbeam.com/doc/1G1-75146354.html
 https://www.sciencedirect.com/science/article/pii/s1473837612
000597
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Appendix A
LETTER OF PERMIT TO CONDUCT THE STUDY
October 11, 2018
PROF. RENANTE D. BALOCATING, CPA

Dean, College of Accountancy
University of Luzon
Perez Blvd., Dagupan City
Dear Dean Balocating:
The Research Team from the College of Accountancy, University of

Luzon, Dagupan City, represented by the undersigned, is currently
embarking on a research study entitled: “ACP PROGRAM SATISFACTION
OF STUDENTS OF THE COLLEGE OF ACCOUNTANCY OF UNIVERSITY
OF LUZON,” aimed to assess the level of satisfaction of BSA and BSAT
students in the OJT programoffered by the department in fulfillment of
the requirements of the subject Research (RES) 11.
In this connection, I wish to respectfully request from your good

office the approval of the conduct of the study focusing on the entity of
which you embody. Further, it is with fervent hope that you grant the
Team the opportunity to access data/information pertinent to the said
research through survey.
Anticipating your favorable response, kind consideration and

preferential attention on this matter, please accept my sincerest thanks
and gratitude.
More power and Godspeed.

Very truly yours,
ROWBBY GWYN C. CALMA

Research Team Leader
Favorably endorsed:
PROF. DARWIN M. JUGUILON

Research Professor
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Appendix B
Survey Questionnaire
Dear Respondents,
We, the student-researchers of University of Luzon, in partial

fulfilment of the requirements leading to the degree of Bachelor of
Science in Accountancy and Accounting Technology, are currently
serving a study entitled: “ACP Program Satisfaction of Students of the
College of Accountancy of University of Luzon”.
In this regard, we would like to request your precious time in

answering this short questionnaire. The researchers behest your
persistence and completeness of answers to the questions given on this
study. Your answers to this survey will be used to assess the graduates’
work readiness and will remain confidential.
We’ll truly appreciate your participation. Thank you and God bless.
Sincerely yours,
The Researchers
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University of Luzon
Dagupan City
ACP PROGRAM SATISFACTION OF STUDENTS OF THE COLLEGE OF

ACCOUNTANCY OF UNIVERSITY OF LUZON
SURVEY-QUESTIONNAIRE
INSTRUCTIONS: Please answer the questions below to indicate your

beliefs and feelings about your OJT experiences. Your answers will help
us better understand your interest in having applied learning and service
learning opportunities and this survey will be used to assess the
students’ OJT satisfaction of the accountancy and accounting technology
profession and will remain confidential.
PERSONAL INFORMATION
Part 1: PERSONAL DETAILS
Name (Optional): ____________________________________________
E-mail Address(Optional): ______________________________________
Direction: Please supply the needed information by checking (/) inside the
box that corresponds to your information.
Gender: [ ] Male [ ] Female

Course: [ ] BSA [ ] BSAT
Part 2: FACTORS INFLUENCING OJT SATISFACTION AMONG

UNDERGRADUATES
Direction for Part 2 and 3: Please answer the following by checking ( / ) the
corresponding equivalent number using the following descriptions:
1 = (SD) Strongly Disagree
2 = (D) Disagree
3 = (N) Neutral
4= (A) Agree
5 = (SA) Strongly Agree
SA A N D SD
1. INDIVIDUAL FACTORS 5 4 3 2 1
A. I often volunteered for tasks.
B. I proactively asked questions.
C. I took the initiative to get acquainted with
other employees.
D. I proactively asked for feedback during OJT.
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2. UNIVERSITY SUPPORT 5 4 3 2 1
A. My university supervisor was available at
critical times.
B. My university supervisor provided direct
and immediate feedback.
C. My university OJT office provided students
with adequate OJT orientation.
D. My university OJT office conducted the OJT
process (i.e. formal documents, announcements,
placements) in an organized, timely manner.
E. My university supervisor fostered an open
and trusting relationship.
F. My university supervisor was
knowledgeable about organizational policies and
procedures.
3. JOB CHARACTERISTICS 5 4 3 2 1
A. My OJT provided me the chance to
completely finish the pieces of work I began.
B. Site supervisors often let me know how well
they thought I have performed on my job.
C. The actual work itself provided clues about
how well I am doing during my OJT.
D. My OJT required me to use a number of
complex or high-level skills.
4. ORGANIZATIONAL ENVIRONMENT 5 4 3 2 1
A. My site supervisor was a good professional
model for me.
B. My site supervisor shared his/her personal
experiences to give me an alternative perspective
to my problems.
C. My OJT taught me a lot of things that I
would never have been able to learn in the
classroom.
D. I had learned a lot about the field,
profession or business through my OJT
experience.
E. As a result of this OJT, I am better prepared
to enter the working world.
F. I feel I can get a good reference from this
organization.
G. I really liked the organization that I did my
OJT with.
Thank you for your participation in completing the questionnaire! Your

time and opinions contributed are greatly appreciated.
End of Questionnaire.
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Appendix C
TALLIED DATA (pp. 1/2)
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TALLIED DATA (pp. 2/2)
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University of Luzon
Dagupan City
Appendix D
Table 3
Factors Influencing OJT Satisfaction Among Students in terms of Individual Factors
n=243
Level of Satisfaction Descriptive

Indicators 5 4 3 2 1 Mean Equivalent
A. I often volunteered for tasks. 5(80) 4(84) 3(40) 2(19) 1(20) 3.76 Agree
B. I proactively asked questions. 5(52) 4(85) 3(70) 2(24) 1(10) 3.6 Agree
C. I took the initiative to get acquainted with
other employees. 5(35) 4(107) 3(59) 2(13) 1(28) 3.45 Agree
D. I proactively asked for feedback during OJT. 5(40) 4(86) 3(53) 2(32) 1(32) 3.29 Neutral
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Appendix E
Table 4
Factors Influencing OJT Satisfaction Among Students in terms of University Support
n=243

Indicators 5 4 3 2 1 Mean Equivalent
A. My university supervisor was available
at critical times. 5(42) 4(67) 3(76) 2(34) 1(22) 3.3 Neutral
B. My university supervisor provided
direct and immediate feedback. 5(33) 4(73) 3(84) 2(36) 1(17) 3.28 Agree
C. My university OJT office provided
students with adequate OJT orientation. 5(50) 4(100) 3(57) 2(28) 1(8) 3.6 Agree
D. My university OJT office conducted
the OJT process (i.e. formal documents,
announcements, placements) in an organized,
timely manner. 5(55) 4(76) 3(67) 2(34) 1(11) 3.54 Agree
E. My university supervisor fostered an
open and trusting relationship. 5(42) 4(75) 3(67) 2(33) 1(23) 3.33 Neutral
F. My university supervisor was
knowledgeable about organizational policies
and procedures. 5(62) 4(66) 3(65) 2(31) 1(16) 3.53 Agree
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Dagupan City
Appendix F
Table 5
Factors Influencing OJT Satisfaction Among Students in terms of Job Characteristics
n=243
Indicators Mean
5 4 3 2 1 Equivalent
A. My OJT provided me the
chance to completely finish the Agree
pieces of work I began. 5(77) 4(70) 3(59) 2(19) 1(18) 3.70
B. Site supervisors often let
me know how well they thought I Agree
have performed on my job. 5(58) 4(75) 3(64) 2(32) 1(13) 3.55
C. The actual work itself
provided clues about how well I Agree
am doing during my OJT. 5(54) 4(79) 3(67) 2(26) 1(15) 3.54
D. My OJT required me to
use a number of complex or Agree
high-level skills. 5(42) 4(84) 3(73) 2(32) 1(12) 3.46
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Dagupan City
Appendix G
Table 5
Factors Influencing OJT Satisfaction Among Students in terms of Organizational Environment
n=243
Level of Satisfaction
Indicators Mean Descriptive Equivalent
5 4 3 2 1
A. My site supervisor was a good
Agree
professional model for me. 5(82) 4(73) 3(46) 2(24) 1(17) 3.74
B. My site supervisor shared
his/her personal experiences to give me an Neutral
alternative perspective to my problems. 5(56) 4(72) 3(56) 2(31) 1(26) 3.42
C. My OJT taught me a lot of
things that I would never have been able to Agree
learn in the classroom. 5(82) 4(73) 3(35) 2(34) 1(16) 3.71
D. I had learned a lot about the
field, profession or business through my Agree
OJT experience. 5(58) 4(86) 3(52) 2(29) 1(18) 3.56
E. As a result of this OJT, I am
Agree
better prepared to enter the working world. 5(57) 4(78) 3(62) 2(32) 1(14) 3.54
F. I feel I can get a good reference
Agree
from this organization. 5(51) 4(76) 3(62) 2(34) 1(12) 3.51
G. I really liked the organization
Agree
that I did my OJT with. 5(58) 4(68) 3(68) 2(30) 1(11) 3.56
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Appendix H
Class List
SUMMER, SY 2017-2018
Section: ACC 3-A
1. Aclan, Mark Angelo C. BSAT

2. Buela, Jean Bradley C. BSA
3. Cabatbat, Arjay P. BSA
4. Camero, Ulysses C. BSA
5. Carvajal, Karl Lorenz BSAT
6. De Guzman, Dennis L. BSAT
7. Dingle, Joshua Dave B. BSA
8. Esguerra, Alison Jarom A. BSAT
9. Go, Nichole Andrea C. BSAT
10. Gutierrez John Paolo P. BSAT
11. Macalanda, Aeron T. BSA
12. Magalong, Aira BSAT
13. Maguid, Kent Alykhan BSA
14. Mangaoang, Ton Jay M. BSAT
15. Manzano, Elaine Grace B. BSAT
16. Metran, Caren C. BSAT
17. Santos, Canessa C. BSAT
18. Solomon, Jan Dominique P. BSAT
19. Soriano, Marinella P. BSA
20. Sotelo Daniel John Z. BSAT
21. Tandingan, Gerard C. BSAT
22. Tandoc, Argil V. BSAT
23. Valencia, Vanessa A. BSAT
24. Vallarit, Krisha Gail O. BSAT
Class List
Section: ACC 3-B
1. Alberto, Gian Carlo M. BSAT

2. Ancheta, Rachella G. BSAT
3. Basa, Joness Angela Q. BSA
4. Benitez, Ronamy J. BSAT
5. Camagay, Mariel L. BSA
6. Camorongan, Jesabelle B. BSAT
7. Cariño, Beatriz G. BSAT
8. Cerezo, ShellaKrinz R. BSAT
9. Cervantez, Deanne Desiraye C. BSAT
10. Dasig, Alondra D.V BSAT
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11. De Vera, Eunice Ann M. BSAT

12. Dioquino, Mariel Angela I. BSA
13. Dollaga, Shenna Mae M. BSAT
14. Ducusin, Katherine D. BSA
15. Lalas, Fredgia Rae I. BSAT
16. Lemon, Jimson S. BSA
17. Maglente, Jessabel C. BSAT
18. Magtibay, Maria Camille M. BSA
19. Mejia Shaira Mae M. BSA
20. Nacin, Angelica E. BSAT
21. Onia, Diana Lyn R. BSA
22. Posadas, Joanne P. BSAT
23. Reyes, Jessa B. BSAT
24. Sacdalan, Sheila Marie C. BSAT
25. Siapno, Elvin Neil C. BSA
26. Valdez, Charlene Mae V. BSAT
27. Velasco, Christian Jury U. BSA
Class List
SUMMER, SY 2017 – 2018
Sec.: ACC 3-C
1. Alcantara, Ly Anne P. BSAT

2. Arzadon, Jamaica P. BSA
3. Banaag, Shamar D.V BSAT
4. Basa, Jellyn Ann S. BSAT
5. Calimlim, Chelsea C. BSA
6. Candalera, Angel I. BSAT
7. Capistrano, Angelique S. BSA
8. Damasco, Kyla Angela R. BSAT
9. De Guzman, Crystally Jane BSA
10. Dela Cruz, Nobray Mae BSA
11. Espique, Paula Luz BSAT
12. Evangelista, Judy Ann N. BSAT
13. Fernandez, Billy Joe A. BSA
14. Flores, Kristine Joy A. BSAT
15. Gabriel, Jovelyn C. BSAT
16. Garcia, Katrine T. BSAT
17. Garcia, Kenneth S. BSAT
18. Lambino, JolinaCel M. BSAT
19. Malapit, Jessa V. BSAT
20. Manaois, Clarence A. BSA
21. Marigza, Shane M. BSA
22. Mascarina, Jhessa M. BSAT
23. Orodio, YverineVianessa P. BSAT
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24. Perez, Kathleen Joy F. BSAT

25. Perez, Sheila C. BSAT
26. Quezon, ShianaShyn B. BSAT
27. Ramos, Regine P. BSAT
28. Sampaga, Rezza D. BSAT
29. Velasco, Jewel Sam C. BSAT
Class List
Sec.: ACT 3-D
1. Abad, Glaiza Joy D. BSAT

2. Alcantara, Dariel P. BSAT
3. Aquino, Hijkeeya Mae D.C BSAT
4. Aragon, Lyca P. BSAT
5. Barbiran, John Christian Rey B. BSAT
6. Barcelo, Jennyfer D. BSAT
7. Bautista, Janille I. BSAT
8. Calimlim, Mellissa Reika Z. BSAT
9. Camba, Mika C. BSAT
10. Caragay, Yvonne D. BSAT
11. Dela Pena, Carl Matthew M. BSAT
12. Diaz, Princess Genesis T. BSAT
13. Erguiza, Jephtha D. BSAT
14. Fabiana, Alexa Mae T. BSAT
15. Garrero, John Derek P. BSAT
16. Isuan, Paolo Mateo F. BSAT
17. Labrador, Anthony James Kyle BSAT
18. Manangan, Martini Paulette BSAT
19. Meneses, Kristel R. BSAT
20. Ocay, Alaine A. BSAT
21. Pinpin, Hazel Angelica BSAT
22. Rentar, Reina Liza A. BSAT
23. Sarmiento Gladys C. BSAT
24. Tambaoan, MikeeAngelu D. BSAT
25. Tuazon, Cyra C. BSAT
26. Ventanilla, Bea Viel M. BSAT
CLASS LIST
Section: ACT 3-E
1. Agulan, Charito M. BSAT

2. Bautista, Hazel Ann R. BSAT
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3. Cajas, Adrian V. BSAT

4. Daoana, Kenneth E. V BSAT
5. De Vera, Sheila S. BSA
6. Rerrer, Nikki Anne Conception C. BSAT
7. Lazarte, Joyce R. BSAT
8. Lomibao, Wella M. BSAT
9. Mandap, RosuenRurthInah Q. BSAT
10. Marimat, Cristal Gean P. BSAT
11. Morales, Ma. Precious D. BSAT
12. Obillo, Geraldine A. BSAT
13. Perez, Sarah Lee P. BSAT
14. Poquiz, Belly Joy J. BSAT
15. Rangel, Mary Jane F. BSAT
16. Rico, Kathleen P. BSAT
17. Rodrigo. Rosalie C. BSAT
18. Romero, Shaun S. BSAT
19.Sagun, Rose Ann F. BSAT
20. Solis, Leanne Claire C. BSAT
21. Terrado, Jill Micah C. BSAT
22. Viloria, Paolo Jay C. BSAT
23. Villafania, Nathalie A. BSA
Class List
Section: ACT 3-F
1. Adra, Imee Monique V. BSA

2. Austria, Pamela Denise M. BSAT
3. Cagampan, Angelie F. BSAT
4. Caoile, Ailyn BSAT
5. Carpena, Mariel Ann C. BSAT
6. Carpizo, Kimberly S. BSAT
7. Carrera, Trisha Mae C. BSAT
8. Ciano, Sheila Mae U. BSAT
9. Clores, June Karlo S. BSAT
10. Cruz, Joshua Philip A. BSAT
11. De Guzman, Ma. Sheila Alyssa B. BSAT
12. Del Valle, Sybelle L. BSAT
13. Delavin, Jovanni Vincent L. BSAT
14. Delos Santos, Kristine Joy C. BSAT
15. Fan, Katherine L. BSAT
16. Flores, John Michael L. BSAT
17. Margelino, John Greg S. BSAT
18. Mejia, Mary Kamiel S. BSA
19. Nipal, Dianna E. BSAT
Page | 77
University of Luzon
Dagupan City
20. Posadas, Grashella R. BSAT

21. Quides, DakilaWeshley B. BSA
22. Salindong, Paul John A. BSA
23. Senting, Geliaqim M. BSA
24. Serafico, Karen Jeanne M. BSA
25. Soriano, Emmanuel B. BSA
26. Tandingan, Brenda S. BSAT
Class List
Section: ACT 3-G
1. Adviento, MA. Kristyl F. BSA

2. Aguinaldo, Mica Maureen E. BSAT
3. Agustin, LlivinD.V BSAT
4. Aviles JR. Samson R. BSAT
5. Bandong, Charlla Mae S. BSAT
6. Caballero, RocelBremma A. BSAT
7. Castro, Molly Mae C. BSAT
8. Celeste, Jessa Mae C. BSA
9. Dalioan, Zeny R. BSA
10. De Guzman, Victoria Marie S. BSAT
11. De Leon, Shazley M. BSAT
12. Dela Cruz, Alaica D. BSAT
13. Dioquino, Jhoe Angelo T. BSAT
14. Fernandez, Mary Jane E. BSAT
15. Flores, Junjun T. BSAT
16. Gilmo, Jefferson C. BSAT
17. Ibasitas, Michelle D.M BSAT
18. Ignacio, Madelyn Jane M. BSAT
19. Java, May Ann D.C BSAT
20. Javier, Angelica F. BSAT
21. Luna, Mica Ella BSAT
22. Macasieb, Keanu Timothy B. BSAT
23. Macumpang, Melcris M. BSAT
24. Nevado, MA.Bia H. BSAT
25. Papio, RhayGhie R. BSAT
26. Ramirez, Alexson C. BSAT
27. Rovillos, Jewel Loren D.G BSAT
Page | 78
University of Luzon
Dagupan City
Class List
Section ACT 3-H
1. Abulencia, Arbie D. BSAT

2. Agas, Michael Angelo D.V BSAT
3. Agulan, Aryd J. BSAT
4. Astro, Allen Cedrick C. BSA
5. Cabacungan, Carl James B. BSAT
6. Cabrera, Jush A. BSAT
7. Cayabyab, Alyssa C. BSAT
8. Celi, Irvin M. BSAT
9. Cerezo, Princess Joy P. BSAT
10. De Vera, Camille M. BSAT
11. De Vera, Camille M. BSAT
12. Espalarga, Kelsey Shane P. BSAT
13. Espinosa, Jayson B. BSAT
14. Fernandez, Hannah F. BSAT
15. Honrado, Warren M. BSAT
16. Leyson, Hazel P. BSAT
17. Malicdem, Val Vincent BSAT
18. Malixi,Claire A. BSA
19. Manuel,AlliahCollen R. BSAT
20. Martin, Mitzi R. BSAT
21. Orbos, Christian Daryl B. BSA
22. Padilla, Algine U. BSAT
23. Padua, John Mark M. BSAT
24.Palacio, John Ernest J. BSAT
25. Ramirez, Jessa Q. BSAT
26. Tayag, Franz Michael T. BSAT
CLASS LIST
Section: ACT 3- I
1. Castro, Ella Mae D.V BSAT

2. Cruz, Charisse Joy B. BSAT
3. Cruz, Erika L. BSAT
4. Diaz, Tiffany C. BSAT
5. Diso, Lilibeth E. BSAT
6. Estrada, Jayvee P. BSA
7. Ferrer, Krizea Ciara B. BSAT
8. FerreKrizia Michelle D.C BSAT
9. Gomez , Aileen D. BSAT
10. Gutierrez, Anjelic P. BSA
11. Idos, Marlon M. BSAT
Page | 79
University of Luzon
Dagupan City
12. Ilumin, John Daniel J. BSAT

13. Kho, Jonathan Brian C. BSAT
14. Laroya, Jocelyn S. BSAT
15. Liquiran ,Jojit M. BSAT
16. Magat, Pamela S. BSAT
17. Mamitag, Loxley N. BSA
18. Manuel, Michelle D. BSAT
19. Mejia, Maria GleezeD.V BSAT
20. Muyano, Camille Jean M. BSAT
21. Narvasa, Christian Klein C. BSAT
22. Oca, Mary Grace B. BSAT
23. Ora, Rustom H. BSAT
24. Palaganas, Maria Elaiza P. BSAT
25. Parayno, Jorel N. BSA
26. Payaoan, Richmond Dexter I. BSAT
Class List
Section: ACC 3-J
1. Cabe, Cindy Rose B. BSAT

2. Castro, Shienna Marie C. BSAT
3. De Guzman, Bless O. BSA
4. Fabia, Judy Ann J. BSAT
5. Lalamoro, Francis Louie M. BSAT
6. Laude, Jaymie Kaye S. BSAT
7. LlanetaBabylyn BSAT
8. Mallari, MA. Joevelita A. BSAT
9. Meneses, Mhikee Shane O. BSA
10. NarvasaMadeleneD.V BSAT
11. Nualda, RhonalynJhoy C. BSA
12. Padilla, Lisa D. BSA
13. Pastorin, Alondra B. BSAT
14. Prado, Arlene D. BSAT
15. Ramirez, Lovely Ann M. BSA
16. Reyes, Cristian V. BSAT
17. Rivera, Marimel L. BSAT
18. Shi, Nancy Kabei C. BSAT
19. Sibayan, Jeffrey C. BSAT
20. Tacay, Shieraden C. BSAT
21. Toribio, KhristineNilda R. BSAT
22. Viray, Nhicole S. BSA
Page | 80
University of Luzon
Dagupan City
CURRICULUM VITAE
ELDA ELLA N. ANAO
PERSONAL DATA:
Date of Birth: September 5, 1998
Age: 20 years old
Address: #2444 Arellano Street Calima,

Dagupan City
Course: Bachelor of Science in Accountancy
Father’s Name: Mr. Edgardo N. Anao
Mother’s Name: Mrs. Evelyn N. Anao
Contact No.: 0909 971 2840
E-mail Address: eldaellaanao@gmail.com
EDUCATIONAL ATTAINMENT
2017 – present - Tertiary Education:
Bachelor of Science in Accountancy
University of Luzon2
Dagupan City
2015 – 2017 - Tertiary Education:
Colegio de Dagupan
Dagupan City
2011 – 2015 - Secondary Education:
Dagupan City National High School
Dagupan City
2005 – 2011 - Elementary Education:
University of Pangasinan
Dagupan City
Page | 81
University of Luzon
Dagupan City
MA. ANN ALAICA N. ALTEZO
PERSONAL DATA:
Date of Birth: December 4, 1996
Age: 21
Address: PilarBolinao, Pangasinan
Course: Bachelor of Science in Accounting Technology
Father’s Name: Mr.Almario C. Altezo
Mother’s Name: Mrs. Candida N. Altezo
Contact No.: 0916 126 6713
E-mail Address: altezoalaica@gmail.com
University of Luzon
Dagupan City
Lyceum- Northwestern University
Dagupan City
Bachelor of Arts in Legal Studies
Saint Louis University
Baguio City
Page | 82
University of Luzon
Dagupan City
Pilar National High School
Bolinao, Pangasinan
Pilar Elementary School
Boliao, Pangasinan
Page | 83
University of Luzon
Dagupan City
ROWBBY GWYN C. CALMA
PERSONAL DATA:
Date of Birth: October 7, 1998
Age: 20 years old
Address: #0866 Mayombo District, Dagupan City
Course: Bachelor of Science in Accountancy
Father’s Name: Mr. Roberto J. Calma, Jr.
Mother’s Name: Mrs. Rowena C. Calma
Contact No.: 0928 997 9665
E-mail Address: calmarowbbygwyn@gmail.com
University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
Dagupan City National High School
Tapuac District, Dagupan City

East Central Integrated School
Mayombo District, Dagupan City
Page | 84
University of Luzon
Dagupan City
GLADYS C. CASIBANG
PERSONAL DATA:
Date of Birth: January 27, 1999
Age: 19 years old
Address: #139 TagacMangatarem,

Pangasinan City
Father’s Name: Rodel T. Casibang
Mother’s Name: Gloria C. Casibang
Contact No.: 0946 140 9113
E-mail Address: casibanggladys163@gmail.com
University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
Mangatarem National High School
PogonLomboyMangataremPangasinan
Tagac Elementary School
TagacMangatarem, Pangasinan
Page | 85
University of Luzon
Dagupan City
RHEA S. IMBAT
PERSONAL DATA:
Date of Birth: October 30, 1998
Age: 19 years old
Address: AmbalanganDalin, San Fabian,

Pangasinan
Father’s Name: Romeo S. Imbat
Mother’s Name: Luzviminda S. Imbat
Contact No.: 0910 056 2850
E-mail Address: imbatrhea@yahoo.com
Bachelor of Science in Accounting
Technology
University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
AmbalanganDalin National High School
AmbalanganDalin, San FabianPangasinan
AmbalanganDalin Elementary School
AmbalanganDalin, San FabianPangasinan
Page | 86
University of Luzon
Dagupan City
LOREN C. PERALTA
PERSONAL DATA:
Date of Birth: April 16, 1999
Age: 19years old
Address: #124 Patayak Sta. Barbara, Pangasinan
Father’s Name: Antonio G. Peralta
Mother’s Name: Nora C. Peralta
Contact No.: 0938 818 3200
E-mail Address: lorenperalta16@gmail.com
Bachelor of Science in Accounting
Technology
University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
Daniel Maramba National High School

PoblacionNorte Sta. Barbara, Pangasinan
Patayak Elementary School
Patayak Sta. Barbara, Pangasinan
Page | 87
University of Luzon
Dagupan City
DIANA A.TORIO
PERSONAL DATA:
Date of Birth: January 21, 1999
Age: 19 years old
Address: NibaliwNarvarte, San Fabian, Pangasinan
Father’s Name: Mr.Danilo S. Torio
Mother’s Name: Mrs.Dominga A. Torio
Contact No.: 0950 212 3968
E-mail Address: dianaabriotorio@gmail.com

University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
Archdiocesan School of San Fabian
San Fabian, Pangasinan
Sanitas Elementary School
San Fabian, Pangasinan
Page | 88
University of Luzon
Dagupan City
ANNA ALEXANDRA E. UNTALAN
PERSONAL DATA:
Date of Birth: March 11, 1999
Age: 19 years old
Address: #182 Bogtong, Malasiqui, Pangasinan
Father’s Name: Mr. Alfonso S. Untalan
Mother’s Name: Mrs. Rebecca E. Untalan
Contact No.: 0906 564 5931
E-mail Address: sandrauntalan11@gmail.com
University of Luzon
Dagupan City
Malasiqui Catholic School
Bonifacio St., Malasiqui, Pangasinan
Bogtong Elementary School
Bogtong, Malasiqui, Pangasinan
Page | 89
University of Luzon
Dagupan City
RODECCA VELASCO
PERSONAL DATA:
Date of Birth: February 24, 1997
Age: 21 years old
Address: 215 Malimpuec, Lingayen, Pangasinan
Father’s Name: Delfin P. Velasco
Mother’s Name: Rowena L. Velasco
Contact No.: 0906 024 1312
E-mail Address: rodeccav24@yahoo.com
University of Luzon
Dagupan City
Colegio de Dagupan
Dagupan City
St. Louis University
Page | 90
University of Luzon
Dagupan City
St. Columbans Institute
Domalandan Lingayen, Pangasinan
St. Columbans Institute
Domalandan Lingayen, Pangasinan
Page | 91

OJT Satisfaction Accountancy Students

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OJT Satisfaction Accountancy Students

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University of Luzon

THE PROBLEM AND ITS BACKGROUND

On-the-job training plays a pivotal role of preparing the students

their career with invaluable opportunities to gain professional industry

experience while undertaking their university degree. In addition to

gaining exposure in the work, it also provides students with both a

competitive edge in the marketplace and an opportunity to experience

the activities undertaken in their chosen profession. Trainings and

the classroom. It can also provide students to apply theoretical

knowledge gained through formal classroom learning with the

complexities, problem solving and analysis involved in the structured

working environment in a manner that cannot be replicated in a normal

classroom setting (Beard, 2007 cited by Warinda 2013 -Retrieved

The concept and growing popularity of OJT is not surprising and

in Greek, Roman, Chinese, and Vedie. Earlier centuries saw a refocus on

on-the-job trainings in which classroom with workplace application to

increase the learning and performance of the students. Trainees would

learn a craft as an entry to create a product or perform a service and

conduct a business into skilled field communities (Sides and Mrvica,

2007 cited by Warinda 2013 - Retrieved 07/07/18).

On-the-job training is considered active and learning by doing

whereas classroom learning is relatively passive. This way, students will

benefit from gaining experience as well as obtaining a career-related

industry, and use the feedback to continually strive to produce students

In 2009, Spradlin argues that training programs assists students

to clarify career objectives before graduating as well as additional input

to allow informed career decisions before graduations. Spradlin also

members began to establish on-the-job training programs after hearing

about them from colleagues at other institutions. Universities took the

lead in making the on-the-job training more appealing to and productive

programs as a way to get ahead in the competition for jobs.

On-the-job trainings are gradually increasing in terms of its

incorporation into the academic curriculum of tertiary education and

have been made compulsory as a requirement for the students. In 2009,

the International Federation of Accountants (IFAC) issued the

International Education Practice Statements (IEPS) 3: Practical

Experience Requirements – Initial Professional Development for

Professional Accountants, which stresses the importance of integrating

formal education and practical experience in enabling graduates to

develop their professional knowledge and professional skills, this

integration process, may be achieved through training attachment. The

OJT experience is argued to be beneficial in socializing the student

through training, teamwork assignments, meetings with clients or

employees, and various events hosted by the organization they are

attached to during their OJT. These benefits are consistent with

Schmutte findings that accountancy students undertaking on-the-job

training programs are able to clarify their career objectives before

graduating (Warinda 2013 - Retrieved 07/07/18).

be done early in the Bachelor of Science in Accountancy and Bachelor of

Science in Accounting Technology program. For the learning process to

impact on the day-to-day life of the student, there is a need to

understand the realities of the actual business environment. Students

business setting through actual exposure in the workplace. This is a way

to indirectly condition them to the life after their Accountancy and

Accounting Technology program.

In the Philippines, the Commission on Higher Education (CHED)

was mandated to develop and promote policies, systems, procedures and

programs that address globalization, changing policies, and liberalization

of trade in higher education. CHED shall require student on-the-job

training and establishment by Higher Education Institutions (HEIs) of

strong academic linkages with competitive skills and attitudes for

employment (CHED Memorandum Order, Art.1, Sec. 3- retrieved

The duration of on-the-job training program shall be up to