UNIVERSIDAD DE MANILA
Universidad de Manila
College of Business and Administration
659-A Cecilia Munoz St, Ermita, Manila, 1000 Metro Manila
“THE EFFECT OF THE TEACHING STYLES TO THE BACHELOR OF SCIENCE IN
ACCOUNTANCY STUDENTS’ ACADEMIC ACHIEVEMENT AND MOTIVATION”
A Research Paper in Partial Fulfillment of Requirements
for Accounting Research and Methods
Submitted by:
De Ocampo, John Carlo A.
Juan, Kim Hilary C.
Lee, Kim Joy F.
Orain, Jorilyn C.
Submitted to:
Dr. Lyssander Rodan C. Dela Cruz, CPA
S.Y. 2022-2023
1|Page
, Table of Contents
Abstract...............................................................................................................................3
Validity and Reliability......................................................................................................23
Reliability Statistics...........................................................................................................23
Statistical Treatment of Data..............................................................................................24
Reliability Statistics...........................................................................................................36
2|Page
, Abstract
3|Page
, Chapter 1: Introduction
THE PROBLEM AND ITS BACKGROUND
Effective teaching is concerned with the student as a person and with his general
development. The teacher must recognize individual differences among his/her students and
adjust instructions that best suit to the learners. Teachers are considered the light in the
classroom and play varied and vital roles. Since students are at the core of learning process, a
study tailored to their motivations and strategies and factors hindering their learning is
imperative as students themselves play pivotal roles in shifting their own learning and acquiring
enhanced academic achievement. "Effective learning in the classroom depends on the teacher's
ability to maintain the interest that brought students to the course in the first place (Erickson,
1978). Not all students are motivated by the same values, needs, desires and wants. Some
students are motivated by the approval of others or by overcoming challenges. As has been said,
what happens in the classroom depends on the teacher's ability to maintain students' interests.
Thus, teachers play a vital role in effecting classroom changes.
In terms of achievement motivation, it is not a single construct but rather subsumes a
variety of different constructs like ability self-concepts, task values, goals, and achievement
motives. Pintrich acknowledged that research on student motivation is central to research in
learning and teaching settings. Achievement motivation energizes and directs behavior toward
achievement and therefore is known to be an important determinant of academic success
(e.g., Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Achievement
motivation is not a single construct but rather subsumes a variety of different constructs like
motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander,
2000; Wigfield and Cambria, 2010; Wigfield et al., 2016).
4|Page
Universidad de Manila
College of Business and Administration
659-A Cecilia Munoz St, Ermita, Manila, 1000 Metro Manila
“THE EFFECT OF THE TEACHING STYLES TO THE BACHELOR OF SCIENCE IN
ACCOUNTANCY STUDENTS’ ACADEMIC ACHIEVEMENT AND MOTIVATION”
A Research Paper in Partial Fulfillment of Requirements
for Accounting Research and Methods
Submitted by:
De Ocampo, John Carlo A.
Juan, Kim Hilary C.
Lee, Kim Joy F.
Orain, Jorilyn C.
Submitted to:
Dr. Lyssander Rodan C. Dela Cruz, CPA
S.Y. 2022-2023
1|Page
, Table of Contents
Abstract...............................................................................................................................3
Validity and Reliability......................................................................................................23
Reliability Statistics...........................................................................................................23
Statistical Treatment of Data..............................................................................................24
Reliability Statistics...........................................................................................................36
2|Page
, Abstract
3|Page
, Chapter 1: Introduction
THE PROBLEM AND ITS BACKGROUND
Effective teaching is concerned with the student as a person and with his general
development. The teacher must recognize individual differences among his/her students and
adjust instructions that best suit to the learners. Teachers are considered the light in the
classroom and play varied and vital roles. Since students are at the core of learning process, a
study tailored to their motivations and strategies and factors hindering their learning is
imperative as students themselves play pivotal roles in shifting their own learning and acquiring
enhanced academic achievement. "Effective learning in the classroom depends on the teacher's
ability to maintain the interest that brought students to the course in the first place (Erickson,
1978). Not all students are motivated by the same values, needs, desires and wants. Some
students are motivated by the approval of others or by overcoming challenges. As has been said,
what happens in the classroom depends on the teacher's ability to maintain students' interests.
Thus, teachers play a vital role in effecting classroom changes.
In terms of achievement motivation, it is not a single construct but rather subsumes a
variety of different constructs like ability self-concepts, task values, goals, and achievement
motives. Pintrich acknowledged that research on student motivation is central to research in
learning and teaching settings. Achievement motivation energizes and directs behavior toward
achievement and therefore is known to be an important determinant of academic success
(e.g., Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Achievement
motivation is not a single construct but rather subsumes a variety of different constructs like
motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander,
2000; Wigfield and Cambria, 2010; Wigfield et al., 2016).
4|Page
