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Chapter 1

OVERVIEW

Background of the Study

Generally, degree holders express different motives and expectations regarding

their future careers. They are optimistic for the future in a situation suffused by confusion

and insufficient knowledge about the challenges and particularities of possible careers.

(Perrone & Vickers, 2003).

The literal definition of a career is the occupation undertaken for an extended

period of an individual's life and with development opportunities. However, it may be the

profession that plays a significant role in an individual's life and offers several

professional opportunities and chances. (National Career Development Association

Board of Directors, 1993). Therefore, career decisions could be understood as an

individual's ability to identify the profession's interests, set professional objectives, and

develop a coherent strategy. (Teixeira & Gomes, 2005). Having to decide on a career is

not limited to selecting the appropriate area within the profession but also entails the

eagerness and ability of individuals to integrate their plans.

According to Warrick, Daniels, and Scott (2010), After attaining a bachelor's

degree, the choice of career of the management accounting graduates continues to be a

matter for evaluation. It should evaluate the graduates' career choices to continue in the

management accounting industry after graduation and how they choose the accounting

field they want to specialize in. When deciding on a specific career to be pursued in

accounting, students should choose from various whether it is available to them,

including public and private sector accounting, taxation, forensic accounting,

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management consulting, auditing, and teaching. Understanding student perceptions of job

prospects is essential for educators and recruiters. Career choice in the Management

Accounting area has been attributed to many factors. New challenges raise concerns in

the current context, as economic development is based on decisions based on information

produced and obtained by accounting practitioners (Mbawuni& Nima-ko, 2015). For

Byrne, Willis, and Burke (2012), the management accounting profession needs to be

highly competitive with others in encouraging qualified students. The better way to do

this is to evaluate the factors that influence students' career choices.

According to the study of Umar (2014), the factors influencing the choice of

career of accounting students are parental involvement, personality, salaries, reputation,

and opportunity for the future. These were identified as the critical factors in the career

choice of the accounting students. Thus, according to the findings of the study by (Uyar,

Gongurmus& Kuzey, 2011), most of the factors influencing the management accounting

students' career choices are the desire to work in the accounting field, which implies that

the accounting field offers better employment opportunities and that the area matches the

skills and interests. Demagalhaes, Wilde & Fitzgerald (2011) stated that management

accounting professors and career counselors who understand factors influencing career

choices can help students advise on applicable career prospects in management

accounting.

Choosing a career efficiently has a significant impact on professional careers. For

some instances, changing career choices could be the reason for making the wrong

decisions in pursuing a career that could lead to a waste of effort, resources, and career

frustration. Dangoy& Madrigal, 2020). United States Accounting Education Change

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Commission (1993) states that new accounting graduates working as public accountants

often face problems with unforeseen work hours, deadlines, budgets, work stress, and

less-than-expected benefits (Williams, 1993: 76). This causes their interest in a public

accounting career to decline. Dennis, Engle & Stephens (1996), asserted the impact of

litigation on the public accounting profession as a career choice as a starting point for

non-public accounting. One of the causes of the shift in the career path is the stress and

time issues that characterize the public accounting profession. Such factors have led to a

stereotyping of the public accounting profession in society that it is an uninteresting

profession with uncompetitive salaries in excessive workload.

The inability to understand the influences that place students at the forefront of

accounting is disadvantageous to the accounting profession (James, 2010). The work will

only achieve its goals and social validation if the participants who make up it show

dedication and build bonds, paths, and objectives and strive for professional growth

(Carvalho, 2007). By this, the researchers will evaluate and present the study's results and

findings regarding the factors influencing the career preferences of management

accounting students. It can be a guide for all decision-makers in determining the factors

that influence career preferences.

Conceptual Framework

Career choice is a lifelong decision-making process for those who seek significant

satisfaction from their work. Choosing a management accounting student career is a

dilemma to do after graduation. Preferences could be proceeding in a business industry or

government services, public practice of their chosen profession, or otherwise to proceed

in Academic. A study shows that among these three distinct areas an accounting student
 4

chooses are to work in the business industry, gain academic relevance, or ultimately

diversify from accounting (Nwobu et al., 2015). In addition, the decision regarding which

career to pursue, independent of the moment, is an individual competency based on the

commitment to a given educational or vocational direction (Osipow et al., 1976). Along

with this, various factors are affecting their choice of careers, and this includes (1)

Personal Interest, (2) Academic Qualification, (3) Working environment, (4) Family and

Peer pressure, and (5) Financial Security. These factors comprehend the dynamic

involved in the decision or desire to follow a career and the associated commitment, both

individually and collectively.

Figure 1. Determinants of Career Preference of Management Accounting Students.

Factors Influencing the Career PROPOSED CAREER PROGRAM

Preference of Management Accounting AMONG MANAGEMENT
Students ACCOUNTING STUDENTS

 Personal Interest
 Academic Qualification
 Work Environment
 Family and Peer Pressure
 Financial Security

Statement of the Problem

The study aims to know the factors influencing the career preference of

Management Accounting Students of the College of Business Education in Saint

Columban College. This study also seeks to see the influence of the following factors:

PERSONAL INTEREST, ACADEMIC QUALIFICATION, WORK ENVIRONMENT,

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FAMILY, PEER PRESSURE, and FINANCIAL SECURITY. This study posits to

answer the following research questions:

 1. What is the level of influence of career preference among accounting students in terms

of personal interest, academic qualification, work environment, family and peer pressure,

and financial security?

2. Indetermining the most influential factor,what affects the career preference of

management accounting students most?

Scope and limitations

The study focuses on the factors influencing the career preference of the

Management Accounting Students of Saint Columban College. This study also focuses

on the career preference variables. The selection of respondents was made through total

population sampling wherein the total population of Bachelor of Science in Management

Accounting Students from the College of Business in Education of the Saint Columban

College is studied. The researchers will use online survey questionnaires to find out and

gather the primary source of data by the students' answers. The survey questionnaires will

show the factors influencing the students' career preferences.

Hypothesis

 There is no substantial difference between the level of influence of career

preference among accounting students in terms of personal interest, academic

qualification, work environment, family and peer pressure, and financial security.
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Significance of the study

It will conduct research to define the different interests of the Saint Columban

College Management Accounting Students in pursuing their accounting career in industry

or academic. 

This study will merit the following:

 Management Accounting Students- The students of the Management Accounting

course are the direct beneficiaries of this research. This research would help them

understand and interpret the importance of their chosen career direction. They will

be aware of the various aspects of their career to the industry or academics while

at the tertiary level.

 Instructors- This applies to all Management Accounting Career specialist teachers

who have been the frontier in the training of Accounting Student Management in

the Accounting industry. They would be able to appreciate the various desires of

the students through this analysis. They will know how to introduce best the

uniqueness of both the industry and academic profession to students.

 Future Researcher- The result of this study can serve as the basis for further

research on students’ choice to pursue a career path in the industry or academics. 

Definition of terms

Behavior – is the attitude of the students that influence their career preference either

negative or positive.

BSMA Students - refers to the target respondents and also the possible beneficiaries of

this research.
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Career preference - is a free option to choose a preferred profession. It's also making

decisions in a perplexing circumstance that arises during senior year.

Employability - is commonly associated with graduate employment, although it also

includes self-employment. Employability is defined as the development of competencies

to guarantee graduates are critical life-long learners.

Family and Peer pressure - is characterized as any viewpoint, attitude, or behavior of

the family, relatives and friends that somehow forms or influences the career preferences

of a student.

Financial Securities - is the condition of personal money management in terms of

spending, saving, credit utilization, investment, and retirement.

Interest - is the interest rate charged by lenders to persons who borrow money. Interest is

simply the cost of borrowing money.

Salaries - is a set sum of money or pay provided to an employee in exchange for work

done in the business.

Skill - is the acquired capacity to do an activity with predictable consequences and

effective execution, usually in a limited amount of time, energy, or both.

Working environment - is the location, social characteristics, and physiological factors

in which the employee executes the job. These factors can have an influence on employee

happiness, workplace relationships, cooperation, efficiency, and health.

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Chapter Description

The study consists of five chapters: Chapter 1 Overview, Chapter 2 Review of

Related Literature, Chapter 3 Research Methodology, Chapter 4 Data Presentation,

Analysis, and Interpretation, and Chapter 5 Summary, Findings, Conclusions, and

Recommendations.

Chapter 1- OVERVIEW

This chapter has provided an overview of the level of influence of the factors

affecting the career preference of management accounting students. This section contains

the problem statement as well as the conceptual framework. This is to look at the

important aspects that must be discussed. To support the research process and show the

research's relevance, the scope and constraints of the study, including the significance,

are briefly presented.

Chapter 2- REVIEW OF RELATED LITERATURE

This chapter provides significant reviewed related literature to enhance and

broaden the researchers' understanding on the level of influence of the factors affecting

the career preference of management accounting students.

Chapter 3- RESEARCH METHOD

This chapter illustrates the research methods on gathering necessary data. The

data acquired from the identified respondents in the preferred research environment will

be analyze to present the reliability and validity of the study.

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Chapter 4- PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented and discussed the relevant results of the gathered

data in tabular terms and were analyzed and interpreted according to the questions posed

in the study.

Chapter 5- SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter wraps up the overall outcomes of the analyzed quantitative data

which underwent into series of questions and interpretations thus resulting in the

conclusions on the answers of the research questions and providing recommendations

based on the findings of the study which can help and advice other researchers, readers,

and practitioners in the field of management accounting.

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Chapter 2

Review of Related Literature

Career Choices of Accounting Students

A career decision is a personal process or activity to be prepared to pick a job

after entering work life through a sequence of guided and planned activities by interest.

When considering a professional decision, a person will first look for different

professional alternatives. In the meantime, lectures help students to recognize the nature

of their accounting careers by providing the knowledge and abilities required to excel in

the accounting profession. Essentially, Career choices reflect an individual's interests,

personality, abilities, and background. According to Uyar and Kuzey (2011), Ahinful,

Paintsil, and Danquah (2012), and Britt (2012), a person will feel at ease. They choose

their career if the choice meets what they want and suits their interests and abilities. The

essential things in the decision-making process to become a public accountant are

accounting students' collections of information about public accountants and other

professions. Student interest and career plans are beneficial in preparing lectures to

deliver the material effectively to students who need it. 

Student career choices are influenced by the stereotyping of different careers

(Sugahara and Boland, 2006). Therefore, Career perceptions and stereotypes are

significant in deciding career choices since students' impressions of the work

environment are often impacted by personal knowledge of the work environment,

information from previous graduates, family, lecturers, and textbooks that they study

(Felton, Buhr, and Northey, 1994; Allen, 2004).

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According to Gati, Krausz, and Osipow (1996), career decisions will be practical

and suitable, provided the relevant information is acquired and used as effectively as

feasible. In the meantime, Sukardi (2002) proposes three types of information for career

decision-making: (1) personal and social information, (2) educational information, and

(3) employment information. 

Perception is essential in the decision to make a career. Friedlan (1995) argues

that teaching methods impact the perception of accounting students about the accounting

profession that will influence their career choices. Samsuri, Arifin, and Hussin (2016)

Research shows that most students in Malaysia have chosen. Because of the knowledge

they get from their surroundings, accountants pursue a career in accounting. Furthermore,

according to the research, undergraduate students are familiar with the selected work

since it is well established throughout the lecture. The knowledge then shapes a

perspective, guiding professional decisions (Hutaibat, 2012; and Samsuri, Samsuri,

Arifin, and Hussin, 2016).

Public and private accounting are the aspects of accounting that the students

ranked the highest (Warrick et al., no date). Public accounting is the accounting practice

of a 1255 public accounting firm, while private accounting exists when an accountant

operates for a business entity. In other words, offering accounting services to clients, such

as business organizations, individuals, non-profit organizations, and government

agencies/corporations, requires public accounting. Public accounting services include

preparing clients' financial statements, preparing tax returns on revenue, tax planning,

accounting technology consulting, mergers, and acquisitions. Generally speaking, every

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service rendered by an accounting company is a public accounting service. If an

accountant is hired by any of the clients mentioned above, a company. 

According to Thampoe (2016), this study ends the present inquiry on management

undergraduates' choices for choosing theJob Decision and Important Factors Influencing

Job Decision Management Undergraduates in Sri Lanka's North and East Universities

The article opens with an introduction to the study and a brief description of how the

study was carried out. According to the survey findings, management graduates continue

to choose to work for organizations in the public sector. They would instead join a huge

organization than a medium or small organization. They like to work in the medium level

of an organization rather than the top or junior level. Based on their specialty, they

choose management-level jobs. The outcome reveals that the employment selection is

time-consuming for the graduates. Several elements impact students when selecting a

career. Of the twenty-two criteria considered, money, fascinating work, employment

stability, and educational opportunities influenced students in these decisions.

Personalities, hobbies, parents, and the availability of work prospects all had a

substantial impact on students' career selections. Based on the research samples and data

acquired, only the peer factor was deemed to have insufficient evidence to claim that it

significantly impacts students' professional preferences out of the five identified career

selection variables. It might be due to the personality children have that piques their

interest, parental advice, and work options that students may look into in the future.

(Dublin and colleagues, 2020)

The expectation theory, as employed by Harnovinsah (2017) in his study, is

knowledge of each objective and the interrelationship between effort and performance, as
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well as performance and reward. As a result, an accounting student's job decision is

driven by the anticipation of a vocation that will suit their requirements and the

attractiveness it has for them. For example, according to him, a student may be enticed

into a work by the prospect of an excellent organizational reward, such as bonuses, pay

raises, or promotions. In other words, students expect their jobs to offer them what they

desire in terms of compensation, professional training, professional recognition, social

worth, work environment, labor market concerns, and personality, under the notion of

Venable's social, economic theory.

Personal Interest in Career decision-making

Personal career decision-making preferences seemed to be an essential factor in

choosing a career in life(Caldera et al., 2003; Bojuwoye and Mbanjwa, 2006 Gokuladas,

2010; Lent et al., 2010; Choi and Kim, 2013; Atitsogbe et al., 2018). According to

Bojuwoye and Mbanjwa, 2006, About 50% of young people's career decisions are based

on their interests. Gokuladas,2010 claimed that students from urban areas are more likely

to consider their interests before social interests when making career decisions. Lent et

al.,2010 indicated that personal interest predicts the career outcome expectations of

college students, while Li et al.,2015 reported that personal interests matter greatly in

collectivist Chinese culture. Still, individual preferences are strongly affected by social

comparison. Atitsogbe et al.,2018 said that personal interests more influence Swiss

students. They indicated that interest differentiation had been significantly correlated

with self-identity in Switzerland. The situation in the collectivist culture of Burkina Faso,

where interest distinction and consistency were less associated with self-identity, was

compared to this situation (Atitsogbe et al., 2018). Similarly, compared to American

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students who were more future-oriented and interested in setting individual desired goals

in their reality-oriented perceptions, Korean students were reported to focus on the

prevalent market patterns such as salaries, job positions, and promotion

opportunities(Choi and Kim, 2013). Personal interest in Mexican American females was

also linked to career aspirations (Caldera et al., 2003).

Financial Securities

The top criteria influencing students' career decisions are their salaries (Horowitz

& Riley, 1990). According to Ryan and Deci (2000), prestigious occupations, availability

of jobs, and well-paying employments have also been reported to motivate youth career

decision-making. Consequently, extrinsically motivated youth may choose their career

based on the fringe benefits of a particular profession, such as financial remuneration, job

security, job accessibility, and satisfaction (Ryan and Deci, 2000; Edwards and Quinter,

2011; Bakar et al., 2014). Furthermore, Byrne et al. (2012), Ahinful, Paintsil, & Danquah

(2012), and McDowall & Jackling (2010) show that level of earning has a significant

positive effect on students' choice of accounting as a career. So, it shows that students'

discipline choice is highly influenced by earnings potential.

Working Environment

The working environment includes two broader dimensions, such as employment

and meaning. Work has all the various characteristics of the job, such as how the job is

done and accomplished, including tasks such as training tasks, supervision of one's work-

related activities, a sense of job accomplishment, a variety of functions, and the inherent

value of a mission. The intrinsic element of work satisfaction was the subject of several

research papers. Results have shown that the working environment and the inherent
 15

component of job satisfaction positively correlate. The second dimension of job

satisfaction, defined as the background of physical and social working conditions, is

illustrated (Sousa-Poza, 2000; Gazioglu&Tanselb, 2006; Skalli, Theodossiou, Vasileiou,

2008). 

A person seeks to accommodate the environment during a career, with the

priorities of one, while being integrated into the environment simultaneously (Kroll, In

1970, Dinklage, Lee, Morley, & Wilson). Career growth is a balance between

understanding and fulfilling the individual's needs while reacting to life's external forces

and realities simultaneously. Two sets of inputs are involved in career decision variables:

the self and the work environment. In a career, the person has continually balanced one's

ambitions and how they fit into the reality of the workplace. Arnetz (1999) argues that it

is possible to find that most workers have issues with their boss who does not give them

the respect they deserve. Supervisors often exhibit drastic actions because they are

uncomfortable discussing positive and creative ideas with their supervisors. In addition,

he explains that top management restricts workers to their responsibilities instead of

creating a sense of accountability for employees by encouraging them to work in teams to

achieve high results. Petterson (1998) argues that it is essential to achieve organizational

objectives to communicate with employees within a corporation. He further states that

data communication must be handled correctly on time for the company's operations to

operate smoothly. If there is a disagreement between co-workers, then the company's

aims are challenging to accomplish. This paper aims to evaluate the relationship between

the working environment and employee job satisfaction based on the above discussion.
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The role of Location in career pathways has been perhaps most clearly articulated

by structuralism approaches to career development, which has argued that the career

outcomes of young people are more minor a matter of choice and more a point of the

kind of work available in the area (Roberts, 1997). According to the study on the

Importance of Location in your entry-level job, location preferences are one of the

primaries determining factors in searching for the first job after college. It shows that the

Location of the workplace needs to stick close to home where does not give

inconvenience. In contradiction, Harper (2004) argued that Location can be very

significant. However, it can limit career options. This could be an essential consideration

since any temporary position may become permanent. 

College graduates find it extremely difficult to find employment in their fields of

interest in today's workforce. When students enter the workforce and cannot find a job

connected to their major, they become discouraged. The economy also limits the number

of jobs available for the latest students in schools (Nabi, 2003). According to Leong

(2004), students consider economic factors such as employability and work availability in

the future. The practical feasibility of being employed insecure employment,

employability then becomes an essential factor in the decision-making of the profession.

Immigrant parents and kids, coming from a collective community, pursue careers that

sustain the entire family.

Furthermore, according to research, Asian American men and women are more

interested in technological fields, physical sciences, and non-enterprising business roles

than creative, social, or socially interactive business professions. Academic

environments, technical schools, entry-level work opportunities, vocational guidance, job

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placement, and business connections are all possibilities in terms of career choice. The

need for students to examine is discussed in much of the literature concerning career

choice. Rather than following the first opportunity presented, the student would have

investigated, brainstormed, and sought alternative approaches. The student must not be

content with the most straightforward chance that comes along. Continuous career

exploration could be embraced as a life-long strategy. (Demi, 2000).

Family and Peer Pressure

Roe (1957) stated that parental involvement had the most substantial influence on

a student's chosen career, primarily in the decision-making of a particular job. Later, she

asserted that perhaps the student's connection to their parents would be the most

influencing factor. According to Ginzberg (1988), students aspired to the profession of

their parents during the first phase of development and were later forced to settle disputes

between their aspirations or what was obtainable to them in their environment. According

to the study of (Howard et al., 2009), peer pressure is the third key factor next to parents

and educators, which can strongly influence young people's career choices.

As MeQuerrey (2017) explained in her article entitled "Family Factors

Influencing Career Choice," family members can influence career choices. the number of

factors can shape and influence career paths, starting with how family shapes perceptions

of different. Employment options. These factors must be carefully evaluated, whether

nurtured with ideas of specific vocations or seeking a career that matches adult family

life. Many youngsters grow up idolizing their parents' occupations. In the case of family-

owned enterprises, when parents anticipate their offspring to take over the firm, parents

may also purposefully or unwittingly push a kid into a specific professional path. Others,
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however, put pressure on their children to pursue specific high-profile jobs, believing

they make their children aim high. This literature showed the advantage of parental

influence or the family-related factors and how it affects choosing the right career. It

shows that children in transnational households are not doing worse than children living

with both parents. With this, we can say that family affects our decision, including their

profession and sources of monthly income.

Local Literature "Choosing a College Course: Child's Passion or Parent's Will?" "

by Celine Carpio asserts that parents are part of the student's job decision. One of the

most important is choosing a course and challenging decisions a student will make. It

cannot deny that parents have an essential part in determining the "correct," "best," and

"most feasible" course of action for their children. These options are often more

traditional, promising financially solid and secure work. For other parents, it becomes a

means of fulfilling an unrealized ambition. Children are confused about what they want

to do what their parents tell them to do to fulfill their parents' expectations. However, not

all children who pursue the college course, which is their parents' choice, succeed since

some struggle. Students may face the following difficulties: (1) Poor grades or poor

academic performance. According to research done at Rizal Technology University, one

of the essential aspects of a student's success or failure in learning is motivation. Because

pupils are compelled to study a subject in which they are uninterested, they lack

motivation, resulting in poor academic performance or even failing marks. (2) Shifting

course. Students frequently change courses because they become fatigued or lose interest.

According to the Center of Nationals for Education Statistics, around 30% of

undergraduates in associate's and bachelor's degree programs changed their major at least
 19

once within the first three years of attendance. When a parent's child realizes that they

cannot continue with the course that their parents have assigned to them, they do the

same thing. Changing courses would imply more time until graduation and more costs for

tuition, fees, and other expenses. (3) There is a 34 percent chance of depression.

According to one research, parents who are overly involved in their children's life

produce adverse outcomes, leading to feelings of melancholy and discontent. Another

study found that overbearing parental supervision might cause depressive symptoms in

Filipino students. Another essay created by an anonymous internet writer and blogger

discusses the various factors to consider while selecting a college course. Many college

students struggle with choosing the appropriate course. Some are forced to take classes

they dislike or are uninterested in. Because the students' selection will significantly

impact their future careers, they must choose which course is ideal for them—the few

things you need to consider: (1) your strengths and abilities. Identifying one's strengths

and capabilities is one of the most critical aspects in determining which course is most

suited to one's abilities. (2) A desire to learn and an eagerness to do so. (3) Objectives.

Considering these factors will assist students in selecting and deciding on the appropriate

course for them.

Career decisions can be interpreted as the ability of the person to define his/her

priorities within the profession, set his/her career goals, and formulate a plan coherently

(Teixeira & Gomes, 2005). The socioeconomic theory says that students' career choice

differs according to the social circumstances that include the influence of parents, friends,

and teachers, social status, and economic conditions, including work opportunities and

salary amount (Venable, 2011). The theory of Reasoned Action Model (TRA) states that
 20

the intrinsic factors (attitude towards behavior) and parental influence (subjective norm)

are the two constructs in the model, making essential and independent contributions to

predicting the career choice of accounting students. The findings show that "intrinsic

influences" and "parental influence" have a significant effect on the choice of whether to

pursue a profession (Law, 2010). On the other hand, the study of Factors influencing

accounting students' career paths indicates that undergraduate accounting students are

more influenced in choosing their career paths by intrinsic motivation and career

visibility.

In contrast, third parties and extrinsic motivation are less likely to influence the

career choices of undergraduate accounting students. (2017, Lee et al.). While Parsons'

theory affirms that individuals should consider their skills and abilities to fit with a

particular occupation. Moreover, Dimaki et al. (2005) suggested that job selection is one

of the vital decisions that can affect an individual's life.  

Management accounting students have to decide on where they should go after

graduation. Usually, interest is initiated at the student level or after graduation and when

practicing accounting in the workplace. The interest of business students in accounting as

a major and as a potential profession has been discussed in many accounting studies

(Saemann& Crooker, 1999; Ahmed et al., 1997; Felton et al., 1994). According to the

researcher's knowledge, no one has examined the interest of accounting students in a

specific accounting career, such as becoming a management accountant. It is, therefore,

essential to explore the interest of accounting students in management accounting as a

potential future profession, especially given recent concerns about accounting for

management (Otley, 2008). In addition, it is essential to study accounting students'

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interest in management accounting as a promising future career, particularly in light of

recent concerns regarding management accounting.

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Chapter 3

Research Method

Introduction 

The methods used to complete the research are listed in this chapter. It illustrates

the research design, the research instrument, the participants, the process used on data

collection, and research data analysis procedures.

Research Design

The researchers utilized a descriptive quantitative research design appropriate for

achieving the study's aim and objective. 

Dudovskiy (2017) defined descriptive research as describing current events in

which the researcher does not influence the variables. Furthermore, descriptive research

may be defined as evaluating, analyzing, or identifying. Descriptive research aims to shed

light on existing challenges through a data gathering procedure that allows them to

explain the situation more thoroughly than was previously feasible. We used the

descriptive research approach to describe the level of influence of the factors affecting

career preference in terms of financial security, work environment, personal interest,

academic qualification, and family and peer pressure.

Respondents

The target respondents will be all the students of Bachelor of Science in

Management Accounting of the Saint Columban College, which is currently enrolled in

the 1st semester of the AY 2021-2022.

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Research Instrument

The Online survey questionnaire will be used to gather information for this

research. According to Toepoel (2017), Online surveys are now the dominant mode. The

researchers will use surveys delivered online in the use of survey software. Researchers

will use a data collection approach using a questionnaire through survey software,

particularly in the use of google form. The researcher will post the same questions to all

Management Accounting students. The researcher will use the broad population sampling

from these students. Total population sampling is a purposeful sampling in which the

whole population of interest is studied (Lavrakas, 2008).

Data Collection Procedure

The data collection proposed in this research study will include an online survey

to collect information from management accounting students. These students will likely

be from the different year levels of Management Accounting students of Saint Columban

College. Upon identifying the BSMA students, we will collect personal data concerning

those students. In examining the factors affecting the students' career options, thee online

survey questionnaire through online survey software will be used. Copies of the

questionnaire to be made will be administered individually to all management accounting

students.

Ethical Considerations in Research 

Researchers must adhere to such norms and standards of conduct while

conducting research (Connolly, 2003:4). To protect the participants and the researcher

himself, the researcher followed the ethical guidelines while performing this analysis.

Following are the ethical issues that can be discussed:

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Informed Consent

According to Taylor, Peplau, and Sears (2012:28), informed consent implies,

including potential costs and benefits, the decision to engage in research after learning

about the study. It will ensure that the participants are informed of what the study

requires and how the analysis will help them.

Confidentiality 

Cohen et al. (2011:92) defined confidentiality as not revealing the participant's

details in any way that could identify the person or cause the individual to be traced. The

researcher will ensure that the respondent's information is kept private.

Anonymity

Anonymity means that we don't identify the person or research site involved, but

it's generally taken further in research to indicate that we don't provide details about any

entity or research site they can use to identify them (Walford, 2005:84). In the present

research, the participants' names are optional. The researcher agreed with the school

authorities to make public information if the respondents wished so

Harm to Participants 

The delicate balancing act of securing respondents from damage while also

avoiding "loss of ownership" is something that each researcher must consider for each

respondent on an individual basis (Grinyer, 2002:7). The researchers will ensure that the

participants in this study were not subjected to physical, psychological, or emotional

damage.
 25

Chapter 4
Presentation, Analysis and Interpretation of Data

This chapter presented and discussed the relevant results of the gathered data in

tabular terms and were analyzed and interpreted according to the questions posed in the

study.

5-point Likert Scale

Interval Adjectival Rating Alternate Adjectival

Rating
1.00-1.79 Strongly Agree Not Influential
1.80-2.59 Disagree Slightly Influential
2.60-3.39 Neutral Somewhat Influential
3.40-4.19 Agree Influential
4.20 and above Strongly Agree Very Influential

111
However, the kind of interval given above is biased in the
sense that the difference in the upper limit and lower limit of
the rst and last intervals is much lower as compared to the
three middle intervals (as shown in the table below). This
observation will result to items having more weighted mean
in the middle.
Likert Scale Interval Difference Description
1 1.00-1.50 0.50 Never
2 1.51-2.50 0.99 Rare
3 2.51-3.50 0.99 sometimes
4 3.51-4.50 0.99 often
5 4.51-5.00 0.49 always
To correct this problem, the author reduced or eliminated
the bias, by making the difference in each interval to have
a uniform difference; hence, the new interval given below
have a constant uniform difference in each interval. That is,
Likert Scale Interval Difference Description
1 1.00-1.79 0.79 Never
 26

2 1.80-2.59 0.79 Rare

3 2.60-3.39 0.79 sometimes
4 3.40-4.19 0.79 often
5 4.20-5.00 0.80
111
However, the kind of interval given above is biased in the
sense that the difference in the upper limit and lower limit of
the rst and last intervals is much lower as compared to the
three middle intervals (as shown in the table below). This
observation will result to items having more weighted mean
in the middle.
Likert Scale Interval Difference Description
1 1.00-1.50 0.50 Never
2 1.51-2.50 0.99 Rare
3 2.51-3.50 0.99 sometimes
4 3.51-4.50 0.99 often
5 4.51-5.00 0.49 always
To correct this problem, the author reduced or eliminated
the bias, by making the difference in each interval to have
a uniform difference; hence, the new interval given below
have a constant uniform difference in each interval. That is,
Likert Scale Interval Difference Description
1 1.00-1.79 0.79 Never
2 1.80-2.59 0.79 Rare
3 2.60-3.39 0.79 sometimes
4 3.40-4.19 0.79 often
5 4.20-5.00 0.80
Pimentel, J. L. (2010). A note on the usage of Likert Scaling for research data analysis,
USM R&D, 18(2), 109-112.
Link:
https://www.researchgate.net/publication/331231816_A_note_on_the_usage_of_Likert_S
caling_for_research_data_analysis
 27

Descriptive Research

Table 1. Interpretation of Responses in relation to Personal Interest Factor

N Mean Standard Interpretation

Deviation

Respondents 110

Q1 3.84 1.129 Influential

Q2 3.15 1.085 Somewhat

Influential

Q3 3.81 1.223 Influential

Q4 2.40 1.342 Slightly

Influential

Q5 3.95 .999 Influential

Average 3.4309 .67630 Influential

Table 1 shows the interpretation of responses about the personal interest factor.

The average weighted mean of the ratings is 3.4309, which can be transcribed as

influential based on Pimentel's Likert Scale questionnaire interpretation procedures

(2010). It is gleaned that the personal interest factor influences choosing their preferred

career.
 28

Table 2. Interpretation of Responses in relation to Academic Qualification Factor

N Mean Standard Interpretation

Deviation

Respondents 110

Q6 3.99 .972 Influential

Q7 Somewhat
2.90 1.306
Influential

Q8 Somewhat
3.19 1.169
Influential

Q9 3.41 1.229 Influential

Q10 Somewhat
3.04 1.211
Influential

Average Somewhat
3.3055 .80033
Influential

Table 2 shows the interpretation of the responses about the academic qualification

factor. The total average mean is 3.3055, which is somewhat influential to some

respondents. This indicates that this factor is slightly acceptable and has an adequate

impact. Also, this suggests that participants are less likely to base their preferred career

on their academic qualifications.

 29

Table 3. Interpretation of Responses in relation to Work Environment Factor

N Mean Standard Interpretation

Deviation

Respondents 110

Q11 3.87 1.197 Influential

Q12 3.45 1.193 Influential

Q13 4.02 .867 Influential

Q14 Somewhat
3.35 1.169
Influential

Q15 Very
4.26 .842
Influential

Average 3.7891 .67720 Influential

Table 3 depicts the interpretation of responses regarding the Work Environment

Factor. According to Pimentel's Likert Scale questionnaire interpretation processes, the

average weighted mean of the scores is 3.7891, which may be represented as influential.

It is discovered that the Work Environment aspect impacts the choice of their desired

profession. This suggests that the Work Environment heavily influences their choices.
 30

Table 4. Interpretation of Responses in relation to Family and Peer Pressure Factor

N Mean Standard Interpretation

Deviation

Respondents 110

Q16 Somewhat
2.84 1.324
Influential

Q17 Slightly
2.54 1.506
Influential

Q18 Somewhat
2.60 1.416
Influential

Q19 Slightly
2.46 1.412
Influential

Q20 Slightly
2.26 1.359
Influential

Average Slightly
2.5400 .95612
Influential

The table 4 shows the average mean of 2.5400. This implies that the Family and

peer pressure factor has the lowest influence on the participants. Based on the findings,

the parents of the management accounting students do not interfere with their decisions in

choosing their career path.

 31

Table 5. Interpretation of Responses in relation to Financial Security Factor

N Mean Standard Interpretation

Deviation

Respondents 110

Q21 4.03 1.145 Influential

Q22 4.15 1.042 Influential

Q23 4.14 1.079 Influential

Q24 Somewhat
3.30 1.208
Influential

Q25 4.10 1.040 Influential

Average 3.9436 .80964 Influential

The factor that obtained the strongest influence is Financial Security, with a

weighted average of 3.9436. This indicates that the student's primary motivation for

pursuing a profession is to earn a high income. It also means that high-paying

employment, in-demand occupations, and job prospects are the most influential factors.

As a result, respondents always consider salary.

 32

Table 6. Order of Factors based on their Weighted Average Mean

Factors Mean Interpretation Order/Ranking

Financial Securities 3.9436 Influential 1

Work Environment 3.7891 Influential 2

Personal 3.4309 Influential 3

Academic Qualification Somewhat 4

3.3055
Influential

Family and Peer 5

2.5400 Slightly Influential
Pressure

This final result shows that students' career decisions are most significantly

affected by Financial Securities. The most influential factor is the work environment,

followed by Personal interest, academic qualifications, and the lowest affecting factor is

Family and Peer pressure.

In conclusion, the tables from 1 to 5 have answered the first research question, and

the last table, which is table 6 has responded to the second research question.
 33

Chapter 5

Summary of Findings, Conclusion, and Recommendation

This chapter wraps up the overall outcomes of the analyzed quantitative data

which underwent into series of questions and interpretations thus resulting in the

conclusions on the answers of the research questions and providing recommendations

based on the findings of the studywhich can help and advice other researchers, readers,

and practitioners in the field of management accounting.

Summary of Findings

The study aimed to assess the level of influence of the factors affecting the career

preference of management accounting students.  With a detailed review and analysis of

the responses of the research participants, the researcher arrived at the following

conclusions:

1. What is the level of influence of career preference among accounting students in terms

of personal interest, academic qualification, work environment, family and peer pressure,

and financial security?

Based on the obtained interpreted data of the respondents, the researchers

determined the level of influence of the factors affecting the career preference of

management accounting students. The followings are the factors with their corresponding

average weighted mean:

 Personal Interest- 3.4309

 Academic Qualification- 3.3055

 Work Environment- 3.7891

 34

 Family and peer pressure- 2.5400

 Financial Security-3.9436

2. In determining the most influential factor,what affects the career preference of

management accounting students most?

Based on the acquired analyzed data of the respondents, the factor that made a

huge impact on pursuing their career path is the financial security which has an average

weighted mean of 3.9436. This means that having a huge salary is the top priority or

entices the management accounting students in choosing their career.

Conclusion

Based on the outcomes of the study, the study suggests that having prior

information about a job is vital. Fostering and growing interest in the career. Indeed, prior

information prepares an individual for the circumstances existing for a job, and one will

select to enter a career based on prior knowledge. Knowledge about a profession may be

obtained through study and consultations, as well as through training, experience, and

symposiums. Mentorship, dedication, drive, and interacting with others in the field of

interest are other methods via which individuals get previous knowledge for their jobs.

Making educated and deliberate career selections helps both the organization and the

individual.

Recommendations

Based on the study's results and conclusions, the study suggests the following: -

(a) Individuals contemplating a job change should carefully weigh available

professional options against their own interests. They should pursue a profession
 35

that interests them. Individuals who have already begun occupations that do not

correspond with their interests might explore improving their career paths by

enrolling in courses that will eventually shift or move them into areas of their

interest. Individuals should be encouraged to make professional options in areas

where they have a strong interest. They have or can readily acquire information,

skills, and interests, as doing what they are interested in is likely to improve

productivity.

(b) Individual interest and self-efficacy should be linked with skill development.

Interest and self-efficacy may be determined through psychological tests, which

should be delivered to Every student who enrolls in a higher education institution.

Before students are counseled on which jobs, they are suitable for, career

guidance and counselling personnel should make every effort to obtain as much

information as possible. As much information on a student's hobbies and self-

efficacy as feasible.

(c) Employers should match talents and interests to boost productivity. This appears

to be the key to unlocking a person's untapped potential.

(d) Based on the findings of the study, financial security is the most influential factor.

The researchers recommend to the future researchers to focus their study on the

household per capita income of the entire city of Pagadian for them to be aware

why the financial security is the most influential factor for the management

accounting student since most of our respondents is coming from Pagadian City.
 36

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FACTORS_AFFECTING_STRAND_AND_TRACK_CHOICE_AND_LEVEL_OF_SA

TISFACTION_OF_GRADE_11_STUDENTS_IN_LEUTEBORO_NATIONAL_HIGH_

SCHOOL?

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341275964_The_Factors_that_Influence_Students'_Decision_in_Choosing_the_BSA_Pr

ogram
 46

APPENDIX A
 47

CURRICULUM VITAE

Personal Information
Name: Blanche Hazel B. Gabule
Date of Birth: March 22, 2000
Place of Birth: Pagadian City
Address:
Civil Status: Single
Educational Background
Elementary:
Junior High School:
Senior High School:
College: Saint Columban College
Research Output Title in Senior High School
Title:
Author:
 48

CURRICULUM VITAE

Personal Information
Name: Frenix J T. Montegrande
Date of Birth: October 13, 2000
Place of Birth: Pagadian City
Address:
Civil Status: Single
Educational Background
Elementary:
Junior High School:
Senior High School:
College: Saint Columban College
Research Output Title in Senior High School
Title:
Author:
 49

CURRICULUM VITAE

Personal Information
Name: Reca Mae N. Nacario
Date of Birth: April 24, 2000
Place of Birth: Pagadian City
Address: Purok Sunshine, San Pedro District Pagadian City
Civil Status: Single
Educational Background
Elementary: Seventh Day Adventist School
Junior High School: Holy Child’s Academy of Pagadian
Senior High School: Holy Child’s Academy of Pagadian
College: Saint Columban College
Research Output Title in Senior High School
Title:
Author:
 50

CURRICULUM VITAE

Personal Information
Name: Shelly Faith L. Sarigumba
Date of Birth: November 04, 1999
Place of Birth: Pagadian City
Address: Purok Santan B, San Jose District Pagadian City
Civil Status: Single
Educational Background
Elementary: Pagadian City Pilot School
Junior High School: Holy Child’s Academy of Pagadian
Senior High School: Holy Child’s Academy of Pagadian
College: Saint Columban College
Research Output Title in Senior High School
Title:
Author: