“Benchmarking Excellence: Evaluating the Role of Mock Board

Examinations in Shaping CPALE Takers’ Performance in the

CPALE 2022 from Selected Universities in the City of
Cabanatuan”
______________________

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE SUBJECT

ACC 116 ACCOUNTING RESEARCH

______________________

BY
Bautista, Cyril Jaye L.
Benamer, Ma. Jessa P.
Bustamante, Princess Ann F.
Gaitan, Jay Ann
Maducdoc, Alessandra Myka M.
Nicolas, Charlene C.
Paguinto, Cristian Karl N.
Pantaleon, Cielo Marie P.
Pineda, Ma. Cristine R.
Santiago, Alexandra Nicole P.
Tecson, Louise Mathew G.
Villanueva, Christelle B.

BACHELOR OF SCIENCE IN MANAGEMENT ACCOUNTING

February 2024
 i

APPROVAL SHEET

This undergraduate thesis, entitled “Benchmarking

Excellence: Evaluating the Role of Mock Board Examinations in
Shaping CPALE Takers’ Performance in the CPALE 2022 from
Selected Universities in the City of Cabanatuan,” is prepared
and submitted by Cyril Jaye L. Bautista, Ma. Jessa P. Benamer,
Princess Ann F. Bustamante, Jay Ann Gaitan, Alessandra Myka
Maducdoc, Charlene C. Nicolas, Cristian Karl N. Paguinto,
Cielo Marie P. Pantaleon, Ma. Cristine R. Pineda, Alexandra
Nicole P. Santiago, Louise Mathew G. Tecson, and Christelle
B. Villanueva in partial fulfillment of the requirements for
the degree, Bachelor of Science in Management Accounting has
been examined and is hereby recommended for acceptance and
approval for the oral examination.
Mrs. Jaydee D. Catabona, LPT, MBA
Research Adviser

Thesis Committee

Manuel P. Castillo, Ph.D.

Chairman

Eriele June Rivera, CPA, CTT, MBA

Member

Jee Vell B. Merez

Member

Accepted and approved by the committee on oral

examination on February xx, 2024, with a rating of .

Manuel P. Castillo, Ph.D.

Chairman

Eriele June Rivera, CPA, CTT, MBA Jee Vell B. Merez

Member Member

Accepted and approved in partial fulfillment of the

requirements for degree, BACHELOR OF SCIENCE IN MANAGEMENT
ACCOUNTING.

Marvin S. Salviejo, CPA

CMA Dean

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ACKNOWLEDGEMENT

“If one dream shall fall and break into a thousand pieces, never be afraid to pick

one of those pieces up and begin again.”

Recalling all the challenges, experiences, distresses,

sleepless nights, sufferings and triumphs in their journey in

attaining an undergraduate education, the researchers believe

that they were guided by the Holy Spirit and blessed with

people who unselfishly shared their understanding, time,

effort, and expertise for the completion of this piece of

work.

With all sincerity, the researchers wish to express

their profound gratitude to the following wonderful people

who helped them in the fulfillment of this study:

Above all, to the Almighty God, to whom we owe our life,

the source and provider of everything, for His genuine love,

bountiful blessings, and never-ending guidance; whose gentle

and consistent persuasion had made the researchers to persist

and continue the study despite their hesitations, for giving

unending moral support, for believing in their potential and

uplifting their spirit;

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To the respondents, who trusted and gave their time to

fully cooperate with the researchers and patiently gave their

honest answers to their questions;

To the researchers’ parents, who have ameliorated their

children from stress and for unceasingly giving their love

and full support to finish this study; for the discipline

that they have imprinted on them and likewise for their

zealous prayers, care, and understanding;

To 3BSMA-MAIN1, for the companionship that helped the

researchers through the sleepless nights and the busy days;

through everything that the researchers have learned and

experienced inside the institutions;

To our endearing, beloved friends whom we love the most,

Ms. Angelyn Lacanilao, Ms. Maxene Villanueva, and Ms.

Eurabelle Daluz, whose guidance, support, and assistance have

helped us successfully conduct this study, are highly

appreciated and cherished;

Mrs. Jaydee Catabona, research adviser, for her ardent

encouragement and genuine belief, her kind contemplation in

making revisions, and her unrelenting patience and guidance

throughout this research paper.

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Completing this research was all possible because of the

support of our current dean of the College of Management and

Accountancy, Mr. Marvin Salviejo for allowing us to conduct

this study.

And to those in one way or another have shared their

invaluable efforts in the completion of this study.

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Dedication

This piece of work, a labor of love is humbly dedicated

to those who have provided motivation and support on the part
of the researcher.
To our guardians and parents, who provided moral,
spiritual, emotional, and monetary support despite
difficulties while we completed this work
To the aspiring learners of the present and future
generations so that this may help ignite their desire to help
the noble community to be better in simple ways such as this.
We would like to show our gratitude to our research
adviser, Jaydee Catabona for her enormous effort, time,
patience, advice, and assistance during the study process,
which helped us better understand the essential areas of this
research.
Thanks to the professors and friends who shared their
words of wisdom and support, which kept us inspired to finish
the study.
Above all, we are grateful to our Almighty God, who
enabled us to conduct this research with the help of his
blessings, direction, willpower, and protection. We present
all of these to you.

Yours truly,

Bautista, Cyril Jaye L.

Benamer, Ma. Jessa P.
Bustamante, Princess Ann F.
Gaitan, Jay Ann
Maducdoc, Alessandra Myka M.
Nicolas, Charlene C.
Paguinto, Cristian Karl N.
Pantaleon, Cielo Marie P.
Pineda, Ma. Cristine R.
Santiago, Alexandra Nicole P.
Tecson, Louise Mathew G.
Villanueva, Christelle B.

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TABLE OF CONTENTS

Page

Title Page................................................i

Approval Sheet...........................................ii

Acknowledgment..........................................iii

Dedication................................................v

List of Tables..........................................vii

List of Figures ........................................vii

CHAPTER I: THE PROBLEM AND ITS SETTING

Introduction and Background of the study.............1

Review of Related Literature.........................3

Theoretical Framework................................8

Conceptual Framework.................................9

Statement of the Problem............................13

Hypotheses of the Study.............................14

Significance of the Study...........................14

Scope and Delimitation of the Study.................16

Definition of Terms.................................18

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CHAPTER II: RESEARCH METHODOLOGY

Research Design.....................................20

Research Locale.....................................21

Respondents of the Study............................22

Sample and Sampling Procedure.......................23

Research Instruments................................23

Administration of the Instrument....................25

Data Gathering Procedures...........................25

Data Management Analysis............................27

REFERENCES...............................................

APPENDICES

Appendix A Survey Questionnaire Taker-Respondent.........31

Curriculum Vitae.........................................36

LIST OF TABLES Page

Table 1 Weighted Mean Table of Equivalence..........28

Table 2 T-test table of Equivalence.................29

LIST OF FIGURES

Figure 1 Research Paradigm..........................11

Figure 2 Location of PHINMA-Araullo University and

Wesleyan University-Philippines.....................22

Figure 3 Research Flow Chart........................26

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CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter provides an introduction to the topic that

has been chosen. It presents the review of related literature,

theoretical framework, conceptual framework, statement of the

problem, the hypotheses of the study, the significance of the

study, scope and delimitation, and accompanying definition of

terminologies.

INTRODUCTION AND BACKGROUND OF THE STUDY

In the Philippines, becoming a Certified Public

Accountant (CPA) is not that easy, it takes a lot of hard

work and effort. It involves rigorous academic preparation

taking a comprehensive mock board examination, and completing

the CPA Licensure Examination. Mock Boards in accountancy

programs are effective by providing students with practical,

real-world scenarios to apply their theoretical knowledge.

These simulated exams help refine problem-solving skills,

time management, and applying accounting principles in a

controlled environment. The hands-on experience gained

through Mock Boards enhances confidence and preparedness for

actual examinations, ultimately contributing to a more

effective learning experience in accountancy programs

(Mangoma, 2023).

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Therefore, many academic institutions give mock board

exams as preparation for the licensure exam, and the rating

on these exams is frequently utilized as a performance

indicator for the students and it is crucial to establish

whether a high rating on mock board exams can indicate CPA

licensure success.

Among the campuses in Cabanatuan City, PHINMA-Araullo

University and Wesleyan University-Philippines are well known

for offering the accountancy program. These universities may

explore various methods that may increase the graduates'

chances of passing the board exam. One such common practice

is the conduct of mock board exams before graduation because

these can give examinees a realistic testing environment as

well as feedback on their performance, which can assist them

in identifying their strengths and weaknesses and improving

their exam-taking skills.

This study aims to evaluate the role of the mock board

examination in shaping CPALE takers’ performances in CPALE

2022 from selected Universities in Cabanatuan City. This will

be done for benchmarking excellence and comparison purposes

of actual and set practices of the said universities. The

result of this study will be used as a basis to propose

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recommendations for improvement in the performance of future

takers and for the faculty members who are in direct contact

with the students as well as the university’s administration.

By systematically assessing and enhancing candidates'

performances, the study contributes to the continuous

improvement of accounting education and the overall quality

of certified public accountants in the Philippines.

Moreover, the researchers sought to explore the research

gap where there is no accessible study or literature that

evaluates the role of mock board examination in shaping CPALE

takers’ performance. Available studies and literature in the

present day explore the board takers’ performances on the

Certified Public Accountant Licensure Examination based on

the passing rates obtained on the mock board examination.

REVIEW OF RELATED LITERATURE

The following are the related literature reviews of the

“Benchmarking Excellence: Evaluating the Role of Mock Board

Examinations in Shaping CPALE Takers’ Performance in the

CPALE 2022 from Selected Universities in the City of

Cabanatuan”

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Concrete Learning

According to Rahmat et al. (2020), the concrete learning

experience is the stage where learners feel and witness the

ongoing tasks planned for them. Initially, learners would

begin to diverge in their understanding of the topics.

Present studies about concrete learning experiences

state that learners were actively involved and engaged in the

learning process. In a contextually rich learning

environment, learners were placed physically, often in

collaboration with others, that represented, in the moment,

uncontrived, "hands-on," real-world primary concrete

experiences (Grimwood et al., 2017, as cited in Morris, 2019,

p. 19).

Reflective Observation

A present study about self-reflection ("The Importance of

Self-Reflection in Learning," 2023) reveal that students have

a chance to reflect on their own strengths and weaknesses and

establish a path of positive self-evaluation that,

importantly, includes disclosing about any deficiencies. This

helps learners track their own achievements and progress,

promotes ownership over their work for growth, and allows

them to analyze their own learning. Furthermore, it is vital

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to self-reflect so that progress can be measured and areas of

shortcoming can be identified, especially on exams like mock

boards and board exams.

Mock exams serve as a reflection of a student’s preparation

level. They offer students a preview of the actual exam

environment, helping identify strengths and weaknesses. By

facing simulated exam conditions, individuals gauge their

readiness, giving them an accurate picture of what to expect

and areas that require improvement.

Mock exams aren’t just about testing knowledge;

they illuminate areas that need improvement. Identifying

weaknesses early on allows students to focus on specific

topics or concepts that require more attention and can be

worked on over the coming months with a mentor or teacher.

Consequently, they can tailor their study plans to address

these deficiencies effectively.

Abstract Conceptualization

In the third stage, abstract conceptualization,

participants analyze their experiences from mock board

examinations within the framework of theoretical knowledge.

This stage involves constructing new study habits and

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improving attitudes to address the identified challenges

effectively.

Dr. Serhat Kurt (2022) explains that in the next phase

of the learning cycle, learners focus on understanding events

by interpreting their experiences, reviewing existing

knowledge, drawing conclusions, and discussing theories with

peers. This phase involves transitioning from observation to

abstract thinking, categorizing ideas, and arriving at

informed conclusions by comparing new information with

existing knowledge. Learners demonstrate flexibility and

adaptability by adjusting their conclusions based on what

they already understand, highlighting their ability to

understand and refine knowledge.

A good study habit towards any subject is a combination

of discipline, passion, and a strong will to achieve a better

academic performance (Yap, 2019). Moreover, the findings of

Yap (2019) also stated that accounting students find it hard

to manage time efficiently and effectively for studying,

finding it hard to stick to a study schedule in which students

just study when they want to and not when they have to. That

will support another statement by Yap (2023) that mock board

exams should be conducted so that students will be exposed to

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problems that would possibly be the same concept as the actual

board exams.

Active Experimentation

According to Ganira L. (2023), active experimentation

is a concept developed by David Kolb as part of his

experiential learning theory. Experiential learning theory

suggests that learning is a continuous process where

knowledge is created through the transformation of

experience. Furthermore, active experimentation is one of the

four stages in the learning cycle proposed by Kolb, which

includes concrete experience, reflective observation,

abstract conceptualization, and active experimentation.

Active experimentation occurs when individuals actively

apply what they have learned from their experiences. This

stage involves testing theories, applying concepts in

practical situations, and engaging in hands-on experiences to

see how they work in real-life scenarios. This is about taking

the knowledge gained from reflection and conceptualization

and putting it into action (Idkhan, 2022).

In educational settings, active experimentation can

involve activities such as conducting experiments,

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participating in simulations, engaging in role-playing

exercises, or implementing solutions to real-world problems.

It encourages learners to take risks, make decisions, and

learn from the outcomes of their actions. Overall, active

experimentation plays a crucial role in the experiential

learning process by allowing individuals to actively engage

with their environment, test hypotheses, and gain practical

insights that further enhance their learning and

understanding. (Ganira L. 2023)

THEORETICAL FRAMEWORK

The researchers aligned the study in David Kolb's

Experiential Learning Theory (ELT), developed in 1984. It is

stated in the theory that knowledge is acquired through

experience using a four-step process of experiential learning

transformed into effective learning. The application of

Kolb's theory yields advantages for the participants in

determining the role of the mock board examination in shaping

the performance of CPALE takers in the Certified Public

Accountant Licensure Examination 2022. The following

corresponds to the four-stage process of Experiential

Learning Theory:

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1. Concrete learning. The participants' interpretation of

their learning is based on a new, realistic experience gained

on the mock Board Examination.

2. Reflective observation. The participants reflect on the

new, concrete experience to understand what it means.

3. Abstract conceptualization. The participants adapt their

thinking or construct new ideas based on experience and

reflection. The action they need to perform.

4. Active experimentation. The participants apply their new

ideas to real-world situations and make a continuous

assessment of the adjustments and improvements in their

skills and knowledge.

The researchers applied the variables above to determine

the role mock board examination in shaping CPALE takers'

performances in the CPALE 2022 from selected universities in

the City of Cabanatuan.

CONCEPTUAL FRAMEWORK

The concept of this study is concentrated mainly on the

role of mock board examination in shaping takers’ performance

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during the Certified Public Accountant Licensure Examination

(CPALE). The researchers employed the IV-DV (Independent

Variable-Dependent Variable) Model as an assessment tool to

determine how the independent variable consequently creates

changes in the dependent variable. Mock board examination

performs various advantages for CPALE takers through which we

will evaluate the different challenges they faced in the

actual board examination.

Mock tests allow students to experience what a real exam

(such as CPALE) would be like. The actual Board exam may

differ significantly from what they are used to which is why

Mock Board exams are crucial. Developing familiarity with the

types of questions that may be asked on the day of the actual

exam (Roy, H., 2023). True to the saying “Practice makes man

perfect,” mock tests are a practice run for the final

examination. Attempting several mock tests gives students a

lot of practice that creates confidence that may empower them

(Borkala, 2021). However, in some instances, graduating

students who passed the mock board examination,

unfortunately, failed in the actual board because they

underestimated the board examination itself. The graduates

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thought that this examination was as easy as the mock board

examination (Geemiz, 2011).

Independent Variable Dependent Variable

Profile of the Respondents

• Age

• Sex Evaluating the

Role of Mock
• University Graduated Board
Examination in
Shaping CPALE
Mock Board Examination Takers’
Performance in
Experience the CPALE 2022

• Concrete Learning

• Reflective

Observation

• Abstract

Conceptualization Proposed action

plans and
• Active recommendations
to improve
Experimentation preparations
before taking the
Mock Board
Examination

Figure 1: Research Paradigm

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Figure 1 shows the paradigm above, it outlines the

independent and dependent variables of the study. Specified

as the independent variables are the demographics of the

respondents: age, sex, and university graduated, and the

Experiential Learning Theory by David Kolb through which the

respondents may describe the role of the mock board

examination for them in the context of Concrete Learning,

Reflective Observation, Abstract Conceptualization, and

Active Experimentation. At the same time, the dependent

variable shows the evaluation of the role of the mock board

examination in shaping CPALE takers’ performance in the 2022

Certified Public Accountant Licensure Examination.

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STATEMENT OF THE PROBLEM

This study, entitled “Benchmarking Excellence: Evaluating

the Role of Mock Board Examinations in Shaping CPALE Takers’

Performance in the CPALE 2022 from Selected Universities in

the City of Cabanatuan,” aims to assess the role of Mock Board

in shaping the CPALE takers’ experience. Specially, it sought

the answer the following questions:

1. How may the profile of the respondents be described

according to their;

1.1 Age;

1.2 Sex; and

1.3 University Graduated?

2. How may the role of mock board examination help in

shaping the CPALE takers’ performance in the following

stages;

2.1 Concrete Learning;

2.2 Reflective Observation;

2.3 Abstract Conceptualization; and

2.4 Active Experimentation?

3. Is there a significant relationship between the age of

respondents with the role of mock board in shaping the

CPALE takers’ performance?

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4. Is there a significant difference among the sex and

university graduated with the role of mock board in

shaping the CPALE takers performance?

5. What course of action may be proposed in light of the

findings of the study?

HYPOTHESES OF THE STUDY

This study formulated the null hypotheses based on the

questions above.

H01. There is no significant relationship between the age of

respondents with the role of mock board in shaping the CPALE

takers performance.

H02. There is no significant difference among the sex and

university graduated with the role of mock board in shaping

the CPALE takers performance.

SIGNIFICANCE OF THE STUDY

The general purpose of this study is to determine the

role of mock board examination in shaping CPALE takers’

performance in the CPALE 2022 from selected universities in

the City of Cabanatuan. The results of this study are

envisioned to be beneficial and may be a source of valuable

information for the following:

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Researchers, this study will tremendously assist and

motivate researchers to be more open to finding new solutions

and improvements based on the findings of the study.

Students, the study aims to recognize the importance of

mock board examination in being an effective simulation exam.

The findings of the study will guide the learners on what to

expect to prepare them for the test. It also creates more

opportunities for the students to practice specific skills,

which leads to better performance in the mock board

examination.

Faculty, this study will give the faculty insights into

how the students engage in the preparation process before and

after taking the mock board examinations and it can also be

a determining factor for them to analyze the student’s areas

of improvement.

School Administration, this study aims to raise

awareness and inform the management concerning the effect of

mock board examination in shaping CPALE takers’ performance.

Future Researchers, this study covers the role of mock

board examination in shaping CPALE takers’ performance. Thus,

the results of this study will serve as a basis and reference

for future studies. This can provide accurate information and

a strong foundation for similar research, specifically about

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mock board examination’s role on CPALE takers’ performance in

the Certified Public Accountant Licensure Examination.

SCOPE AND DELIMITATION OF THE STUDY

This study is focused on the evaluation of the role of

mock board examinations in shaping CPALE takers' performance

in the CPALE 2022 from selected universities in the City of

Cabanatuan. The respondents answered a survey-questionnaire

on how mock board examinations shaped their performance in

the CPALE 2022.

It will be conducted at the universities that showcase

excellence in producing Certified Public Accountants (CPAs)

in Cabanatuan City. The target respondents of the study are

only limited to the CPALE takers of the year 2022 from

selected universities in the City of Cabanatuan, namely

PHINMA-Araullo University and Wesleyan University-

Philippines. According to the Professional Regulation

Commission (PRC) board room assignments, a total of 83 takers

were recorded in the May and October 2022 Certified Public

Accountant Licensure Examination in the aforementioned

universities.

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According to Stratton (2021), convenience sampling is a

non-probability sampling method. This sampling technique

often selects clinical cases or participants that are

available around a location (such as hospital), medical

records database, internet site, or customer-membership

list. Convenience sampling is popular because it is not

costly, not as time consuming as other sampling strategies,

and simplistic. When used to generate a potential hypothesis

or study objective, convenience sampling is useful.

A survey questionnaire through Google Forms will be sent

to the respondents through their Facebook accounts to be able

to collect information from them. The main purpose of this

study is to determine whether the mock board exam experience

either mold the students to be well-prepared or puts negative

pressure on them before taking the actual board exam.

Therefore, the respondents will only be limited to those who

have already taken the 2022 Certified Public Accountants

Licensure Examination. With the information that will be

gathered, the researchers will be able to evaluate the role

of the mock board examination in shaping CPALE takers'

performance.

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DEFINITION OF TERMS

Abstract Conceptualization – refers how the participants

adapt their thinking or construct new ideas based on

experience and reflection. The action they need to perform.

Actual Experimentation – refers on how the participants apply

their new ideas to real-world situations and make a continuous

assessment of the adjustments and improvements in their

skills and knowledge.

Certified Public Accountant Licensure Examination – refers to

the licensure examination taken by the respondents in the

year 2022.

Concrete Learning – refers to the participants'

interpretation of their learning is based on a new, realistic

experience gained on the mock board examination.

Mock Board Examination - refers to the simulated examination

conducted before graduation, and have already taken by the

CPALE takers, that shaped their performance in the CPALE 2022.

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Reflective Observation – refers to the participants’

reflection on the new, concrete experience to understand what

it means.

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CHAPTER II

RESEARCH METHODOLOGY

This chapter presents an overview of the methodology

used in the research. It consists of research design, research

locale, respondents of the study, sample and sampling

procedure, research instrument, data gathering procedure, and

data management analysis.

Research Design

The researchers decided to use a descriptive

correlational research design to describe and test the role

of mock board examination in shaping CPALE takers’

performances in the Certified Public Accountant Licensure

Examination (CPALE) 2022.

Descriptive research tends to examine participants

accurately. A correlational research design investigates

relationships between variables without the researchers

controlling or manipulating any of them. A correlation

reflects the strength and/or direction of the relationship

between two (or more) variables. The direction of a

correlation can be either positive or negative (Pritha

Bhandari, 2021). The goal of correlational research is to

identify connections between variables and to determine how

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closely two study variables are related. A descriptive

correlational research design was appropriate for the present

study to describe and test the relationship of the role of

mock board examination in shaping CPALE takers’ performance.

Research Locale

This study entitled “Benchmarking Excellence: Evaluating

the Role of Mock Board Examinations in Shaping CPALE Takers’

Performance in the CPALE 2022 from Selected Universities in

the City of Cabanatuan” will be conducted at PHINMA-Araullo

University at Maharlika Highway, Barangay Bitas, Cabanatuan

City, and Wesleyan University-Philippines along Mabini Street

Extension, Cabanatuan City, Nueva Ecija. The researchers

decided to collect data from these settings to gather

pertinent information in successfully conducting the

research.

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Figure 2: Location of PHINMA-Araullo University and

Wesleyan University-Philippines

Respondents of the Study

To assess the role of the mock board examination in

shaping the respondents’ performance in the licensure

examination, the respondents of the study are the takers of

the Certified Public Accountant Licensure Examination in the

year 2022 from selected universities in Cabanatuan City,

particularly from PHINMA-Araullo University and Wesleyan

University-Philippines, who are considered to be graduates

and have taken the mock board examination, regardless of the

results since the respondents are considered to be “CPALE

takers,” from the aforementioned universities.

The respondents of the study are based on the data

obtained from the most trusted source of licensure exam

results, the Professional Regulation Commission (PRC) board

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room assignments for the May 2022 and October 2022 Certified

Public Accountant Licensure Examination. It contained the

complete list of names and total number of board takers from

PHINMA-Araullo University and Wesleyan University-

Philippines, specifically of the year 2022. Allowing the

researchers to ensure an accurate amount of data. The study’s

population size consists of 83 CPALE takers, of which 19 are

from PHINMA-Araullo University and 64 are from Wesleyan

University-Philippines.

Sample and Sampling Procedure

The researchers applied the total sampling method, also

known as census sampling or complete enumeration, which

allows them to include the whole population size. This

approach will ensure that there will be no sampling error, as

the entire population will be studied. It also provides the

most accurate representation of the population since it

leaves no room for sampling errors or biases that can arise

in other sampling methods.

Research Instrument

The researchers will conduct an online survey-

questionnaire through the use of Google Forms.

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Google Forms is a platform free of charge, which is

beneficial for any budget constraints the researchers might

face. It also offers real-time monitoring of questionnaire

responses, leading to better response rates and increased

data accuracy. Using this tool, the researchers can easily

get valuable data from the respondents and can mitigate

certain constraints. Such limitations include uncertainty

about the availability of the subjects due to demographic

location and time constraints.

Survey-questionnaire will be used to collect relevant

information on the role of the mock board examination in

shaping CPALE takers’ performance in the CPALE 2022 from

selected universities in Cabanatuan City, namely PHINMA-

Araullo University and Wesleyan University-Philippines. The

survey-questionnaire was divided into two parts:

• Profile Checklist. The checklist was designed to get

essential data and information about the respondents,

specifically on the following: age, sex, and university

graduated.

• Role of Mock Board Examination and CPALE Takers’

Performance. The checklist was designed to gather and

evaluate the role of the role of mock board examination

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in shaping CPALE takers’ performance in the CPALE 2022

from selected Universities in Cabanatuan City,

particularly in the aspects of concrete learning,

reflective observation, abstract conceptualization, and

actual experimentation. Mainly, the checklist consists

of five (5) statements each variable.

Administration of Research Instrument

The researchers will construct a cover letter, stated at

the beginning of the survey-questionnaire, to request the

respondents' consent to be the subject of the study.

Collecting relevant information from the respondents’

responses is done through the use of Google Forms. Each

respondent will be informed about the purpose of the study,

the content of the survey-questionnaire, and the necessary

instruction on how they should answer it. They will be assured

that their personal identities would not be revealed for them

to freely express themselves on the questions. Sufficient

time was given to the respondents to answer the survey

questions.

Data Gathering Procedure

Data gathering procedure involves selecting the

appropriate data collection method and ensuring the

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reliability of the collected data. Moreover, researchers must

consider other factors like ethical consideration,

participant consent, and data privacy throughout the data

gathering phase. The figure shows the process of gathering

the data needed:

Data Gathering Procedure

Respondents Population
The researchers will draw the sample size of the
study based on the list of May and October 2022 CPALE
takers obtained from the Professional Regulation
Commission (PRC) board room assignments.

Construction of the Cover Letter and Survey-

Questionnaire
The researchers will construct a cover letter
to ask for the respondents' consent, explain the
purpose of the study, and guarantee the utmost
confidentiality of their identity and response.

Distribution and Collection of Survey-Questionnaire

A survey-questionnaire, aligned with the
objectives of the study, will be given to the
respondents to evaluate the role of mock board
examination in shaping their performance in the CPALE
2022. The researchers will give adequate time for the
respondents to answer the survey-questionnaire.

Figure 3: Research Flow Chart

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Data Management Analysis

The data gathered are analyzed using the following

statistical tools to give a meaningful descriptive

interpretation of the results and findings of the study.

• Frequency Count and Percentage

The profile of the respondents was summarized using

frequency count and percentage distribution, namely the

respondent’s age, sex, and university graduated.

• Weighted Mean

To interpret the respondents’ perception regarding

the role of mock board examination in shaping their

performance in the CPALE 2022, the researchers used the

weighted mean formula in giving an interpretation to the

gathering of data based on the 4-point Likert Scale

stated below:

1 – Strongly Disagree

2 – Disagree

3 – Agree

4 – Strongly Agree

• SPSS - all data computation was done using the SPSS

(Statistical Package for the Social Sciences).

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Four options were offered to the respondents and the

weighted mean was with a qualitative description of using

the following scale:

Level of Verbal Qualitative

Range
Response Interpretation Description

4 3.25 – 4.00 Strongly agree Very often

3 2.50 – 3.24 Agree Often

2 1.75 – 2.49 Disagree Rarely

Strongly
1 1.00 1.74 Never
disagree

Table 1. Weighted Mean Table of Equivalence

• Pearson Correlation Coefficient

Pearson’s R Correlation shows whether the two

variables are correlated or related. It is used to test

if there is a significant relationship between two

variables and to examine the strength and direction of

the linear relationship between two variables. This tool

interpreted the third statement of the problem “Is there

a significant relationship between the age of

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respondents with the role of mock board in shaping the

CPALE takers performance?”

• T-test

It is a statistical method used to assess whether

there is a statistically significant difference between

two variables' mean. It is frequently used to determine

whether a process or treatment affects the population of

interest or whether two groups differ. Statement of the

problem number four (4), “Is there a significant

difference among the sex and university graduated with

the role of mock board in shaping the CPALE takers

performance?”

• T – stat < T – statistical = Reject the Null

• T – stat > T – critical = Accept the Null

Table 2. T-test Measure of Difference

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 30

References

Idkhan A. M., & Idris M. M. (2021). Dimensions of Students

Learning Styles at The University with The Kolb Learning
Model. International Journal of Environment,
Engineering, & Education. vol. 3, no. 2, pp. 75-82, Aug.
DOI: https://doi.org/10.55151/ijeedu.v3i2.60.
Borkala, L. K. M. (2021). Importance of mock tests:
Its purpose & benefits. College Marker.
https://collegemarker.com/blogs/practical-benefits-of-
mock-
test/log.https://collegemarker.com/blogs/practical-
benefits-of-mock-test/.
Cruz, V. V. D. (n.d.). A Mock Board Examination is a
Simulation for the Actual Board Examination.
Scribd.https://www.scribd.com/document/421840109/A-
Mock-Board-Examination-is-a-Simulation-for-the-Actual-
Board-Examination.
Yap, F.D. (2023). Accountancy Students’ Performance in the
CPALE. International Journal of Innovation Scientific
Research and Review. VOL 05. 4760-4763.
http://journalijisr.com/issue/accountancy-
students%E2%80%99-performance-cpale.
Kurt, S. (2022). Kolb’s Experiential Learning Theory
& Learning Styles - Educational Technology. Educational
Technology. https://educationaltechnology.net/kolbs-
experiential-learning-theory-learning-styles/#3-
abstract-conceptualization.
Lilian, G. (2023). Experiential Learning Style Models on
Implementation of Pre-Primary School Social Studies
Curriculum: Systematic Review of Related
Literature. Asian Journal of Education and Social
Studies. 42(1):9-20 DOI:10.9734/ajess/2023/v42i1905.
Mangoma V. (2023). Mock Board Examination Result and the
Licensure Examinations for Certified Public Accountants
(CPAS) of BS Accountancy graduates: A Correlational
Analysis. https://DOI:10.17605/OSF.IO/U3JYC.

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Morris T. H. (2019). Experiential learning – a systematic

review and revision of Kolb’s model. Interactive
Learning Environments. https://doi:
10.1080/10494820.2019.1570279.
Public Accountants (CPAS) of BS Accountancy graduates: A
Correlational Analysis.
https://DOI:10.17605/OSF.IO/U3JYC.
Rahmat N. H., Sim M. S., Khin L. S., & Shy F. P. (2020).
Experiential Learning in Mandarin Classrooms: The Case
for Simulation. International Journal of Asian Social
Science, vol 10, No. 4, 171-180.
https://10.18488/journal.1.2020.104.171.180.
Stratton SJ. (2021). Book Review: Ciottone’s Disaster
Medicine. Prehospital and Disaster Medicine.
2023;38(4):529-529. doi:10.1017/S1049023X23006064.
The Importance of Mock Exams. The Global College. 2023.
https://theglobalcollege.com/blog/mock-exams/.
The Importance of Self-Reflection in Learning. Edmentum.
2023. https://www.edmentum.com/intl/articles/self-
reflection-in-learning/.
Yap, F. D. (2019). Factors Affecting the Students Study Habit.
ideas.repec.org.
https://ideas.repec.org/a/arp/tjssrr/2019p9-15.html.

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 32

A P P E N D I C E S

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 33

APPENDIX A

Survey-Questionnaire for Taker-Respondent

Greetings!

We are third-year students of the Bachelor of Science in

Management Accounting (BSMA) from the PHINMA-Araullo

University and are currently taking Accounting Research. As

part of our course requirements, we are now conducting a

research study entitled "Benchmarking Excellence: Evaluating

the Role of Mock Board Examinations in Shaping CPALE Takers’

Performance in the CPALE 2022 from Selected Universities in

the City of Cabanatuan." With your related knowledge and

experience, we would like to request, on your behalf, that

you be one of our respondents in our study. We hope that you

will take the time to answer the questions honestly. Rest

assured that all data gathered will be treated with the utmost

confidentiality and will be used for academic purposes only.

Thank you for your support and cooperation.

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 34

I. PROFILE OF THE RESPONDENTS

Name (optional):

DIRECTION: Kindly put a checkmark (✓) in the box

provided for each item to indicate your answer.

Age

bellow 21 26-29

22-25 30 above

Sex

Male Female

University Graduated

PHINMA-Araullo University

Wesleyan University-Philippines

II. ROLE OF MOCK BOARD EXAMINATION and CPALE TAKERS’

PERFORMANCE

DIRECTION: Kindly put a checkmark (✓) in the box

provided for each item to indicate your answer. Use

the following rating scale:

4 Strong Agree

3 Agree

2 Disagree

1 Strongly Disagree

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 35

How can you describe the role of mock board examination

based on the following?

SA S D SD
Concrete Learning
(4) (3) (2) (1)
1. Learning through the realistic
experience of a mock board
examination significantly enhances
my understanding and retention of
new information or skills.
2. I did not feel any pressure while
taking the test (referring to the
mock board exam).
3. I found the mock board test format
and pattern easy to familiarize.
4. The mock board examination gave me
enough confidence in my critical
thinking skills.
5. I found the mock board examination
on par with the level of difficulty
of the CPA Licensure Examination.

Reflective Observation
1. I was able to identify the subjects
where I needed to exert more effort
and focus.
2. I was able to think how I am able to
approach the pressure of taking the
exam.
3. I was able to reflect on how I needed
to enhance my time management while
taking the exam.
4. I was able to reflect on how I should
have maintained and recalled the
lessons I learned during the mock
board examination.
5. I was able to reflect on how the mock
board examination could adequately
prepare me for the CPALE.

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 36

Abstract Conceptualization
1. By reflecting on the subjects on
which I need to focus more, I needed
to find additional supplementary
learning materials to strengthen my
knowledge.

2. By reflecting on how I should have

approached the pressure, I needed to
set, ahead of time, a realistic and
achievable goal for managing the
stress.
3. By reflecting on how I should have
enhanced my time management, I
needed to spend time taking practice
tests and drills that were aligned
with how I familiarized myself with
the exam format and pattern.
4. I needed to improve my study habits
as a way to constantly maintain and
recall the lessons.
5. By reflecting on how I can
effectively prepare myself for the
CPALE, I needed to take into account
the difficulty of the mock board
examination and double my
preparation for the CPALE.
Actual Experimentation
1. Making use of supplementary learning
materials helped me to improve my
weak points and achieve a good
performance during the CPALE.
2. Setting a realistic and achievable
goal made me maximize my
productivity without the risk of
burning myself out.
3. Spending time taking practice tests
and drills helped me perform at my
absolute best during the CPALE.

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4. Putting into practice the

adjustments I made in my study
habits to constantly maintain and
recall the lessons made my critical
thinking skills more efficient.
5. Overall, the role of the mock board
examination contributed positively
to my performance during the CPALE.

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 38

CURRICULUM VITAE
Name : Cyril Jaye L.

Bautista

Date of Birth : March 09, 2003

Age : 20 years old

Address : Purok 3 Brgy. Malabon-Kaingin, Jaen,

Nueva Ecija

Father : Gelacio N. Bautista Jr.

Occupation : Deceased

Mother : Celes L. Bautista

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Sto. Rosario National High School

Sitio Deepwell, Brgy. Sto. Rosario,
Sta. Rosa, Nueva Ecija
Year Graduated: 2019
Primary : Malabon-Kaingin Elementary School
Brgy. Malabon-Kaingin, Jaen, Nueva
Ecija
Year Graduated: 2015

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 39

Name : Ma. Jessa P. Benamer

Date of Birth : May 01, 2003

Age : 20 years old

Address : Zone 4, Barangay San Anton, San

Leonardo, Nueva Ecija

Father : Jerome V. Benamer

Occupation : Deceased

Mother : Maricar P. Benamer

Occupation : Self-employed

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : San Agustin Diocesan Academy

Poblacion, Jaen, Nueva Ecija
Year Graduated: 2019
Primary : San Juan Elementary School
San Juan, Gingoog City, Misamis
Oriental
Year Graduated: 2015

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 40

Name : Princess Ann F.

Bustamante

Date of Birth : September 29, 2002

Age : 21 years old

Address : 67 Libis St, San Nicolas, Gapan City

Nueva Ecija

Father : Carlos Bustamante

Occupation : Business Man

Mother : Leticia Bustamante

Occupation : House wife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : SAN NICOLAS NATIONAL HIGH SCHOOL

San Nicolas Gapan City
Year Graduated: 2019
Primary : SAN NICOLAS CENTRAL SCHOOL
San Nicolas Gapan City
Year Graduated: 2015

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 41

Name : Jay Ann Gaitan

Date of Birth : January 29, 2003

Age : 21 years old

Address : Purok 7, Sta. Lucia

Old, Zaragoza, Nueva Ecija

Father : Jay L. Gaitan

Occupation : Farmer

Mother : Jane D. Gaitan

Occupation : Farmer

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Zaragoza National High School

San Rafael, Zaragoza, Nueva Ecija

Year Graduated: 2019

Primary : Sta Lucia Old Elementary School

Brgy. Sta. Lucia Old, Zaragoza,

Nueva Ecija

Year Graduated: 2015

Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100 Phone No. (044) 463 0952
 42

Name : Alessandra Myka M.

Maducdoc

Date of Birth : June 19, 2003

Age : 20 years old

Address : Purok 4, Patalac Cabanatuan City,

Nueva Ecija

Father : Arnel C. Maducdoc

Occupation : Cashier

Mother : Myra M. Maducdoc

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Good Samaritan Colleges

Burgos Avenue, Cabanatuan City

Year Graduated: 2019

Primary : Patalac Elementary School

Patalac Cabanatuan City

Year Graduated: 2015

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 43

Name : Charlene C. Nicolas

Date of Birth : October 24, 2002

Age : 21 years old

Address : Purok 5, San Carlos, Aliaga, Nueva

Ecija

Father : Benigno G. Nicolas

Occupation : Farmer

Mother : Marni C. Nicolas

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : PHINMA-Araullo University

Maharlika Highway, Cabanatuan City
Year Graduated: 2019
Primary : San Carlos Elementary School

San Carlos, Aliaga, Nueva Ecija

Year Graduated: 2015

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 44

Name : Cristian Karl N.

Paguinto

Date of Birth : July 13, 2003

Age : 20 years old

Address : 0561Mulawin St.Brgy Siclong , Laur

Neuva Ecija

Father : Hermino B. Paguinto

Occupation : Farmer

Mother : Erlinda B. pafuPaguinto

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Palayan City National Senoior High

School

Atate, Palayan City, Nueva Ecija

Year Graduated: 2019

Primary : Siclong Elementary School

Mulawin., Siclong, Laur,
Nueva Ecija
Year Graduated: 2015

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 45

Name : Cielo Marie

Pantaleon

Date of Birth : June 05, 2003

Age : 20 years old

Address : #127 Purok 3, Malapit, San Isidro,

Nueva Ecija

Father : Marcelo M. Pantaleon

Occupation : Business Man

Mother : Tess Pantaleon

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : General de Jesus College

Vallarta St., Poblacion, San Isidro,
Nueva Ecija
Year Graduated: 2019
Primary : Malapit Elementary School
Ventus St., Malapit, San Isdro,
Nueva Ecija
Year Graduated: 2015

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 46

Name : Ma. Cristine R.

Pineda

Date of Birth : August 26, 2002

Age : 21 years old

Address : 182 Purok 1 Brgy. Dampulan, Jaen,

Nueva Ecija

Father : Michael G. Pineda

Occupation : Driver

Mother : Marife R. Pineda

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : San Agustin Diocesan Academy

Poblacion, Jaen, Nueva Ecija
Year Graduated: 2019
Primary : Jaen Central School

Poblacion, Jaen, Nueva Ecija

Year Graduated: 2015

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 47

Name : Alexandra Nicole P.

Santiago

Date of Birth : October 1, 2023

Age : 20 years old

Address : #42 Tramo Drive, San Nicolas, gapan

City, Nueva Ecija

Father : Jerny Santiago

Occupation : Merchandiser

Mother : Jaye Karren Santiago

Occupation : Housewife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : General de Jesus College

Vallarta St., Poblacion, San Isidro,
Nueva Ecija
Year Graduated: 2019
Primary : San Nicolas Central School
San Nicolas, Gapan City, Nueva Ecija
Year Graduated: 2015

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 48

Name : Louise Mathew G.

Tecson

Date of Birth : November 16, 2002

Age : 21 years old

Address : Zone 3, Block 5, Barangay Campo

Tinio, Cabanatuan City, Nueva Ecija

Father : Benmar L. Tecson

Occupation : Radiologic Technologist

Mother : Fely G. Tecson

Occupation : Registered Midwife

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Camp Tinio National High School

Camp Tinio, Cabanatuan City, Nueva
Ecija
Year Graduated: 2019
Primary : Camp Tinio Elementary School
Camp Tinio, Cabanatuan City, Nueva
Ecija
Year Graduated: 2015

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 49

Name : Christelle B

Villanueva

Date of Birth : February 01, 2003

Age : 21 years old

Address : #113 Purok 2, Sta Cruz Zaragoza

Nueva Ecija

Father : Regie J. Villanueva

Occupation : Bus Inspector

Mother : Madeline B. Villanueva

Occupation : Business woman

Educational Background:

Tertiary : PHINMA-Araullo University

Secondary : Zaragoza National High School

San Rafael, Zaragoza, Nueva Ecija
Year Graduated: 2019
Primary : Sta. Cruz , Elementary School

Santa Cruz, Zaragoza, Nueva Ecija

Year Graduated: 2015

Brgy. Bitas, Maharlika Highway, Cabanatuan City, Nueva Ecija 3100 Phone No. (044) 463 0952