PERCEPTION OF THE FACULTY AND STUDENTS OF OUR LADY OF FATIMA UNIVERSITY QUEZON CITY ON THE PROPOSED LICENSURE EXAMINATION

FOR BSHRM GRADUATES

A Research Presented to The Faculty of College of Hospitality and Institutional Management Our Lady of Fatima University

In Partial Fulfillment Of the Requirements for the Degree Bachelor of Science in Hotel and Restaurant Management

By AQUINO, TIFFANY BESA, BRYAN BULO, EUNICE ANN GARCIA, JOAN MARICRIS SORIANO, RENZYL ANNE

March 2012

ACKNOWLEDGEMENT This research would not be possible without the help of the following people. We want to show our deepest gratitude for all the support and guidance they have given to us for the completion of our study.

Our Alma Mater, Our Lady of Fatima University, especially to the College of Hospitality Institutional Management for its care and for housing us these past four years.

To our Advisers, Mr. Christopher Capili and Ms. Maria Paz Castro, for their encouragement, guidance, and support from the start to the completion of our study which had enable us to gain more knowledge and positive attitude in life. Thank you for understanding and being kind to us; our Statistician Mr. Cledante Navalta, for helping us in our statistical tool and for being kind whenever we commit mistakes; and to our Editor, Ms. Rosario Mactal, for meticulously checking our work for grammatical errors. To the Research and Development Center Coordinator, Mrs. Marilyn Obod, for being approachable and understanding each time we need her assistance; and to our College Dean, Mr. Reynaldo Carandang, for allowing us to conduct our survey in his department.

iii To our Panelists, Ms. Michelle Carmona, Ms. Ma. Cristina Arabis. Ms. Bernadette Buella, for their honesty, understanding, and consideration during our oral defense.

To our respondents without whose honest cooperation this study would not have been possible.

Our appreciation likewise goes to our families and friends who had been supportive to us. Thank you to your unconditional love, encouragement, moral and financial support. We sincerely appreciate all your concerns, patience, and efforts just to help us. And lastly to our Almighty God, Thank you for the wisdom, strength, knowledge, and guidance. You made us strong and you gave us reasons to make the best out of us.

T.Q.A. B.P.B E.S.B G.J.A. R.V.S

ABSTRACT Title: PERCEPTION OF THE FACULTY AND STUDENTS OF OUR LADY OF FATIMA UNIVERSITY QUEZON CITY ON THE PROPOSED LICENSURE EXAMINATION FOR BSHRM STUDENTS AQUINO, TIFFANY BESA, BRYAN BULO, EUNICE ANN S. GARCIA, JOAN MARICRIS SORIANO RENZYL ANN V. MS. MARIA PAZ CASTRO, MBA BACHELOR OF SCIENCE IN HOTEL AND RESTAURANT MANAGEMENT FEBRUARY 2011

Proponents:

Adviser: Degree:

Date Completed:

The purpose of this study is to determine the perception of the faculty and students of Our Lady of Fatima University Quezon City on the proposed licensure examination for BSHRM graduates. This study was conducted at Our Lady of Fatima University Q.C located at #1 Esperanza St. Hilltop Mansion Heights Subdivision Lagro,Q.C. The research method used was descriptive, the respondents were chosen using the random sampling technique. The researchers constructed a survey questionnaire and attached the letter granting permission to it. This study made use of weighted mean to summarize the result. Every item was interpreted. It also used Chi- Square Test (X) to determine the relationship among sets of data. From the data yielded by the instrument, the researchers summarized the result, according to their demographic profile, Majority of the respondents are in the range of 18 to 22 years old, female, and third year BSHRM students.

v There is no significant relationship between the demographic profile and the perception of the respondents on the proposed licensure examination for BSHRM graduates. It was concluded that respondents of Our Lady of Fatima University Quezon City agreed in their perceptions on the proposed licensure examination for BSHRM graduates and there is no significant relationship between the demographic profile and perceptions of the respondents. This study presents the following recommendation for the improvement of the program:

1. The researchers highly recommend that the HRM students should be open to the idea of taking the proposed licensure examination wherein students should focus on their academic performance so that they can be able to get a passing mark and it will be an opportunity for them to attain a higher position once they were hired. 2. The HRM administrators should enhance the quality of education given to the students. This will ensure a good standing of students in the board examination and ensure a good reputation of the school. 3. The HRM professors should provide a teaching program that will help prepare the HRM student on the proposed licensure examination. 4. The HRM department should hire more competent and effective employees and faculty members to ensure quality education to its students.

vi TABLE OF CONTENTS Page APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii CHAPTER

I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Scope and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

vii II. REVIEW OF RELATED LITERATURE . . . . . . . . . . . . . . . . . . . . . . . 9 Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Research Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Research Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Validation of Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Demographic Profile of Respondents . . . . . . . . . . . . . . . . . . . .29 Respondents Preferences of Course . . . . . . . . . . . . . . . . . . . .32
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viii Summary of Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . 38 V. SUMMARY OF FINDING, CONCLUSION, AND RECOMMENDATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 A. B. C. D. E. F. G. Map of Research Setting . . . . . . . . . . . . . . . . . . . . . . . . . .46 Title Approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Letter of Request for Conduct of a Actual Study . . . . . . . .48 Letter of Request for Conduct of a Pilot Study . . . . . . . . . 49 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

ix LIST OF TABLES

Table 1.1 Frequency and Percentage Distribution of Respondents in Terms of Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Table 1.2 Frequency and Percentage Distribution of Respondents in Terms of Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Table 1.3 Frequency and Percentage Distribution of Respondents in Terms of Occupation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Table 2 Perceptions of the Faculty and Students of Our Lady of Fatima University Quezon City on the Proposed Licensure Examination for BSHRM graduates. . . . . . . . . . . . . . . . . . . . . . . .33

Table 3 Summary of Chi- Square Test on the Significant Relationship Between the Demographic Profile and the Perception of the Respondents on the Proposed Licensure Examination for BSHRM graduates. . . . . . . . . 36

x LIST OF FIGURES

Figure 1 Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction College life would not be more meaningful without the challenges that one needs to face. One of it is to have a bachelors degree wherein it will serve as a partner as one venture to the real world of professional. Having a bachelor degree is such a great privilege for graduates who wanted to have a better future and to achieve his or her dream. But what more can you feel if you got licensed with the field you are specializing with. Being a licensed professional means you can have what you really deserve and you can get all the good benefits a company could offer and you are liable for the positive or negative outcome of a certain situation. For a licensed professional, opportunities are just one-step closer to them and this opportunity can be attained once they have passed the licensure examination.

As of the present hotel and restaurant management is a competitive career with a rapid increase in the growth of the competitors. Licensure examination serves as a tool to strain the students who really deserve to be acknowledged as a professional hoteliers or restaurant managers. Licensure examination can also be every students inspiration to study hard and focus on his or her academic performances.
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The importance of being educated and trained under the Hotel and Restaurant Management course is not only to learn about but also primarily to have the knowledge, skills, and the right preparations for a student to be ready to handle supervisory and management positions in hospitality management.

For students to be trained under an instructor in a practical setting of a restaurant or any other similar establishment, the right mindset and attitude must be present. The performance of a student in managing even just a small business serves as an enhancement of his knowledge and skills. It works as a substantial internship for future work and management.

HRM student are much aware that their course do not have a licensure examination, which is why many of other courses tend to belittle the HRM course. This give them the interpretation that after the HRM students graduate they can start to look for a job and enjoy being in the field.

But they do not know that there is a difficulty in applying for a job because of a huge competition among the HRM graduates. Unlike other course like nursing, engineering, architect, attorney, and accountant they are strain according to their knowledge and skill by means of licensure examination. Only those who will pass are most probably the qualified to have a good job and can demand for a high salary.
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The researchers chose this topic to give them enough information and to serve as a revelation for other HRM students to focus on their studies and give their hundred percent efforts to have good credentials.

Statement of the Problem This study aims to determine the perception of the faculty and students of Our Lady of Fatima University Quezon City on the proposed licensure examination for BSHRM graduates. This study specifically answers the following questions: 1. What is the demographic profile of the respondents; 1.1 Age 1.2 Gender 1.3 Occupation 2. What are the perceptions of the faculty and students of Our Lady of Fatima University Quezon City on the proposed licensure examination? 3. Is there a significant relationship between the demographic profile and the perception of the respondents on the proposed licensure examination for BSHRM graduates?

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Hypothesis Ho: There is no significant relationship between the demographic profile and the perception of the respondents on the proposed licensure examination for BSHRM graduates.

Significance of the Study This study is deemed beneficial to the following:

Hotel and Restaurant Industry The outcome of the study will provide them the opportunity to standardize the knowledge, skills, and service of the employees

HRM Establishments This research will provide the HR department the assessment to know well-qualified employees or job applicants. School Administrator The information presented will enable them to consider revising their offered curriculum for the improvement of the quality of education and to develop a new instructional strategy so that it can enhance the academic performance of the HRM students. It can also help their students to prepare for the upcoming licensure examination.

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BSHRM Professors This study will provide them to facilitate a new approach to make learning more comprehensive and retentive since they are considered as the backbones and pillars of knowledge, skills, and attitudes needed to pass the licensure examination.

BSHRM students This research will open up their mind to see the effects, benefits, and advantages of being active, diligent, skillful, and knowledgeable in terms of their academic endeavor. It will also serve as their inspiration to study hard and be their motivation to achieve a much higher grade.

Future Researchers The ideas which will be used in this research may be used as a reference data in conducting a new study and can also serve as their cross reference that will give them a background about the perceptions of the students on the proposed board examinations.

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Scope and Limitation This study limits its coverage on the College of Hospitality and Institutional Management faculty and the third year Bachelor of Science in Hotel and Restaurant Management students enrolled this Second Semester of SY 20112012. Its main purpose is to identify their perceptions on the proposed licensure examination and as well as its effects in them. This study considers every aspect of respondents demographic profile like age, gender, and occupation. Each respondent will be given the same questionnaire to answer.

Definition of Terms Academic Performance- refers to how well a student meets standards set out by local government and the institution itself. It is accomplished through their grades, attendance, standardized test, extra-curricular activities, and behavior. Benchmark refers to a standard by which something can be measured or judged. Collegeaue refers to a person with whom one is associated in a profession or occupation. Credential refers to an attestation of qualification, competence, or authority issued to an individual by a third party with a relevant or de facto authority or assumed competence to do so.
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Examination - refers to a set of questions or exercises testing knowledge or skill. Faculty - members of a particular profession regarded as a body; a group of persons entrusted with the government and tuition in a college or university. Graduate refers to a person who has received a degree from a school. Hospitality refers to the reception and entertainment of guests, visitors, or strangers with liberality and good will. The word hospitality is derived from hospice, the term of medieval house of rest for travelers and pilgrims. Hospitality Industry refers to hotels, inns, motels or such business that provide transitional or short term lodging with or without foods. Hotel and Restaurant Management refers to overall managing and handling of all departments in hotels and restaurants. Licensure refers to the act or an instance of granting a license, usually to practice a profession. Licensed Professional refers to persons who are granted with a license to practice a profession. Perceptions refers to the process of attaining awareness or understanding of sensory information. The word "perception" comes from the Latin words perceptio, percipio, and means "receiving, collecting, and action of taking possession, apprehension with the mind or senses.

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Proposed refers to offers for consideration, discussion, acceptance, or adoption; as, to propose terms of peace; to propose a question for discussion; to propose an alliance.

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Chapter 2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES This chapter aims to discuss the different literature and studies which is related to the present research study. Foreign Literature According to Randal E. Riebel (2012), Basically being a Professional Engineer (PE) means that you are at the top of your game, top of your profession. They don't just hand that out to anybody. Licensure is the mark of a professional. It is a standard recognized by employers and their clients, by governments and by the public as an assurance of dedication, skill, and quality. There are many powerful reasons both professional and personal for earning and maintaining a license professional. For private practitioners, licensure is a virtual necessity. In fact, it is a legal requirement for those who are responsible of their work, be they principals or employees. Furthermore, he states that this is a trend that is almost certain to continue in the future. Today, no matter what career path a professional chooses, a successful, ongoing career virtually requires licensure. It is testimony to your professionalism and to your career achievements and has a financial impact. Employers in all disciplines look to licensure in evaluating advancement potential of employees.

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In addition, he states that it means a better compensation. Studies indicate that professional enjoy higher pay throughout their careers. The license tells the public that you have mastered the critical elements of your profession. It is also a proof of your ability to offer service directly to the public or something only a licensed professional can do. A license after your name has advantages that will open doors for the rest of your life. For a client, it means you get the credentials to earn their trust. To an employer, it signals your ability to take on a higher level of responsibility. Among your colleagues, it demands respect. To yourself, it's a symbol pride and measure of your own hard-won achievement. In October 2011, Brent T. Frei, ACF director of marketing stated that Walter Bronowitz, Culinary Chef Educator (CCE), American Academy of Chefs (AAC), vice president of The American Culinary Federation (ACF) Western Region, keynoted, describing how, three decades ago, ACF lobbied the U.S. government to define "chef" as a professional occupation, and how standards are critical to developing professionalism and prestige. ACF, Bronowitz said, established standards for professional chefs, and continues to protect and exalt those standards. Standards, once met, become inadequate, and a new level must be reached. He states that American personal chef association (APCA) director of program development, Gordon Johnson unveiled its Personal Chef International Code of Ethics at the summit (The theme, Driving the Industry: Setting the Standard,). The Development of the code, which stresses care of clients
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property, professional conduct, and the choice of quality food ingredients, among other standards. And he added that they have set standards for their selves as an industry With the Code of Ethics they have collectively set standards for their selves as individuals--standards that, once met, will require revising and honing as they seek to continually improve. They have done this not for any competitive edge against other personal chefs or associations, but because they are in the process of creating their selves, their image, and the foundation upon which that image is built. This is a process that will continue to grow and change and lay out a path for others--something not to be taken too lightly. Taylor Hibma (2008) identified bartenders mix and pour alcoholic drinks for customers in bars, restaurants, lounges and other places that serve liquor. Many alcoholic drinks include different ingredients, and each drink can be made in several ways. Bartenders must be able to mix drinks accurately and quickly and know standard recipes for popular drinks. Bartenders may be required to check patrons' identification to ensure they are not underage. Laura Reynolds (2007) shared that in most places, the owner needs a "premise" license and employees need "servers" licenses to operate. Specific requirements for licensing may vary from state to state, but most share the same basic concepts. A liquor license is an authorization to produce, distribute or serve beer, wine or distilled spirits to the public.
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She added that Licenses for employees guarantee that the servers understand the nature of the substance being served and the responsibilities placed upon them by state and local laws. Most technical schools conduct tavern owner and alcohol server courses that qualify graduates for licenses. Local Literature According to Juan Arturo De Castro (2008), he states that the first line of regulation imposed by the Philippine Teacher Professionalism Act of 1994 that it is a criminal to practice teaching profession without certified as required by law. Anyone who circumvents or abets the violation of this rule shall also be liable. Moreover, he states that License can be acquired by the Board of Professional Teachers. All applicants for registration as professional teachers shall be required to undergo a written examination which shall be given at least once a year. For elementary, the examination for teachers shall consist of two parts, namely: professional education and general education. The examination for the secondary levels shall consist of three parts namely: professional education, general education and the field of specialization. In addition, there is also a periodic merit examination for teachers to encourage a continuing professional growth and development and to provide additional basis for merit promotion. In addition to their performance rating, teachers may take an oral or written examination at least once in five years as basis for merit promotion free of charge.
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According to Verneon (2007), he explained that both past and present Industrial Engineer (IE) students have received their fair share of negative comments from students of other Engineering courses due to the lack of a professional licensing or regulatory body governing the field and simply just misunderstanding or not knowing what the field is all about and what are the benchmarks of the field. He also states that there is the reciprocity negotiated by the Professional Regulation Commission (PRC) through the APEC Engineer license. Given that the Industrial Engineering profession would be regulated, the PRC would be the body in charge of the regulatory requirements, such as licensing. The negative aspects, the main criticism about a licensure exam for Industrial Engineering is that the field has a very wide range or scope of topics. Furthermore, he states that Regulation and licensure are usually required for fields wherein a professional would need to affix his or her signature on a design or a model to show that the design or model is created or recommended or reviewed by a licensed professional. All he knows is that when the day that licensure becomes compulsory indeed does come, there is nothing left to do but prove that Industrial Engineers have what it takes to be properly called Engineers. In addition he states the factor that makes licensure an undesirable additional burden on fresh graduates. Passing the said exam may not guarantee
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immediate employment as companies that require the services of Industrial Engineers would be faced with the dilemma between hiring a licensed but unseasoned fresh graduate or a practitioner that has been doing Industrial Engineer (IE) work for quite some time. Foreign Studies According to Hertz and Chinn (2010), they state that the licensing examination is one of the last hurdles that a candidate must face in the licensing process. A board has the ultimate responsibility to ensure that the examination meets technical, professional, and legal standards, and, protects the health, safety and welfare of the public by assessing candidates abilities to practice competently. Once a candidate has passed a licensing examination, the board must be comfortable granting the license, thus assuring the public that the licensee is minimally qualified to practice at the time of initial licensure. Jim Dougan (2010), He states that to acquire a license as a Certified Public Accountant, prospective candidates must be deemed eligible for CPA examinations. The accountancy board is responsible for licensing qualified accountants after they successfully complete their exams. There are certain CPA requirements that the individual must fulfill during the process of application. The accountancy board formulates the requirements that are vital elements of the application process.

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He also states that CPA licenses are essentially issued with the aim of providing protection to residents against unqualified accountants in various states. A rigorous licensing process is designed to guarantee that the licenses are legitimate and belong to competent professionals. And he added that Accountants cannot utilize the CPA title unless they have been licensed by the state. A number of public services inclusive of auditing services cannot be carried out by unlicensed accountants. CPA certificates are essential as evidence of competence and they help individuals gain a competitive edge when they apply for certain positions. In addition, he states that every university has certain CPA exam requirements that must be met before candidates can take on the examination. These requirements are based on factors such as academic qualifications, knowledge, background, and experience. The number of credit hours taken at university level is a common requirement. For prospective candidates who are in their final year or semester at school, a number of states allow them to take the exam based on the hours done so far. In addition, he states that Standard CPA requirements allow licensed certified public accountants to use their licenses in other states as long as they have been officially recognized. Experience and education requirements are varied but there is a special provision for examinations that have been

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successfully completed in other states. The CPA exam consists of four main parts that must all be completed. He states that after the CPA exam is administered, the candidates are informed about their scores. Candidates are required to make prior appointments for specified dates in order for them to take the CPA exam. The board establishes whether or not the candidate has met the requirements for the CPA exam. If the candidate qualifies, he or she is informed and they must notify the board regarding when they will be available for the exam. Furthermore, he states that the exam structure covers areas such as auditing, financial reporting, and regulation and business concepts. Accounting is a lucrative field that is enhanced by the numerous employment opportunities available. With a CPA license, job offers are bound to flow in like water. A Certified Public Accountant who has been legitimately licensed by the state gets to enjoy the benefits of the prestigious title along with the license. Passing the CPA exam is a clear demonstration of competence and sufficient knowledge of the field. The standards of education must be adhered to as well as the amount of accounting experience that is required. Becoming a qualified CPA is an achievable goal by passing the exam and meeting the requirements of CPA licensing. For prospective candidates who are still in the process of considering the profession, it is important to be aware of the CPA exam requirements that are necessary for this admirable goal to be achieved.

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According to David Allen (2011), he states that The Pharmacy Technician Certification Board (PTCB) and the Institute of Certified Pharmacy Technicians are two of the largest providers of pharmacy technician certification exam. They have hundreds of testing sites wherein applicants may actually choose from in order to be able to get a pharmacy technician certification exam. Applicants may also enjoy a hassle-free online application as they try to prepare themselves for the great battle of passing the certification exam. He states that passing of online applications for a pharmacy technician certification exam earlier are also encouraged in order to be able to provide allowances for any errors on the application details, which may delay further the acquisition of a pharmacy technician certification. Applying online also provide greater convenience for applicants and prevents uncontrollable circumstances such as postal delays and even the actual loss of the pharmacy technician certification exam documents. He also states that Pharmacy technician certification exam aims on providing a safe and effective practice among pharmacy technicians. It also focuses on ensuring that pharmacy technician aspirants have the fundamental knowledge and basic skills before the actual practice of their chosen profession. Furthermore, a number of Pearson Vue testing sites administers the pharmacy technician certification exam. The exam may take up to two hours. One hour and fifty minutes is allocated for the test proper while the other ten
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minutes is dedicated for exam tutorials and other surveys. The applicant will have to answer a set of ninety multiple-choice questions. However, he states that only eighty items will be scored. The remaining ten items are considered pre-tests. These pre-tests are distributed randomly throughout the entire pharmacy technician certification exam. In addition, he states that in order to ensure the establishment of an applicable set of standards for the practice of pharmacy technicians, the pharmacy technician certification exam is updated every five years. The present set of pharmacy technician certification exam was updated last 2005. The study was conducted among pharmacy technicians working in different fields namely, community, and institutional pharmacies. There are three areas or activities being covered by the pharmacy technician certification exam. These will include assisting the pharmacist in serving patients; maintaining medication and inventory control systems; and participating in the administration and management of pharmacy practice. Unsuccessful applicants for the pharmacy technician certification exam may reapply only after another ninety days. In 2007, Leslie Mckerns discussed that in choosing the right doctor is an important decision, not to be made simply based on insurance coverage or solely upon a list of physicians provided to you by your insurance company. A far better way to select a physician is to choose a physician Board Certified in his/her field, thus ensuring additional levels of training, current knowledge and the highest
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degree of peer based testing and scrutiny. All physicians are licensed, but not all are board certified. Board certification is a formal recognition of the highest qualifications in a chosen medical field, and is given only to physicians who have passed examination before. She states that Specialty boards comprised of their professional peers. A Board Certification examination is a stringent exam given to a physician to test skill, knowledge, ability and medical judgment. Board certification is not only scientific testing regarding medical knowledge; it includes medical judgment, performance, and practice standards. And she added that some physicians who are Board certified become Board Certified in a further subspecialty. Medical specialty certification in the United States is a voluntary rather than mandatory process. The certifying organization is called the American Board of Medical Specialties (ABMS), an umbrella organization overseeing the 24 approved medical specialty boards in the United States.

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Local Studies De Guzman et al. (2008) found that board examination result is a valid proof that if you excel in the board exam you also excel in the nursing care proficiency in terms of knowledge, skills, and attitude when performing in the field. According to twentyfive (2012), it states that the Philippine Certified Public Accountant (CPA) licensure exam is considered the most difficult board exam in the history of Philippine career professionalism. Lawyers exam may contain a little bit of accounting but the Certified Public Accountant (CPA) board exam covers one part of Law which includes 60 to one hundred items of questions to pass. This means if you failed the Law among the Certified Public Accountant (CPA) exam subjects covered, you also failed the whole exam.

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Conceptual Framework

Input Box 1. It contains the perceptions of the faculty and students on the proposed licensure examinations. Process Box.2 The researchers interview the CHIM faculty and third year BSHRM students enrolled in second semester 2011- 2012 to know their perceptions and ideas about the licensure examination and how it will affect them. Output Box.3 The readers will have awareness on the Proposed Licensure examination for the BSHRM graduates.

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Research Paradigm Figure 1. Research Paradigm

INPUT Perceptions of the faculty and students on the proposed licensure examination

PROCESS Collection of information about the licensure examination and finding out how it will affect them

OUTPUT Awareness on the proposed licensure examination based on the faculties and the students perceptions and its possible advantages

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Chapter3 RESEARCH METHODOLOGY This chapter presents the method to obtain information concerning the current status of the study, where they conduct the study, who is the respondents, the instrument used to gather the data and the statistical treatment.

Research Design According to Shutterworth (2008), descriptive method is a valid method for researching specific subjects and as a precursor to more quantitative studies. The researchers used the descriptive method. Descriptive research is used to obtain information concerning the current status of the phenomena to describe what exists with respect to variables or conditions in a situation. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables to developmental studies which seek to determine changes over time. This method is used in gathering, analyzing, classifying the trend cause, and thus making adequate and satisfactory interpretation about such data with or without use of statistical method.

33

Research Setting

This research was conducted at Our Lady of Fatima University, Quezon City Campus. The school is located inside the Esperanza Street, Hilltop Mansion Heights, Lagro, Quezon City. The goal of this research is to study the perception of the faculty and students on the proposed licensure examination for BSHRM graduates. The researchers provided 85 questionnaires to the respondents from third year BSHRM students and 25 questionnaires to the respondents from College of Hospitality and Institutional Management Faculty.

Research Subjects This research study utilized 100 respondents of which 85 of them are from third year BSHRM students who are studying at Our Lady of Fatima University Quezon City enrolled in Second Semester SY 2011- 2012, 5 selected sections were given 17 survey forms and 15 respondents from the College of Hospitality and Institutional Management Faculty. The respondents were chosen because the researchers believe that they are credible and reliable to answer the question in the questionnaire.
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Research Instrument The researchers instrument is a questionnaire composed of two parts. The first part of the questionnaire was designed to gather the demographic profile of the respondents in terms of age, gender, and occupation. The second part of the questionnaire was designed to gather the perception of the respondents on the proposed licensure examination for BSHRM graduates. Validation of instrument The instrument was validated through the following steps. First, the researchers conducted a pilot study wherein they get 25 BSHRM 4Y2-1 enrolled in the Second Semester SY 2011- 2012 as respondents and 5 College of

Hospitality and Institutional Management Faculty. Second, the researchers tabulated the survey according to the profile of respondents and their perceptions towards the proposed licensure examination for BSHRM graduates. Data Gathering Procedure The researchers prepared a letter addressed to the Dean of College of HRM asking permission to distribute the questionnaire to the respondents. The researchers distributed personally the questionnaire to the third year BSHRM students enrolled in the Second Semester SY 2011- 2012 and to the CHIM faculty. The responses were tallied, analyzed, and presented in tabular form.
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Statistical Treatment After the data gathering, researchers used the following statistical tools to analyze and interpret the data. 1. Percentage Formula: P = F/N x 100 Where, P = Percentage F = frequency N = population size 2. Weighted mean a set of data represented by X1, X2Xn can be expressed as the sum of the data divided by their corresponding frequency of weight. Each weights weights Formula: Xw = fi N
36

data value (Xi) has a weight assigned (Wi) to it. Data values with larger contribute more to the weighted mean and data values with smaller contributes less to weighted mean.

Xz = fiXi i=n

Where: Wi = corresponding weight assigned Xi = data 3. Chi- Square Test (X) used to determined the relationship between sets of data if once the data is used in term of ordinal. A. Contingency table is used to test whether two traits or characteristics are related. 1. Each observation is classified according to two traits. 2. The expected frequency is determined with this formula: E = RT (CT) GT

Where, RT = row total CT = column total GT = Grand total 3. The degrees of freedom are formed by this formula: df = (rows 1) (column 1)
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B. Chi Square (x) for goodness of fit test was used to show whether an observed set of frequencies could have from a hypothesized population distribution. Formula: X = (O E) E Where, O = is the observed frequency in each category E = is the expected frequency in the respondents

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Chapter4 PRESENTATION, ANALYSIS AND INTERPRETATIOM OF DATA This chapter presents the findings, analysis, and interpretation of the gathered data from the 100 respondents using the survey questionnaires. I. Demographic Profile of the Respondents Table 1.1 shows the frequency and percentage distribution of the respondents in terms of age. Most of the respondents are in the age bracket of 18 to 22 years old (76 %), followed by those who are in the age bracket of 28 to 32 years old (10%) and those who are in the age bracket of 23 to 27 years old represent only (6%). Those who are in the age bracket of 33 to 37 years old represents only 5% and those who are in the age bracket of 38 to 42 years old represents only 3% of the total respondents. Majority of the respondents are third year BSHRM students which are in the age bracket of 18 to 22 years old Table 1.1 Distribution of Respondents in Terms of Age

AGE 18 22 23 27 28 32 33 37 38 42 Total

FREQUENCY 76 6 10 5 3 100
39

PERCENTAGE 76 % 6% 10 % 5% 3% 100 %

RANK 1 3 2 4 5

Table 1.2 shows the frequency and percentage distribution of the respondents in terms of gender. The male got a frequency of 26 and percentage of 26% while the female got a frequency of 74 and a percentage of 74 %. Majority of the respondents are female because they have bigger population than male in the class. Table 1.2 Distribution of Respondents in Terms of Gender

GENDER MALE FEMALE TOTAL

FREQUENCY 26 74 100

PERCENTAGE 26 % 74 % 100 %

RANK 2 1

40

Table 1.3 shows the frequency and distribution of the respondents in terms of occupation. The students got the highest frequency of 75(75%) while the faculty got a frequency of 25 (25%). Majority of the respondents are BSHRM students because they have a larger population than the CHIM faculty Table 1.3 Distribution of Respondents in Terms of Occupation OCCUPATION STUDENTS FACULTY TOTAL FREQUENCY 75 25 100 PERCENTAGE 75 % 25 % 100 % RANK 1 2

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Table 2.1 shows the controlled perceptions of the BSHRM students of Our Lady of Fatima University on the proposed licensure examination for BSHRM graduates. The controlled perception is that it may be an opportunity to attain a higher position in a job got the highest weighted mean of 4.31 while the controlled perception that it may professionalize the HRM industry got a weighted mean of 4.21 and the controlled perception that it may be an advantage when applying for a job got a weighted mean of 4.13, The controlled perceptions may give prestige to the universities that have many board passers and it may be a way to demand for a high salary for both HRM graduates and Faculty who got the same weighted mean of 4.11. The controlled perception that it may standardize selection of the employees in the HRM industry got a weighted mean of 4.03 while the controlled perception that it may reflect the quality of education of the universities got a weighted mean of 4.01. As reflected in the table, the controlled perception that it may enhance the curriculum and can add new trends to be offered for the students got a weighted mean of 3.92. The controlled perception that it may assess the competency of the students and universities got a weighted mean of 3.80 and the controlled perception that it may open up review centers to be offered for the HRM graduates got a weighted mean of 3.77. The respondents perceived that the proposed licensure examination can be a way to attain a higher position in a job once they got hired. In this way, licensure examination can be a way to professionalize the HRM industry and it
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may be advantage when applying for a job. Licensure Examination msy also offer more opportunities for career development for a BSHRM graduates.

Table 2.1 Controlled Perceptions of the BSHRM Students of Our Lady of Fatima University Quezon City on the Proposed Licensure Examination for BSHRM Graduates

Controlled Perceptions 1. It may be an opportunity to attain a higher position in a job 2. It may professionalize the HRM industry 3. It may be an advantage when applying for a job. 4. It may give prestige to the universities that have many board passers.

Weighted Mean

Verbal interpretation

Rank

4.31

Agree

4.21 Agree 2

4.13

Agree 3

4.11

Agree 4.5

43

5. It may be a way to demand for a high salary for both HRM graduates and Faculty 6. It may standardize selection of the employees in the HRM industry 7. It may reflect the quality of education of the universities 8. It may enhance the curriculum and can add new trends to be offered for the students 9. It may assess the competency of the students and universities 10. It may open up review centers to be offer for the HRM graduates 3,77 Agree 10 3.80 Agree 9 3,92 Agree 8 4.01 Agree 7 4.03 Agree 6 4.11 Agree 4.5

Grand Mean

4,04

Agree

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Table 2.2 shows the controlled perceptions of the CHIM Faculty of Our Lady of Fatima University on the proposed licensure examination for BSHRM graduates. The controlled perception that it may reflect the quality of education of the universities got the highest weighted mean of 4.44 while the controlled perceptions it may give prestige to the universities that have many board passers got a weighted mean of 4.40 and the controlled perception that it may be an advantage when applying for a job got the same weighted mean of 4.40. As indicated in the table, the controlled perception may assess the competency of the students and universities with a weighted mean of 4.36 and the controlled perception may be an opportunity to attain a higher position in a job with a weighted mean of 4.04. On the other hand, the controlled perception may professionalize the HRM industry got a weighted mean of 4.00 while the controlled perception that it may be a way to demand for a high salary for both HRM graduates and Faculty got a weighted mean of 3.88. The controlled perception may enhance the curriculum and can add new trends to be offered for the students got a weighted mean of 3.84. The controlled perception may standardize selection of the employees in the HRM industry got a weighted mean of 3.80 and the least rated controlled perception may open up review centers to be offered for the HRM graduates got only a weighted mean of 3.76.

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The respondents perceived that the proposed licensure examination may reflect the quality of education of the university and it can give prestige to the universities having many board passers. Table 2.2 Controlled Perceptions of the CHIM Faculty on the Proposed Licensure Examination for BSHRM graduates

Perceptions

Weighted Mean

Verbal Interpretation

Rank

1. It may reflect the quality of education of the universities 2. It may give prestige to the universities that have many board passers. 3. It may be an advantage when applying for a job. 4. It may assess the competency of the students and universities

4.44

Agree

4.40

Agree

2.5

4.40

Agree

2.5

4.36

Agree

46

5. It may be an opportunity to attain a higher position in a job. 6. It may professionalize the HRM industry 7. It may be a way to demand for a high salary for both HRM graduates and Faculty 8. It may enhance the curriculum and can add new trends to be offered for the students 9. It may standardize selection of the employees in the HRM industry 10. It may open up review centers to be offer for the HRM graduates

4.04

Agree

4.00

Agree

3.88

Agree

3.84

Agree

3.80

Agree

3.76

Agree

10

4.09 Grand Mean

Agree

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Table 3 indicates the Summary of Chi-Square Test on the significant relationship between the demographic profile and the perception of the respondents on the proposed licensure examination for BSHRM graduates. As shown in Appendix F, the demographic profile in terms age has a computed value of x = 21.4 which is less than the tabulated value of x = 26.296 which indicates that the hypothesis is accepted. Therefore, there is no significant relationship between the age and the perceptions of the respondents on the proposed licensure examination for BSHRM graduates. On the other hand, the demographic profile in terms of gender has a computed value of x = 3.34 which is less than the tabulated value of x = 9.488 wherein the hypothesis is accepted. Therefore, there is no significant relationship between the gender and the perceptions of the respondents on the proposed licensure examination for BSHRM graduates. And the demographic profile in terms of occupation has a computed value of x = 6.78 which is less than the tabulated value of x = 9.488 which indicates that the hypothesis is accepted. Therefore, there is no significant relationship between the occupation and the perceptions of the respondents on the proposed licensure examination for BSHRM graduates. As reflected in the table, the decision shows that the hypothesis is accepted and it presented the conclusion that there is no significant relationship between the demographic profile and the perceptions of respondents on the proposed licensure examination for BSHRM graduates

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Table 3 Summary of Chi-Square Test on the Significant Relationship between the Demographic Profile and the Perception of the Respondents on the Proposed Licensure Examination for BSHRM Graduates

Demographic Profile Age

Computed x 21.4

Tabulated x 26.296

df

Decision

Conclusion There is no significant relationship since the computed value of x = 21.4 is lesser than the tabulated value of x = 26.296 There is no significant relationship since the computed value of x = 3.34 is lesser than the tabulated value of x= 9.488 There is no significant relationship since the computed value of x = 6.78 is lesser than the tabulated value of x = 9.488

16

0.05

Accept HO

Gender

3.34

9.488

0.05

Accept HO

Occupation

6.78

9.488

0.05

Accept Ho

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Chapter 5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION This chapter presents the summary of findings, conclusions and the recommendation.

Summary of Findings From the data yielded by the instruments, the researchers summarized the following: 1. The majority of the respondents are in the age of 18 to 22 years old, female and 75 of the respondents are BSHRM students while 25 are CHIM faculty. 2. The majority of both BSHRM students and CHIM faculty agree on having a proposed licensure examination for BSHRM graduates. 3. There is no significant relationship between the profile of the respondents and their perception on having a proposed licensure examination for BSHRM graduates.

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Conclusions Based on the summary of findings, the following conclusions were drawn: 1. Most of the respondents are from 18 to 22 years old and most of them are female and third year BSHRM students enrolled in the second semester of school year 2011-2012.

2. Most of the respondents perceptions of Our Lady of Fatima University Quezon City agree on the proposed licensure examination for BSHRM graduates. That is why there is no significant relationship between the demographic profile and the perceptions of the respondents on the proposed licensure examination for BSHRM graduates.

Recommendation Based on the summary of findings and conclusions of this study, the following recommendations are offered:

5. The researchers highly recommend that the HRM students should be open to the idea of taking the proposed licensure examination. The students should focus on their academic performance so that they are able to get a passing mark. Passing the licensure examination will be an opportunity for them to attain a higher position once they are hired.

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6. The HRM administrators should enhance the quality of education given to the students. This will ensure a good standing of students in the board examination and ensure a good reputation for the school.

7. The HRM professors should provide a teaching program that will help prepare the HRM student on the proposed licensure examination.

8. The HRM department should hire more competent and effective employees and faculty members to ensure quality education to its students.

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REFERENCES Thesis De Guzman, J., Marquilencia, J.M., Samia, J., Sevilla, A. (2008). Board Exam Performance and its relationship in Nursing Care Proficiency as Perceived by Selected Doctors and authorities in Hospitals in Quezon City. Journal De Castro, J.A. (2008). Philippine Law Journal Constitutionalism Volume 2 No.3. College of Law University of the Philippines, Diliman, Quezon City. Maximo Paulino. Websites Allen, D. (2011). Brief Overview of Pharmacy Technician Exam. Retrieved from http://www.articlesbase.com/college-and-university-articles/brief-overviewof-pharmacy-technician-certification-exam-4059673.html#ixzz1FzTrkuos Dougan, J. (2010). CPA Exam Requirements. Retrieved from http://www.articlesbase.com/education-articles/cpa-exam-requirements3739494.html#ixzz1Fyoy8FM0.%202010 Frei, B. ( 2011). APCA Stresses Professional Standards at Summit. Retrieved from http://www.personalchefmedia.com/APCAprofessionalstandards.php Himba T. (2008). What Is Required to Be a Bartender?. Retrieved from http://www.ehow.com/about_5044748_required-bartender.html Hertz, N., Chinn, R. (2000). Licensure Examinations. Retrieved from http://www.clearhq.org/resources/Licensure_examinations.htm Mckerns, L. (2007). What does it mean to be a board certified. Retrieved from http://www.articlesbase.com/diseases-and-conditions-articles/what-doesit-mean-to-be-board-certified-155506.html#ixzz1Fz3D6uJb Reynolds L. (2007). Who Needs a Liquor License? Retrieved from http://www.ehow.com/about_4691164_who-needs-liquor-license.html Riebel, R. (2012). Why Get Licensed. Retrieved from http://www.nspe.org/Licensure/WhyGetLicensed/index.html
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Shuttleworth, M. (2008). Descriptive Method Design. Retrieved from http://www.experiment-resources.com/descriptive-research-design.html Twentyfiv (2012). How to Pass the CPA Board Exam in the Philippines - CPA Tips and Requirements. Retrieved from http://twentyfive.hubpages.com/hub/How-to-Pass-the-CPA-Board-Examin-the-Philippines-CPA-Tips-and-Requirements Verneon. (2007). IE Board/Licensure Examinations?.Retrieved from http://verneon.multiply.com/

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APPENDICES

55

Appendices A Map of Research Setting

Our Lady of Fatima University, Quezon City

56

Appendix B Approval of Title

57

Appendix C Request for Pilot Study

58

Appendix D Request for Actual Study

59

Appendix E Survey Questionnaire

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Appendix F Hypothesis Testing

1. Ho: There is no significance difference between demographic profile and the perceptions of the respondents on the proposed licensure examination for BSHRM graduates. 2. Level of Significance = .05 3. Chi-Square Test It used to determine the relationship between sets of data if once the data is use in term of ordinal. 4. Decision Rule : If the computed value of x is lesser than the tabulated value of x, accept the Ho. If the computed value of x is greater than the tabulated value of x, reject the Ho. 5. Computation A. E = RT (CT) GT B. X = (O-E) E

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6. Conclusion Since the computed value of x for demographic profile is lesser than the tabulated value of x at .05 level of significance, the null hypothesis is accepted which means that there is no significant relationship between the demographic profile and the perceptions of the respondent on the proposed licensure examination for BSHRM graduates.

Table 3.1 Contingency Table terms of Age

Verbal Interpretation

Strongly Disagree

Disagree

Uncertain

Agree

Strongly agree

Ages

Row Total

18 - 22 23 27 28 32 33 37 38 42 Column Total

1 0 0 0 0 1

2 0 1 0 0 3

7 0 3 1 0 11

50 1 3 3 3 60

16 5 3 1 0 25

76 6 10 5 3 100

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Table 3.2 Contingency Table in terms of Gender Verbal Interpretation Gender Strongly Disagree 1 Disagree Uncertain Agree Strongly agree 5 Row Total 26 74 100

Male Female Column total

0 1 1

2 1 3

2 9 11

16 44 60

6 19 25

Table 3.3 Contingency Table in terms of Occupation

Verbal Strongly Disagree Uncertain Interpretation Disagree Occupation 1 2 3

Agree

Strongly agree 5 Row Total 75

Student

50

16

Faculty

10

25

Column total

11

60

25

100

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Computations:

I.

E = RT (CT) GT A. Ages E11 = 10(1) = 0.1 100 E12 = 10(3) = 0.3 100 E13 = 10(11) = 1.1 100 E14 = 10(60) = 6 100 E15 = 10(25) = 2.5 100 E16 = 5(1) = 0.05 100 E17 = 5(3) = 0.15 100 E18 = 5(11) = 0.55 100 E19 = 5(60) = 3 100 E20 = 5(25) = 1.25 100 E21= 3(1) = 0.03 100 E22 = 3(3) = 0.09 100 E23 = 3(11) = 0.33 100 E24 = 3(60) = 1.8 100 E25 = 3(25) = 0.75 100

1 = 76(1) = 0.76 100 E2 = 76(3) = 2.28 100 E3 = 76 (11) = 8.36 100 E4= 76 (60) = 45.6 100 E5 = 76(25) = 19 100 E6 = 6(1) = 0.06 100 E7 = 6(3) = 0.18 100 E8= 6(11) = 0.66 100 E9= 6(60) = 3.6 100 E10= 6(25) = 1.5 100

E = 100

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B. Gender E1 = 26(1) = 0.26 100 E2 = 26(3) = 0.78 100 E3 = 26(11) = 2.86 100 E4= 26(60) = 15.6 100 E5 = 26(25) = 6.5 100

C. Occupation 1 = 75(1) = 0.75 100 E2 = 75(3) = 2.25 100 E3 = 75(11) = 8.25 100

E4= 75(60) = 45 100 E5 = 75(25) = 18.75 100 E6 = 25(1) = 0.25 100 E7 = 25(3) = 0.75 100 E8= 25(11) = 2.75 100 E9= 25(60) = 15 100

E6 = 74(1) = 0.74 100 E7 = 74(3) = 2.22 100 E8= 74(11) = 8.14 100 E9= 74(60) = 44.4 100 E10 = 74(25) = 18.5 100 E = 100

E10= 25(25) = 6.25 100 E = 100

II.

X = (O-E) E A. AGES X1 = (1 0.76) = 0.08 0.76 X2 = (2 - 2.28) = 0.03 2.28 X3 = (7 - 8.26) = 0.22 8.26 X4 = (50 45.6) = 0.42 45.6 X5= (16 - 19) = 0.47 19 X6 = (0 0.06) = 0.06 0.06 X7 = (0 0.18) = 0.18 0.18 X8 = (0 0.66) = 0.66 0.66 X9 = (1- 3.6) = 1.88 3.6 X10 = (5 1.5) = 8.17 1.5 X11 = (0 0.1) = 0.1 0.1 X12 = (1 0.3) 1.63 0.3

X13 = (3 1.1) = 3.28 1.11 X14 = (3 - 6) = 1.5 6 X15 = (3 2.5) = 0.1 2.5 X16 = (0- 0.05) = 0.05 0.05 X17 = (0 0.15) = 0.15 0.15 X18 = (1 0.55) = 0.37 0.55 X19 = (3 - 3) = 0 3 X20 = (1 1.25) = 0.05 1.25 X21 = (0 0.03) = 0.03 0.03 X22 = (0 0.09) = 0.09 0.09 X23 = (0 = 0.33) = 0.33 0.33 X24 = (3 1.8) = 0.8 1.8 X25 = (0 0.75) = 0.75 0.75

GENDER X1 = (0 0.26) = 0.26 0.26 X2 = (2 0.78) 1.91 0.78 X3 = (2 2.86) = 0.26 2.86 X4 = (16 15.6) = 0.01 15.6 X5= (6 6.5) = 0.04 6.5 X6 = (1 0.74) = 0.09 0.74 X7 = (1 2.22) = 0.67 2.22 X8 = (9 8.14) = 0.09 8.14 X9 = (44 44.4) = 0.00 44.4 X10 = (19 18.5) = 0.01 18.5 x = 3.34

x = 21.4 A. OCCUPATION X1 = (1- 0.75) = 0.08 0.75 X2 = (2 2.25) = 0.03 2.25 X3 = (6 8.25) = 0.61 8.25 X4 = (58 55.25) = 55.25 X5= (16 18.75) = 0.40 18.75 X6 = (0 0.25) = 0.25 0.25 X7 = (1 0.75) = 0.08 0.75 X8 = (5 2.75) = 1.84 2.75 X9 = (10 - 15) = 1.67 15 X10 = (9 6.2) = 1.26 6.2 x = 6.78

GENDER B. OCCUPATION X1 = (0 0.26) = 0.26 0.26 X2 = (2 0.78) 1.91 0.78 X3 = (2 2.86) = 0.26 2.86 X4 = (16 15.6) = 0.01 15.6 X5= (6 6.5) = 0.04 6.5 X6 = (1 0.74) = 0.09 0.74 X7 = (1 2.22) = 0.67 2.22 X8 = (9 8.14) = 0.09 8.14 X9 = (44 44.4) = 0.00 44.4 X10 = (19 18.5) = 0.01 18.5 x = 3.34 x = 6.78 X1 = (1- 0.75) = 0.08 0.75 X2 = (2 2.25) = 0.03 2.25 X3 = (6 8.25) = 0.61 8.25 X4 = (58 55.25) = 55.25 X5= (16 18.75) = 0.40 18.75 X6 = (0 0.25) = 0.25 0.25 X7 = (1 0.75) = 0.08 0.75 X8 = (5 2.75) = 1.84 2.75 X9 = (10 - 15) = 1.67 15 X10 = (9 6.2) = 1.26 6.2

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Appendices G Curriculum Vitae

38