SCRIPT: “LEARNING ACCOUNTING SOFTWARE AND ITS PERCEIVED EFFECTS ON

STUDENTS’ CAREER PREPAREDNESS”

Good evening respected panelists, and Ma’am Nora Elizabeth! We are the Group 3 and
we will be presenting our research entitled “Learning Accounting Software and Its Perceived
Effects on Students’ Career Preparedness”.

Introduction:
To set the context, we want to briefly discuss the importance of our research topic. The
accounting profession is rapidly evolving, driven by technological advancements and the
increasing demand for digitally skilled professionals. The shift presents a significant challenge
for accounting information system education, as traditional curricula may not adequately
prepare students for the realities of the modern workplace. This topic is crucial because it
directly addresses the need to bridge the gap between academic learning and industry
expectations in the field of accounting information system. By understanding how learning
accounting software impacts students’ career preparedness, we can identify areas for
improvement in curriculum design and educational practices.

Statement of the Problem:

The study explored the following research questions:
● What is the level of proficiency of BSAIS Students in using accounting software in terms
of theory, practical application, and mastery?
● What is the level of career preparedness of the BSAIS students along the aspects of
knowledge, skills, and behavior?
● To what extent does learning accounting software during academic studies influence the
future career preparedness of BSAIS students?; and
● What action plan can be proposed to help the students become career-ready based on
the results of this study?
These questions helped to narrow down the focus and provided a clear pathway for
collecting and analyzing the data.

Scope and Delimitations:

This study focuses on the experiences and perspectives of the 4th year BSAIS students
at Naga College Foundation Inc. during the academic year 2023-2024. The study is delimited to
the specific accounting software programs utilized in the BSAIS curriculum at Naga College
Foundation Inc. It does not encompass a comprehensive analysis of all available accounting
software platforms.

Theoretical Framework:
This study is grounded in Social Cognitive Theory, Social Learning Theory of Career
Decision Making, Experiential Learning Theory, and Skill-Biased Technological Change Theory.
These theories provide a lens for interpreting our findings, suggesting that learning accounting
software is influenced by social interactions, individual beliefs, practical experiences, and the
evolving demands of the technology-driven job market. The framework strengthened our
analysis by offering established constructs to interpret results.

Review of Related Literature

This section will review existing literature to establish the context of our study. The
literature explored key themes in accounting education, technology integration, and proficiency.
While several studies such as the study of Bouline(2014) entitled “impact of accounting software
utilization on students’ knowledge acquisition”, the study of Stainbank(2023) about “using
accounting software for technical and learning in a 2nd year accounting course”, and the study
of Elshani(2015) entitled “mastering the accounting proficiency through practice” have shown a
strong correlation between the level of background knowledge and the ability to effectively utilize
accounting software, although these studies emphasize the multifaceted nature of proficiency,
encompassing not just technical skills but also problem-solving abilities and the capacity to
apply software to real-world scenarios, there was a lack of focus on the specific impact of
learning accounting software on students’ perceived career preparedness.

State of the Art

Our research contributes to this body of knowledge by focusing on the crucial link
between software proficiency and career readiness, offering new insights into the relationships
between accounting software proficiency, practical skills, and behavioral attributes.

Conceptual Framework
The conceptual framework of this study illustrates the interconnectedness of the
variables of interest: the level of proficiency, knowledge, skills, and behavior. It highlights how
proficiency in accounting software can influence students’ career preparedness in terms of their
knowledge, skills, and behavioral readiness.

Methodology
We adopted a descriptive correlational research method to investigate our research
questions. Our sample consisted of 56 4th year BSAIS students at Naga College Foundation
Inc. Data was collected through a researcher-made questionnaire, consisting of 30 questions
measured using a 4-point likert scale. The was analyzed using descriptive statistics, including
frequency, percentage, and weighted mean, as well as pearson’s r coefficient to assess the
relationship between variables.

Findings, conclusion, and recommendations

The first question focused on the proficiency of BSAIS students in using accounting
software across 3 dimensions: theory, practical application, and mastery.
In terms of heory, findings indicate that BSAIS students excel in understanding theory
and applying accounting software. However, they struggle with grasping the theoretical
framework governing accounting software application.
○ This aligns with expectations in accounting education, where software tools
simplify learning but may lead to a gap in theoretical understanding.
 ○ Recommendation includes a more theory-focused modules for the curriculum
together with hands-on software training l, ensuring students have a strong grasp
of the underlying principles of accounting software.

● In terms of practical application, students feel relatively well-prepared to utilize

accounting software in the professional field. On the otherhand, the low rating indicated
that there is a gap in confidence of the students in executing practical tasks.
○ In conclusion, while students can understand the theoretical importance of
software skills, they may struggle to apply this knowledge in practice.
○ The curriculum should integrate more real-world case studies, hands-on projects,
and simulations into the curriculum.

● In terms of mastery, the highest WM is 3.48, which reflects a strong understanding in

specific areas of mastery; to be followed by, 2.95, where reveals that students are
confident enough in utilizing accounting software; the lowest weighted mean is 2.61,
showing slight variations in their proficiency levels across different parameters.
○ BSAIS students possess a strong proficiency in mastering accounting concepts
and boosting their confidence in using accounting software. However, slight
differences in their level of proficiency in different areas require enhancement to
achieve greater consistency and expertise.
○ The institution should implement differentiated learning strategy to address
varying proficiency levels, for example offer advanced workshops for
high-achieving students and remedial sessions for those needing additional
support.

The second research question focused on the career preparedness of BSAIS students
along the aspects of: knowledge, skills, and behavior.
● In terms of knowledge, the highest weighted mean is 3.63, where reveals that the
students are very much prepared with sufficient knowledge and practical skills, 3.63; to
be followed by the of AIS students eagerness to understand accounting software, 3.54;
the lowest weighted mean is on their understand well the complexities of accounting
processes 3.14.
○ The findings reveal that BSAIS students are well-prepared in terms of knowledge,
as evidenced by their eagerness to understand accounting software and their
sufficiency of practical skills, however, students are less prepared in their
thorough understanding of complexities of accounting procedures.
○ Provide more hands-on training, internship opportunities that will help them boost
their learning, and confident-building workshops to enhance students’ practical
skills and prepare them for professional environments.

● In terms of skills, the highest weighted mean, 3.61, demonstrating that students excel in
specific skill-based competency; to be followed by 3.27 where it reveals that it is less
difficult to learn accounting software by having strong computer skills ; the lowest
parameter was 2.89, indicating that some areas require additional focus.
 ○ BSAIS students are highly prepared in targeted skill-based proficiencies which
facilitate learning accounting software. However, placing greater emphasis on
hands-on learning activities reinforces students’ technical skills in applying them
to a professional working environment.
○ Incorporate workshops, mentorship programs, or experiential learning
opportunities that encourage initiative and adaptability to industry changes.

● In terms of behavior, the highest weighted mean, 3.40, indicates that students are
confident in their ability to communicate effectively in professional settings; to be
followed by 3.34 where it reveals that students are actively seeking feedback to improve
their behavior; the lowest weighted mean 3.14 indicating their proactiveness in seeking
career opportunities.
○ BSAIS students’ are highly prepared based on being articulate and reflective that
influences their performances and attitudes towards career readiness.
○ Align the curriculum more closely with industry standards and expectations,
ensuring students are adequately prepared to handle complex accounting
processes.

● The third research question investigated the relationship between learning accounting
software and career preparedness.
○ The hypothesis was that there is a significant relationship between these two
factors.
○ Findings confirmed the hypothesis, revealing significant relationships between
proficiency in accounting software and career preparedness.
○ Students proficient in using accounting software demonstrate greater career
preparedness, highlighting the importance of a balanced and comprehensive
approach to software instruction.
○ Recommendations emphasize a curriculum that integrates theory, practice, and
practical application, fostering positive attitudes and preparing students for
successful careers.

● Based on the findings, the study proposes a comprehensive action plan consisting of
seminars and workshops focused on practical application and confidence-building. This
targeted approach, focusing on frequently used software, ensures the program's
effectiveness and relevance to students' future career preparedness. The proposed
action plan provides a roadmap for enhancing student proficiency and career readiness

Thank you for your time and attention!.