Factors Affecting Cpa Board Examination Results

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A researcher-made Likert scale questionnaire was used to gather the data for the study. Composing of a 1 to 4 scale, 1 representing highly agree and 4 as highly disagree, the questionnaire was made through Google Forms and was distributed via link sharing. Part I elicits information about the demographic profile characteristics of the respondents that include name, year graduated, CPA or non-CPA, first-timer or re-taker, review center and location for comprehensive exam, review center and location for CPA board exam. Part II measures behaviors as to factors that contributed to passing the CPA board examinations such as teacher, review center, examination, and self-efficacy.

The study used the following formulas to quantitatively analyze the data:

1. Percentage. The relative percentage of each type of response per category is derived by this formula: (Fraenkel & Wallen, 2008). % = f i/N

Where:

f = frequency of responses per category/demographic

N = total number of scores/responses

Percentage is an index of relative position indicating the percentage of scores that fall at or below a given score.

2. Weighted Mean. A weighted mean is a value that is derived by dividing the sum of a set of responses by the number of responses (Levin & Fox, 2006 ).

THE RESULTS

1. Demographic Profile of the Accounting Graduate Respondents

Most of the respondents graduated in the year 2016 composing 45% of the population. Out of the 20 respondents, 80% are already licensed CPAs while the other 20% are not yet; 70% are first-timers and 30% are re-takers; 50% preferring PRTC as their review center for the comprehensive exam, 45% preferring CPAR, 5% preferring self-review; 35% each reviewing in Cebu and in Ozamiz, and 15% each reviewing in Cagayan de Oro and in Manila for the comprehensive exam; 68.4% reviewed in PRTC and 31.6% in CPAR scattered by 57.9% in Cebu, 31.6% in Manila, and 10.5% in Cagayan de Oro in preparation for the CPA Board Exam.

2. Extent of influence of the following factors on CPA examination performance as perceived by the respondents

2.1 Teacher factor. This factor shows a weighted mean score of 3.03, indicating that the accounting graduate respondents perceived the following factor to have average influence on their performance in the CPA licensure examination: strong foundation on fundamentals and concepts, mastery of the subject, delivery of discussion, real-scenario illustration, and encouragement.

2.2 Review center factor. This factor shows a weighted mean score of 3.45, indicating that the accounting graduate respondents perceived the following factor to have low influence on their performance in the CPA licensure examination: shortcuts and other ways to solve problems, adequacy of review materials, repetition of pre-board exam items, review class schedule, sufficiency of review class hours, review class size, introduction of studying techniques.

2.3 Examination factor. This factor shows a weighted mean score of 2.67, indicating that the accounting graduate respondents perceived the following factor to have average influence on their performance in the CPA licensure examination: readiness for the actual CPA board exam, questionnaires not being returned, fairness of exam results, discussion of exam items, format uniformity of questionnaires, questionnaires being reused, subjects and content in accordance to CPA board exam syllabi.

2.4 Self-efficacy factor. This factor shows a weighted mean score of 3.09, indicating that the accounting graduate respondents perceived the following factor to have average influence on their performance in the CPA licensure examination: confidence during the board exam, number of hours a day for study, distracted studying, consistency with study routine, self-care, problem-solving practice, theory reading.

THE CONCLUSIONS

The following conclusions were drawn from the findings of the study:

1. The accountancy graduates or examinees are predominantly CPAs and took the CPA board exam on their first try and with review courses handled by the University and prestigious CPA review schools. Most of them prepared for the CPA board exam in either PRTC or CPAR, mostly settling for Cebu.

2. The teacher, examination, and self-efficacy factors average influence performance in the CPA licensure examinations while the review center factors are seen to have low influence.

THE RECOMMENDATIONS

1. There is a need for the University to consider the factors found to have influence over the performance in the CPA licensure examination. This may help in the continuous review and enrichment of the B.S. Accountancy curriculum to make it responsive and relevant to the needs of the time.

2. Examination (i.e. Qualifying, Diagnostic, and Comprehensive) questionnaires must be returned to examinees and items in the exam must be discussed afterwards for further clarifications.

3. Examination (i.e. Qualifying, Diagnostic, and Comprehensive) questionnaires must be fresh, new, and not reused. Also, questionnaires should follow a certain format with regard to its font style, font size, header, column and etc.

4. Students, reviewees, or examinees must avoid unnecessary distractions while studying and should develop a consistent study routine to be followed every day to build confidence in taking the CPA board exam.

THE REFERENCES

Abrugar, V. (2009). The Accountancy Profession in the Philippines and the Philippines Institute of Certified Public Accountants (PICPA). Accountants’ Journal, Vol. 44 : 12-17.

Bala, J. (2008). The Naked Truth About CPA Examination. Graduate Research Journal.

Fraenkel, J. R., & Wallen, N. E. (2008). How to Design and Evaluate Research in Education. Seventh Edition. . Boston: McGraw-Hill, Higher Education.

Herrero, C. C. (2015, 11 30). INFLUENCE OF SELECTED FACTORS ON CPA LICENSURE EXAMINATION RESULTS . International Letters of Social and Humanistic Sciences ISSN: 2300-2697, Vol. 64, pp. 87-93.

Levin, J., & Fox, J. (2006 ). Elementary Statistics in Social Research. Tenth Edition. . Boston: Pearson Foundation.

Mujis,