Academic self-efficacy among graduating accountancy students during the COVID-19 pandemic: A convergent-parallel mixed methods study
In driving academic continuity amid the emergence of COVID-19, students, faculty, and higher education institutions (HEIs) have shifted learning modalities through the emergency remote teaching setup. This has potential ramifications to students' academic self-efficacy, a student's belief...
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| Main Authors: | , , , |
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2022
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdb_acc/21 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1061&context=etdb_acc |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | In driving academic continuity amid the emergence of COVID-19, students, faculty, and higher education institutions (HEIs) have shifted learning modalities through the emergency remote teaching setup. This has potential ramifications to students' academic self-efficacy, a student's belief in their ability to attain their educational goals successfully, which influences various facets of their performance. To address this problem, a mixed-method approach was taken in determining how the academic self-efficacy of graduating Bachelor of Science in Accountancy (BSA) students in the Philippines changed during the COVID-19 pandemic. It involved a rigorous process of collecting data through a quantitative survey and one-on-one interviews, analyzed using statistical inference and thematic analysis, respectively. Data integration was performed following the explanatory unidirectional framework; achieved through triangulation and confirmed with research consultants. Findings were convergent, revealing a significant decrease in student ASE attributed to behavioral, social, technological, and instructional learning constraints. The decline in students’ confidence in their learning and academic performance generated uncertainties in the accountancy education and profession, imploring education stakeholders and policymakers to revisit policies, activities, and expectations to ensure that these are adapted according to student learning and well-being needs recontextualized by the pandemic. |
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