Education
Volume: 170 , Issue: 1 , April Published Date: 14 April 2025
Publisher Name: IJRP
Views: 25 , Download: 25 , Pages: 275 - 289
DOI: 10.47119/IJRP1001701420257793
Publisher Name: IJRP
Views: 25 , Download: 25 , Pages: 275 - 289
DOI: 10.47119/IJRP1001701420257793
Authors
| # | Author Name |
|---|---|
| 1 | Jean Kyla D. Suarez |
| 2 | Anne Kelly M. Greganda |
| 3 | Shery E. Pastidio |
| 4 | Kristelle M. Delizo |
| 5 | Marichelle A. Cresencio |
| 6 | Marian G. Magcalas |
Abstract
This study examined the effectiveness of mock board examinations in enhancing academic preparedness for the Licensure Examination for Certified Public Accountants (LECPA) among fourth-year accountancy students at Laguna University. The main objective of the study was to evaluate the impact of mock board examinations on students academic preparedness for the LECPA. The study employed a quantitative correlational design, involving 63 fourth-year accountancy students who participated in a mock board examination during the 2023-2024 academic year. A survey questionnaire, distributed via Google Forms, was used to collect data. The data were analyzed using statistical methods, including mean, standard deviation, and kendalls tau correlation, to determine the significant relationship between the mock board examination and the students academic preparedness for the LECPA. The findings revealed a high level of agreement regarding the mock exams duration of preparation, scope and coverage, and difficulty. Longer preparation periods, comprehensive scope and coverage of the six board subjects, and appropriate level of difficulty for mock board examinations demonstrated a strong correlation with improved academic performance and results. The study also found that students demonstrated high academic preparedness across six board subjects (FAR, AFAR, RFBT, TAX, MAS, and AUD), with TAX and AUD receiving the highest scores for content familiarity and subject mastery, and TAX, RFBT, and AUD for time management skills. In contrast, MAS earned the lowest scores for content familiarity, subject mastery, and time management skills. Correlation analysis showed moderate to strong positive relationships between mock board examination factors (duration of preparation, scope and coverage, and difficulty level) and improvements in content familiarity, subject mastery, and time management skills. This suggests that mock exams are effective in enhancing academic preparedness for LECPA. Based on the findings, the researchers suggested extending the preparation period, implementing self-based and faculty-based assessments, and exploring future research on emotional, financial, and social preparedness.