Topic Problem: Academic Procrastination

Working Title:

“Level of Academic Procrastination in Students of College of Business and Accountancy at Palawan

State University.”

Statement of the problem

There are many factors that affect a student’s learning. Some of these are student’s study habits
and health; students’ family and financial issues; different school and out of school activities,
and more. And one of these factors is the teaching quality of the teachers or professors. Hence,
this study is conducted to identify it’s relation to the student’s learning.
The study aims to answer the following questions:
1. What is the accounting students’ perception about the current teaching quality in the
Accountancy Department?
2. What are the effects of the teaching quality of the professors to the accounting students?
3. What are the possible more effective teaching strategies for the accounting students?

Significance of the study

The findings of this study would be a great help to those who belong to the department of
accountancy.

To the Accountancy/ Management Accounting students:

This research will help them to know what level does the quality of teaching their
professor/instructor has. As they know what level there is, they opt to do what is the best way
to cope up with that teaching quality their professor/instructor has.
To the Professor/ teacher itself that is teaching the program:
This research will serve as a monitory on their selves. The findings of this study help
make them aware on the qualities they have with regards to teaching.
To the department of Accountancy:
The findings of this research are one way to monitor the teaching quality of each
accounting teachers. This may help them improve more what areas needed to be improved that
will make it benefited for the students who are under the program.

To the society:
This research will benefit the society in the future. by proper monitoring and analyzing
the teaching qualities of the teachers, connection with the students wouldn’t be difficult that
may result on inspiring them to study hard and pass the board exam.

REVIEW OF RELATED LITERATURE

While many studies attest that some teachers contribute more to their students’ academic
growth than other teachers, research has not been very successful at identifying the specific
teacher qualifications, characteristics, and classroom practices that are most likely to improve
student learning.

Most of us believe that good teaching matters. What’s more, most of us think we know good
teaching when we see it. However, while many studies attest that some teachers contribute
more to their students’ academic growth than other teachers, research has not been very
successful at identifying the specific teacher qualifications, characteristics, and classroom
practices that are most likely to improve student learning. Unfortunately, this is just the
information that educational policymakers need most.

The Impact of Quality Teachers on Student Achievement a study of Donna Fong-Yee and
Anthony H. Normore from Florida International University, USA. Various research studies
reveal that factors, such as teachers’ cognitive ability, subject matter knowledge, knowledge of
teaching and learning, licensure, and teaching behaviors in the classroom, are related to teacher
quality and increased student achievement. Through a literature review these five major
themes emerged that support the research that quality teachers do matter. To meet the “highly
qualified” teachers challenge, the role of teacher quality and variables that influence student
learning come to the forefront in current educational goals.

Teaching Quality in Higher Education: Literature Review and Qualitative Research MAY
2016 by Professor David Greatbatch and Dr. Jane Holland, his study was all about the literature
suggests that external assessments of teaching quality have stimulated increased attention to
the quality of teaching in UK higher education. However, studies of previous teaching quality
regimes in the UK imply that assessments were influenced by universities’ research reputations
and other factors that were not directly linked to teaching quality. Some studies argue that
teaching quality audits inhibited innovation in approaches to teaching because they diverted
academic staff time towards administrative tasks rather than seeking to bring about a change.
It is also felt that conceptions of teaching quality vary across different disciplines/subjects -
though this issue is not thoroughly explored in the literature.