A PHENOMENOLOGICAL EXPLORATION OF ACCOUNTANCY STUDENTS' STUDY HABITS IN A STATE UNIVERSITY

Author:
Edison A. Tamayo

Doi: 10.26480/eldn.01.2023.50.61

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

This study aimed to investigate the study habits of accountancy students at a State University. The study employed a phenomenological qualitative research design to comprehend the live experiences of accountancy students regarding their study habits. The research was carried out at a state university in Laguna, involving 20 Bachelor of Science in Accountancy students from the first and second year. Online interviews were conducted to collect data. The research aimed to investigate the study habits of accountancy students, including their experiences, challenges faced, and insights gained through a phenomenological approach. The study aimed to propose an intervention program based on its findings. The study reveals that accountancy students adopt diverse strategies to prepare for major exams, including the Pomodoro technique, advance creation of exam reviewers, and summarization of teachings. Study habits, such as inadequate sleep, superficial pre-test reading, and interference from other obligations, can adversely affect academic performance. Accountancy students encounter obstacles such as apathy, social media interruptions, and managing personal responsibilities. The phenomenological investigation revealed the significance of prioritizing academic responsibilities, balancing social activities, and seeking assistance from peers and instructors. Achieving academic success necessitates consistent effort, perseverance, and balancing study time with personal life. Effective study habits are influenced by factors such as peer influence, personal feedback, and learning from others’ experiences.
Pages 50-61
Year 2023
Issue 1
Volume 1