CIM - CAP (Contextualized Intervention Module in Teaching the Complete Accounting Process) among the Grade 11 ABM Students at Jones Rural School

Mary Jane T. Sabado, Teacher III, Jones Rural School

ABSTRACT

This study determines the Accountancy, Business, and Management (ABM) learners’ understanding of the Complete Accounting Process through a Contextualized Intervention Module. A single group research design was utilized involving a total enumeration technique comprising all the 42 Grade 11 ABM learners of Jones Rural School. The data gathered was reviewed and analyzed using descriptive and inferential statistics. Based on the findings of the study, it was noted that learners have a higher score on the post-test which indicates that the difference was statistically significant (t-test=24.11, p=0.000) and made a large effect (Cohen’s d= 3.72) on teaching complete accounting process among the Grade 11 Accountancy, Business, and Management (ABM) learners. Moreover, the students have strong positive feedback on using the contextualized intervention material in the complete accounting process. Hence, CIM-CAP shall be used and adopted in the teaching of accounting processes because this aids the teaching-learning process as an intervention and a supplement learning material to be used in the new normal.

Keywords: Accounting Process, Performance, Contextualization

Year: 2023

posted on September 9, 2023

How to Cite

Sabado, M. J. (2023). CIM - CAP (Contextualized Intervention Module in Teaching the Complete Accounting Process) among the Grade 11 ABM Students at Jones Rural School. Saringit, 3(1), 169-173.

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