Abstract
This study examines the predictors of academic performance among first-year accountancy students at the University of Eastern Philippines (UEP) to improve the program's admission policies. Utilizing a descriptive-correlational research design, the study analyzed demographic profiles, educational backgrounds, and academic performance across various subjects for 101 first-year students enrolled in the Bachelor of Science in Accountancy program during the academic year 2023-2024. Statistical tools such as Multivariate Analysis of Variance (MANOVA) were employed to explore relationships between variables and identify significant predictors of academic success. Results indicate that the majority of students are female and from the Accountancy Business and Management (ABM) strand in senior high school. Academic preparedness is evident in their outstanding high school grades, particularly in English, Science, and Math, yet significant variability exists in their performance across different accounting courses. Students excelled in foundational courses but faced challenges in advanced subjects like Intermediate Accounting 1 and 2. The comprehensive exam emerged as the most significant predictor of academic performance, highlighting the importance of cumulative assessments. In contrast, demographic factors such as sex, senior high school strand, and entrance exam results did not show a significant impact. These findings suggest a need for curriculum adjustments, enhanced student support, and refined admission criteria prioritizing comprehensive exam performance. By aligning entrance requirements with program demands, the BS Accountancy program can select candidates better equipped to excel academically, ultimately enhancing the program's quality and reputation.
