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It reports students’ intentions regarding taking the CPALE, perceived program interest and satisfaction, confidence to continue, and specific behaviors in time management, supplementary study, and commitment to study. Results present weighted means indicating generally high impact for interest, capability, time management, and commitment, with supplementary study showing more moderate impact. Statistical summaries also evaluate differences across age, family income, and GWA groups.","| Age | F | Gender | F | MFI | F | GWA | F |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 14-19 | 5 | Male | 8 | Less than 9,520 | 26 | 3.00 to 2.33 | 9 |\n| 20 – 29 | 52 | Female | 50 | 9,520 to 19, 040 | 21 | 2.34 to 1.66 | 39 |\n| 30 – 39 | 1 |  |  | 19,040 to 38,080 | 9 | 1.67 to 1.00 | 10 |\n| 40 years old and above | 0 |  |  | 38,080 to 66, 040 | 2 |  |  |\n| 66, 040 and above 0 |  |  |  |  |  |  |  |\n\n\n| Would you take the CPALE? Frequency I am more likely to take the CPALE in: Frequency |  |  |  |\n| --- | --- | --- | --- |\n| Yes | 45 | May | 28 |\n| No | 13 | October | 30 |\n\n\n| Interest in the Program | Mean | Interpretation |\n| --- | --- | --- |\n| I am interested and satisfied with my chosen program. | 2.89 | High Impact |\n| I never thought of shifting to another program. | 2.59 | High Impact |\n| I am productive in every course subject of my program. | 2.54 | High Impact |\n| I focused on improving my low points and weaknesses in different accounting course subjects. | 3.00 | High Impact |\n| I am determined and motivated to pursue this program. | 3.05 | High Impact |\n| I am eager even though I know some have failed to continue their program choice. | 3.10 | High Impact |\n| Weighted Mean | 2.86 | High Impact |\n\n\n| Capability to Continue the program | Mean | Interpretation |\n| --- | --- | --- |\n| I am confident that I will qualify for the accounting profession. | 2.71 | High Impact |\n| I am aware of the accountant skills I must possess, such as analytical skills and problem-solving skills, and so, I am positive that I have those. | 2.86 | High Impact |\n| I am sure that I have the potential and ability to continue my chosen program. | 2.88 | High Impact |\n| I strive harder to become more studious and competitive with my major courses. | 2.98 | High Impact |\n| I will never lose my spirit in the hope that I will be capable of my chosen program. | 2.82 | High Impact |\n| I am sure that I have chosen the right path for me. | 2.69 | High Impact |\n| Weighted Mean | 2.82 | High Impact |\n\n\n| Time Management | Mean | Interpretation |\n| --- | --- | --- |\n| I always practice the habit of putting first things first. | 2.79 | High Impact |\n| I set my goals for my daily routine when reviewing and prioritizing them wisely. | 2.72 | High Impact |\n| Iam organized and secure with my timetable review schedule. | 2.68 | High Impact |\n| I spend most of my time reviewing and doing essential tasks for the board exam. | 2.49 | Moderate Impact |\n| I tend to double my review time and put more attention to my review rather than procrastinating. | 2.53 | High Impact |\n| I focused more on my review than on the other work, such as part-time work, household chores, etc. | 2.50 | Moderate Impact |\n| Weighted Mean | 2.62 | High Impact |\n\n\n| Supplementary Study | Mean | Interpretation |\n| --- | --- | --- |\n| I bought or have my own additional workbooks to expand my learning and strengthen my problem-solving. | 2.75 | High Impact |\n| I enrolled at online review courses. | 1.84 | Moderate Impact |\n\n\n| Supplementary Study | Mean | Interpretation |\n| --- | --- | --- |\n| I look for different resources on the internet that are helpful with my review. | 2.76 | High Impact |\n| I practice some mock tests available online and watch YouTube accounting tutorials. | 2.45 | Moderate Impact |\n| Weighted Mean 2.45 Moderate Impact |  |  |\n\n\n| Commitment to Study | Mean | Interpretation |\n| --- | --- | --- |\n| I see myself being more committed towhat I’m doing and taking my review seriously. | 2.74 | High Impact |\n| I make more massive actions when it comes to my way of reviewing or studying. | 2.57 | High Impact |\n| I become more consistent to continually learn everything I can in the review materials. | 2.72 | High Impact |\n| I tend to have the willingness to lose some sleep and saying no to unnecessary things to focus on my review. | 2.66 | High Impact |\n| I commit myself to never give up and work hard to continue to take and pass the board examination. | 2.98 | High I","cbCaibQDK3QRdtOY","https://ap.wps.com/l/cbCaibQDK3QRdtOY","pdf",419461,14,"English","en",105,"# Students’ Intention to Take the CPALE\n# Program Interest and Satisfaction\n# Ability to Continue the Program\n# Time Management\n# Supplementary Study\n# Commitment to Study\n# Established Practices\n# Group Differences by Demographics","[{\"question\":\"How do accounting students respond to the question of whether they would take the CPALE?\",\"answer\":\"Students show a majority choosing “Yes” (45) compared with “No” (13). Frequency counts are also provided for months such as May (28) and October (30).\"},{\"question\":\"What areas show the highest overall impact on students’ attitudes?\",\"answer\":\"Interest in the program, capability to continue, and commitment to study all show weighted means in the “High Impact” range, with time management also largely rated as high impact (weighted mean 2.62).\"},{\"question\":\"Do supplementary study activities have the same level of impact as other preparation areas?\",\"answer\":\"Supplementary study shows more moderate ratings overall, especially for enrolling in online review courses (mean 1.84, Moderate Impact), while other resources show higher means.\"}]","Influence of the Certified Public Accountant Licensure Examination on Accounting Students' Attitudes - A Study | PDF",1788339792,35,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":79},"influence-of-the-certified-public-accountant-licensure-examination-on-accounting-students-attitudes-a-study","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":20,"@type":94,"position":99},"https://docshare.wps.com/document/exam/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/influence-of-the-certified-public-accountant-licensure-examination-on-accounting-students-attitudes-a-study/180184/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/influence-of-the-certified-public-accountant-licensure-examination-on-accounting-students-attitudes-a-study/180184.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-11-04","2026-09-02",true,{"@type":119,"interactionType":120,"userInteractionCount":44},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"How do accounting students respond to the question of whether they would take the CPALE?","Question",{"text":129,"@type":130},"Students show a majority choosing “Yes” (45) compared with “No” (13). 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