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Utilizing quantitative data on institutional passing rates and qualitative student feedback, the research, aligned with CHED and AACCUP standards, found that structured academic activities like peer tutoring, mock board exams, quiz bowls, monthly assessments, and faculty consultations positively influenced CPALE performance. The institutional passing rate showed a significant increase during this period, indicating that these interventions effectively enhanced content mastery, exam readiness, and emotional resilience among students. Thematic analysis highlighted the crucial role of continuous formative assessments, supportive learning environments, and adherence to accreditation standards. The study concludes that comprehensive, evidence-based academic support systems are vital for improving both licensure exam outcomes and student confidence. It proposes the formal integration of these strategies into the curriculum and ongoing program evaluation to ensure academic quality and relevance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/performance-in-the-cpa-licensure-examination-and-the-impact-of-developmental-activities-in-the-undergraduate-program/179921/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/performance-in-the-cpa-licensure-examination-and-the-impact-of-developmental-activities-in-the-undergraduate-program/179921.png","ImageObject",300,407,{"name":92,"@type":93},"Lute","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary focus of this study?","Question",{"text":112,"@type":113},"This study explored the relationship between institutional academic interventions and the performance of accountancy graduates in the Philippine CPA Licensure Examination (CPALE).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What specific academic activities were found to be positively associated with improved CPALE outcomes?",{"text":117,"@type":113},"Structured academic activities such as peer-assisted tutorials, mock board exams, quiz bowls, monthly assessments, and faculty consultations were positively associated with improved CPALE outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key recommendations of the study?",{"text":121,"@type":113},"The study recommends the formal integration of effective academic support strategies into the curriculum and continuous program evaluation to maintain academic quality and relevance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},179921,1790702668,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},137454149569,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","| |  |\n| --- | --- |\n| Copyright: ©2025 by Kemart E. Villegas. This article is an open access article distributed under the license of the Creative Commons Attribution (CC\u003Cbr>Cite this article in APA\u003Cbr>Villegas, KE (2025) . Performance in the CPA Licensure Examination and the Impact of Developmental  Activities in the Undergraduate \u003Cbr>BY NC SA) and their terms and conditions.\u003Cbr>Program. International Journal of Business, Accounting & Management, Volume 2 (issue 6), 1-14.\u003Cbr>[https://doi.org/10.5281/zenodo.15694522](https://doi.org/10.5281/zenodo.15694522) | ABSTRACT\u003Cbr>This study explored the relationship between institutional academic interventions and the performance of accountancy graduates in the Philippine CPA Licensure Examination (CPALE) from 2023 to 2025. Grounded in the standards of CHEDandAACCUP, the study combined quantitative data on institutional passing rates with qualitative insights from student experiences. Results revealed that structured academic activities—such as peer-assisted tutorials, mock board exams, quiz bowls, monthly assessments, and faculty consultations—were positively associated with improved CPALE outcomes. The institutional passing rate significantly increased over the period, suggesting that these interventions helped build content mastery, exam preparedness, and emotional resilience. Thematic analysis underscored the importance of consistent formative assessments, supportive learning environments, and alignment with accreditation standards. The study concludes that holistic, evidencebased academic support systems can enhance both licensure exam success and student confidence. It recommends the formal integration of these strategies into the curriculum and continuous program evaluation to maintain academic quality and relevance.\u003Cbr>Key terms: CPA Licensure Examination, Academic Interventions, Student Performance, Philippine Accountancy Education, Mock Exams and Peer Support, CHED andAACCUP Standards\u003Cbr>. |","cbCaiqRrgckgOc6L","https://ap.wps.com/l/cbCaiqRrgckgOc6L","pdf",733240,14,"English","# Performance in the CPA Licensure Examination and the Impact of Developmental Activities in the Undergraduate Program\n## ABSTRACT\n## Key terms","[{\"question\":\"What was the primary focus of this study?\",\"answer\":\"This study explored the relationship between institutional academic interventions and the performance of accountancy graduates in the Philippine CPA Licensure Examination (CPALE).\"},{\"question\":\"What specific academic activities were found to be positively associated with improved CPALE outcomes?\",\"answer\":\"Structured academic activities such as peer-assisted tutorials, mock board exams, quiz bowls, monthly assessments, and faculty consultations were positively associated with improved CPALE outcomes.\"},{\"question\":\"What are the key recommendations of the study?\",\"answer\":\"The study recommends the formal integration of effective academic support strategies into the curriculum and continuous program evaluation to maintain academic quality and relevance.\"}]","Performance in the CPA Licensure Examination and the Impact of Developmental Activities in the Undergraduate Program | PDF",1788338736,35]