CHAPTER I

Introduction
Based upon a literature review and an analysis of best practices, it seems that proactive
behavior has an effect for having scholastic achievement. The precise definition of proactive
behavior has been somewhat unclear and even contentious. Nevertheless, in recent times, there
appears a consensus to be emerging as to the definition of proactive behavior, as suggested in
Parker & Collins (2010). Dictionary definitions typically highlight two key elements of
proactivity. First, they identify an anticipatory element involving acting in advance of a future
situation, such as acting in anticipation in future problems, needs, or changes. (Miriam Webster
Dictionary). Second, definitions emphasize taking control and causing change, for example:
controlling situation by causing something to happen rather than waiting to respond to it after it
happens. (WordNet2.0 Princeton University, 2003). Both of these elements anticipation and
taking control are present in most conceptualizations of general proactive behavior.
As well as anticipation and taking control, definitions of proactive behavior often
highlight its self-starting nature. Thus, Frese and Fray (2001) suggested personal initiative
involves going beyond assigned tasks, developing ones own goals, and attempting to solve
problems that have not yet occurred. Likewise, Grant and Ashford (2007) argued that proactivity
could include doing things before being asked, inventing new means, and/or negotiating new
ends. Importantly, self-initiation is essential to both taking control and being anticipatory. In
summary, proactive behavior has three key features; it is anticipatory, change-oriented, and selfinitiated. (Wikipedia)

The research question of this study is whether fifth year accounting students who
possesses proactive behavior attains scholastic achievement. In other words, universities invest a
great deal of money and work force in support for scholars in an effort to foster student
engagement; therefore, it is also to assess if such intervention actually enhances students
proactive behavior, beyond the interpreted results of surveys or self reporting.

Statement of the Problem

This study aims to analyze the relationship between fifth year students proactive work in
scholastic achievement. Specifically, the study will sought answer to the following:
1. What is the relationship of being proactive in scholastic achievement?
2. Does proactive behavior helps us to enhance our job skills among professionals?
3. What will be the benefits of fifth year students in having a scholastic achievement in the
future?

Significance of the Study

Each part of the results of the conducted research is fully hoped to help the school system in
many reasons.
The researchers will obtain knowledge mostly of how the fifth year accountancy students in
their proactive behavior in scholastic achievement. The business majors will help them to
determine the effect of being proactive in achieving achievement in their business courses. The
respondents will give them the result of having scholastic achievement for being a proactive
student for their future work. It will help them to know how to be proactive and the good side of

it to help solve their problem before it happened. The future researchers will be able to utilize the
findings and outcomes of the study to help the progression of their future research.
Scope and Delimitation
This study will be conducted the test during the Academic Year 2016-2017 among the
fifth year students in College of Accountancy of Dr. Yangas Colleges, Inc. and was limited from
the total population of the school.
It attempted to define the relationship between the students proactive behavior in
scholastic achievement and the best result of it. This also includes the future help for having
scholastic achievement in seeking for their choice of job.

Definition of Terms
Proactive behavior.
Scholastic achievement.
Anticipation.
Change-oriented.
Self-initiated.

Related Literature

CHAPTER II
METHODOLOGY

Research Design
The design of this study was based on the step-by-step procedures conducted by the
researchers. There were questions that were asked for the accountancy students that reflected
their opinions about the relevance of proactive behavior in scholastic achievement.

Sampling Method/Respondents
The study was conducted with the aid of the fifth year accountancy students who shared
their opinions towards proactive behavior in scholastic achievement.
The researchers came from BSAT 2A of the College of Accountancy. They prepared
materials in order to provide the necessary informations needed to further explorations of the
topic. This study was conducted at the Dr. Yangas Colleges, Inc. of the College of Accountancy
students.

Research Instrument
The material to be used in the research is the survey form is consists of questions
regarding the personal background or the profile of the respondents.

Data Gathering Procedure

The researchers personally administered the test questionnaires to the respondents and
provided them with clear instructions on how to answer. The respondents will answer the test
questionnaire at their convenient time and place within the school campus.

Statistical Treatment of the Data

The statistical significance derived from the result was depicted predictability of one
variable to the other and vice versa. By analyzing this outcome would unleash possible
influences of the independent variables to the dependent variables. Thus, we can conclude what
should be the proper course of action, perhaps suggestion for a better teaching and learning
situations.
For the purpose of analysis and interpretation, the responses to the terms on the
questionnaires was tallied and recorded accordingly and the following assessment tools will be
used:

For the profile: to convert the frequency of respondents to percentage the formula will be;
% = F/N x 100
Wherein:
% = Percentage
F = Frequency of response
N = Total number of response
Weighted Mean
WM = () Fx/N
Wherein:
WM = Weighted Mean
= Summation
F = Frequency of each class
x = weight