7th Article | Volume 02 | Issue 03
The English Language Needs of Business Administration Major in Financial Management Focusing on Reading Skills
Nica L. De Vera
Student Researchers
Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology
Kapalong, Philippines
Dannah T. Obida
Student Researchers
Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology
Kapalong, Philippines
Jonelson C. Escandallo
Program Head
Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology
Kapalong, Philippines
Abstract
This quantitative study examined the need for reading skills among second-year students at Kapalong College of Agriculture, Sciences, and Technology pursuing a Bachelor of Science in Business Administration with a focus on Financial Management. This study aimed to improve student's reading skills and provide them with the necessary skills to comprehend and analyze complex financial documents and literature, resulting in academic and professional success in financial management. The data were collected using a survey questionnaire. The study acknowledged the specific reading needs of English language for second-year Bachelor of Science in Business Administration students majoring in Financial Management at Kapalong College of Agriculture, Sciences, and Technology, using three components of exploring reading needs: TSA (Target Situation Analysis), PSA (Present Situation Analysis), and LSA (Learning Situation Analysis). The findings may help practitioners make informed decisions about the English needs of students in the business administration discipline when developing syllabi and teaching materials. The study's findings may aid in identifying areas of difficulty with reading for academic purposes.
Keywords: drama and arts, instructional design, instruction, phenomenological research
How to cite:
Villadiego, C. (2024). Creating an Enthusiastic and Lively Learning Environment: An Exploration of Instructional Design Theory. International Journal of Multidisciplinary Educational Research and Innovation. 2(3), 76-90. https://doi.org/10.17613/26hj-wk12.
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