Entry Competency Assessment and Intervention for Non-ABM Students in Office Administration

This study, titled "Entry Competency Assessment and Intervention of Non-ABM Students Enrolled in the BSOA Program" explored the readiness of non-Accountancy, Business, and Management (non-ABM) strand students entering the Bachelor of Science in Office Administration (BSOA) program. It focused on assessing the competencies on the students' word processing, shorthand skills, and office administrative procedures, which are three essential skills in the study of BSOA. Guided by the descriptive–quasi experimental research design, a pre-test was first administered to the 22 purposively sampled non-ABM students to determine baseline competency levels of entering students. Based on the findings, an intervention was employed to specifically address identified learning gaps. Following the intervention, a post-test was administered to evaluate any changes in students' competency levels. Using descriptive statistics and paired t-tests, the study analyzed pre-test and post-test data for the 22 non-ABM students. The study found that students were moderately competent in word processing and office procedures, although there was a need for improvement in shorthand skills. The study assessed for pre-test and post-test intervention results found a statistically significant difference, ultimately determining improved competency levels. The study concludes that structured academic support, such as a skill-based intervention program can help bridge the competency gap for non-ABM students. Based on the findings, the study makes three recommendations which include implementing entry assessments, institutionalizing intervention at the entry level of academics, and using varied intervention strategies to mitigate different pathways for students in higher education.