INTERNATIONAL JOURNAL OF ADVANCE RESEARCH
IN MULTIDISCIPLINARY

This paper aims to identify the relationship between the home and family factors and the inconsistency in graduates’ CPA Licensure Examination performance from 2016 to 2019. The study draws on Walberg's theory of academic achievement which suggests that the students’ psychological traits and their immediate environments influence educational outcomes. A descriptive research design was employed, involving a survey using a standardized checklist. The respondents were the Bachelor of Science in Accountancy graduates who had taken the CPA board exam wherein the list of takers was retrieved from the office of the university registrar and thoroughly verified from the Professional Regulation Commission. A qualitative data, considered as secondary data, were analyzed through documentary analysis, and an in-depth structured interviews were conducted to complement the quantitative data. The findings revealed no significant relationship between home and family factors and graduates’ performance in the CPA Licensure Examination. Part of the results likewise indicated that their performance relies on their selves. Thus, the study recommends improving time management, self-management, analytical skills development, and maintaining a strong, consistent drive to pass the CPA exam and become an accountant. Further research is also suggested.