Canlas, Arvile Jess L.; Capayas, Levilyn Chariss G.; Creus, Donna Rose B.; Rivera, Iwi Rose B.; and Salazar, Azel Ann. C.  4  0   <br/><br/>
A correlational study between the academic performance and perceived subject difficulty of selected fourth year BS Accountancy students of Pamantasan ng Lungsod ng Maynila /        6 
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Canlas, Arvile Jess L.; Capayas, Levilyn Chariss G.; Creus, Donna Rose B.; Rivera, Iwi Rose B.; and Salazar, Azel Ann. C. 
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<br/><br/>   Thesis: (Bachelor of Science in Accountancy)  - Pamantasan ng Lungsod ng Maynila, 2016. 
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<br/><br/> Abstract:  The pursuit of academic excellence traces its roots to ancient Sumerian civilization found in 3500 BC; from then educational institution have been built in order to educate and hone students in order to achieve commendable scholastic performance. Nowadays, it is depicted through degree program attainment per se which can be achieved through quality offered by various scholastic institutions that follow a certain framework aligned with the policies established by governing bodies and institutional philosophies - the curriculum. However, may factors affect academic performance and this research focused on the students perceived difficulty of subjects since psychologists believed that self-perception affects how people act on certain situations; like how will a student study is based on his or her perceptions regarding the subject.    	This study is conducted primarily for the determination of correlations  between the selected Fourth Year Bachelor of Science in Accountancy (BSA) students  academic performance during academic years 2013-2014 and 2014-2015 and their perception on difficulty levels of their subjects outlined in the five-year degree program curriculum implemented by the College of Accountancy and Finance in Pamantasan ng Lungsod ng Maynila through a descriptive correlational study to establish levels of association between the two aforementioned variables. It was evident that there are varying correlations per semester due to differences in course load components. Thus, this research can be helpful in raising awareness regarding the statistical degree of perceived difficulty effects on students academic achievement rather than qualitative effects.       
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