top of page
Published in
Academic Frontiers
Effectiveness of Canva-Based Interactive Tools on the Transaction Analysis Skills of the Accountancy Business and Management Students
Academic Frontiers, 2(6), 234-249, ISSN: 3082-4400, 2026.
Recommended Citation:
Auguis, R. G. G., & Villamor, L. I. N. (2026). Effectiveness of Canva-Based Interactive Tools on the Transaction Analysis Skills of the Accountancy Business and Management Students. Academic Frontiers, 2(6), 234–249. https://doi.org/10.5281/zenodo.20768205
Author(s)
Auguis, Rose Grace G., Villamor, Liz Irish Ng
Abstract
This study evaluated the effectiveness of Canva-based interactive tools in enhancing the transaction analysis skills of Grade 11 Accountancy, Business, and Management (ABM) students in Fundamentals of Accountancy, Business, and Management 1 (FABM 1) at Magallanes National High School. Specifically, it examined students’ competency in applying debit and credit rules and solving business transaction analysis problems. The study employed a developmental mixed-methods research design with a quasi-experimental approach. Data were gathered through teacher-made pre-test and post-test assessments, expert validation of the developed Canva-based interactive tools, and focus group discussions with participating students. Quantitative data were analyzed using mean percentage scores, frequency and percentage distributions, and a paired t-test, while qualitative responses were subjected to thematic analysis. Findings revealed that students initially possessed basic knowledge of transaction analysis but experienced difficulties in applying accounting concepts. The identified least-mastered competencies were effectively addressed through Canva-based interactive games, quizzes, and learning activities. Expert validators rated the developed tools as highly valid and reliable in terms of content alignment, pedagogical design, and functionality. Post-test results showed substantial improvement, with most students achieving Very Satisfactory and Excellent performance levels. The paired t-test confirmed a significant difference between pre-test and post-test scores, demonstrating the effectiveness of the intervention. Qualitative findings further indicated that students found the tools engaging, motivating, easy to use, and helpful in understanding transaction analysis, although challenges related to internet connectivity and accessibility were noted. The study concludes that Canva-based interactive tools are effective instructional resources for improving transaction analysis skills, increasing student engagement, and supporting meaningful learning in accounting education. However, enhancing accessibility, diversifying activities, and strengthening feedback mechanisms are recommended to maximize their instructional effectiveness and inclusivity.
Keywords
Canva-based interactive tools, transaction analysis skills, Accountancy, Business and Management (ABM) students, instructional technology, digital learning tools, accounting education, learning effectiveness, interactive learning materials
bottom of page