Chapter I

INTRODUCTION

This chapter presents the following: (1) Background of the study, (2)

Statement of the problem, (3) Hypothesis, (4) Theoretical framework of

the study, (5) Conceptual Framework of the study, (6) Significance of the

study, (7) Scope and Delimitation of the study and, (8) Definition of terms.

BACKGROUND OF THE STUDY

Filipinos are having difficulties in saving money. Philippines has one

of the lowest savings rates according to the survey administered by the

Bangko Sentral ng Pilipinas (BSP) last 2014 (“5 Reasons Filipinos Don't

Save Money”, 2017). According to “5 Reasons Filipinos Don't Save Money”

(2017), Filipinos (1) are happy-go-lucky or carefree, preventing them to

save money; (2) tend to spend a lot of money and end up not having

enough money to save and being buried in debt; and (3) lack knowledge

in saving or managing their money. According to De Vera (2016), the

consumer expectation survey that the BSP conducted showed that

Filipinos are spending more and saving less. In addition, based on the

Kantar Worldpanel Survey last 2017, Filipinos are spending more

compared to other Southeast Asian countries (Llamas, 2017).

As a person ages, their expenses also increase due to having larger

expenditures. It is important to manage money to be able to save [money]

and satisfy one’s wants and needs. Students gain experience in budgeting

through their allowance (De Guzman, Fojas, Inamac, Lee, Sangria, & Tia,

2007). However, students also experience challenges because of the lack

of financial knowledge. Wong (2013) suggested that high school students

1
have less knowledge in how to manage money compared to college

students for the reason that schools fail to properly educate students

about money management. According to the National Student Money

Survey in 2016, in the United States, eighty percent (80%) of the students

feel that they do not have enough money. As a matter of fact, 1 out of 4

students do not budget therefore a lot of students do not have savings

(Butler, 2017). Budgeting is the best way to manage money. Budgeting is

a practice that consists of activities that result to creating a budget

(Angcanan, n.d).

When budgeting money, people create a budget that makes them

aware of how much of their income is allotted for a certain item and also

helps them control their spending. It gives them the opportunity to be

able to have both needs and wants and also save money. However, there

are different factors that can affect a budget, which are needed to be

noted for a budget to be effective.

Considering the importance of financial management skills and

academic performance, it is crucial to explore the impact of money

budgeting behavior on the academic performance of senior high school

students. By understanding this relationship, educators, parents, and

policymakers can develop strategies and interventions to promote

effective money management skills among students, ultimately leading to

improved academic outcomes and long-term success.

In conclusion, this study aims to investigate the impact of money

budgeting behavior on the academic performance of senior high school

2
students. By examining the relationship between financial management

skills, such as money budgeting behavior, financial literacy, and

psychological factors, this research seeks to provide valuable insights into

the potential benefits of promoting financial education and developing

strong money management habits among students.

STATEMENT OF THE PROBLEM

The purpose of this study is to investigate the level of money

budgeting behavior on the academic performance of Grade 11 students in

Marciano M. Patricio National High School at Natividad-San Blas, Pilar,

Capiz.

Specifically, this study sought to answer the following questions:

1. What is the socio – demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Strand

d. Monthly Family Income

2. What is the level of money budgeting behavior of the respondents?

3. What is the level of academic performance of the respondents?

4. Is there a significant difference on the level of money budgeting

behavior of the respondents when grouped according to age, sex, strand,

monthly family income?

5. Is there a significant relationship between money budgeting behavior

and academic performance among the respondents?

3
 These statements of the problem was guide the research

study in investigating the relationship between money budgeting behavior

and academic performance among Grade 11 senior high school students

of Marciano M. Patricio National High School at Natividad-San Blas, Pilar,

Capiz.

HYPOTHESIS

The level of money budgeting behavior on the academic

performance of Grade 11 senior high school students would be a

statement suggesting that:

1. There is no significant difference on the level of money budgeting

behavior of the respondents as a whole and when grouped

demographically?

2. There is no significant relationship between money budgeting behavior

and academic performance among the respondents?

These hypothesis will guide the research study in testing the

relationship between money budgeting behavior and academic

performance among Grade 11 senior high school students.

THEORETICAL FRAMEWORK

The study used Proportional Budgeting, also known as the 50-30-20

rule as its theoretical framework. It was developed by a senator in the

United States named Elizabeth Warren. This rule was mentioned in her

book she wrote with her daughter, Amelia Warren-Tyagi, titled All Your

Worth: The Ultimate Lifetime Money Plan (Pant, 2018; Engelhardt, 2011).

CONCEPTUAL FRAMEWORK

4
Independent Variable
 Dependent Variable

Academic
Performance of Socio – Demographic
Grade 11 Students Profile

 Sex
 Age
 Strand
 Monthly
Money Budgeting Income
Behavior

The study was collected data on the socio-demographic profile of

the respondents, including age, sex, strand, and monthly family income.

This information was served as the input for the study. The researchers

was then measured the current money budgeting behavior of Grade 11

senior high school students at Marciano M. Patricio National High School

and assess their academic performance level. These processes was

helped gather relevant data on money budgeting behavior and academic

performance. The output of the study was included the determination of

whether there is a significant relationship between money budgeting

behavior and academic performance among Grade 11 senior high school

students. Additionally, the study was identified the factors that influence

money budgeting behavior among Grade 11 senior high school students

at Marciano M. Patricio National High School.

By examining the input, process, and output elements, the study

aims to provide insights into the level of money budgeting behavior on the

academic performance of Grade 11 senior high school students,

5
specifically at Marciano M. Patricio National High School in Natividad-San

Blas, Pilar, Capiz.

SIGNIFICANCE OF THE STUDY

The study on "The Level of Money Budgeting Behavior on the

Academic Performance of Grade 11 Senior High School Students in

Marciano M. Patricio National High School" can be significant to various

stakeholders, including:

For the students, results of this study would help them explore

them

own budgeting technique. This study would also be helpful to the students

to become aware on how they handle their personal allowances. This will

be an informative reference for them to have a deeper knowledge about

money management.

For parents, this research will benefit them in assessing the

financial literacy of their children. It would also be an informative

reference for them to check the budgeting skills of their children. This can

also allow parents to have a glimpse of their children’s expenditures.

For teachers, they may be able to use this study as a guide in creating

performance tasks (PETA) for students that would serve as a practice for

students on money management. Teachers teaching Accountancy,

Business, and Management (ABM) students would also greatly benefit

from this research since it tackles about finances.

Future Researchers and Scholars: The study can be significant

to future researchers and scholars in the field of education, finance, and

psychology. It can serve as a foundation for further research on the topic

6
and contribute to the existing body of knowledge. Future scholars can

build upon the findings of this study to explore additional factors and

variables related to money management and academic performance

among senior high school students.

SCOPE AND DELIMITATION OF THE STUDY

The study was focused on Grade 11 senior high school students of

Marciano M. Patricio National High School at Natividad-San Blas, Pilar,

Capiz. The socio-demographic profile of the respondents has been

examined in terms of age, sex, strand, and monthly family income. The

study was assessed the current level of money budgeting behavior of

Grade 11 senior high school students; the academic performance level of

Grade 11senior high school students has been evaluated; The study was

investigated the factors that influence money budgeting behavior among

Grade 11 senior high school students.

However, this study was only included senior high school students

from Marciano M. Patricio National High School at Natividad-San Blas,

Pilar, Capiz. The findings may not be generalized to other schools or

locations. The socio-demographic profile has been limited to age, sex,

strand, and monthly family income. Other demographic factors may not

be considered. The assessment of the level of money budgeting behavior

has been based on self-reported data from the Grade 11 senior high

school students. The academic performance level has been determined

based on the existing academic records and performance indicators of the

Grade 11 senior high school students. The factors influencing the level of

money budgeting behavior will be explored within the context of Marciano

7
M. Patricio National High School at Natividad-San Blas, Pilar, Capiz. Other

external factors may not be extensively examined.

By establishing the scope and delimitation, the study can provide

valuable insights into the relationship between money budgeting behavior

and academic performance specifically among senior high school students

from Marciano M. Patricio National High School at Natividad-San Blas,

Pilar, Capiz.

DEFINITION OF TERMS

Key words in this study are conceptually defined as follows;

Allowance. This term refers to the money given to students by their

parents for their daily expenses (De Guzman et al., 2007). In this

research, it still refers to the students’ money given by their parents or

guardians.

Budgeting Behavior. This term refers to how the students plan and

spend their money (Wilson, 1998). In this research, budgeting behavior

relates to how the students allot their allowance to gain wants and needs,

as well as savings.

Gender. This term refers to the ideals to be a female or male. (Reeves

and Baden, 2000). In this study, gender pertains to the sex of the

respondents whether they are a male or female.

Needs. This term refers to a requirement or a necessary duty to satisfy

the basics in life or to live a healthy life (Smith, n.d). In this study, this

term refers to the items being bought that the respondents consider

8
necessary for them.

Savings. This term refers to the act of limiting expenses to be able to

improve the standard of living (Virani, cited in Rikwentishe, Pulka, and

Yamta, 2015). In this study, this term refers to the remaining money the

respondents have after spending.

Wants. This term refers to the things that are nice to have only(Marquit,

n.d). In this research, this term refers to the items being bought that the

respondents wish to have.

Chapter II

9
The following literatures were found to be related and useful in exploring

the concepts of this study.

Needs.

According to Smith (n.d.), needs is a requirement or a necessary duty to

satisfy the basics in life or to live a healthy life, such as food, water,

clothing, housing. According to Marquit (n.d.), needs are the items needed

by people to survive, such as food, water, or shelter, but needs can also

be expanded through utility bills and minimum debt payments. Millennials

consider transportation and food as essentials (Tepper, 2018)

Wants.

According to Marquit (n.d.), wants are the items that you do not need to

survive, things that are nice to have only. There are times when needs

turn into wants which you take your needs beyond basics in life. According

to Jespersen (2017), wants are the expenses that make one live more

comfortably or things that are bought for fun and these are things people

can live without, but people buy them because they enjoy having it.

According to Schalk (2016) based on a study, college students, ages 18-

24, spend 27 billion dollars on non-essential items such as clothes, shoes,

alcohol, and entertainment

10
Savings.

Savings refers to the money put aside for future use rather than spending

it immediately. Pant (2017) defined savings as the money set aside for a

specific purpose. Pant also said that saving is not the absence of spending

but an intentional act of putting money aside for a specific needs or

purposes. But according to Shaankar (2018), savings consist of the

amount left after a person spends on products and services. For the

people who have a financial problem, savings can be useful at their

problem, for those who tend to rely on credit and loans to make ends

meet, there is no money left for savings. According to Decker (2018),

saving money is really important for students, it’s not just about saving

money to spend their wants but it is for their emergency purposes in the

future. It also benefits them through becoming financially independent;

having emergency money and extra money to go to school activities

(Wright, n.d), and an aid to parents and being able to treat them. Saving

money can be really useful for students.

Budgeting.

According to Peavler (2018), budgeting is the process of preparing the

output of your money that can cover a given time period in the future.

Peavler also mentioned that budgeting can be prepared for a short period

of time. Budgeting can be useful when one wants to spend money but also

want to save more money. Budget is a spending plan, which will put

money in control. It shows how much money one has, where money would

be used for needs. and wants, and when one would be able to reach goals

11
for savings. According to Buell (2007), he stated that “Budgeting is the

process of setting financial goals, forecasting future financial resources

and needs, monitoring and controlling income and expenditures, and

evaluating progress toward achieving the financial goals”.

According to Kline (n.d.), the benefits of budgeting is that it gives power to

control money; it helps track financial goals or helps a person avoid

spending on unnecessary things that will ruin financial goals. Budgeting

could also help to know exactly where a person’s money comes from,

where it is spent, and how much is earned at the end of each month.

Budgeting would not only help to control or track financial goals, but it

would also help a person organize his or her spending, and this will make

it easier to know where a person has been spending money. Kline (n.d)

also suggested that making a budget template can also help one stay

organized. Budgeting will also help to create an emergency fund and this

will allow a person to be prepared for future expenses. Similarly,

budgeting improves communication with others, debt payments, and

saving money (“10 Benefits of Budgeting Your Money, n.d.).

Budgeting Behavior.

Budgeting behavior of a student is affected by different factors. Each

behavior is different from another. Students have different wants and

needs hence; each have different expenses. This is influenced by their

personal and families’ lifestyle. According to Bona (2018), a person’s

lifestyle affects choices on what items to purchase; consequently, one’s

12
life style is based on family background. Salikin, Wahab, Masruki, & Nordin

(2012) also agreed that students’ parents affect their behavior.

Unfortunately, students are not aware of the importance of budgeting

(Shaji, Reghunath & Chandradathan, 2016). The same proponents

explained that they have discovered that students have their own savings,

however,they spend more than they save. How a person perceives

budgeting,especially its benefits, molds their financial management.

One factor that affects a budget is a person’s gender.

Sereetrakul,Wongveeravuti, & Likitapiwat (2013) explained that males

and females are raised differently by their parents resulting to different

saving and spending habits. There were studies that suggest women to

spend more than men

(Balhorn, n.d). Women spend more money than men because shopping is

one of the nature of women, unlike men who are very simple when it

comes to clothing, and men usually just buy foods, unlike women that will

buy even the things that they really do not need (Shringi, 2018). Some

reasons why girls are more expensive than boys are: girls needs

accessories like purses, shoes, make up, hair stuff, and there are other

feminine things to pay for, like when their body changes, they start to buy

pads due to menstruation. In addition, boys are not interested in those

things.

Furthermore, Ning (2007) also believes that women spend more money

than men, but both of them spend big money. For example, men usually

13
spend money for the things that they only need to use, but sometimes

they spend money for buying cars or high-definition television. However,

even though men buy cars, women still spend more money than men

because women often buy stuff that they do not really need or not that

useful because women love shopping. According to Kent (2015), he

believed that when it comes to financing, men are much better than

women because women were too much obsessed in the word “shopping”,

while men did not spend money on useless things, that is why men save a

lot of money than women because they can limit themselves on what they

should buy. Sherry (n.d.) also agrees that girls spends more money than

boys. However, Sereetrakul et al. (2013) stated that Thai male students

range from 13-18 years old spend more

money than female students.

Even though women may seem to spend more than men, according to

Henry, Weber, & Yarbrough (2001) and Stollack, Vandenberg, Steiner, &

Richards (2011), women budget better than men. Stollack, et al. (2016)

also produced a resulted to the same notion that women are much better

budgeters and planners than men.Students’ money usually comes from

allowances given by parents (Villanueva, 2017; Bona, 2018). When

parents give high allowance, tendencies lead to their children also having

high expenses. Similarly, Villanueva (2017) explained the same concept in

her paper stating that

students who have higher allowances has more consuming power.

However,

14
Wong (2013) disagrees and says people with low income tends to have

less

expenses than high income people (Wong, 2013). Income of a person is a

driving force that affects budget and savings. Percueleza et al. (2016)

explained that with a person’s current income their expenses and savings

may stay the same, increase in expenses then decrease in savings or vice

versa.

Synthesis

When a budget works, it is easier to save since “to budget helps you

save” (Johnson, n.d, para. 6). There are many budgeting techniques that

can make managing money easier, although, not all follows one budget. A

budget differs for every individual since each individual have different

behaviors towards budgeting. A person’s budget is created based on the

one’s considered needs and wants. Other factors like gender and amount

of income also affects a budget.

Based on studies, there are already brackets on what are needs

(essentials) and wants (non-essentials) (Smith, n.d; Marquit, n.d; Tepper,

2018; Jesperson, 2017; & Schalk, 2016). Nevertheless, these are

components that still differs from one person to another. A need of person

A may be a want for person B and vice versa.Most studies stated above

suggested that men save better than women due to the fact that women

tend to spend more money (Kent, 2015).

15
Compared to men, the expenses of a woman are greater (Ning, 2007;

Shringi, 2018; & Sherry, n.d). On the contrary, there are some researches

that stated women save and budget better than men (Henry et al., 2001;

Stollack et al., 2016; & Sullivan, 2015). Less had been said about men

asgreat budgeters.

Daily allowance affects one’s budget as well. It is a variable that has

become a crucial part of students’ life, since money is their means to

purchase. Lower allowance makes it more difficult for a student to budget

an allowance to satisfy one’s needs and wants and also be able to save

money at the same time (Percueleza, et al., 2016). This statement can be

easily accepted, but there are still studies which stated otherwise Both

men and women especially students should save because it is beneficial

to them. Savings can help students for their future. Having savings can

provide people with (1) financial independence; (2) emergency money;(3)

debt-free living; (4) family bonding; and (5) future earnings. In having

financial savings, budgeting is beneficial to (1) control and organize

income and expenses; (2) focus on financial goals and become aware of

financial status; (3) create emergency funds and pay debt easily; (4)

improve communication with others about finance; and (5) satisfy needs

and wants. In spite of the studies and data collected, there are still gaps

that needed to be filled, since studies were conducted from different

settings and used different variables that could have affected the results

of the research. The researchers sought to explore the budgeting behavior

of Senior High School students and how the profile of the person affects

this.

16
 Chapter III

Methodology of the Study

This Chapter presents the following: (1) Research Design, (2) Locale

of the Study, (3) Sample Size and Sampling Procedure, (4) Participants of

the Study, (5) Research Instruments, (6) Validity and Reliability of the

17
 Research Instrument, (7) Data Gathering Procedure, (8) Categorization

of Variables and, (9) Data Analysis Procedure.

RESEARCH DESIGN

This study was used the descriptive research design that will

provide a comprehensive understanding of the current level of money

budgeting behavior, academic performance, and factors influencing

money budgeting behavior among Grade 11 senior high school students.

The findings was contributed to the existing knowledge on the level of

money budgeting behavior on academic performance and may guide

future interventions and programs aimed at improving financial

management skills among students.

LOCALE OF THE STUDY

The study entitled "The Level of Money Budgeting Behavior on the

Academic Performance of Grade 11 Senior High School Students in

Marciano M. Patricio National High School" has been conducted at San

Blas Campus, San Blas, Pilar, Capiz. The study was included a total of two

hundred ninety two (292) Grade 11 students of Marciano M. Patricio

National High School Senior High School Department. In total, the Grade

11 senior high school students of the school have two hundred ninety

two(292).

SAMPLE SIZE AND SAMPLING PROCEDURE

The researchers was used Standard Sample Size Formula (Cochran’s

Formula developed by William G. Cochran) and the random sampling

method to obtain data. Therefore, the researchers was randomly

18
distributed the questionnaires to the Grade 11 students in Marciano M.

Patricio National high School who are currently enrolled during the period

of February 2024 to equal the sample size.

To calculate the sample size using Cochran's formula with the given

information:

For Grade 11:

Number of students in Grade 11 (N1): 292

Estimated proportion (p1): 2% (0.02 as a decimal)

Confidence level (CL): 95% (corresponding to a Z-score of

approximately 1.96)

Margin of error (E): 5% (corresponding to 0.05)

Using Cochran's formula:

n1 = (Z^2 * p1 * q1) / E^2

PARTICIPANTS OF THE STUDY

For this study, the institutional population consists of Grade 11

students at Marciano M. Patricio National High School. The Grade 11 has 6

strands that include Accountancy, Business and Management (ABM),

Humanities and Social Sciences Strand (HUMSS), and the Science,

Technology, Engineering, and Mathematics Strand (STEM), Technical

Vocational Livelihood-Agri-Fishery Arts (AFA), Home Economics (HE), and

Information and Communication Technology (ICT). The total number of

Grade 11 students is 292. Using Cochran’s formula, the sample population

is 167 for equal distribution of the sample, 21 sample size came from the

Grade 11, (HUMSS A, B, and C),( ABM), (TVL-ICT),( TVL-HE), (TVL-AFA) and

20 sample size came from the Grade 11 (STEM).

19
 RESEARCH INSTRUMENT

The research instrument has been used in gathering the data

needed to answer the specific questions is a researcher-made survey

questionnaire.

The first part of the researcher-made survey questionnaires is

consist of four (4) questions regarding the socio-demographic of the

respondents that include age, sex, strand, and monthly family income.

While, the second part is consist of the academic performance which

include the first semester average of grades in Grade 11 students in

Marciano M. Patricio National High School at Natividad-San Blas, Pilar,

Capiz.

Data on the level of money budgeting behavior and academic

performance are categorized from the marking scale pattern from the

work of Lamazon (1996) as follows:

20
 Mean Verbal Description
Interpretation

Students who consistently

demonstrate exceptional
money budgeting behavior
and achieve outstanding
academic performance. They
4.21-5.00 Excellent (E) effectively manage their
finances, allocate resources
wisely, and consistently
excel in their studies.
Students who exhibit strong
money budgeting behavior
and consistently achieve
high academic performance.
3.41-4.20 Very Good (VG)
They demonstrate good
financial management skills
and consistently perform
well in their studies.

Students who exhibit

inconsistent money
budgeting behavior and
achieve below-average
academic performance. They
2.61-3.40 Fair (F) may struggle with managing
their finances effectively,
which can impact their
academic performance.
Students who demonstrate
poor money budgeting
behavior and consistently
underperform academically.
1.81-2.60 Poor (P)
They may have significant
difficulties managing their
finances, which negatively
affects their academic
performance.
VALIDITY OF THE RESEARCH INSTRUMENT

The research survey questionnaire will be presented to the research

adviser, research teacher, statistician, English critique, and panels of

Marciano M. Patricio National High School in order to check and verify the

content if the following questions indicated in the questionnaire are valid

21
or need an improvement. The questions are due in such a way that the

respondents should be able to answer the questions honestly and

precisely.

DATA GATHERING PROCEDURE

The researchers seek approval from the Principal of Marciano M.

Patricio National High School to conduct a study. The respondents has

been requested to answer all items in the survey questionnaire for the

purpose of gathering reliable data. The researchers was personally

administered the distribution to fully explain to the respondents the

content of the questionnaire for it to be fully understand and properly

filled out. Lastly, the researchers has been analyzed the answers in each

item for tabulation, analysis, and interpretation. The data to be gathered

are tallies, computations and presentations of data to be facilitated

through the use of table of percentage distribution, the weighted mean

values on the area of inquiry will also be computed.

DATA ANALYSIS PROCEDURE

This study used analyzed of variance and variables and different

frequency, descriptive statistical tools such as; mean, percentage,

standard deviation.

Descriptive Analysis: Socio-demographic characteristics of the

respondents has been analyzed using descriptive statistics.

Inferential Analysis: Statistical tests (e.g., correlation analysis,

regression analysis) will be conducted to examine the relationship

between money budgeting behavior and academic performance.

22
 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the interpretation of the data and discusses the results of

the study. The results were presented in the following parts: (1) Descriptive Data

Analysis.

Descriptive Data Analysis

AGE FREQUENCY PERCENTAGE

15 – 17 155 92.8

18 up 12 7.2

Total 155 100.0

Table 1. Distribution of respondents in Terms of Age

Table 1 shows the distribution of respondents in terms of age, showing that the

frequency of students aging from 15 – 17 is one hundred fifty - five (155), having

a percentage of ninety-two-point eight (92.8) percent, and a frequency of twelve

(12) students aging from 18 - above, having a percentage of seven point two

(7.2).

Table 2 Distribution of respondents in Terms of Sex

23
SEX FREQUENCY PERCENTAGE

Male 39.5

Female 101 60.5

Total 167 100.0

Table 2 shows the distribution of respondents in terms of sex, showing that the

frequency of male respondents is sixty-six (66), which is thirty nine point five

(39.5) percent, and a frequency of one hundred one (101) female respondents,

having a percentage of sixty point five 60.5) of the total respondents.

Table 3 Distribution of respondents in Terms of Strand

SHS Strand FREQUENCY PERCENTAGE

HUMSSA 20 12.0

HUMSSB 21 12.6

HUMSSC 21 12.6

STEM 20 12.0

ABM 21 12.6

TVL – ICT 21 12.6

TVL – HE 21 12.6

TVL - AFA 21 12.6

Total 167 100.0

24
Table 3 shows the distribution of Respondents in terms of SHS Strand, showing

that twenty (20) of the respondents is coming from the HUMSSA, twenty - one

(21) coming from the HUMSSB, twenty - one (21) coming from the HUMSSC, and

twenty (20) coming from the STEM then twenty - one (21) coming from the ABM

and twenty - one (21) coming from the TVL – ICT, twenty - one (21) coming from

the TVL - AFA. A total of one hundred and sixty - seven (167) sample size.

FAMILY INCOME FREQUENCY PERCENTAGE

5,000 90 53.9

5,000 – 10,000 49 29.3

10,000 – 15,000 13 7.8

15,000 above 15 9.0

Total 167 100.0

Table 4 Distribution of Respondents in Terms of Family Income

Table 4 shows that ninety (90) of the total respondents is having a 5,000 family

income, forty- nine (49) respondents having a 5,000-10,000 income, thirteen of

the respondents have a monthly income of 10,001 – 15,000 with the percentage

of seven point eight (7.8) and fifteen (15) respondents having a 15,000 and

above monthly family income.

Table 5 Level of Academic Performance

N Mean Std. Deviation

Academic 167 1.62 .647

Performance

Scale: Description:
4. 21 – 5.00 Very High
3. 41 – 4.20 High
2.61 – 3.40 Moderate
1. 81 – 2.60 Low
1.00 – 1.80 Very Low

Table 5 shows that the level of the respondents in their academic performance is

very low.

25
Table 6 Level of Money Budgeting Behavior

N Mean Std. Deviation

MONEY BUDGETING 167 2.15 .747

BEHAVIOR

Scale: Description:
4. 21 – 5.00 Very High
3. 41 – 4.20 High
2.61 – 3.40 Moderate
1. 81 – 2.60 Low
1.00 – 1.80 Very Low

Table 6 shows that the level of the budgeting behavior of the respondents. The

mean is two point fifteen and the standard deviation is point seven hundred

forty-seven, with the description of low which signifies that the money budgeting

of the respondents is low.

Table 7 ANOVA of the level of money budgeting behavior and academic

performance of the respondents as a whole

SS df MS F Sig.

MONEY
BUDGETING
BEHAVIOR Between
Groups
.138 1 .138 .247 .620
Within Groups
92.563 165 .561
Total
92.701 166

* p<0.05 significant @5% alpha level

ns p>0.05 not significant @5% alpha level

Table 7 shows that the ANOVA of the level of money budgeting behavior and

academic performance of the respondents as a whole has no significant

difference between groups and within groups.

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Table 7.1 ANOVA of the level of money budgeting behavior and

academic performance of the respondents in terms of sex

SS df MS F Sig.

MONEY
BUDGETING
BEHAVIOR Between
Groups
43.993 1 43.993 149.027 .000
Within Groups
48.708 165 .295
Total
92.701 166

Table 7.1 shows that the ANOVA of the level of money budgeting behavior

and academic performance of the respondents in terms of sex between and

within groups were all significant when they are grouped according to sex

meaning that the sex have a significant influence into the Grade 11 Student’s

level of money budgeting behavior and academic performance.

Table 7.2 ANOVA of the level of money budgeting behavior and

academic performance of the respondents in terms of strand

SS df MS F Sig.

MONEY
BUDGETING
BEHAVIOR Between
Groups
1.009 5 .202 .354 .879
Within Groups
91.692 161 .570
Total
92.701 166

Table 7.2 shows that the ANOVA of the level of money budgeting behavior

and academic performance of the respondents in terms of strand between and

within groups were not significant when they are grouped according to strand

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meaning that the strand have no significant influence into the Grade 11

Student’s level of money budgeting behavior and academic performance.

Table 7.3 ANOVA of the level of money budgeting behavior and

academic performance of the respondents in terms of family income

SS df MS F Sig.

MONEY
BUDGETING
BEHAVIOR Between
Groups
61.027 3 .20.342 .104.682 .000
Within Groups
31.675 163 .194
Total
92.701 166

Table 7.3 shows that the ANOVA of the level of money budgeting behavior

and academic performance of the respondents in terms of family income

between and within groups were all significant when they are grouped according

to family income meaning that the family income have a significant influence

into the Grade 11 Student’s level of money budgeting behavior and academic

performance.

Table 8. Pearson r between the level money budgeting behavior on the

academic performance of grade 11 Students of Marciano M. Patricio

National High School?

Variables r Sig.

money budgeting behavior .745** .000

academic performance .745** .000

*. Correlation is significant at the 0.01 level (2-tailed).

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Table 8 shows that there is a significant relationship between the level money

budgeting behavior on the academic performance of grade 11 Students of

Marciano M. Patricio National High School.

CHAPTER V

Summary of the Findings, Conclusions and Recommendation

This chapter is composed of three parts, namely: 1, Summary of Findings

methods and Findings 2. Conclusion and 3. Recommendations. Part One,

Summary of the Problems, Methods and Findings, provides the summary

of the problems, methodologies and findings of the study. Part two,

Conclusions, presents the generalization formulated based on the analysis

and interpretation of the results of the study.

Summary of the Problems, Methods and Findings

This quantitative – descriptive research study was conducted to determine

the peer pressure performance in the Level of Money Budgeting Behavior

and the Academic performance of Grade 11 students of Marciano M.

Patricio National High School in the school year of 2023 – 2024.

Specifically, this study sough to answer the following questions:

1. What is the socio – demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Strand

d. Monthly Family Income

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2. What is the level of money budgeting behavior of the respondents?

3. What is the level of academic performance of the respondents?

4. Is there a significant difference on the level of money budgeting

behavior of the respondents when grouped according to age, sex, strand,

monthly family income?

5. Is there a significant relationship between money budgeting behavior

and academic performance among the respondents?

Therefore, null hypotheses

Therefore, null hypotheses

1. The level of money budgeting behavior and academic

performance of the respondents as a whole has no significant

difference between groups and within groups. When it comes to

demographic profile there is a significant difference in terms of

sex and monthly family income. When it comes to strand and age

there is no significant difference as stated in chapter IV.

2. There is a significant relationship between the level money

budgeting behavior on the academic performance of grade 11

Students of Marciano M. Patricio National High School.

For this study, the institutional population consists of Grade 11 students at

Marciano M. Patricio National High School. The Grade 11 has 6 strands

that include Accountancy, Business and Management (ABM), Humanities

and Social Sciences Strand (HUMSS), and the Science, Technology,

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Engineering, and Mathematics Strand (STEM), Technical Vocational

Livelihood-Agri-Fishery Arts (AFA), Home Economics (HE), and Information

and Communication Technology (ICT). The total number of Grade 11

students is 292. Using Cochran’s formula, the sample population is 167 for

equal distribution of the sample, 21 sample size came from the Grade 11,

(HUMSS A, B, and C),( ABM), (TVL-ICT),( TVL-HE), (TVL-AFA) and 20 sample

size came from the Grade 11 (STEM).

To gather data, the researcher made a 30 items survey questionnaire was

subjected to a validity test and was then employed.

The independent variable of the study was the demographic profile of the

respondents which consisted of age, sex, strand and monthly Family

income. The dependent variables on the other hand were the level money

budgeting behavior and the academic performance in the first semester.

The statistical tools used in the study were the mean, standard deviation

percentage and frequency.

Based on the result, the major findings of the study were:

1. The respondents demographic profile included age showing that the

frequency of students aging from 15 – 17 is one hundred fifty - five (155),

having a percentage of ninety-two-point eight (92.8) percent, and a

frequency of twelve (12) students aging from 18 - above, having a

percentage of seven point two (7.2). the distribution of respondents in

terms of sex, showing that the frequency of male respondents is sixty-six

(66), which is thirty-nine-point five (39.5) percent, and a frequency of one

hundred one (101) female respondent, having a percentage of sixty point

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 five 60.5) of the total respondents. the distribution of Respondents in

terms of SHS Strand, showing that twenty (20) of the respondents is

coming from the HUMSSA, twenty - one (21) coming from the HUMSSB,

twenty - one (21) coming from the HUMSSC, and twenty (20) coming from

the STEM then twenty - one (21) coming from the ABM and twenty - one

(21) coming from the TVL – ICT, twenty - one (21) coming from the TVL -

AFA. A total of one hundred and sixty - seven (167) sample size. On terms

of family income that ninety (90) of the total respondents is having a

5,000-family income, forty- nine (49) respondents having a 5,000-10,000

income, thirteen of the respondents have a monthly income of 10,001 –

15,000 with the percentage of seven point eight (7.8) and fifteen (15)

respondents having a 15,000 and above monthly family income.

2. The money budgeting behavior of the respondents is “low”.

3. The level of academic performance of the respondents was rated as

“very low”

4. The money budgeting behavior of the respondents is “low”.

5. The level of money budgeting behavior and academic performance

of the respondents as a whole has no significant difference between

groups and within groups. When it comes to demographic profile

there is a significant difference in terms of sex and family income.

When it comes to strand and age there is no significant difference

as stated in chapter IV.

6. There is a significant relationship between the level money

budgeting behavior on the academic performance of grade 11

Students of Marciano M. Patricio National High School.

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 Conclusion

In the view of the aforementioned findings, the following conclusions were

drawn.

1. The result of the study concluded that money budgeting behavior of

the respondents was describe as “low”.

2. The result of the study concluded that the academic performance of

Grade 11 students was describe as “very low”.

3. There is a significant difference between the budgeting behavior of

the respondents to their gender. The female participants were

better budgeters than their male counterparts and they were able to

save more. And also, there is a significant relationship when it

comes to their family income. It seems that the budgeting of the

respondents relies on their parents’ income.

4. Small or large amount of money affect the budgeting behavior of

the respondents as well as their academic performance.

Recommendations

Based on the findings and conclusions, the following were

recommended:

1. The researchers would like to recommend to future researchers

to expand more in other strands or extend this study in college

students since they only focused in one strand.

2. For students, maintaining the level of money budgeting behavior

money is recommended. Also, engaging in conversations about

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 money with parents, professionals, and fellow students will

improve financial literacy and budgeting skills.

3. Comparing and analyzing more profile, such as age and financial

literacy, to the budgeting behavior may improve the research.

4. Parents and teachers are recommended to communicate with

their children/students about money management to further

widen their financial literacy and enhance their budgeting skills.

Involving them in a series of activities to practice budgeting will

greatly benefit the students as well as sharing with them the

family budget.

LITERATURE CITED AND REFERENCE

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