1

CAMP TINIO NATIONAL HIGH SCHOOL

“Inquiry-Based Learning in Business Finance

Subject and Its Implications to
Financial Literacy”

Researchers:

Guyong, John Resell C.

Juan, Jericho C.

Rangcapan, Justin Brix

Cabonce, Jaime Jhilyn R.

Cerveza, Reynalyn V.

Gatchalian, George Nicole A.

Lapuz, Erica

Medina, Aliyah Paula E.

Villar, Andrea Lei

 2
CAMP TINIO NATIONAL HIGH SCHOOL

CHAPTER I

The Problem and Review of Related Literature and Studies

Introduction

Business Finance is a subject that teaches wise debt management practices and

avoid expensive borrowing behaviors. Financial literacy explores savings options like

savings accounts, money market, and Certificates of Deposit. Exploring their ability to

make informed financial decisions and navigate money management challenges.

In the present scenario, with the increasing complexity and availability of huge

basket full of extensive variety of financial products and services, the task of managing

money has become even more difficult particularly for youth. Nowadays, in developing

countries like India, there have been abundant financial products available even for lower

income individuals, such as bank account can be opened without minimum deposit; thus

providing for huge alternatives to choose from (Filipiak and Walle, 2015).

Moreover, the exponential growth in financial technology (fintech) is

revolutionizing the way people make payments, decide about their financial investments,

and seek financial advice. In this context, it is important to understand how financially

knowledgeable people are and to what extent their knowledge of finance affects their

financial decision-making. An essential indicator of people’s ability to make financial

decisions is their level of financial literacy.

 3
CAMP TINIO NATIONAL HIGH SCHOOL

However, The Philippines is at the bottom 30 in the Financial Literacy Survey

Standard and Poor’s research in 2015 found out that there are only 25% of Filipinos are

financially literate, making it challenging for the country to gain access to other

sophisticated financial services (The Manila Times, 2015). The research investigates the

link between students' level of financial knowledge and their financial well-being.

Attitudes toward debt, dysfunctional impulsivity, perceived behavioral control, financial

knowledge, and employment are linked to students' inclination to use sound financial

management techniques. Students who handle their money wisely are less likely to get

into debt and have a better financial situation. As for the participants, each student has a

unique background and history; a student's financial evaluation is essential (iGrad

Author, 2020).

The purpose of this study is to find out how Inquiry-Based Learning has the

potential to revolutionize Business Finance Education, making it more engaging,

relevant, and impactful for students' financial literacy.

.Review of Related Literature and Studies

Huston (2014), Financial literacy encompasses knowledge and skills related to

personal finance, such as mathematical ability, knowledge of financial instruments, and

the ability to apply this productively. Öztürk and Demir (2015) also emphasize that the

truth surrounding the world of money is that it can take care of itself if you know how to

do it.
 4
CAMP TINIO NATIONAL HIGH SCHOOL

Most academic investigations have demonstrated a strong relationship between

financial behavior and financial literacy. According to studies by Akca et al. (2018) and

Arofah et al. (2018), people's capacity for efficient money management rises along with

their level of financial literacy. As it offers the knowledge necessary to manage money,

assets, investments, and other financial matters, financial literacy also plays a significant

role in building entrepreneurship (Akca et al., 2018; Te'eni-Harari, 2016). Further

examining this relationship in the context of Indonesian accounting students'

entrepreneurial motivation, Rapina et al. (2023) discover a favorable correlation between

financial literacy and entrepreneurial behavior.

Improving financial literacy relies mostly on financial education, especially for

populations with lower incomes and educational levels. Wagner (2019) discovered a

positive correlation between higher financial literacy scores and financial education

received at various levels, such as through employers, colleges, or high schools. For those

who are least financially literate, the study emphasizes how important financial education

is. Similar to this, Smith et al. (2017) examined financial education programs in European

nations like Germany and Switzerland and found that including financial literacy in

national educational programs improves students' understanding of and behavior related

to money.

In his investigation of the racial disparity in financial literacy, Darshak (2019)

discovers that whites are more likely than minorities to have higher financial literacy

scores and that whites gain more from financial literacy education. This ongoing disparity
 5
CAMP TINIO NATIONAL HIGH SCHOOL

points to underlying systemic or behavioral issues that financial literacy guidance might

not be able to fully resolve on its own. When creating financial literacy programs,

policymakers who are interested in reducing the wealth gap between races must take all

of this into account.

The exponential growth of financial technology, or fintech, and how it affects

financial decision-making are covered by Lusardi (2019). As people navigate complex

financial technologies in this context, financial literacy becomes even more important.

Particularly in a quickly changing digital world, financial literacy is an important sign of

one's capacity for wise financial decision-making.

Considering the importance of financial literacy, numerous teaching methods have

been investigated to improve educational results. Research has shown that inquiry-based

learning (IBL) is a particularly successful approach. According to Kuppusamy and Shen

(2020), giving students the freedom to experiment, fail, and learn from their mistakes

helps them develop stronger analytical and problem-solving abilities—two things that are

essential for financial literacy. According to Zafra-Gómez et al. (2015), IBL is a helpful

strategy for teaching financial literacy since it has a positive effect on students' academic

performance and satisfaction.

Numerous studies support the addition of financial literacy in educational

educational programs. Financial literacy is seen by the Program for International Student

Assessment (PISA) as a fundamental life skill that children should learn at a young age

(OECD, 2014). The incorporation of financial literacy concepts in mathematics courses is

 6
CAMP TINIO NATIONAL HIGH SCHOOL

supported by Sagita et al. (2022), who point out that mathematical literacy is a cognitive

factor that has a major impact on financial literacy skills. For students to be properly

prepared to handle their finances in the future, this integration is important.

The usage of inquiry-based learning (IBL) in business and finance education has

been observed to improve students' comprehension of complicated ideas. Decker-Lange

(2018) demonstrates how IBL can be used to examine strategic actions in non-profit

organizations by describing a problem- and inquiry-based approach to teaching business

model change in German public museums. According to Umoru et al.'s (2022) additional

research, inquiry-based learning (IBL) techniques have a positive impact on students'

performance in accounting principles and academic achievement in business education.

It has been observed that the application of inquiry-based learning (IBL) in

business and finance education enhances students' understanding of complex concepts.

Decker-Lange (2018) describes a problem- and inquiry-based approach to teaching

business model change in German public museums, showing how IBL can be used to

examine strategic actions in non-profit organizations. Further research by Umoru et al.

(2022) indicates that inquiry-based learning (IBL) approaches improve students'

performance in accounting concepts and academic success in business school.

Ansari et al. (2022) review over 2,000 peer-reviewed articles on financial literacy,

highlighting its importance in investment planning and decision-making. The study

proposes ten clusters to improve research and enhance investor learning, underscoring the

significance of financial literacy in societal decision-making processes.

 7
CAMP TINIO NATIONAL HIGH SCHOOL

Conceptual Framework of the Study

Input Process Output

1. Which factors 1. Instrument

Expand the understanding
significantly affect the • survey questionnaire
effectiveness of Inquiry of how Inquiry-Based
Based Learning in • rating scale Learning in business
enhancing students' 2. Statistical instrument financial subject and
business finance literacy,
considering variables such •weighted mean implication to financial
as: •percentage literacy
1.1 Previous knowledge •likert scale
1.2 Learning style
2. How does inquiry-
based learning impact
students' financial literacy
and decision-making
skills?

Figure 1. The Paradigm of the Study

Statement of the Problem

The following are the objectives of this study on 'Inquiry-based learning in

business finance subject and implication to financial literacy' specifically this study will

seek to answer the following:

1. Which factors significantly affect the effectiveness of Inquiry Based Learning in

enhancing students' business finance literacy, considering variables such as:

1.1 Student prior knowledge

1.2 Learning style

 8
CAMP TINIO NATIONAL HIGH SCHOOL

2. How does inquiry-based learning impact students' financial literacy and decision-

making skills?

Significance of the Study

The significance of Studying inquiry-based learning in business finance is

important since it can help students become more adept at problem-solving and critical

thinking. Students get a deeper comprehension of difficult financial concepts by actively

participating in real-world financial scenarios. By encouraging a more hands-on and

introspective learning environment, this strategy eventually raises financial literacy. It

follows that students get more prepared to handle financial difficulties in both their

personal and professional lives and make wise financial judgments.

For Teachers: Classrooms can be made more dynamic and engaging by teachers

with the use of inquiry-based learning. Their training becomes more relevant as a result

of being encouraged to use cutting-edge techniques that correspond with actual financial

situations.

For Students:Inquiry-based learning gives students the chance to actively interact

with financial ideas, which helps them comprehend and apply business finance concepts

in real-world situations.

For Researcher:Inquiry-based learning's efficacy in company finance education can

be investigated by researchers using this study, which will add to the body of knowledge

on teaching strategies and financial literacy.

 9
CAMP TINIO NATIONAL HIGH SCHOOL

Scope and Limitation of the Study

This study focuses on Inquiry-Based Learning (IBL) in Business Finance Subject

and Implication to Financial Literacy of 12-ABM (Accountancy, Business and

Management) students in Camp Tinio National High School. The data collection is only

limited to 38 students of 12-ABM of Camp Tinio National High School S/Y 2024-2025

who will represent the population.

This study will focus on the intersection of inquiry-based learning, business finance

education, and emphasis on its impact to students' financial literacy.

Definition of Terms

INQUIRY - Inquiry is a formal investigation or questioning process aimed at seeking

information or understanding about a particular topic, issue, or problem..

INCLINATION - Inclination is a feeling that makes you want to act in a particular way. He

had neither the time nor the inclination to think of other things.

FINANCIAL LITERACY - Financial literacy is the ability to understand and effectively

use various financial skills, including personal financial management, budgeting, and investing.

IMPULSIVITY - Impulsivity is a tendency to act on a whim, displaying behavior

characterized by little or no forethought, reflection, or consideration of the consequences.

WELL-BEING - Well-being is strongly linked to happiness and life satisfaction. In short,

well-being could be described as how you feel about yourself and your life.
 10
CAMP TINIO NATIONAL HIGH SCHOOL

10

BUSINESS FINANCE - Business finance refers to the management of funds and financial

resources in a business to achieve its goals and ensure long-term profitability. It involves

activities such as budgeting, investing, managing cash flow, and analyzing financial statements to

make informed decisions.

EXPONENTIAL GROWTH - Exponential growth is a pattern of data that shows sharper

increases over time. In finance, compounding creates exponential returns, where investors benefit

from larger growth over longer periods.

COMPLEXITY- Complexity is the state of having many different parts connected or

related to each other in a complicated way.

CHAPTER II

Method

Research Design

This study will investigate how Grade 12 ABM students view inquiry-based

learning in business finance education using a descriptive research approach. A

descriptive research, according to Shona McCombes (2019), aims to accurately and

systematically describe a population, situation or phenomenon. It can answer what,

where, when and how questions, but not why questions. Data will be gathered through

survey among Grade 12 ABM students at Camp Tinio National High School, surveys that

only consist of answers strongly agree, agree, disagree, and strongly disagree. After that,

we will analyze the data and interpret the findings to see the results. The subject of the
 11
CAMP TINIO NATIONAL HIGH SCHOOL

11

survey will focus on students' experiences with inquiry-based learning in business finance

education.

This research used a quantitative research design using a descriptive method

approach. Descriptive method is a study that aims to give an overview of the situation. In

contrast, descriptive method aims to discover correlations between factors and predict

future events based on current information (Strangor & Walinga, 2019). Thus, a

descriptive method approach in this study was utilized to know the relationship between

The Role of Inquiry-Based Learning in Business Finance Education for ABM Students of

Camp Tinio National High School.

Sampling and Participants

This study used Quota Sampling, a type of Non-probability sampling method in

determining the sample of the study. All Thirty Five (35) students of 12-ABM

(Accountancy, Business, and Management) in Camp Tinio National High School were

the respondents of this study.

The researchers considered the 12-ABM of Camp Tinio National High School

comprising of 35 members, male and female. They were the chosen respondents because

their strand has to do with the research study.

Instruments

Questionnaire is a list of questions or statements about a student's learning style

that is given for them at tenth grade to find the information of learning style such as
 12
CAMP TINIO NATIONAL HIGH SCHOOL

12

reading comprehension. The process of constructing a questionnaire in this research, the

writer takes it from the book quantum learning (Stetsu,Edu, 2019).

This study will utilize survey questionnaires as a research instrument.A self-made

survey will be used for this. The survey will consist of five (2) parts. The first part is

about the factors significantly affecting the effectiveness of Inquiry Based Learning in

enhancing students' business finance literacy, considering variables about students' prior

knowledge and learning style.

The second part is about the perceived inquiry-based learning impact students'

financial literacy and decision-making skills.

All sections will apply a likert-scale with the use of standardized

questionnaires.The self-made instrument was subject to validation by experts in the field.

The researcher will welcome the suggestions and make necessary revisions to make the

said instrument valid.

Data Gathering Procedure

The researchers used surveys to gather data through the use of close-ended surveys

containing Ten (10) questions that were answerable by strongly agree, agree, strongly

disagree, and disagree, and was analyzed and interpreted by using descriptive method.

The researchers conducted the survey during the respondents' free time. The researchers

explained the survey process and its purpose to the respondents. After the data gathering,

the answers will be tallied and the researchers will apply the statistical treatment.
 13
CAMP TINIO NATIONAL HIGH SCHOOL

13

Data Analysis

The study on Inquiry-Based Learning in Business Finance Subject and Its

Implications to Financial Literacy utilized a Likert scale to gauge the frequency and

impact of leadership behaviors on students to financial. Solvin's formula was employed

to determine the sample size, ensuring accurate representation. The data collected was

then analyzed using the weighted mean, which facilitated the interpretation of the central

tendencies and patterns in the responses, highlighting of Inquiry-Based Learning in

Business Finance Subject and Its Implications to Financial Literacy. Likert scale with the

level of frequency Always/Never was used for the interpretation of the data obtained in

this study. This used the following: Scale Agree 3.26-4.00, Disagree 2.51-3.25, Strongly

agree 1.76-2.50, and Strongly disagree 1.00-1.75. Among the different statistical tool,

the researchers had to come up with the decision to employed weighted mean for the

interpretation of the data gathered.

Potential Ethical Issues

In conducting research among ABM students. One of the issues that could arise is

the unreadiness of the students; many might not be fully prepared or motivated to engage

deeply with the research. Assessment challenges also pose a significant hurdle; accurately

evaluating the students' understanding and participation can be difficult, especially if the

criteria are unclear or subjective. Additionally, unparticipative behavior is a concern,

where students may not actively engage in the research process or provide meaningful

input, hindering the overall quality and depth of the study. Addressing these potential
 14
CAMP TINIO NATIONAL HIGH SCHOOL

14

issues requires careful planning and strategies to ensure a more effective and inclusive

research experience.
 15
CAMP TINIO NATIONAL HIGH SCHOOL

15

CHAPTER III

Presentation, Analysis, and Interpretation of Data

Sample Table

Table 1. Experts and Teachers’ Evaluation of the Problem-based Learning Activities

Indicators Respondents
TECHNICAL ASPECT WM VD

1 The material is available to both print and non-print 3.83 SA

format.

2 The group activities can be done through online 3.83 SA

platforms.(Google classroom, schoology, Facebook
page and messenger)

3 There are links which are provided for supplementary 3.83 SA

readings on the lesson.

4 The material is readily downloadable and can be 3.83 SA

accessed through any of the learners gadgets at home.

5 There is a facility in monitoring learners’ accessed on 3.83 SA

the materials.

Weighted Average Mean 3.83 SA

 16
CAMP TINIO NATIONAL HIGH SCHOOL

16

CHAPTER IV

Summary, Conclusions, and Recommendations

Summary of Findings

Conclusions

Recommendations

REFERENCES
 17
CAMP TINIO NATIONAL HIGH SCHOOL

17

APPENDICES
 18
CAMP TINIO NATIONAL HIGH SCHOOL

18

APPENDIX A

CURRICULUM GUIDE IN EARTH AND LIFE SCIENCE

 19
CAMP TINIO NATIONAL HIGH SCHOOL

19

APPENDIX B

PROBLEM BASED LEARNING ACTIVITIES IN EARTH AND LIFE SCIENCE

 20
CAMP TINIO NATIONAL HIGH SCHOOL

20

APPENDIX C

QUESTIONNAIRE FOR TEACHER RESPONDENTS

 21
CAMP TINIO NATIONAL HIGH SCHOOL

21

RESEARCHER-MADE QUESTION ON “DEVELOPMENT AND EVALUATION

OF PROBLEM-BASED LEARNING ACTIVITIES IN UNDERSTANDING

EARTH AND LIFE SCIENCE CONCEPTS”

Directions:

The following statements have been written to evaluate the Problem Based Learning

activities in Earth and Life Science”. Rate the PBL module by checking the number

opposite each statement.

1- Strongly Disagree

2- Disagree

3- Agree

4- Strongly Agree

OBJECTIVES 1 2 3 4

1. The objectives follow the SMART Principle (specific,

measurable, attainable, reliable, and time-bound).

2. The assessment part measures what is intended to

measure based from the students’ performance.
3. The stated objectives are relevant to the students’ need.
4. The learning objectives emphasize students’ activity to
be done online (LAC SESSIONS.
5. The stated objectives define clear and meaningful actions
 22
CAMP TINIO NATIONAL HIGH SCHOOL

22

on the learners’ part.

CONTENT AND ORGANIZATION OF IDEAS 1 2 3 4

1. The activities cultivate the HOTS of Learners.

2. The organization of the lesson is logical and critical
sequenced.
3. Most lesson are contextualized.
4. The activities shows direct application to real-life
situation.
5. The material alerts the learners to take precaution
measures in terms of natural calamities.

ASSESSMENT OF LEARNING 1 2 3 4

1. The activities measured the problem solving skills of the

learners.
2. The guide questions at the end of each activity reinforces
the understanding of science concept.
3. The evaluation for learning promotes self-assessment.
4. The evaluation address individual leaners need.
5. Through the learning material, learners are able to
observe independence and self confidence in
understanding and applying Science concepts.
CLARITY OF THE IDEAS PRESENTED 1 2 3 4

1. The language of the learning material is clear within the

understanding of the learners.
2. The discussion of the lesson is within the learners’ level
of understanding.
3. The ideas presented are simple to complex.
4. The information in the text are verifiable (not difficult to
verified)
5. The ideas are presented in various formats (Charts,
Organizers, and Graphs)
 23
CAMP TINIO NATIONAL HIGH SCHOOL

23

TECHNICAL ASPECT 1 2 3 4

1. The material is available to both print and non-print

format.
2. The group activities can be done through online
platforms.(Google classroom, schoology, Facebook page
and messenger)
3. There are links which are provided for supplementary
readings on the lesson.
4. The material is readily downloadable and can be
accessed through any of the learners gadgets at home.
5. There is a facility in monitoring learners’ accessed on the
materials.
 24
CAMP TINIO NATIONAL HIGH SCHOOL

24

APPENDIX D

DEPEARTMENT OF EDUCATION – CABANATUAN CITY DIVITION LETTER

APPROVAL
 25
CAMP TINIO NATIONAL HIGH SCHOOL

25

APPENDIX E
 26
CAMP TINIO NATIONAL HIGH SCHOOL

26

CURRICULUM VITAE

James Denver Gregorio Sarmiento

PERSONAL DATA:

Surname: Sarmiento

First Name: James Denver

Middle Name: Gregorio

Birthday: September 11, 1997

Nationality: Filipino

Address: Purok 5, Mapalad, Santa Rosa, Nueva Ecija

Contact No.: 09162707323

Email: [email protected]

EDUCATION:

Phinma-Araullo University Bachelor in Secondary Education Major

Maharlika Highway, Brgy. Bitas, in Biological Sciences – 2015
Cabanatuan City

General Tinio National High School Pulong Matong, General Tinio, Nueva
Ecija – 2013
VALEDICTORIAN
General Tinio National High School Concepcion, General Tinio, Nueva Ecija
– 2009
SALUTATORIAN

CAREER RELATED EXPERIENCE:

Camp Tinio National High School Teacher II
June 2019 - Present
 27
CAMP TINIO NATIONAL HIGH SCHOOL

27

Department of Education, Division of Self-Learning Module SLM Writer

Cabanatuan City May 2020 – Present

PHINMA-Araullo University Instructor II

June 2017 – May 2019

PHINMA-Araullo University Module Editor

April 2018 – May 2018

PAPERS ACCOMPLISHED

PHINMA-Araullo University Factors Influencing the Boarding

Education Students ‘Academic
Performance
March 2016

NOTEWORTHY ACCOMPLISHMENTS

Baguio City Board Licensure Examination for

Professional Teachers (BLEPT) Passer
86.60% Passing Rate
September 2017

PHINMA-Araullo University Outstanding in Demonstration Teaching

College of Education
2017

Department of Education, Division of SLM Illustrator, Artist, and Writer in

Cabanatuan City Science and Mathematics
2020
Department of Education, Division of Teleturuan Presenter in Science 2020
Cabanatuan City