Chapter 3: Presentation, Analysis, and

Interpretation of Data

This chapter presents, analyzes, and interprets the data gathered in the study.
The data were obtained through the use of questionnaire and interview to the selected
respondents. The results are organized and are in line with the study’s Statement of
the Problem, and are presented using tables and figures to ensure precision and
clearness.

The data were obtained through a structured survey questionnaire distributed

to fifty (50) SHS working students. The responses were quantified using a Likert scale
and were summarized through tables to clearly present the frequency of each
response. To further analyze the data, the mean was computed for each item to
determine the general level of agreement of the respondents. The computed means
were then interpreted using the corresponding verbal descriptions to assess the
respondents’ financial literacy and budgeting abilities.

In addition, qualitative data from interviews were used to support and deepen
the interpretation of the survey results. These responses helped explain the
experiences and perspectives of selected working students regarding their financial
management and spending habits. Through the combination of quantitative and
qualitative data, this chapter provides a comprehensive analysis of how SHS working
students manage their income while balancing work and academic responsibilities.

To analyze the responses of the respondents, the weighted mean was used.
Each response in the Likert scale was assigned a numerical value ranging from 1 to 5,
where 1 represents Strongly Disagree and 5 represents Strongly Agree. The frequency
of each response was multiplied by its corresponding numerical value, and the total
was divided by the number of respondents. This process allowed us to determine the
average response for each survey item.
 The computed mean serves as an indicator of the general tendency or overall
perception of the respondents toward each statement. A higher mean value indicates a
higher level of agreement, while a lower mean value indicates disagreement. Through
this, the mean helps explain the level of financial literacy and budgeting ability of
SHS working students by summarizing individual responses into a single,
interpretable value.

By using the mean, the data become easier to interpret and compare across
different variables related to budgeting, spending habits, and financial decision-
making. This statistical measure provides a clearer understanding of how respondents
generally manage their salary while balancing work and academic responsibilities.

SOP 1: Demographic Profile

Q1: From what grade level are you?

Figure 1. Distribution of Respondents by Grade Level

Figure 1 shows the distribution of the respondents according to their grade

level. Out of the 50 senior high school working students who participated in the study,
the majority are Grade 12 students, comprising 94.3% of the total respondents. In
contrast, only a small portion, about 5.7%, are Grade 11 students.

This result indicates that most of the working students who responded to the
survey are in Grade 12.
Q2: What is your Strand?

Figure 2. Distribution of Respondents by Strand

Figure 2 presents the distribution of Senior High School (SHS) working

students according to their academic strand.

The results show that the Home Economics (HE) strand has the highest
number of working students, comprising 37.7% of the respondents. This indicates that
a significant proportion of working students are enrolled in HE, which may be
attributed to the strand’s strong emphasis on practical and livelihood-related skills that
are applicable to part-time and service-oriented jobs.

Both Accountancy, Business, and Management (ABM) and Humanities and

Social Sciences (HUMSS) follow, each accounting for 22.6% of the respondents. This
suggests that students from these strands are also highly engaged in employment,
possibly due to the availability of work opportunities related to business,
administrative tasks, communication, and social services.

Meanwhile, the Science, Technology, Engineering, and Mathematics (STEM)

strand represents a smaller percentage of working students, amounting only by 7.5%.
This may be explained by the academically intensive nature of the strand, which can
limit students’ time and availability for work.
 The General Academic Strand (GAS), Information and Communications
Technology (ICT), and Alternative Learning System (ALS) have the lowest
percentages among the respondents, with the GAS comprising 3.8% only, ICT with
4.8%, and ALS with 1.9% of the respondents. The limited representation of working
students from these strands may be due to fewer job opportunities directly aligned
with their field of study or differing academic and personal priorities.

The prevalence of ABM, HUMMS, and HE students among respondents

suggests they’re more likely to balance academics with work experience, possibly due
to their course requirements or career-oriented mindset.

Q3: What is your Employment Type?

Figure 3. Distribution of Respondents by Employment Type

Figure 3 shows the employment status of Senior High School (SHS) working
students.

The results indicate that the majority of the respondents are part-time workers,
comprising 73.6% of the total. This suggests that most SHS students prefer part-time
employment, which allows them to balance their academic responsibilities with work.
 On the other hand, full-time and freelance workers each account for 13.2% of
the respondents. The smaller proportion of students engaged in full-time work may be
due to the demanding nature of both work and academic requirements. Meanwhile,
freelance work may be less common because it often requires specific skills,
experience, or access to opportunities.

Overall, the findings show that part-time employment is the most common
work arrangement among SHS working students, as it offers greater flexibility while
pursuing their studies.

SOP 2: What are the effects of financial literacy on the financial well-being of
working students?

Q4. I know how to create a simple budget plan for my salary.

SCALE FREQUENCY
Strongly Disagree 2
Disagree 2
Neutral 11
Agree 18
Strongly Agree 17
Total 50
Mean 3.92
Table 1. Respondents’ Ability to Create a Budget Plan

Table 1 presents the responses of SHS working students regarding their ability
to create a simple budget plan for their salary. Out of 50 respondents, the majority
answered Agree (18) and Strongly Agree (17), while only a small number expressed
disagreement. This indicates that most working students are confident in their
budgeting skills.

The computed mean of 3.92 falls within the “Agree” range, which suggests
that SHS working students generally know how to create a simple budget plan for
their salary. This implies a relatively high level of budgeting knowledge, which is an
important component of financial literacy.
 Furthermore, this result indicates that working students are capable of
planning their finances to manage their income effectively while balancing both work
and academic responsibilities. Having budgeting skills may help them make literate
financial decisions, control their spending habits, have a healthy relationship with
managing money, and maintain financial stability despite the demands of being both a
student and a worker.

Q5. I feel confident managing my salary as a working student.

SCALE FREQUENCY
Strongly Disagree 2
Disagree 4
Neutral 15
Agree 18
Strongly Agree 11
Total 50
Mean 3.64
Table 2. Respondents’ Confidence in Managing Their Salary

Table 2 presents the level of confidence of SHS working students in managing

their salary. Based on the computed mean of 3.64, the results indicate that the
respondents generally agree that they feel confident in managing their salary as
working students. This suggests that most of the respondents have a reasonable level
of confidence in handling their financial responsibilities while balancing work and
academic demands.

However, the presence of neutral and disagreeing responses implies that not
all working students feel fully confident in managing their income. This may indicate
that some students still experience difficulties in budgeting and prioritizing expenses,
or adjusting to the financial responsibilities that come with working while studying.
Overall, the results show that while confidence in salary management is evident
among SHS working students, there is still room for improvement in strengthening
their financial management skills.
Q6. I experience financial stress while balancing work and school expenses.
SCALE FREQUENCY
Strongly Disagree 3
Disagree 2
Neutral 8
Agree 20
Strongly Agree 17
Total 50
Mean 3.92
Table 3. Financial Stress Experienced by Respondents

Table 3 shows the extent to which SHS working students experience financial
stress while balancing work and school expenses. Based on the computed mean of
3.92, the results indicate that the respondents agree that they experience financial
stress. The high number of respondents who answered Agree (20) and Strongly Agree
(17) suggests that financial pressure is a common experience among working
students.

This finding implies that despite having knowledge of budgeting and financial
management, SHS working students still face financial stress due to the demands of
balancing income, school-related expenses, and personal needs. The results highlight
that financial literacy alone may not be sufficient to eliminate financial stress, as
external factors such as limited income and increasing expenses also affect students’
financial well-being.

Overall, this table emphasizes the challenges encountered by SHS working

students and emphasizes the need for stronger financial support systems and improved
financial management strategies to help reduce financial stress while studying and
working at the same time.

SOP 3: What are the spending habits does working students have?

Q7. I plan my expenses before receiving my salary.

 SCALE FREQUENCY
Strongly Disagree 4
Disagree 3
Neutral 12
Agree 12
Strongly Agree 19
Total 50
Mean 3.78
Table 4. Respondents’ Practice of Planning Expenses Before Payday

Table 4 shows the respondents’ practice of planning expenses before receiving

their salary. The results indicate that a majority of the respondents demonstrate a
positive attitude toward expense planning prior to payday. Specifically, 19
respondents strongly agree and 12 respondents agree with the statement, totaling 31
out of 50 respondents. This suggests that most working students consciously plan
their expenses in advance to better manage their income.

On the other hand, 12 respondents selected neutral, which may indicate

inconsistency or uncertainty in their expense-planning practices. A smaller number of
respondents disagree (3) or strongly disagree (4), suggesting that only a minority do
not regularly plan their expenses before receiving their salary.

The computed mean of 3.78 further supports this finding, indicating an overall
agreement with the statement. This implies that working students generally practice
financial planning before payday, reflecting a level of financial awareness and
responsibility in managing their expenses.

Q8. I make impulse purchases when I receive my salary.

SCALE FREQUENCY
Strongly Disagree 4
Disagree 8
Neutral 20
Agree 13
Strongly Agree 5
 Total 50
Mean 3.14
Table 5. Frequency of Impulse Purchases by Respondents

Table 5 shows the extent to which working SHS students make impulse
purchases when they receive their salary. The mean obtained of 3.14 shows that
working students still buy things on impulse even if they are not included in the plan;
the respondents who answered neutral (20) show that there is a slight agreement
among respondents that they make impulse purchases. The number of respondents
who answered Agree (13) and Strongly Agree (5) shows that some students make
unplanned purchases.

This finding shows that even though working SHS students are good at
budgeting, their spending is still affected when they receive their salary. Purchases
may occur due to personal needs, or because of sudden desires, especially after
combining work and study activities.

Overall, this result indicates that impulse buying is present but not dominant
among working SHS students. This shows that there is a need for a proper way to
control spending and manage money among working students.

Q9. I prioritize my needs over my wants when spending my salary.

SCALE FREQUENCY
Strongly Disagree 3
Disagree 5
Neutral 9
Agree 13
Strongly Agree 20
Total 50
Mean 3.84
Table 6. Prioritization of Needs Over Wants in Spending

Table 6 shows how often working students choose to buy things they need
(like food or school supplies) before things they just want (like hobbies or
entertainment). Based on the computed mean of 3.84, the results indicate that the
respondents agree that they prioritize their needs. The high number of respondents
who answered Agree (13) and Strongly Agree (20) shows that most of the students are
responsible with their earnings.

This finding implies that working students are careful with their money
because they know that their resources are limited. Even though they are young, they
understand the importance of essential expenses. The results suggest that having a job
makes students more mindful of how they spend their hard-earned salary.

Overall, this table highlights that the respondents have a good sense of
discipline. It shows that they are focused on survival and school requirements rather
than impulsive buying, which is a vital skill for managing their finances while
studying.

SOP 4: How does spending habits have an effect to their experience?

Q10. My spending habits affect my ability to focus on my studies.

SCALE FREQUENCY
Strongly Disagree 6
Disagree 6
Neutral 18
Agree 13
Strongly Agree 7
Total 50
Mean 3.18
Table 7. Impact of Spending Habits on Academic Focus

Table 7 presents the respondents’ perceptions of how their spending habits

affect their ability to focus on their studies. The results show a mixed response among
working students. A total of 20 respondents agree (13) or strongly agree (7) that their
spending habits influence their academic focus, indicating that financial behavior can
affect concentration and study performance for a significant portion of the
respondents.
 Meanwhile, 18 respondents selected neutral, suggesting uncertainty or varied
experiences regarding the impact of spending habits on academic focus. This may
indicate that some students do not consistently feel the effects of their spending
behavior on their studies or may not be fully aware of the connection between the
two.

On the other hand, 12 respondents disagree (6) or strongly disagree (6),

implying that for some working students, spending habits do not significantly affect
their ability to focus academically.

The computed mean of 3.18 indicates a moderate level of agreement,

suggesting that while spending habits do affect academic focus for many working
students, the impact is not uniformly experienced across all respondents.

Q11. Financial difficulties have affected my academic or work performance.

SCALE FREQUENCY
Strongly Disagree 2
Disagree 7
Neutral 13
Agree 19
Strongly Agree 9
Total 50
Mean 3.52
Table 8. Effect of Financial Difficulties on Academic or Work Performance

The table shows that financial difficulties have affected the academic or work
performance of SHS working students. Based on the computed mean of 3.52 which is
under the agree level, the result indicates that financial difficulties have affected their
academic and/or work performance. (19) respondents have agreed, while (9)
respondents answered strongly agree. However (13) respondents answered neutral, it
means their answers could be both, financial difficulties can affect their academic
and/or work performance, or not. Only (2) respondents selected Strongly Disagree,
while (7) respondents have disagreed.
 This findings show that financial difficulties really affects their performance
through academic or work. The results highlighted that even though they have a job,
they still experience financial difficulties.

Overall this table emphasizes the struggles and difficulties of SHS working
students in terms of financial difficulties and struggles in their academic and work
performance. The higher number of agreement compared to disagreement tend to
believe that financial difficulties really affects the academic and work performance of
SHS working students.

SOP 5: What is the literacy program that is designed for the students?

Q12. I believe a financial literacy program would help working students manage
their finances better.
SCALE FREQUENCY
Strongly Disagree 2
Disagree 4
Neutral 7
Agree 17
Strongly Agree 20
Total 50
Mean 3.98
Table 9. Perceived Need for Financial Literacy Programs Among Working Students

Table 9 shows that the respondents do believe that financial literacy program
would help them working students to manage their finances better. Based on the
computed mean of 3.98 which is under the agree level, the results shows that the
respondents are agreeing that there should be a financial literacy program for the
working students to help them manage their finances better. Among the 50
respondents, 20 respondents have answered strongly agree, and 17 respondents
agreed. However, there are 7 respondents who selected neutral, which means that
their answers are not sure if they need the financial literacy program to help them
manage their finances. Only 2 respondents answered strongly disagree, and 4
respondents disagreed, maybe it's because they are already well-equipped on how
they can manage their finances better.

The results indicates that respondents would really want to have a program for
the working students to help them manage their finances, such as financial literacy
program. The results shows that even if some of them knows how to manage their
finances better, they still really need to have a program like this.

In overall, this table emphasizes that working students really need more help
from our government, they need some programs to help them for their finances, and
one of this is the financial literacy program. The higher number of agreement
compared to disagreement shows that having a program like this could really help our
working students.

Q13. Which financial literacy topic do you think working students need the most?

Figure 4. Financial Literacy Topics Needed by Working Students

Figure 4 presents the financial literacy topics that working students believe
they need the most. A significant majority of respondents (60.4%) chose “All of the
above,” indicating that working students perceive financial literacy as a
comprehensive need that includes budgeting, saving, managing expenses, and
emergency fund planning.
 Among the individual topics, budgeting was identified as the most needed
(17%), followed by saving (11.3%). This suggests that many working students
struggle with planning how their income is allocated and maintaining consistent
savings. Meanwhile, managing expenses accounted for 7.5% of responses, and
emergency fund planning received the lowest percentage at 3.8%, which may indicate
limited awareness or lower prioritization of long-term financial preparedness.

Overall, the results emphasize the importance of holistic financial literacy

education for working students. The strong preference for learning all financial topics
suggests that effective programs should address multiple aspects of spending habits
and financial decision-making to better support working students in managing their
income responsibly.

In addition to the survey questionnaire administered to 50 respondents,

interviews were conducted with five selected participants to support the mixed-
method design of the study. The interviewees were chosen from among the survey
respondents to provide more in-depth insights into their financial literacy, spending
habits, and daily experiences as working students.

The interviews were used to complement the quantitative data gathered

through the closed-ended questionnaire. While the survey results present general
trends and measurable patterns, the interview responses offer detailed explanations
and personal perspectives that help clarify and enrich the statistical findings. This
approach allows for a more comprehensive interpretation of the data by integrating
both quantitative and qualitative evidence.

Q1. Can you describe how you usually manage your salary after payday and what
factors influence your spending decisions?
Respondent Key Response
R1 “I always save money after payday in case I need it. I also calculate
the amount I need to spend for the week.”
R2 “I save money for emergencies and personal wants.”
R3 “I use my salary for the things I need and also give some to my
 parents on payday.”
R4 “I budget and track my spending. I save for things I want but
sometimes overspend on clothes or food, especially when going
out.”
R5 “I pay for essentials first, then save or spend on small things,
thinking carefully about what I really need.”
Table 10. Interview Responses on Salary Management of Working Students

Table 10 presents the interview responses of working students regarding how

they manage their salary after payday and the factors that influence their spending
decisions. The responses indicate that most working students prioritize saving and
budgeting as part of their financial management practices. Several respondents (R1,
R2, and R5) emphasized setting aside money for savings, emergencies, and essentials
before spending on non-essential items, showing a sense of financial responsibility
and forward planning.

Additionally, respondents highlighted the importance of budgeting and

tracking expenses. For instance, R1 and R4 mentioned calculating weekly expenses
and monitoring spending to avoid financial difficulties. However, despite these
efforts, some respondents acknowledged challenges in controlling discretionary
spending. R4 admitted to occasional overspending on clothing or food, particularly
during social activities, suggesting that lifestyle and social factors influence spending
behavior.

Family obligations and personal priorities also emerged as influencing factors.

R3 shared that part of their salary is allocated to supporting their parents, reflecting
how familial responsibilities can affect spending decisions among working students.

Overall, the findings suggest that while working students demonstrate

awareness of sound financial practices such as saving, budgeting, and prioritizing
necessities, they still face challenges in maintaining consistent spending discipline.
This highlights the need for financial literacy programs that not only teach budgeting
and saving but also address self-control, prioritization, and real-life spending
pressures faced by working students.
Q2. How do your spending habits affect your daily life as a working student,
especially in terms of your studies, stress, or responsibilities?
Respondent Key Response
R1 “I need to limit myself because of expenses and high prices. I make
sure what I need is bought, and any leftover is saved for
emergencies.”
R2 “I limit my expenses to avoid spending too much money.”
R3 “My spending habits affect me, especially for daily needs and
school fees. Sometimes I go to school without enough sleep, which
makes me lazy.”
R4 “Spending affects me when there are school fees. I get stressed
trying to balance responsibilities with other expenses, which also
impacts my studies.”
R5 “Overspending stresses me out since I might not have money for
school or emergencies. It also makes me more careful and
responsible.”
Table 11. Interview Responses on Spending Habits and Daily Life of Working
Students

Table 11 presents the interview responses of working students regarding how

their spending habits affect their daily lives, particularly in relation to their studies,
stress levels, and responsibilities. The responses reveal that spending habits
significantly influence both the financial and academic well-being of working
students.

Several respondents emphasized the need to limit their expenses due to high
prices and limited income. Respondents R1 and R2 highlighted practicing self-control
and prioritizing necessities to avoid financial difficulties, indicating that careful
spending helps them manage daily needs and reduce financial struggle. Saving
leftover money for emergencies was also identified as an important strategy.

Other respondents reported that financial pressures directly affect their

academic performance and stress levels. R3 mentioned that spending habits influence
their ability to meet daily needs and school-related expenses, sometimes resulting in
lack of sleep, which negatively affects their energy and focus in school. Similarly, R4
expressed experiencing stress when balancing school fees with other responsibilities,
noting that financial strain can impact their studies.

Additionally, R5 pointed out that overspending leads to increased stress due to

concerns about insufficient funds for school expenses or emergencies. However, this
experience also encourages greater financial responsibility and careful decision-
making. Overall, the findings suggest that spending habits play a crucial role in
shaping the daily experiences of working students, affecting their stress levels,
academic focus, and the ability to manage responsibilities effectively.

Q3. What kind of financial literacy support or program do you think would be most
helpful for working students, and why?
Respondent Key Response
R1 “Personal financial coaching, to help maintain a balance between
needs and wants”.
R2 “Scholarships, because they help cover school expenses.”
R3 “Budgeting for daily needs, so I don’t have to rely on my parents
and can help them as well.”
R4 “Programs on budgeting and spending, to understand what makes
someone overspend and how to stick to a budget.”
R5 “A simple budgeting and saving workshop, practical for daily
money management and emergencies.”
Table 12. Interview Responses on Financial Literacy Program for Working Students

Table 12 presents the interview responses of working students regarding the

financial literacy support or programs they believe would be most helpful. The
responses indicate a strong preference for practical and needs-based financial literacy
interventions designed to the daily realities of working students.

Several respondents emphasized the importance of budgeting and spending

management. Respondents R3, R4, and R5 highlighted the need for budgeting skills
to manage daily expenses, avoid overspending, and prepare for emergencies. These
responses suggest that working students value practical financial education that can be
directly applied to their everyday financial decisions.

In addition to budgeting, respondents also expressed a need for personalized

financial support. R1 recommended personal financial coaching to help maintain a
balance between needs and wants, indicating that individualized guidance may be
effective in improving financial discipline.

Furthermore, financial assistance programs, such as scholarships, were

identified as important forms of support. R2 emphasized scholarships as a way to help
cover school-related expenses, highlighting the financial burden of education on
working students.

Overall, the findings suggest that working students prefer financial literacy
programs that combine practical budgeting skills, saving strategies, personalized
guidance, and financial assistance. These insights support the need for comprehensive
and accessible financial literacy programs designed to address both the educational
and financial challenges faced by working students.

Summary of Key Findings

This chapter presented and analyzed the data gathered from the survey
questionnaires and interviews conducted among working Senior High School
students. The findings revealed that most respondents demonstrate awareness of basic
financial management practices, particularly in planning expenses before receiving
their salary. A majority of the respondents agreed that budgeting and advance
planning are important in managing their income, as reflected in the overall mean
scores of the survey results.

The data also showed that spending habits affect working students in different
ways. While some respondents reported that their spending habits do not significantly
affect their academic focus, others experienced stress, difficulty concentrating, and
challenges in balancing school-related expenses with daily needs. These findings
suggest that financial behavior can influence students’ academic performance and
overall well-being, not only their financial skills.
 Interview responses further supported the quantitative results by providing
deeper insights into the experiences of working students. The respondents emphasized
the importance of budgeting, saving, controlling overspending, and preparing for
emergencies. They also highlighted the need for practical financial support such as
financial coaching, budgeting workshops, and scholarships to help manage school
expenses. Overall, the findings indicate that working students require both financial
knowledge and practical guidance to improve their spending habits and financial
decision-making.

The results and proposed output presented in this chapter serve as the
foundation for the discussion, conclusions, and recommendations presented in
Chapter 5.