CHAPTER 3
Presentation, Analysis, and Interpretation of Data
This chapter shows the Analysis and Interpretation of Data gathered, which is the
Analysis on Allowance Budgeting among Grade 11 Accountancy, Business and
Management (ABM) students of Gallanosa National High School year 2024-2025.
The data is organized according to the research questions:
1. Practice Budgeting Allowance: How well do Grade 11 ABM students manage their
allowance according to the principles of budgeting.
Table 1
Title: How do you manage budgeting your daily allowance.
` NUMBER OF PERCENTAGE (%)
RESPONDENT
S
Always 4 13.33
Often 7 23.33
Sometimes 17 56.66
Rarely 2 6.66
Never 0 0
Table 1 shows how Grade 11 ABM students manage their daily allowances. The most
common answer is “sometimes,” with 56.66% of students choosing this option. About
23.33% of students said they “often” follow their budget, and 13.33% said they “always”
do. A small number of students, 6.66%, said they “rarely” follow their budget, and no
students said they “never” do.
Table 2
Title: Better budgeting helps you reach your money goal and avoid spending too
much.
NUMBER OF PERCENTAGE (%)
RESPONDENTS
Very well 14 46.66
Well 10 33.33
Somewhat well 5 16.66
Not very well 1 3.33
Not well at all 0 0
Table 2 shows how well students feel they manage their budgeting to reach their money
goals and avoid overspending. Nearly half of the students, 46.66%, believe they manage
their budget “very well.” About one-third, 33.33%, think they do “well.” Some students,
16.66%, feel they manage “somewhat well,” while a small number, 3.33%, think they do
“not very well.” No students said they manage their budget “not well at all.”
Table 3
Title: Spending habits between needs and wants of Grade 11 ABM students.
NUMBER OF PERCENTAGE (%)
RESPONDENTS
Not well at all 3 10
Slightly well 12 40
Moderately well 13 43.33
Very well 2 6.66
Extremely well 0 0
Table 3 shows how well do Grade 11 ABM students balance their allowances on
spending between needs and wants. Most respondents with 43.33% says "moderately
well" and with 40% responded "slightly well" when it comes to balancing their
allowances. Meanwhile 10% of students respond with "not well at all" they find it difficult
to balance their spending between need and wants. And 6.66% says "very well" in
balancing their spending, and no respondents reported it to be extremely well.
2. What are these students typical spending habits and priorities and how do these affect
their money management?
Table 4
Title: The understanding between “needs” and “wants” when planning your spending.
NUMBER OF PERCENTAGE (%)
RESPONDENTS
Yes 30 100
No 0 0
Not sure 0 0
Table 4 shows different understanding between needs and wants when planning of
spending. The most common response is "yes" with 100%, all the respondents
understand the difference between needs and wants when it comes to spending.
Table 5
Title: How confident you are in deciding how to manage your allowance.
NUMBER OF PERCENTAGE
RESPONDENTS (%)
Very Confident 9 30
Somewhat 20 66.66
Confident
Not Confident 1 3.33
Table 5 shows how confident the Grade 11 ABM in deciding when it comes to managing
their money. Most respondents with a 66.66% are somewhat confident when deciding,
and 30% of them is very confident. Meanwhile 3.33% is not confident in deciding and
managing their money.
[Link] difficulties do students encounter while allocating their allowance and creating
budget?
Table 6
Title: Main categories of spending from Allowances or Income
NUMBER OF PERCENTAGE
RESPONDENTS (%)
Food and Snacks `24 80
School Supplies 12 40
Transportation 13 43.33
Clothing 11 36.66
Gadgets 0 0
Games 0 0
Movies 0 0
Accessories 4 13.33
Online Shopping 9 30
Savings 12 40
Table 6 shows the main categories where ABM students spend their allowances or
income. Most of their budget is allocated to essential needs, with food and snacks taking
up the largest portion at 80.00%, followed by transportation 43.33%. Additionally, 40% of
the students set aside for savings, while school supplies also 40%. some students
spending on clothing is 36.66%, online shopping is 30%, and accessories make up the
smallest portion at 13.33%. Notably, students are not spending on gadgets, games, or
movies.
Table 7
Title: How frequently do you run out of money before your next allowance.
NUMBER OF PERCENTAGE (%)
RESPONDENTS
Always 7 23.33
Often 5 16.66
Sometimes 14 46.66
Rarely 3 10
Never 1 3.33
Table 7 shows how often those Grade 11 ABM students running out of money before
their next allowance. The most common response is "sometimes" with 46.66%, while
23.33% says that they are "always" running out of money before the next allowance. And
16.66% of students responded with "often", and 10% for "rarely". Lastly 3.33% of
respondents has never run out of money before the next allowance.
Chapter 4
Discussion
The results of this research reveal how Grade 11 ABM students at Gallanosa
National High School handle their allowances, emphasizing their budgeting skills as well
as difficulties. Examination of student feedback uncovered several significant patterns in
students' budgeting methods, expense prioritization, and strategies for managing
financial limitations.
A key observation is that many students possess a limited knowledge and
understanding of budgeting strategies. While some demonstrate good financial practices
by saving parts of their allowance for particular necessities, most have difficulty
managing their funds wisely. This could be attributed to insufficient structured financial
education or lack of guidance on managing personal finances, a skill that is rarely
highlighted in conventional high school programs.
Additionally, outside influences like family demands, social pressures, and
unexpected educational costs frequently affect students' capacity to consistently manage
their budgets. For instance, a few students mentioned that they were occasionally forced
to spend their allowances on unexpected group projects or social gatherings, impacting
their capacity to save or budget for everyday expenses.
Furthermore, it was noted that students often focus on necessary costs, like food
and travel, leaving minimal amounts for savings. This demonstrates a pragmatic strategy
in addressing the constraints of their provisions. Nonetheless, it also suggests that
numerous students might not have encountered budgeting methods that could enable
them to save from minimal amounts or prepare for upcoming costs.
These results indicate a requirement for proactive measures to enhance financial
literacy in high school students. Offering instruction on budgeting, saving, and preparing
for unexpected costs could be beneficial. Students may gain advantages from
workshops, simulations, or tools to assist them in acquiring vital financial skills.
In conclusion, this conversation highlights that although allowances tend to be
small, students can significantly benefit from mastering the allocation and prioritization of
their limited resources. Promoting financial literacy in
Conclusion
The Analysis on allowance budgeting among Grade 11 Accountancy Business
Management students at Gallanosa National High School uncovers significant insights
into the financial behaviors and obstacles encountered by students at this educational
level. Most students in this group receive a small allowance, necessitating meticulous
budgeting to manage daily expenses, school necessities, and individual needs. Our
results indicate that although certain students show strong budgeting abilities, numerous
others find it challenging to manage their finances well because of inadequate financial
literacy and outside pressures.
The research emphasizes the necessity for greater awareness and educational
assistance in financial management for high school students. Implementing specialized
financial literacy workshops or programs could help students grasp the significance of
budgeting and saving, providing them with skills that will be advantageous throughout
their lives beyond high school.
In summary, this research highlights the significance of integrating financial
education into the curriculum to promote responsible financial practices and assist
students in managing their allowances more efficiently. This will aid students in handling
their existing allowances while also equipping them for greater financial duties ahead.
This conclusion highlights the main aspects and offers suggestions derived from
your results. Please inform me if you want to include any observations or suggestions.