Chapter I

The Problem and Its Background

Introduction
A financial crisis is source of stress to student due to poor of consumption in paying
essentials and necessities. As Richardson (2013), states that strong correlation exist between
in financial difficulty and learners’ concentration affects academic performance, personal life
and, behaviour. Those are the consequence of negative outcome of improper management,
spending and budgeting of school allowance.
Moreover, financial peer pressure signifies for student’s decisions to buy something
even it is unnecessary products or services. Learners confess in the survey, overspending and
incurring debt to keep up and belong to the group of friendship. The influence of others will
change students consumption pattern (Lake, 2021). Besides, human beings are one of the
most social of all species. What individuals do and buy is largely shaped by social influences,
including: Family: Preferences for all sorts of factors are heavily influenced by parents and
the early influences of siblings and other family members. Children are impressionable and
try to emulate what they see working for the people around them.
However, the allowance of students had a substantial impact on their academic
achievement. The attendance of the students reflected in low budgeting led to a shortage of
transportation and meal allowance, impacting the students' ability to attend class consistently
and reducing the amount of contributions made during class discussions. The performance
based activities also challenge for students' capacity to satisfy all course requirements,
resulting in late submissions. Even school-related expenses is affected in the consequence of
not wise consumption as students' unable to pay for additional school project expenses, hence
limiting their participation in school-related activities and events (Sollano et al., 2018).
According to Manju (2016), managing cash expenses and regulating is crucial and
spending school allowance with good consumption is not only a healthy habit but it is a long
term advance for future financial success. In fact, young learners play a much significant role
to monitor own financial activity. Money management has been part of daily consumption
with the long process involving planning, saving, investing, sending, and keeping track of the
total cash utilization.
Therefore, researchers conducted this study to identify the consumption pattern of
students with the goal of finding out the effects of improper budgeting on academic
performance and relationship of peer influence on the consumption pattern of a student.

1
Research Paradigm

Input Process Output

1. Profile of  Collection of data  Informative
Respondents through printed materials
2. Expenses of
questionnaire about
Students
 Snacks  Tabulation of consumption
 Communication students’ responses pattern of students
(load)
 Statistical analysis and the
 School
Requirements and data importance of
 Clothing and interpretation proper guidance
personal care
in advancing
(luxuries)
 Vices (cigarette, knowledge for
alcohol, Etc.) financial
 Transportation management.
 Online Games
(load, tickets,
skins)

As shown above, this study used IPO or Input Process Output, the input shows the
profile of the respondents and their expenditures. The process includes collection, tabulation,
analysis, and interpretation of data. The output is informative printed materials about
consumption pattern of students and the importance of proper guidance in advancing
knowledge for financial management. It includes recommendation, tips, effects of improper
budgeting in academic performance, and brief summary of the results of this research.

2
Statement of the Problem
Generally, the researchers sought to answer what is the consumption pattern of
students in Delfin Albano (Magsaysay) Stand Alone Senior School. Specifically, it sought to
answer the following questions:
1. What is the demographic profile of the DAMSASHS students?
1.1 Age
1.2 Sex
1.3 Grade Level
1.4 Socioeconomic status
1.5 Weekly allowance
2. What are the consumption practices of the students spending their allowance?
3. Is there a significant difference on the consumption practices of the respondents
when grouped according to profile variables?
4. Is there a significant relationship on peer influence among the respondents’
consumption pattern?
5. Is there a significant difference on the effects of improper budgeting among the
respondents’ academic performance when group according to variables?
Hypotheses
Ho: There is no significant difference on the consumption practices of the respondents.
Ho: There is no significant relationship on peer influence among the respondents’
consumption pattern.
Ho: There is no significant difference in the effects of improper budgeting among the
respondents’ academic performance.

Scope and Limitation of the Study

The coverage of this study was the consumption pattern of students in DAMSASHS.
The respondents of this research study was limited for the Grade 11 & 12 students enrolled in
academic year 2022-2023 of Delfin Albano (Magsaysay) Stand Alone Senior High School,
San Antonio, Delfin Albano, Isabela. The researchers chose simple random sampling method
and distributed same questionnaire for the survey process. Moreover, this research focused on
the result on how students consume their school allowance and also identified the effects of
improper budgeting in academic performance and the relationship of peer influence among
the respondents’ consumption pattern.

3
Significance of the Study
Through this study, the consumption pattern of students has been measured. The
result would help in evaluating and observing the students’ knowledge about budgeting or
financial management for school allowance and benefit the following:
For students, it helps them to know the effect of their consumption pattern on their
study habits. In the other way around, the result of this study could serve as their reflection
for them to see themselves by knowing and following some etiquette of spending their
allowances.
For parents, it is a big help on their part of modifying and determining the
consumption pattern of their children. This will help them to discipline their child in spending
or consuming their allowance.
For educators, a guide study to make a plan or program aiming financial consumption
awareness and strengthen financial education.
For future researchers, this study can also be used as a reference to other researchers
conducting studies related to consumption pattern. And will help to the people who are in
need of work.
Definition of Terms
The following terms are conceptual and operationally defined for better understanding of
the readers.
Allowance - utilized on a regular basis to deal with the requirements
Behavior - discipline in money management and keeping
Budgeting - figuring out a method to fit it in with the money that must be put aside and
setting aside more funds for the unexpected.
Consumption - where funds are distributed or used on a daily basis.
Consumption Pattern - how the money are spent on a daily basis.
Expenses - expenditures made to satisfy the needs and desires of a person
Income - students are provided allowances and financial help for their daily necessities as
a result of money acquired through hard work.
Peers - influence the consumption pattern of a person

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 Chapter II
Review of Related Literature
This chapter presented the relevant literature and studies that the researchers
considered in strengthening the importance of the present study. Facts and data were based on
reliable sources from the internet.
Review of Related Literature
According to Pratap (2023), age is an important demographic factor that affected
consumer behavior. As people grow, their needs change. Similar changes appear in their
buying decision making patterns. With age, our health related needs change and so do our
other needs. Age brings changes to people’s lifestyle and affects their needs and personal
values. When people are young, they spend more on their lifestyle needs like fun, movies and
fashion. As they grow older, their expenses on these things grow lower. Age determines
several things and when they retire, the consumption patterns change according to the
changing income level. Age is one of the primary factors that impact the preferences. The
vibrant and flashy purchasing choices of a teenager would obviously differ from what an
elderly person purchases.
Students and other younger age groups are the most mobile consumers they are the
most likely to buy online while using their smart phones by clicking the advertising and
receiving the coupons, offer sand deals for various businesses (Rob King, 2013). It
seems that student and other young age groups buying behaviour is so convenience to
them. Students also have a buying behaviour of wanting all the trends, because for them it is
a must to be “in” in this world full of people wanting to have all their needs and wants.
Pratap (2023), stated that a several things differ between the male and female
consumers and these differences like different needs and attitudes affect their buying choices.
The two sexes have different needs in terms of fashion and lifestyle. So, their consumer
behavior in these two areas can be vastly different. It is mainly the difference in needs that
lead to differing choices. However, there are several areas where consumption patterns can be
similar too like in terms of food and fun.
According to Holland (2016), many students are unused to managing money. One of
the biggest money challenges that they usually encounter is staying on top of what they are
spending, which means that they have a difficulty in controlling the way they spend. A great
deal is put into the issue whether females spend their money more compared to males and
vise versa. In a study conducted by Hayhoe et. al (2000 as cited in Villanueva, 2017), results
showed that there is a strong influence of sex in spending behavior. Females tend to spend on

5
appearance goods like clothing while males spend for electronics, entertainment and food.
Females were also found to exhibit more financial practices like keeping a written budget,
planning spending and saving regularly. This result was somehow contradicted by Roberts
(2000 as cited by Villanueva, 2017), who claimed that females are more likely to exhibit
spending behaviors, particularly compulsive buying compared to men.
Abawag (2019), showed that the spending behavior of the male respondents is
significantly different from females. Male respondents spend more loosely compared to
females. One of the factors that influences males to spend loosely is the fact that they were
more likely to go out to eat than females. They also elaborated that, females were found to be
fond of creating a monthly budget than males which lead them to spend tightly or more
efficiently. This is parallel with the conclusion of Hayhoe et. al (2000 as cited in Villanueva,
2017), that females were found to exhibit more financial practices like keeping a written
budget, planning spending and saving regularly.
Many groups of students spent their money differently, especially among gender.
According to previous research, females tended to spend more money on clothes, while men
spent more money on entertainment and eating out. According to Jalil et al. (2020), women
are more likely to having a wise budget than men. However, women more frequently
accumulate a higher amount of credit card debt and total debt.
According to Tew (2016), the spending behavior of students in modern times has
emerged as an essential concern in our society. He concluded that socioeconomic status issue
influences the spending behavior of the students.
Higher family income may have a good contribution in academic performance, but for
the responsible and serious students, low family income must not be an excuse for poor
performance (Adzido et al., 2016). According to Bhat et al. (2016), supported the latter claim
that socioeconomic status is the significant factor in academic achievement. Academic
achievement carry out primary significance in the context of an education system, intend a
successful scholastic achievement of the students and human resources improvement at the
high level. In addition, adolescents having high and middle socioeconomic status excel in
academic performance than adolescents having low socioeconomic status (Singh and
Choudhary, 2015). Socioeconomic status of the students have an impact to their academic
achievement. Students having a high socioeconomic status have a good exposure and
surroundings giving a good result as compared to low socioeconomic status (Chandra and
Azzimudin, 2013).

6
 Bona (2018), states that students choose to buy the product that best satisfies their
needs in terms of price and product. The conclusion of the study was that students' spending
habits are heavily impacted by their familial background. Social Aspects Humans are social
beings who are surrounded by several others who impact their purchasing decisions. People
attempt to emulate other people and also strive for social acceptance. Thus, their purchasing
behavior is impacted by others around them. These elements are categorized as social factors.
Some social factors include: Family A person's purchasing behavior is substantially
influenced by their family. By observing his family's purchases as a child, a person develops
preferences and continues to purchase the same things as an adult. Reference Groups a
person's reference group is the group of individuals with whom they associate. In general, all
members of the reference group have similar purchasing habits and influence one another.
Rangaiah (2021), said that their families actually have a considerable role to play in
impacting their purchasing behavior. They are form an inclination or aversion towards certain
products from there childhood by observing their families use that product and persist in
using those products as they grow up. Reference groups are basically groups of people with
whom they associate themselves. These include clubs, schools, professional or playgroups,
churches, and even acquaintances or a group of friends, etc. The people in the reference
groups normally have a common pattern of purchasing and an opinion leader who influences
them in terms of their buying behavior.
Peer pressure is the direct or indirect influence exerted on a peer group, observers, or
an individual that encourages them to modify their attitudes, values, or behaviors in order to
conform to the group's standards of socially acceptable behavior. A person who is influenced
by peer pressure may or may not want to be a part of these groups based on his own volition,
but he tends to be influenced. They may also recognize dissociative groups with which they
do not wish to associate, resulting in negative reactions to the group's behavior. Others give
in to peer pressure because they want to be liked, because they want to fit in, or because they
fear ridicule if they do not conform to the group. Others may join because they are interested
in trying something new that others are doing. The notion that "everyone is doing it" may
cause some children to disregard their better discernment or common sense. Peer pressure can
be extremely persuasive and powerful. Experiments have demonstrated that peer pressure can
influence children to abandon what they perceive to be acceptable behavior in favor of
unacceptable behavior simply because their peers are doing it. These studies have also
demonstrated that all it takes for individuals to stand up for what they know to be right is the
support of one other peer. Peer pressure may compel an individual to adhere to all of their

7
moral convictions. There may be a tendency to blindly imitate the masses, adopting their
preferences in fashion, apparel, hairstyles, music, and general way of life. Consumption and
shopping cannot negate the alterations in behavior brought on by peer pressure. It influences,
promotes, and multiplies the level and frequency of purchases, acting as a catalyst. Primarily
adolescents are thought to be more susceptible to peer pressure in areas such as tobacco and
alcohol purchase and consumption; however, all age groups experience peer pressure, which
is evident everywhere through brand consciousness. Numerous variables influence a
purchase, with peer pressure dominating the subconscious mind (Gulati, 2017)..
An allowance is not an entitlement or a salary. It is a tool for teaching children how to
manage money. Godfrey (2013), usually the allowance of a student is given every Mondays
for every week; sometimes an allowance is given per month or given every day. Allowance
is an amount given for daily expenditures of teenagers at school to buy their needs and
wants. Good money management skills are the process of spending, saving and investing the
cash of each students.
Failaman (2017), mentioned that “Student tend to spend their allowances on their
recreational activities such as, renting computer unit for fun and games, buying items at the
shopping mall, and spending for the peers. Teens were active consumer in terms of the
money they spend, as well as in the influence they wield in their families and on societal
trends. Despite being raised in a period of rapid change they display remarkable self
confidence in their judgment”. Students have the tendency to spend their allowance on their
daily needs in school and some of them spend it on what was trend or new. Every individual
can experience, even to see and to hold money. It could be a form of a metal coin or piece of
paper, but people value this to sustain everyday needs. As stated by Miriam Caldwell (2019),
other mistake that people make was by classifying their wants as needs. When something was
classified, as a need, they do not consider cutting back on it as much at first. They can also
lump needs and wants into the same category, which can make it harder.
According to Villanueva (2017), states that students are prone to so many expenses
because of school works and other stuffs. Having an easy access in the stores outside the
school like fast foods, stalls, boutiques and other shops that students mostly visit. They
can spend any amount of money they want in just a matter of time. Klariz Angcanan (2018),
said that students should consider the budgeting process to provide them an accurate
performance to achieve their goals. Budgeting saves you from stress because you don’t
need to adjust your money; you must only focused on your goals and avoid spending
unnecessary things.

8
 According to Alessandra Anonas (2015), students spend hard –earned savings on non
essentials for many reasons: to vent out stress, to indulge and to reward themselves after so
many happenings they had in their life. Specifically students because we all know that even
though students are inside the school they are in need to spend the money to so many
things like foods, school supplies and other expenses inside the classroom. There are times
that students doesn’t have any idea how much amount of money they’re spending because
they are not aware of some things that is going on in their environment and they are not fully
informed on what are things they supposedly buy. They just know how to spend and spend
the money and not to save any because they still depend on their parents’ money.
Synthesis
Many students consume excessively and spend as much as they want, causing them to
be stressed. Students' profile variables can have a major impact on how they consume. Their
age influences how they consume because people's needs vary with age. Young individuals
often value entertainment, fashion, and movies, whereas older ones prefer to prioritize their
health. Sex, the needs and attitudes of women are different from men reason why their buying
behavior is different. People's consumption habits might be influenced by their
socioeconomic standing. Lower-income families have different priorities than higher-income
families. Peers can also influence how students consume since people try to emulate others
and aim for approval from society. Academic performance and financial trouble, as well as
learners' concentration, have a high association in which explains why those with low
consumption or poor budgeting have difficulty in academic success.

9
 Chapter III
RESEARCH METHODOLOGY
This chapter exposed the research methods used by the researchers in performing the
study, which include the research design, locale of the study, respondents and sampling
method, research instrument, data gathering procedure, and analysis of data.
Research Design
This study was quantitative method as researchers perceived the method as more
ergonomically correct and reliable. The researches assigned numbers and value to know if
there significance difference among the DAMSASHS students in their selection of
consumption practices, effects of improper budgeting on the academic performance when
grouped according to profile variables and to know if there is significant relationship between
peer influence and consumption pattern. According to Creswell (2013), quantitative research
is a structured way of collecting and analyzing data obtained from different sources.
Quantitative research involves the use of computational, statistical, and mathematical tools to
derive results.
The research study was conducted by the researchers from Grade 12, Accountancy
Business and Management (ABM) students of Delfin Albano (Magsaysay) Stand-Alone
Senior High School, utilizing a descriptive design and survey questionnaire concerning
students’ behavior, knowledge, opinions that hold on processes. This study assessed the
consumption pattern of the DAMSASHS students.
For the sampling design, researchers used a random sampling which DAMSASH
students have an equal chance of being selected to participate in survey. As researchers
distributed same questionnaire to each respondents to find and examine phenomena that are
occurring as a specific time and place, it was concern to understand certain important factors
contributing to the consumption pattern by examining the demographics.
Locale of the Study
The study conducted at Delfin Albano (Magsaysay) Stand Alone Senior High School
located in San Antonio, Delfin Albano, Isabela. The researchers examined the consumption
patterns of the students' weekly allowances. In this study, researchers investigated the
consumption patterns of senior high school students with regard to their expenses evaluated
using questionnaires in any comfortable location at DAMSASHS that the respondents desire
on. The researchers chose the location of implementation because it will provide the
researchers with the necessary information for raising student knowledge for proper
consumption pattern.

10
Respondents and Sampling Method
To determine the students' consumption pattern, 210 DAMSASHS students enrolled in
the academic year 2022-2023 selected as respondents. The researchers were used Slovin’s
formula to determine the number of respondents. Simple random sampling was used to select
DAMSASHS students to respond to the questionnaires. The researcher need 210 respondents,
they get the that 210 by dividing it in 15 because there are 15 sections in DAMSASHS.

Table 1. Population of the respondents

Section Frequency
Grade 11 Eagle 14
Grade 11 Hawk 14
Grade 11 Sparrow 14
Grade 11 Dove 14
Grade 11 Falcon 14
Grade 11 Nightingale 14
Grade 11 Stork 14
Grade 11 Heron 14
Grade 12 Tanguile 14
Grade 12 Gmelina 14
Grade 12 Molave 14
Grade 12 Mahogany 14
Grade 12 Apitong 14
Grade 12 Acacia 14
Grade 12 Almaciga 14
Total 210

11
Research Instrument
In coming up with the necessary data, the researchers formulated a “close ended” type
of questionnaire wherein the option answers are given or enumerated and the respondents
would simply check the answers.
The research instruments that used in this study are the following:
1.A letter informing the respondents about the purpose of the study and the survey
questionnaire, a letter to the respondents to have full participation in the conduct of the study
by answering the questions honestly while assuring them about the confidentiality of their
answers.
2. A questionnaire related to the profile of the respondents which includes name (optional),
age, sex, grade level, socioeconomic status and weekly allowances also to identify the
consumption pattern of students’ Delfin Albano (Magsaysay) Stand Alone Senior High
School (DAMSASHS).

Data Gathering Procedure

The questionnaire was presented to the research teacher for checking and clarification of
the questionnaire before the distribution process. The primary sources of data were the
selected senior high students, to identify the consumption pattern.
Letter of approval was given to principal for conducting the survey of respondents in
Delfin Albano (Magsaysay) Stand Alone Senior High School students. Researchers
distributed a questionnaire as part of survey during students’ free time or vacant class to
assure there will be no classes disturbed during the collection of data. The questionnaire will
explain first to the respondents for them to have a clear understanding of what is needed to be
done. The finish answered questionnaire was tallied using Microsoft Excel and IBM SPSS.

Analysis of Data
The statistical analysis starts with the creation of a data set consolidating and encode
in Microsoft excel for window version and IBM SPSS Statistics which is in 4 scale for
identifying the effects of improper budgeting in academic performance and if peers can
influence the consumption pattern of students. The 1 in scale means strongly disagree with a
range of 1.00 to 1.75, scale 2 means disagree and range 1.76 to 2.50. Then, 3 represent agree
equivalent to range of 2.51 to 3.25. While the 4 in scale has 3.26-4.00 range equivalent to
strongly agree.

12
 Four likert scale for identifying the peers influence and effects of improper budgeting in
academic performance
Range Verbal Interpretation
1.00 - 1.75 Strongly disagree
1.76 - 2.50 Disagree
2.51 – 3.25 Agree
3.26 – 4.00 Strongly Agree

Statistical Treatment of Data

The frequency count and percentage use to describe the profile of respondents.
Weighted mean applicable to determine: (a.) the relationship of the demographic variables,
(b.)consumption practices, (c.)peer influence and (d) effects of improper budgeting on the
academic performance. T- test will use in this study to know if there is a significant
difference between data when grouped according to sex and grade level. While, Analysis of
Variance (ANOVA) is to analyse if there is a significant difference among the senior high
students in consumption practices, relationship between peer influence and consumption
pattern and significant difference on the effects of improper budgeting on the academic
performance when grouped according to their profile variables.
The formula used as follows:
1. Simple frequency and percentage - use to determine the profile of the respondents as to
their age, gender, grade level, socioeconomic status, weekly allowance, and consumption
practices.
F Where:
P = ___________ x 100
P = Percentage
N
F = Frequency

N = Total Number of Respondents

2. Mean –is referred to the central value of a discrete set of numbers: specifically, the sum
of the values divided by the number of values. 100 = Constant for Percentage
∑x
x=
n

Where: x = mean
∑ x =sum of all data values
n = number of data items in sample

13
3. T-test for Uncorrelated Means – The T-test assessed whether the means of two groups
were statistically different from each other. This analysis is appropriate whenever you
want to compare the means of two groups. This test was used in this study to know if
there is a significant difference between data when grouped according to sex and grade
level.

μ1 − μ2
t=

√ [ ]
2 2
( n1 −1 ) s1 (n 2 −1)s 2 1 1
+
n1 +n2 − 2 n1 n2

Where: t = t-test

μ1∧μ2 = the means of the two groups

n1∧n2 = the number of values in each group

s1∧s 2 = the standard deviation of the two groups

4. Analysis of Variance (ANOVA) - is a collection of statistical models will be use to

analyzed the differences among group means and their associated procedures. This test is
use in this study to know if there is a significant among the DAMSASHS students
awareness on the health risk of using whitening soaps when grouped according to age and
Years using whitening soap.

MS between
F=
MS within
Where: MS between = between treatment variance
MS witℎin = within treatment variance

14
5. Pearson-r correlation coefficient
Is a measure to determine the relationship between two quantitative variables and the
degree to which the two variables coincide with one another that is, the next extent to which
two variables are linearly related; changes in one variable correspond to changes in another
variable.
Formula: Where;
r = Pearson Coefficient
n= number of pairs of the stock
∑xy = sum of products of the paired stocks
∑x = sum of the x scores
∑y= sum of the y scores
∑x2 = sum of the squared x scores
∑y2 = sum of the squared y scores

6. SPSS (Statistical Packages for Social Sciences) – the data were consolidated, tabulated,
and analyzed with the aid of IBM SPSS Statistics [Link] for faster computation.
Likewise, the data were encoded in Microsoft Excel for Windows version 10.0

15
 Chapter IV
RESULTS AND DISCUSSIONS
Generally, this chapter shows the results and findings in the lights of the objectives of the
study.
I. Profile of the respondents
Table 1.1 Frequency and Percentage Distribution of students of Delfin Albano
(Magsaysay) Stand Alone Senior High School According to Age.
Age Frequency Percentage
20 Above 5 2.4%
18-19 81 38.6%
16-17 124 59.0%
Total 210 100.0%

It appears from the table above that majority of the respondents are 16-17 years old
with a frequency of 124 thus accounting for 59.0% of the total respondents. It followed by 18-
19 years old with frequency of 81 students with the percentage of 38.6% and lastly is 20
above with the frequency of 5 students which is 2.4% of the total respondents, the table only
affirms that.

A study conducted by the Department of Education (DepEd) in the Philippines titled

"Senior High School Enrollment Data SY 2016-2017" the majority of senior high school
students in the country are 16-17 years old. According to the survey, 46.3% of Grade 11
students (the first year of senior high school) are in this age bracket.

16
Table 1.2 Frequency and Percentage Distribution of students of Delfin Albano
(Magsaysay) Stand Alone Senior High School According to Sex.
Sex Frequency Percentage
Male 85 40.5%
Female 125 59.5%
Total 210 100.0%

Based from the table, majority of the respondents are female with a frequency of 125
which is 59.5% of the total respondents. The remaining 85 students are male which is 40.5%
of the total respondents. The results support the annual assessment that evaluates gender
equality in 153 countries, filipino women enroll in high school and college at significantly
higher rates than males.

Table 1.3 Frequency and Percentage Distribution of students of Delfin Albano

(Magsaysay) Stand Alone Senior High School According to Grade Level.
Grade Level Frequency Percentage

Grade 11 113 53.8%

Grade 12 97 46.2%

Total 210 100.0%

Table 1.3 shows that majority of the respondents are Grade 11 with the frequency of
113 which is 53.8% of the total respondents and the remaining 46.2% of the respondents are
Grade 12 with percentage of 46.2%
Stereotyping, more sections of grade 11 are in Delfin Albano (Magsaysay) Stand

Alone Senior High School students’, so the tendency is that there is more grade 11 than grade

12 students because of the sampling method that has been used.

17
Table 1.4 Frequency and Percentage Distribution of students of Delfin Albano
(Magsaysay) Stand Alone Senior High School According to Socioeconomic Status.

Socioeconomic Frequency Percentage

Status Family Monthly Income
Upper Middle 12 5.7%
but not Rich 131,485 pesos to 219,140 pesos
Middle 29 13.8%
43,828 pesos to 76,669 pesos
Lower Middle 25 11.9%
21,914 pesos to 43,828 pesos
Low Income but 59 28.1%
not Poor 10,958 pesos to 21,914 pesos
Poor 85 40.5%
Below 10,957 pesos
Total 210 100.0%

The table shows that majority of the respondents belongs to poor with a frequency of
85 which accounts for the 40.5% of the total respondents, next is low income but not poor
with a frequency of 59 which accounts for the 28.1% of the total respondents. Then followed
by, middle having 29 frequency accounts for 13.8% of the total of respondents. The lower
middle has a frequency of 25 and a percentage of 11.9%, while upper-middle but not rich
have a frequency of 12 and percentage of 5.7%. A study by the Center on Budget and Policy
Priorities found that there are high number of poor students.

18
Table 1.5 Frequency and Percentage Distribution of students of Delfin Albano
(Magsaysay) Stand Alone Senior High School According to Allowance.
Weekly Allowance Frequency Percentage

₱1,001.00 above 12 5.7%

₱501.00-₱1,000.00 31 14.8%
₱251.00-₱500.00 97 46.2%

0-₱250.00 70 33.3%
Total 210 100.0%%

Table 1.5 shows that the 46.2% of the total respondents has allowance of ₱251-500
with the frequency of 97, next is 0-₱250 allowance per week which has a frequency of 70
with 33.3% of the respondents. Then followed by ₱501-1000 with a frequency of 31 with
14.8% and lastly ₱1,000 and above have 5.7% of the total respondents with a frequency of 12.
In a study by the Philippine Institute for Development Studies (2017), found that
students have an average allowance in the range of Php 251-500 weekly.

19
Table 2 Frequency and Percentage Distribution of 210 students of Delfin Albano
(Magsaysay) Stand Alone Senior High School According to Consumption Practices
Consumption Practices Frequency Percentage
Snacks and Meal 191 91%
Transportation 73 34.8%
Communication 92 43.8%
School requirements 113 53.8%
Clothing and personal 64 30.5%
care
Online games 49 23.3%
Vices 54 25.7%

Table 2 shows the frequency and percentage distribution of the consumption practices
of the 210 students spending their allowance. Examining the top five most consumption
practices of DAMSASHS students with the majority consumption practices of the respondents
are “snacks and meal” with a frequency of 191 which is 91% of the total respondents. Food is
one of the greatest expenses of students. Many students spend money on food, alcoholic
beverages, and other drinks. Students' food and beverage spending increases when they meet
with friends at coffee shops, bars, and restaurants on a regular basis (Ruha, 2023).
Next, is school requirements with a frequency of 113 which accounts to 53.8% total of
respondents. According to Bona (2017), most of the time, students spend money for projects
or assignments in order to comply with the school requirement. At all times, it is evident that
students spend money for projects and assignments. This is because projects have a high
percentage in the grading system and students wanted to get the highest possible grade.
Followed by, communication with a frequency of 92 which accounts to 43.8% total of
respondents. A study by Khan et al. (2019), on the expenditure pattern of university students
found that communication expenses were the second most significant expenditure item. The
study noted that a significant portion of the students' allowance was spent on mobile phone
usage and internet connectivity.
Transportation has a frequency of 73 which accounts to 34.8% of the total
respondents, while clothing and personal care has a frequency of 64 which has 30.5%
accounts to the total respondents. A study by Dubey and Dwivedi (2020), found that
transportation was the second-largest expense of the students after food, The study also found

20
that students preferred public transportation over private vehicles due to the availability of
affordable options.
II. Descriptive summary of peer influence among the respondents’ consumption
pattern.
Table 3 Descriptive Summary of the DAMSASHS students regarding to Peer Influence
on the consumption pattern.
Mean SD Verbal Rank
Peer Influence Statements
Interpretations

1. I feel pressured to buy things when my friend buy 2.67 .882 Influential 1
new things.
2. I buy the product when I see a lot of people using 2.53 .993 Influential 4
that.
3. I spend a lot of money when I accompany my 2.44 .782 Uninfluential 6
family going out.
4. My friend put pressure on me to keep spending 2.49 .903 Uninfluential 5
even when I’m broke.
5. I can’t refuse my friends when they want me to 2.62 .786 Influential 2
treat them.
6. When someone invited me to go outside I am 2.60 .802 Influential 3
forced to come because of my friends.
7. Because of my friends, I got involved in a variety 2.11 .849 Uninfluential 8
of vices, causing me to frequently ran out of money.
8. The way I spend is heavily influenced by my 2.30 .907 Uninfluential 7
parents.
Overall 2.47 .066 Uninfluential
Table 3 shows the descriptive summary of the DAMSASHS Students regarding to the
peer influence on the consumption pattern with all the influence behind and garnered overall
mean of 2.47 fall in scale of “Influential”. However, “I feel pressured to buy things when my
friend buy new things” has mean of 2.67 making it fall under the scale of “influential”as the
majority of the respondents. The pressure to conform (to do what others are doing) can be
powerful and hard to resist. A person might feel pressure to do something just because others
are doing it (Kids Health, n.d.).

The second peer influence of DAMSASHS students is the “I can’t refuse my friends
when they want me to treat them.” which accounted a mean 2.62 thus falling into the scale
category of “influential”. Third is “When someone invited me to go outside I am forced to
come because of my friends.” and garnered mean of 2.60 which fall under the scale category
of “influential”. The next peer influence about the consumption pattern by respondents agreed
in the statement “I buy the product when I see a lot of people using that” and garnered 2.53

21
mean which make fall under the scale category of “influential”. Based from Bernd Schmitt
(2014), another study published in the Journal of Consumer Research found that people were
more likely to purchase a product when they saw that it was being purchased by someone
similar to them, such as someone of the same age or gender.

Moreover, the 4 remaining statements in peer influence on the consumption pattern

fall in the scale of uninfluential: (1) “My friend put pressure on me to keep spending even
when I’m broke.” which is in this statement garnered a mean of 2.49 which makes fall under
the scale category of “uninfluential”. Next, (2) “I spend a lot of money when I accompany my
family going out” garnered mean of 2.44 which make them “uninfluential”. In contrary, one
major factor is the desire to provide a pleasant experience for family members. According to a
survey conducted by Bankrate (2013), more than half of the respondents said they overspend
when going out with family to ensure everyone has a good time.
However, the two lowest peer influence statements that garnered by the respondents
are (3) “The way I spend is heavily influenced by my parents.” this garnered a mean of 2.30
and interpreted as “uninfluential”. The results contradict a research study conducted at the
University of Arizona showed that parents are the largest single influence on whether college
students are phenomenal savers or hopeless spenders. How Your Parents’ Finances Determine
Yours" by A. Tergesen (2016) in The Wall Street Journal discusses how parents' financial
habits and behaviors can influence their children's spending, saving, and investing behaviors
into adulthood. Lastly, (4) “Because of my friends, I got involved in a variety of vices,
causing me to frequently ran out of money” fall on the 8 th, with a mean of 2.11 and
interpretation as “uninfluential”.
Therefore, peer influence can not influence their peers consumption pattern as the
result shows that it is uninfluential.

22
Table 4 Descriptive Summary of the DAMSASHS Students on the Effects of improper
budgeting on the academic performance.
Mean SD Verbal Ran
Effects of improper budgeting on the academic
performance Interpretations k
1. My lack of money can cause lot of stress and I could
2.50 .831 Inefffective 3
hardly concentrate on our lessons. Because of this, my
academic performance got affected.
2. My lack of money affects my commitment in learning.
2.41 .872 Inefffective 5
3. Due to school fees it deplete my money in spending
2.58 .996 Effective 1
for my foods that leads for out of focus in our lesson.
4. Because of my excessive spending, I run out of money
2.48 .876 Inefffective 4
to pay school projects, which is why I can’t comply
immediately.
5. Due to lack of money, I could not go to school
2.08 .914 Inefffective 8
sometimes.
6. Due to a lack of money, I am unable to participate in
2.34 .967 Inefffective 6
extracurricular activities.
7. Every night, I worry about where to find money,
2.09 .851 Inefffective 7
which causes me to fall asleep in class.
8. I spent more money in online shops than academic
2.56 1.025 Effective 2
stuff.
Overall
2.38 .197 Inefffective

Table 4 Shows that the overall effects of improper budgeting on the academic
performance of the respondents has shown a mean of 2.38 and interpreted under the scale of
“Inefffective”.
The two statements on the effects of improper budgeting on the academic performance
of students that fall in the scale of “effective” are the; “Due to school fees it deplete my
money in spending for my foods that leads for out of focus in our lesson” it was found the
highest category mean value of 2.58, indicating participants “effective”. An article in The
Atlantic (2013), highlighted the challenges faced by low-income students in accessing
adequate food and nutrition. The article cited research showing that students who experience
hunger are more likely to have lower test scores, repeat grades, and be absent from school.
The second most common effects on the academic performance from respondents are “I spent
more money in online shops than academic stuff” which has a mean value of 2.56 making it
fall under scale of “effective”. A study by Liao et al. (2020), found that students spent more
money on online shopping than academic-related expenses. The study surveyed 417 students

23
and found that they spent an average of $111.64 per month on online shopping while spending
an average of $68.10 on academic-related expenses such as textbooks and school supplies.
The six remaining statements are fall in the scale of “ineffective”. “My lack of money
can cause lot of stress and I could hardly concentrate on our lessons. Because of this, my
academic performance got affected” was found in category of mean value of 2.50 making it
fall under the scale of “ineffective”. Next is, “Because of my excessive spending, I run out of
money to pay school projects, which is why I can’t comply immediately” which has a mean
value of 2.48 making it fall under the scale of “ineffective”. Followed by, “My lack of money
affects my commitment in learning.” has a mean value of 2.41 it fall under the scale also of
“ineffective.”

In addition, the effects of improper budgeting on the academic performance statements

“Due to a lack of money, I am unable to participate in extracurricular activities” has a mean of
2.34 making it fall under the scale of “ineffective”. The two lowest obtained mean were the
statement “. Every night, I worry about where to find money, which causes me to fall asleep
in class.” which has a mean of 2.09 and the statement “Due to lack of money, I could not go
to school sometimes.” which has a mean of 2.08 but still they also under the scale of
“ineffective” considering the effects of improper budgeting on the academic performance.

Thus, there are no effects of improper budgeting on the academic performance of the
students as findings appears that it is ineffective.

24
 III. Significant Difference among the DAMSASHS Students on the Consumption
Practices when grouped according to Profile Variables.

Table 5 One-way analysis on the Significant Difference among the DAMSASHS

Students on the Consumption Practices when grouped according to Age.
Practices Mean Probability Alpha Decision
Snacks and meal 1.435 6.4E-25 0.05 Reject Ho
Transportation 1.435 1.37E-16 0.05 Reject Ho
Communication 1.435 3.29E-84 0.05 Reject Ho
School requirements 1.435 8.3E-153 0.05 Reject Ho
Clothing and personal care 1.435 1E-142 0.05 Reject Ho

Online games 1.435 4E-149 0.05 Reject Ho

Vices 1.435 7.4E-179 0.05 Reject Ho

Table 5 shows the one-way analysis on the significant difference among the
DAMSASHS students on the consumption practices when grouped according to age. The
results revealed that the null hypothesis is rejected. It means there is a significant difference
between age and the students’ consumption practices. Students ages 16-17 allotted most of
their allowance in snacks and meal, transportation, communication, school requirements,
clothing and personal care, online games, and vices than any other age groups. According to
Warren et. al (2019), teens aged 16-17 were more likely to be spenders than other aged
groups.

25
Table 6 T-test analysis on the Significant Difference among the DAMSASHS Students on
the Consumption Practices when grouped according to sex.
Practices Mean Probability Alpha Decision
Snacks and meal 1.598 2.40673E-43 0.05 Reject Ho
Transportation 1.598 2.6284E-25 0.05 Reject Ho
Communication 1.598 4.4747E-102 0.05 Reject Ho
School requirements 1.598 2.3159E-147 0.05 Reject Ho
Clothing and personal 1.598 6.8091E-178 0.05 Reject Ho
care
Online games 1.598 8.394E-201 0.05 Reject Ho
Vices 1.598 4.1396E-219 0.05 Reject Ho

Table 6 shows t-test analysis on the significant difference among the DAMSASHS
students on the consumption practices when grouped according to sex. The results revealed
that the null hypothesis is rejected. It means there is a significant difference between sex and
the students’ consumption practices. Female students spend most of their money on snacks
and meal, transportation, communication, school requirements, clothing and personal care,
online games, and vices than male students. Females were more likely than males to find it
easy to spend money (Warren, 2019).

26
 Table 7 T-Test analysis on the Significant Difference among the DAMSASHS
Students on the Consumption Practices when grouped according to grade level.
Practices Mean Probability Alpha Decision
Snacks and meal 1.464 1.2574E-31 0.05 Reject Ho
Transportation 1.464 1.96336E-17 0.05 Reject Ho
Communication 1.464 2.4E-90 0.05 Reject Ho
School requirements 1.464 1.1E-161 0.05 Reject Ho

Clothing and personal care 1.464 9E-151 0.05 Reject Ho

Online games 1.464 4.5E-157 0.05 Reject Ho

Vices 1.464 2.5E-187 0.05 Reject Ho

Table 7 shows t-test analysis on the significant difference among the DAMSASHS
students on the consumption practices when grouped according to grade level. The results
revealed that the null hypothesis is rejected. It means there is a significant difference between
grade level and the students’ consumption practices. Based from the table above, grade 11
students spend most of their money on snacks and meal, transportation, communication,
school requirements, clothing and personal care, online games, and vices compared to grade
12 students.
Therefore, grade 11 students are bigger spender than grade 12 students as it was
concluded that grade 12 students prefer to save their money for future use like college.

27
 Table 8 One-way analysis on the Significant Difference among the DAMSASHS
Students on the Consumption Practices when grouped according to socioeconomic
status.
Practices Mean Probability Alpha Decision
Snacks and meal 2.220095694 1.4937E-28 0.05 Reject Ho
Transportation 2.220095694 0.183915245 0.05 Accept Ho
Communication 2.220095694 1.87086E-07 0.05 Reject Ho
School requirements 2.220095694 6.04181E-33 0.05 Reject Ho

Clothing and personal care 2.220095694 4.8423E-40 0.05 Reject Ho

Online games 2.22009569 1.2506E-49 0.05 Reject Ho

Vices 2.220095694 2.224E-71 0.05 Reject Ho

Table 8 shows one-way analysis on the significant difference among the DAMSASHS
students on the consumption practices when grouped according to socioeconomic status. The
results revealed there is significant difference between socioeconomic status and all the
consumption practices except transportation. Based on the table above, low income but not
poor students spend most of their money on snacks and meal, communication, school
requirements, clothing and personal care, online games, and vices compared to other students
socioeconomic status group.
Thus, low income but not poor students spend more in the consumption practices
compared to other socioeconomic status group except transportation as the transportation fare
is the same regardless of your socioeconomic status.

28
 Table 9. One-way analysis on the Significant Difference among the DAMSASHS
Students on the Consumption Practices when grouped according to allowance.
Practices Mean Probability Alpha Decision
Snacks and meal 1.933014354 7.698E-42 0.05 Reject Ho
Transportation 1.933014354 0.50012059 0.05 Accept Ho
Communication 1.933014354 6.50172E-28 0.05 Reject Ho
School requirements 1.933014354 8.8751E-81 0.05 Reject Ho

Clothing and personal care 1.933014354 1.18441E-84 0.05 Reject Ho

Online games 1.933014354 2.89275E-95 0.05 Reject Ho

Vices 1.933014354 3.0629E-123 0.05 Reject Ho

Table 9 shows one-way analysis on the significant difference among the DAMSASHS
students on the consumption practices when grouped according to allowance. The results
revealed there is significant difference between students’ allowance and all the consumption
practices except transportation. Based from the table above, students who have 251-500
allowance allotted most of their money on snacks and meal, communication, school
requirements, clothing and personal care, online games, and vices compared to other students’
allowance.
This points out that students who have 251-500 weekly allowance spend more in the
consumption practices compared to other students’ allowance except transportation. Due to
the same fare in transportation, the way the students consume their transportation is the same
regardless of their socioeconomic status.

29
 IV. Significant Relationship between Peer Influence on the respondents’ consumption
pattern.
Table 10. Pearson correlation coefficient r on the Significant Relationship of peer
influence and respondents consumption practices
Factors affecting Peer Influence Consumption r value P value Remarks Decision
Practices
1. I feel pressured to buy things Consumption 0.043 0.535 Very low Accept Ho
when my friend buy new things. Practices positive
correlation
2. I buy the product when I see a Consumption 0.062 0.371 Very low Accept Ho
lot of people using that. Practices positive
correlation
3. I spend a lot of money when I Consumption 0.157 0.023 Very low Reject Ho
accompany my family going out. Practices positive
correlation
4. My friend put pressure on me to Consumption -0.018 0.795 Very low Accept Ho
keep spending even when I’m Practices negative
broke. correlation
5. I can’t refuse my friends my Consumption 0.232 0.001 Very low Reject Ho
friends when they want me to treat Practices positive
them. correlation
6. When someone invited me to go Consumption 0.053 0.445 Very low Accept Ho
outside I am forced to come Practices positive
because of my friends. correlation
7. Because of my friends, I got Consumption 0.208 0.002 Very low Reject Ho
involved in a variety of vices, Practices positive
causing me to frequently ran out of correlation
money.
8. The way I spend is heavily Consumption 0.165 .017 Very low Reject Ho
influenced by my parents. Practices positive
correlation

In order to determine if there is a significant relationship of peer influence among

Delfin Albano (Magsaysay) Stand Alone Senior High students’ consumption practices, the
data is taken under a test of Pearson correlation or Pearson r.
Table 10 shows the significant relationship of peer influence among the respondents’
consumption pattern. It was found that peer influence and respondents’ consumption pattern
has a Very low correlation.
There is a significant relationship on the four statement, “I can’t refuse my friends my
friends when they want me to treat them” with a p value of 0.001 and Pearson’s R value of
0.232. Next, “I spend a lot of money when I accompany my family going out” with a p value
0.023 and Pearson’s R value of 0.157. Followed by, “Because of my friends, I got involved in
a variety of vices, causing me to frequently ran out of money” with a p value of 0.002 and
Pearson’s R value of 0.208. Lastly, The way I spend is heavily influenced by my parents”
with a p value of 0.017 and Pearson’s R value of 0.165.

30
 V. Significant Difference among the DAMSASHS Students on the Effects of
improper budgeting in academic performance when grouped according to Profile
Variables.
Table 11. One-way analysis on the Significant Difference among the DAMSASHS
Students on the Effects of improper budgeting in academic performance when grouped
according to Age.
Effects of improper Sources of Sum of Df Mea F Sig. Decisio
budgeting in Variation Squares n value Valu n
e
academic Squ
performance are
1. My lack of money can Between Groups 1.173 2 .587 .847 .430 Accept
cause lot of stress and I Within Groups 143.327 207 .692 Ho
could hardly concentrate Total 144.500 209
on our lessons. Because
of this, my academic
performance got affected.
2. My lack of money Between Groups .228 2 .114 .149 .862 Accept
affects my commitment in Within Groups 158.553 207 .766 Ho
learning. Total 158.781 209

3. Due to school fees, I Between Groups 7.665 2 3.833 3.974 .020 Accept
run out of money for my Within Groups 199.616 207 .964 Ho
food. Because of that, I Total 207.281 209
can’t focus on our
lessons.
4. Because of my Between Groups 1.830 2 .915 1.194 .305 Accept
excessive spending, I run Within Groups 158.594 207 .766 Ho
out of money to pay for Total 160.424 209
school projects, which is
why I can’t comply
immediately.
5. Due to lack of money, I Between Groups .140 2 .070 .083 .921 Accept
could not go to school Within Groups 174.641 207 .844 Ho
sometimes. Total 174.781 209

6. Due to lack of money, I Between Groups .492 2 .246 .261 .770 Accept
am unable to participate Within Groups 194.823 207 .941 Ho
in extracurricular Total 195.314 209
activities.
7. Every night, I worry Between Groups .597 2 .299 .410 .664 Accept
about where to find Within Groups 150.684 207 .728 Ho
money, which causes me Total 151.281 209
to fall asleep in class.
8. I spent more money Between Groups .844 2 .442 .418 .659 Accept
in online shops than Within Groups 218.812 207 1.057 Ho
academic stuff. Total 219.695 209
Overall Between Groups .039 2 .019 .380 .688 Accept
Within Groups 1.067 21 Ho
Total 1.105 23

In order to determine if there is a significant difference among Delfin Albano

(Magsaysay) Stand Alone Senior High students on the effects of improper budgeting on the
academic performance when grouped according to age, the data is taken under a test of One-
Way Analysis of Variance or F-test.

31
 Based on the table, it was found out that there is a no significant difference between
the Delfin Albano (Magsaysay) Stand Alone Senior High student’s effects of improper
budgeting on the academic performance when grouped according to age with an overall f-
value of .380 and a p-value of .688.
It shown in table above that all data wherein the decision is accepted the null
hypothesis. First, “Due to lack of money, I could not go to school sometimes.” with f-
value .083 and a p-value of .921. Second, “Due to school fees it deplete my money in
spending for my foods that leads for out of focus in our lesson” with f-value of 3.974 and a
significant value or p-value of .020. Third, is “My lack of money can cause lot of stress and I
could hardly concentrate on our lessons. Because of this, my academic performance got
affected” with f-value of .847 and .430 p-value. Fourth, “ Because of my excessive spending,
I run out of money to pay for school projects, which is why I can’t comply immediately.” with
an f-value 1.194 and a p-value of .305. In Fifth, “I spent more money in online shops than
academic stuff.” with f-value .418 and a p-value of .[Link], has an f-value .410 and a p-
value of .664 in statement “Every night, I worry about where to find money, which causes me
to fall asleep in class”. Seventh, “Due to lack of money, I am unable to participate in
extracurricular activities” with f-value .261 and a p-value of .770. Lastly, a statement “My
lack of money affects my commitment in learning” with an f-value of .149 and a p-value
of .862.
This point outs the students of Delfin Albano (Magsaysay) Stand Alone Senior High
students ages from 16-20 above has no different perceptions about the eight statements on
effects of improper budgeting on the academic performance.

32
 Table 12. T-test Table on the Significant Difference among the DAMSASHS Students
Effects of improper budgeting in academic performance when grouped according to Sex.

Effects of improper budgeting in Sex Mean SD t- p- Decisi

academic performance value value on
1. My lack of money can cause lot of stress Male 2.64 .884 1.958 .221 Accept
and I could hardly concentrate on our Ho
lessons. Because of this, my academic Female 2.41 .784
performance got affected.
2. My lack of money affects my commitment Male 2.49 .811 1.161 .357 Accept
in learning. Ho
Female 2.35 .909
3. Due to school fees it deplete my money in Male 2.56 .919 -.137 .052 Accept
spending for my foods that leads for out of Ho
focus in our lesson. Female 2.58 1.049
4. Because of my excessive spending, I run Male 2.62 .831 1.958 .388 Accept
out of money to pay for school projects, Ho
which is why I can’t comply immediately. Female 2.38 .896
5. Due to lack of money, I could not go to Male 2.12 .878 .541 1.000 Accept
school sometimes. Ho
Female 2.05 .941
6. Due to lack of money, I am unable to Male 2.51 .946 2.030 .610 Accept
participate in extracurricular activities. Ho
Female 2.23 .968
7. Every night, I worry about where to find Male 2.28 .908 2.737 .005 Reject
money, which causes me to fall asleep in Female 1.96 .787 Ho
class.
8. I spent more money in online shops than Male 2.67 1.005 1.269 .625 Accept
academic stuff Ho
Female 2.49 1.037
Overall Male 2.49 .192 1.775 .648 Accept
Ho
Female 2.31 .213

Generally, there is no significant difference among the Delfin Albano (Magsaysay)

Stand Alone Senior High students on the effects of improper budgeting on the academic
performance when grouped according to sex with an overall t-value of 1.775 and a p-value
of .648 it means males and females have same effects of improper budgeting on the academic
performance . But as listed on the table above, there is only one significant difference in all
the statement.
There is significant difference on the effects of improper budgeting of male and
female as the results points out that male are more affected than females about the statement
“Every night, I worry about where to find money, which causes me to fall asleep in class”
with a computed t-value of 2.737, significance value of .005. Since the significant value is
lower than the threshold value of .05, then the null hypothesis is rejected. A study conducted
by the American Psychological Association found that men are more likely than women to

33
feel stressed about money (APA, 2019). Men are taught to provide food, shelter, and other
material things.
It was found out that the effects of improper budgeting on the academic performance
of males is higher than females as shown in the computed overall mean of 2.49 and 2.31
respectively.

Grad Mea SD t-value p- Decisio

Effects of improper budgeting in academic
e n valu n

34
 level e
performance
1. My lack of money can cause lot of stress 11 2.44 .790 -1.082 .243 Accept
and I could hardly concentrate on our lessons. Ho
12 2.57 .877
Because of this, my academic performance got
affected.
2. My lack of money affects my commitment 11 2.45 .906 .749 .192 Accept
in learning. 12 2.36 .831 Ho
3. Due to school fees it deplete my money in 11 2.46 1.053 -1.832 .024 Reject
spending for my foods that leads for out of 12 2.71 .912 Ho
focus in our lesson.
4. Because of my excessive spending, I run out 11 2.40 .840 -1.481 .282 Accept
of money to pay for school projects, which is Ho
12 2.58 .911
why I can’t comply immediately.
5. Due to lack of money, I could not go to 11 2.14 .934 1.119 .358 Accept
school sometimes. 12 2.00 .890 Ho
6. Due to lack of money, I am unable to 11 2.35 .924 .037 .142 Accept
participate in extracurricular activities. Ho
12 2.34 1.019
7. Every night, I worry about where to find 11 2.07 .831 -.361 .118 Accept
money, which causes me to fall asleep in class. 12 2.11 .877 Ho
8 I spent more money in online shops than 11 2.58 1.092 .337 .037 Reject
academic stuff. 12 2.54 .947 Ho
Overall 11 2.36 .172 -.376 .252 Accept
12 2.40 .247 Ho
Table 13. T-test Table on the Significant Difference among the DAMSASHS Students
Effects of improper budgeting in academic performance when grouped according to
Grade level.
In order to determine if there is a significant difference among the Delfin Albano
(Magsaysay) Stand Alone Senior High students’ effects of improper budgeting on academic
performance when grouped according to grade level, the data is taken under a t-test.
The results revealed that the null hypothesis accepted it means there is no significant
difference among the Delfin Albano (Magsaysay) Stand Alone Senior High students’ effects
of improper budgeting on academic performance when grouped according to grade level with
an overall f-value of -.376 and p-value of .252. It means that both grade 11 and grade 12 have
the same effect on their academic performance. But as listed on the table above, a significant
difference lies on the two statements.
There is significant difference on the awareness of grade 11 and grade 12 about in two
statements on the effects of improper budgeting on the academic performance is “Due to
school fees it deplete my money in spending for my foods that leads for out of focus in our
lesson.” with a computed t-value -1.832, significance value of .024 it was found out that grade

35
12 are more affected than grade 11. A study by Nelson and Stapleton (2017) found that high
school seniors spend more money on discretionary items such as clothing and entertainment.
Followed by “I spent more money in online shops than academic stuff” with a t-value
of .337 and significance value of .037 it was found out that grade 11 students have more
expenditures than grade 12 students. RRL

36
Table 14. One-way analysis on the Significant Difference among the DAMSASHS
students Effects of improper budgeting in academic performance when grouped
according to Socioeconomic Status.
The data in table 14 was taken under a test of Analysis of Variance (ANOVA) or F-
Effects of improper budgeting in Sources of Sum of Df Mean F Sig. Decision
academic performance Variation Squares Squar valu Valu
e e e

1. My lack of money can cause lot Between 1.319 4 .330 .472 .756 Accept
of stress and I could hardly Groups 143.18 205 .698 Ho
concentrate on our lessons. Because Within Groups 1 209
of this, my academic performance Total 144.50
got affected. 0
2. My lack of money affects my Between 2.305 4 .576 .755 .556 Accept
commitment in learning. Groups 156.47 205 .763 Ho
Within Groups 6 209
Total 158.78
1
3 Due to school fees it deplete Between 4.156 4 1.039 1.04 .383 Accept
my money in spending for my Groups 203.12 205 .991 9 Ho
foods that leads for out of focus Within Groups 5 209
in our lesson. Total 207.28
1
4. Because of my excessive Between 1.273 4 .318 .410 .801 Accept
spending, I run out of money to pay Groups 159.15 205 .776 Ho
for school projects, which is why I Within Groups 1 209
can’t comply immediately. Total 160.42
4
5. Due to lack of money, I could not Between 1.772 4 .443 .525 .718 Accept
go to school sometimes. Groups 173.00 205 .844 Ho
Within Groups 9 209
Total 174.78
1
6. Due to lack of money, I am Between 6.397 4 1.599 1.73 .144 Accept
unable to participate in Groups 188.91 205 .922 5 Ho
extracurricular activities. Within Groups 8 209
Total 195.31
4
7. Every night, I worry about where Between 3.844 4 .961 1.33 .258 Accept
to find money, which causes me to Groups 147.43 205 .719 6 Ho
fall asleep in class. Within Groups 7 209
Total 151.28
1
8. I spent more money in online Between 5.722 4 1.431 1.37 .245 Accept
shops than academic stuff. Groups 213.97 205 1.044 1 Ho
Within Groups 3 209
Total 219.69
5
Overall Between Groups 71.500 31 2.306 2.17 .126 Accept
Within Groups 8.500 8 1.063 1 Ho
Total 80.000 39

test it is a collection of statistical models used to analyzed the differences among group means

37
or to test if there a significant difference among DAMSASHS students on the effects of
improper budgeting on academic performance when grouped according to socioeconomic
status.
The results revealed that the null hypothesis accepted it means there is no significant
difference among DAMSASHS students’ effects of improper budgeting on academic
performance when grouped according to socioeconomic status (F=2.171, p=.126).

Table 15. One-way analysis on the Significant Difference among the DAMSASHS
Students Effects of improper budgeting in academic performance when grouped
according to Weekly Allowance.

38
 Effects of improper Sources of Sum of Df Mean F Sig. Decisio
budgeting in Variation Squares Square value Value n
academic
performance
1. My lack of money can Between Groups .046 3 .015 .022 .996 Accept
cause lot of stress and I Within Groups 144.454 206 .701 Ho
could hardly concentrate Total 144.454 209
on our lessons. Because of
this, my academic
performance got affected.
2. My lack of money Between Groups 2.619 3 .873 1.152 .329 Accept
affects my commitment in Within Groups 156.162 206 .758 Ho
learning. Total 158.781 209

3. Due to school fees it Between Groups 3.304 3 1.101 1.112 .345 Accept
deplete my money in Within Groups 203.977 206 .990 Ho
spending for my foods Total 207.281 209
that leads for out of
focus in our lesson.
4. Because of my Between Groups .149 3 .050 .064 .979 Accept
excessive spending, I run Within Groups 160.275 206 .778 Ho
out of money to pay for Total 160.424 209
school projects, which is
why I can’t comply
immediately.
5. Due to lack of money, I Between Groups 1.897 3 .632 .753 .521 Accept
could not go to school Within Groups 172.884 206 .839 Ho
sometimes. Total 174.781 209

6. Due to lack of money, I Between Groups 6.904 3 2.301 2.516 .059 Accept
am unable to participate in Within Groups 188.410 206 .915 Ho
extracurricular activities. Total 195.314 209
7. Every night, I worry Between Groups 2.879 3 .960 1.332 .265 Accept
about where to find Within Groups 148.402 206 .720 Ho
money, which causes me Total 151.281 209
to fall asleep in class.
8. I spent more money Between Groups 5.416 3 1.805 1.736 .161 Accept
in online shops than Within Groups 214.279 206 1.040 Ho
academic stuff. Total 219.695 209
Overall Between .571 3 .190 3.437 .301 Accept
Groups 1.550 28 .055 Ho
Within Groups 2.121 31
Total

The data in table 15 was taken under a test of Analysis of Variance (ANOVA) or F-
test it is a collection of statistical models used to analyze the differences among group means
or to test if there a significant difference among DAMSASHS students on the effects of
improper budgeting on academic performance when grouped according to weekly allowance.

39
 The results revealed that the null hypothesis accepted it means there is no significant
difference among DAMSASHS students’ effects of improper budgeting on academic
performance when grouped according to weekly allowance (F=3.437 p=.301).

40
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This final chapter presents the summary of the discussions presented in the
immediately preceding chapter. For the purpose of organization, this is presented in a simple
manner to be understood easier by the readers.
Findings
A. Profile variables
1. Most of the respondents were 16-17 years old students with a frequency of 124 which
accounts for the 59% of the total of the respondents. The youngest respondents are 16-17
years old, next is 18-19 years old while the oldest was 20 years old and above.
2. Majority of the respondents were females with a frequency of 125 while the remaining 85
were males.
3. With respect to grade level, majority of the respondents were grade 11 students with 113
respondents and the remaining 97were grade 12 students of DASASHS.
4. Majority of the respondents are belong to poor with a frequency of 85 accounting for 40.5%
of the total of respondents, next is low income but not poor with a frequency of 59 which
accounts for the 28.1% of the total respondents. Then followed by, middle having 29
frequency accounts for 13.8% of the total of respondents. The lower middle have a frequency
of 25 and a percentage of 11.9%, while upper-middle but not rich have a frequency of 12 and
percentage of 5.7%. On the other hand, no respondent belongs to upper middle and rich.
5. In weekly allowance, majority of the respondents has an allowance of ₱251-500 with the
frequency of 97, next is 0-₱250 allowance per week which has a frequency of 70 with 33.3%
of the respondents. Then followed by ₱501-1000 with a frequency of 31 with 14.8% and
lastly ₱1,000 and above have 5.7% of the total respondents with a frequency of 12.
B. Consumption practices
1. The top five most consumption practices of DAMSASHS students are as follows: (1)
snacks and meal with a frequency of 191 which is 91% of the total respondents: (2) school
requirements with a frequency of 113 which accounts to 53.8%: (3) communication with a
frequency of 92 which accounts to 43.8% total of respondents: (4) Transportation has a
frequency of 73 which accounts to 34.8% of the total respondents: (5) clothing and personal
care has a frequency of 64 which accounts to the total respondents.

41
2. The two least common consumption practices of the 210 students spending their allowance
are as follows: (1) vices with a frequency of 54 which accounts to 25.7% with the total of the
respondents: (2) online games with a frequency of 49 which accounts to 23.3% of the total
respondents.

C. Significant Difference on the consumption pattern

1. Generally, there is significant difference among DAMSASHS students on the consumption
practices when grouped according to age. Students ages 16-17 with a (mean of 1.435) allotted
most of their allowance in snacks and meal, transportation, communication, school
requirements, clothing and personal care, online games, and vices than any other age groups.
However, significant different lies in all the consumption practices.
2. There is significant difference among DAMSASHS students on the consumption practices
when grouped according to sex, with all the consumption practices lies on significant
difference. Female students spend most of their money on snacks and meal, transportation,
communication, school requirements, clothing and personal care, online games, and vices
than male students.
3. There is significant difference among DAMSASHS students on the consumption practices
when grouped according to grade level with all the consumption practices lies on significant
difference. Grade 11 students spend most of their money on snacks and meal, transportation,
communication, school requirements, clothing and personal care, online games, and vices
compared to grade 12 students.
4. In general terms, there is significant difference among DAMSASHS students on the
consumption practices when grouped according to socioeconomic status with all the
consumption practices lies on significant difference except transportation. Poor students spend
most of their money on snacks and meal, communication, school requirements, clothing and
personal care, online games, and vices compared to other students’ socioeconomic status
group.
5. Predominately, there is significant difference among DAMSASHS students on the
consumption practices when grouped according to weekly allowance with all the consumption
practices lies on significant difference except transportation. Students who have 251-500
allowance allotted most of their money on snacks and meal, communication, school
requirements, clothing and personal care, online games, and vices compared to other students’
allowance.

42
 D. Significant Relationship of Peer influence
1. Significant relationship of peer influence among the respondents’ consumption pattern. It
was found that peer influence and respondents’ consumption pattern has a Very low
correlation with all the statements.
2. Generally, there is significant relationship of peer influence among the respondents’
consumption pattern on the four statement, “I spend a lot of money when I accompany my
family going out” with a p value 0.023 and Pearson’s R value of 0.157. “I can’t refuse my
friends my friends when they want me to treat them” with a p value 0.001 and Pearson’s R
value of 0.232. Followed by, “Because of my friends, I got involved in a variety of vices,
causing me to frequently ran out of money” with a p value of 0.002 and Pearson’s R value of
0.208. Lastly, the way I spend is heavily influenced by my parents” with a p value of 0.017
and Pearson’s R value of 0.165
3. Predominately, there is no significant relationship among DAMSASHS students
consumption pattern on the remaining statements, “. I feel pressured to buy things when my
friend buy new things” with a p value 0.535 and Pearson’s R value of 0.043. Followed by, ” I
buy the product when I see a lot of people using that” with a p value of 0.371 and Pearson’s R
value of 0.062, next “My friend put pressure on me to keep spending even when I’m broke”
with a p value 0.795 and Pearson’s R value of -0.018. Lastly, “When someone invited me to
go outside I am forced to come because of my friends” with a p value of 0.445 and Pearson’s
R correlation of 0.053.

E. Significant Difference on the effects of improper budgeting

1. Generally, there is no significant difference among DAMSASHS students on the effects of
improper budgeting on the academic performance when grouped according to age (F=3.80,
p=.688). No significant difference lies in all the statements.
2. There is no significant difference among DAMSASHS students on the effects of improper
budgeting on the academic performance when grouped according to sex (t=-1.775, p=.648). In
contrast to this, significant difference exist in one statement: “Every night, I worry about where to
find money, which causes me to fall asleep in class” (p=.005).
3. Predominately, there is no significant difference among DAMSASHS students on the effects of
improper budgeting on the academic performance when grouped according to Grade level
(t=-.376, p=0.252). However, there is a significant difference on the effects of improper budgeting
on the academic performance according to grade level in “Due to school fees it deplete my money
in spending for my foods that leads for out of focus in our lesson” (p=.024). There is a significant

43
difference on effects of improper budgeting on the academic performance when grouped
according to grade level in “I spent more money in online shops than academic stuff” (p=.037).
4. In general terms, there is no significant difference among DAMSASHS students on the effects
of improper budgeting on the academic performance when grouped according to socioeconomic
status (F=2.171, p=.126).
5. Generally, there is no significant difference among DAMSASHS students on the effects of
improper budgeting on the academic performance when grouped according weekly allowance
(F=3.437, p=.301). No significant difference lies in all the statements.

Conclusion
In conclusion, DAMSASHS students allotted most of their allowance in snacks and
meals and peer influence has a significant impact on respondents' consumption patterns. It
was discovered that there is very little connection between respondents' consumption patterns
and any of the claims regarding peer influence. Improper budgeting of allowance has no effect
on DAMSASHS students’ academic performance.
1. The top five most consumption practices of DAMSASHS students are: snacks and meals,
school requirements, communication, transportation, and clothing and personal care. Whereas
the top two least consumption practices of DAMSASHS students are: vices and online games.
Conclusive evidence is present of the fact that the students’ profile variables are strong
determinant on how the respondents consumpt.
2. Top four most influential on respondents’ consumption pattern when influenced by peers
are: Spend a lot when going out with family. Can’t refuse friends’ request. Got involved in
different kinds of vices because of friends. Students spending habits are influenced by their
parents. Numerous evidences indicate that people in the reference groups or peers normally
have a common pattern of purchasing. Students usually give in to peer pressure because they
want to be liked and to fit in. These factors can influence students in terms of their buying
behavior.
3. Four least influential on respondents’ consumption pattern when influenced by peers are:
Students feel pressured to buy things when their friends buy new things. Students buy things
when they see many people use that. Their friends put pressure on them to keep spending
even when they are broke. They are forced to come when someone invited them because of
their friends.
4. There is a significant relationship of peer influence among the respondents’ consumption
pattern when grouped according to age, sex, grade level, socioeconomic status, and weekly

44
allowance. It can be concluded that these variables have significant relationship on peer
influence and the students’ consumption pattern.
5. There is no significant difference in the effects of improper budgeting among the
respondents’ academic performance when grouped according to age, sex, grade level,
socioeconomic status, and weekly allowance. It can be concluded that these variables have no
significant difference in the effects of improper budgeting among the respondents’ academic
performance.

Recommendations

Student’s consumption pattern can be used to create a plan to highlight the needed
information for financial or allowance management. Budgeting is way to bring a certain
strategy to avoid negative consequences connected to age, sex, grade level, socioeconomic
status, and weekly allowance. An agenda to help access proper guidance for spending money
in good practices directed towards the young individuals. More understanding and pressing
students’ minds included how improper budgeting affects in academic performance and the
relationship of peer influence among the learner’s consumption pattern.
With this, the following are strongly recommended;
1. Exploring the theory of budgeting by developing ideas and make an alternative plan
for financial management. Students should part of this matter to be able to assess
behavior on spending money and exercise proper consumption.
2. From the results obtained, it is therefore recommended that students must understand
to limit the involvement of peer influence in choosing and deciding consumption
pattern.
3. Observe the long term effects of improper budgeting and to be critical thinker for
analyzing the necessity than wants and practically improving collaboration among
various topics of financial management and assessing frameworks along with
proposals for great alignment.
4. It is recommended for students should encourage saving cash for unforeseen
circumstances to support and aware future financial situation.

References
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Bakhtiar, ISB, et al. (2020). The Students Spending Pattern on Non-Academic Towards Food
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Bonggaoen, R, (2019). A Research on the Allowance and Budgeting of Grade 12 Students in
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Kox, R, et al. (2023). Top Tax Priority: Expanding the Child Tax Credit in Upcoming
Economic Legislation. Center on Budget and Policy Priorities. [Link]
Lake,R,(2021).Avoiding Financial Peer Pressure. [Link]
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La Salle University, (2021). The Personal, Social, Cultural and Psycological Influences
on Consumer Behavior. [Link].
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Pratap, A, (2023). Effect of Demographic Factors on Consumer Behavior: Age, Sex, Income
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Sollano, A, et al. (2018). Daily Allowance and Academic [Link].
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problems-on-college-student-performance/

APPENDICES

47
 Appendix A. Questionnaire

Appendix B. Letter

Appendix C. Documentation

Appendix A. Questionnaire

I. Demographic Profile

Name (optional):_______________________________________________
Age:____ Grade Level:________

48
Sex: Male____ Female____

Socioeconomic Status:

Status Monthly Income

Rich 219,140 pesos and above

Upper middle but not rich 131,485 pesos to 219,140 pesos

Upper middle 76,669 pesos to 131,484 pesos

Middle 43,828 pesos to 76,669 pesos

Lower middle 21,914 pesos to 43,828 pesos

Low-income but not poor 10,958 pesos to 21,914 pesos

Poor Below 10,957 pesos

Direction: Please mark (√) in the relevant circle.

II. How much is the average weekly allowances of the students?

 0- 250
 251-500
 501-1,000
 1,000 above
Directions: Please mark (√) all that apply.
III. Consumption practices of the students in spending their allowance every week.
 Snacks and meal
 Transportation
 Communication (load)
 School requirements
 Clothing and personal care
 Online games (load, skin, tickets)
 Vices (cigarettes, alcohol, billiards, etc.)

Direction: For each statement, please check whether you strongly agree, agree or
disagree
IV. Do peers influence the students consumption pattern?

Statements Strongly Agree Disagree Strongly

Agree Disagree
(4) (3) (2) (1)
1. I feel pressured to buy things when my friend buy new
things.

49
2. I buy the product when I see a lot of people using that.

3. I spend a lot of money when I accompany my family

when going out.

4. My friends put pressure on me to keep spending even

when I'm broke.
5. I can’t refuse my friends when they want me to treat them.

6. When someone invited me to go outside, I am forced to

come because of my friends.
7. Because of my friends, I got involved in a variety of
vices, causing me to frequently ran out of money.
8. The way I spend is heavily influenced by my parents.

V. Effects of improper budgeting in academic performance.

Statements Strongly Agree Disagre Strongly

Agree e Disagree
(4) (3) (1)
(2)
1. My lack of money can cause lot of stress and I
could hardly concentrate on our lessons. Because
of this, my academic performance got affected.
2. My lack of money affects my commitment in
learning.
3. Due to school fees it deplete my money in spending
for my foods that leads for out of focus in our lesson.
4. Because of my excessive spending, I run out of
money to pay for school projects, which is why I
can't comply immediately.
5. Due to lack of money, I could not go to school
sometimes.
6. Due to a lack of money, I am unable to
participate in extracurricular activities.
7. Every night, I worry about where to find
money, which causes me to fall asleep in class.
8. I spent more money in online shops than academic
stuff.

Appendix B. Letter

50
51
52
Appendix C. Documentation

53
54
55
56
57