GUMACA NATIONAL HIGH SCHOOL

FINANCIAL EDUCATION OF GRADE 12 ABM STUDENTS

IN GUMACA NATIONAL HIGH SCHOOL
2024-2025

A thesis presented to the faculty of the

Senior High School Department

In Partial Fulfillment of the Requirements

For the Subject, Inquiries, Investigation & Immersion

By:

Añonuevo, Murphy Gail

Eleazar, Princess Trixie
Hofilena, Meynell Gwyn
Lazo, Julian Marco
Martinez, Mary Ann
Orillo, Cyvelie

2024- 2025

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APPROVAL SHEET

This thesis entitled Financial Education of Grade 12 ABM students in

Gumaca National High School prepared and submitted by Anonuevo Murphy

Gail, Eleazar Princess Trixie, Hofelina Meynell Gwyn, Lazo Julian Marco,

Martinez Marry Ann, Orillo Cyvelie in partial fulfillment of the requirements of

the Degree of Business Administrator has been examined and recommended for

acceptance and approval for ORAL DEFENSE.

RIENALYN B. AGNES
Adviser
________________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of Passed.

__________________________________
Mr. Richard C. Cabangon, LPT
Master Teacher I

_____________________________ ___________________________
Mrs. Mary Ann M. Piguerra, LPT Mrs. Mary Jane A. Arellano, LPT
Teacher II Teacher II

Approved in partial fulfillment of the requirements of the GRADE 12

Accountancy, Business and Management.
Oral Defense Grade: ______91%_______

GREGORIO I. RACELIS

School Principal IV

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ABSTRACT

Title: MARKETING STRATEGIES USED BY ALSON’S TRADING AT

GUMACA, QUEZON

Authors: MURPHY GAIL ANONUEVO

PRINCESS TRIXIE ELEAZAR

MEYNELL GWYN HOFILENA

JULIAN MARCO LAZO

MARY ANN MARTINEZ

CYVILIE ORILLIO

Strand: ACADEMIC

Track: ACCOUNTANCY BUSINESS AND MANAGEMENT

Adviser: MRS. RIENALYN B. AGNES

________________________________________________________________

This study examines the financial education of Grade 12 Accountancy,

Business, and Management (ABM) students at Gumaca National High School

for the school year 2024-2025. Using a quantitative approach, survey data from

169 students reveal that while financial education increases awareness of

budgeting, saving, and debt management, many students still struggle with

financial discipline due to daily expenses, social influences, and limited

resources. The results indicate that most students track their spending but find it

difficult to save consistently, adhere to budgets, or prioritize debt repayment.

While some students plan for future expenses, many prefer short-term spending

over long-term savings. The study highlights the need for more practical
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financial education programs that not only enhance knowledge but also

encourage responsible financial behaviors. These findings benefit students,

educators, and parents by emphasizing the importance of early financial

education in fostering financial stability, independence, and well-being.

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ACKNOWLEDGEMENT

First and foremost, we express our deepest gratitude to THE ALMIGHTY

GOD for granting us the wisdom, strength, and perseverance to complete this

research. His guidance has been our source of inspiration throughout this

journey.

We extend our sincere appreciation to our PRACTICAL RESEARCH

TEACHER for their continuous support, patience, and invaluable insights. Their

expertise and constructive feedback have greatly contributed to the success of

this study. Without their guidance, this research would not have reached its full

potential.

Our heartfelt thanks also go to our RESPONDENTS, who willingly

participated and provided essential data for this study. Their time, effort, and

cooperation have been instrumental in the completion of our research.

To our PANELISTS, we are truly grateful for your insightful suggestions,

encouragement, and recommendations, which helped refine our study. Your

constructive criticism has been essential in strengthening our research. During

the difficult moments of this journey, we found strength in our struggles. These

challenges have shaped us, teaching us resilience and determination to

accomplish this study.

We also extend our deepest gratitude to our FAMILIES for their

unwavering support—both emotionally and financially. Their constant

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encouragement, prayers, and belief in our abilities have given us the motivation

to push forward despite the challenges we faced.

Lastly, we are thankful to our FRIENDS, who have been our pillars of

strength since the beginning. ir encouragement, understanding, and

bn

M DEDICATION
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To God, for his unconditional love and for giving me strength and,

for listening to my prayer everyday to guide and give me and my fellow

researchers knowledge to finish our research, to his presence I have found

light through the toughest moment of my life as a student, I am truly

grateful.

To my family, who love and provide every thing that I need, for their

support and encouragement that becomes my strength to keep moving

forward, and to keep on believing in myself.

To our adviser/ research teacher, whose guiding us to a better

future, for giving us a knowledge to use in college and for our future career,

and for their encouragement.

To my friends and love ones, thank you for always encouraging me

and reminding that I can do it and that I can pass every challenges that I

will face, and thank you for keeping moving forward with me and for never

giving up. I am truly thankful to all who have contributed to this success.

M.G.C.A

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DEDICATION

To my research teacher, thank you for your patience, guidance,

and encouragement. Your support has been invaluable in this journey.

To my beloved family, your love,support and understanding have

provided me with the strength to overcome every challenge. This is for you.

Especially, to God, whose unwavering love and guidance have been my

foundation. Through every challenge, His presence has granted me strength and

clarity.

I extend my heartfelt gratitude to all who have contributed to this success.

P.T.C.E

P P.

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DEDICATION

I dedicate this research to God, for His infinite wisdom, strength, and grace,

which have guided me through every obstacle and challenge. His presence has

been the driving force behind my perseverance and success.

To my family, whose unwavering love, encouragement, and sacrifices

have made this journey possible. Your support has been a constant source of

inspiration and motivation, and for that, I am eternally grateful.

To my friends, for their companionship, understanding, and

encouragement along the way. Your belief in me, especially during the difficult

moments, has made this experience not only bearable but also fulfilling.

To my adviser, for your invaluable expertise, patience, and guidance. Your

constructive feedback and constant support have been vital in shaping this

research and my personal growth throughout the process.

To my team and groupmates, for your dedication, hard work, and

collaboration. Together, we have faced challenges and celebrated successes,

and it has been an honor to work alongside such talented individuals.\

M.G.L.H

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DEDICATION

To our adviser/ research teacher, whose constant guidance and

encouragement have been instrumental in the completion of this study.

To my family, whose unconditional love, encouragement, and

understanding have provided me with the strength to overcome every challenge

Especially, to God, for His infinite love and guidance. Through every

moment of difficulty, I have found strength in His presence.

I am forever grateful for His direction and support on this journey. I will

always be thankful to all of you for your contributions to this success.

J.M.A.L
J

DEDICATION

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To God, for being my source of strength and guidance, always listening to

my struggles and giving me courage. Your grace strengthens my faith and

reminds me to always trust in you.

To my family, for your unconditional love and support. Even when I felt like

giving up, you were always there for me, standing by my side.

To my friends and loved ones, for standing by me, offering support,

guidance, and comfort. Your presence gave me strength, and your constant

reassurance reminded me to keep going, no matter how tough the journey

became.

To our adviser / research teacher, for sharing her knowledge, patience,

and wisdom. Your guidance has helped me grow both academically and

personally.

To my groupmates, I appreciate the teamwork and support we shared,

making this research journey memorable and meaningful. And to myself, I am so

proud for staying strong and determined throughout this journey, facing every

challenge with courage and never giving up, as this work shows my effort,

strength, and courage. I am grateful to everyone for the support, love, and

guidance that led to my success.

M.A.G.M

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DEDICATION

To God, who has been my guiding light through every challenge and

triumph. Your grace, wisdom, and strength have carried me through the

toughest moments, and for that, I am forever grateful.

To my family, whose love and unwavering support have been my

foundation. Your belief in me gave me the courage to keep pushing forward.

To my friends and love ones, who stood by me, offering encouragement,

laughter, and understanding. Your presence made this journey less

overwhelming.

To our research teacher, who shared her knowledge and wisdom, shaping

not only this study but also my growth as a person.

And to myself for every late night, every sacrifice, and every doubt I

overcame. This is a testament to faith, perseverance, and the power of never

giving up. This study is dedicated to all of you.

C.O

TABLE OF CONTENTS
Page

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Title Page …………………………………………………………………..……… 1
Approval Sheet ……………………………………………………………..……. 2
Abstract ……………………………………………………………………………. 3-4
Acknowledgement ……………………………………………………………….. 5-6
Dedication ………………………………………………………………………. 7-12

CHAPTER I
Introduction ……………………………………………………………..…… 16-18
Statement of the Problem …………………………………………………. 18-19
Research Paradigm ………………………………………………………… 20-21
Significance of the Study …………………………………………………. 21-22
Scope and Delimitation …………………………………………………… 22
Definition of Terms ………………………………………………………… 22-24

CHAPTER II
Review of Related Literature and Studies ……………………………… 26-55

CHAPTER III

Research Design …………………………………………………………… 56

Research Population and Sample …………………………………… 57
Research Locale ………………………………………………………. 56-57
Sampling Technique ……………………………….……………………… 57-58
Research Instruments …………………………..……………………………. 58
Data Gathering Procedures ………………………………………………. 58-59
Statistical Treatmento of Data ……………………………………………. 59-60
Ethical Considerations ………………………………………….……………. 61

CHAPTER IV
Presentation, Analysis and Interpretation of Data
Part I. Demographic Profile of the Respondents ………………. 62-63

Part II. Impact of financial education to the financial literacy of Grade

12 ABM students in Gumaca National High School
………………………………….. 63-65

CHAPTER V
Summary of the Findings ……………………………………………… 84-94
Conclusion ………………………………………………………………….. 95-
100
Recommendation ………………………………………………………….. 101
References …………………………………………………………..……… 102-
103

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LIST OF TABLES

Table 1.1 Distribution of the Profile Of the Respondents in Terms

of Age and Gender …………………………………………………………………62

Table 1.2 Distribution of the Profile of the Respondents in terms allowance

………………………………………………………….….. … 63

Table 2.1 The impact of financial education to the financial literacy in

terms of saving……….……64-65

Table 2.2 The impact of financial education to the financial literacy in terms of
weekly budget ….……………………………………………………………….66-68

Table 2.3 The impact of financial education to the financial literacy in terms of
debt respnsibility ……….………… 68-70

Table 2.4 The impact of financial education to the financial literacy in terms
of personal spending …………..…..….. 71-72

Table 2.5 The impact of financial education to the financial literacy in terms of
saving for the future….…………………………………………………….72-74

Table 2.6 The impact of financial education to the financial literacy in terms of
setting up emergency fund ………………………………………………….74-76

Table 2.7 The impact of financial education to the financial literacy in terms of
wants ….……………………………………………………………….76-78

Table 2.8 The impact of financial education to the financial literacy in terms of
daily expenses in school ….………………………………………………….78-90

Table 2.9 The impact of financial education to the financial literacy in terms of
necessities ….……………………………………………………………….80-82
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Table 2.10 The impact of financial education to the financial literacy in terms of
financial goal….……………………………………………………………….83-84

LIST OF FIGURES
Figure 1: Research Paradigm ………………………………………….. 20-21

List of Appendices:
Appendix A Letter of Approval from the Adviser
and School Head ……………………………………………….. 106
Appendix B Letter to the Respondents …………………………………….. 107

Appendix C Letter of Approval from the

Panelist and Validators ….………………………………… 108-109
Appendix D Survey Questionnaires ……………………………………. 110-114
Curriculum Vitae ……………………………………………………………

companionship have made this research journey more meaning

CHAPTER 1
INTRODUCTION AND ITS BACKGROUNDS

Introduction

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Based on Burke, Collins and et al (2020). The relationship between young

adults’ subjective and objective financial well-being and the mandatory financial

instruction they receive in high school. Subjective financial well-being

encompasses an individual’s perception of their money management and their

level of confidence in reaching their specific financial objectives. This

demonstrates how financial education enhances both subjective and objective

financial circumstances using variations in state financial education

requirements for high school students over time and across states, particularly

for men and college graduates. Even while these students say they are less

likely to spend more than they make, our data also imply that, in places where

financial education is required, those who complete their education with a high

school diploma actually have worse subjective financial well-being.

Based on Youth and Society 2021. A multifaceted concept, financial literacy

consists of well-being, attitudes, behaviors, and knowledge about money. Young

people who possess financial literacy are more able to become financially

independent and break free from inter-generational poverty. However, recent

evaluations show that youth financial literacy is inadequate. As a natural setting

for establishing young people’s financial literacy, secondary schools should offer

financial education to their students. The results of structural equation modelling

(SEM) showed that all financial behavioral variables converged into another

latent construct of financial behaviour notably, the two latent constructs were not

significantly correlated. Objective financial knowledge, financial attitudinal

variables, and financial well-being variables could converge into the latent

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construct of financial literacy. The SEM results also showed that while our

financial education program greatly increased financial literacy, it had no short-

term impact on financial behaviour. The aforementioned results enhance the

body of knowledge about financial literacy by enabling more precise assessment

and elucidating the immediate consequences of financial interventions

throughout the adolescent phase in youth.

According to Walstad, Tharayil, and et al. Increased interest in financial

literacy among youth has put more focus on financial education in high school.

Financial education offered in high school may be students’ only exposure to the

subject and therefore it should provide instruction in basic finance concepts and

decision-making skills that can be useful later in life. Recognition of the value

and importance of financial literacy for youth has influenced curriculum and

instruction in schools throughout the USA. Many states have included financial

literacy in their standards or as a requirement for graduation. There are more

programs devoted to teaching personal finance to high school students and

national tests to measure the level of high school students’ financial literacy.

This chapter discusses major developments in high school financial education,

including personal finance coursework, content standards, testing, and research

about state mandates and specific curriculum.

The financial education landscape at Gumaca National High School reflects

the town’s distinctive socioeconomic and cultural context. Gumaca, known for its

strong cultural traditions and economic characteristics, significantly influences

how financial literacy is developed among its ABM students. In Gumaca, the

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integration of financial education into the ABM curriculum is designed to

resonate with local values and economic conditions. The town's unique cultural

practices and economic realities shape the way students approach financial

concepts and financial behaviors, such as saving and spending patterns,

which are considered in the school's financial education programs.

Statement of the Problem

This study aims to determine the impact of financial education to the

financial literacy and well-being of ABM students in Gumaca National High

School Sy. 2024-2025.

Specifically, this study will seek to answer the following questions.

Objectives:

1. What is the demographic of ABM students in terms of:

1.1 Age

1.2 Sex

1.3 Allowance

2. What are the financial literacy of G12 ABM students in terms of:

2.1 Savings

2.2 Weekly budget

2.3 Debt responsibility

2.4 Personal spending

2.5 Saving for the future

2.6 Setting up emergency fund

2.7 Wants

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2.8 Daily expense in school

2.9 Neccesities

2.10. Financial goal

Research Paradigm

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INPUT PROCESS OUTFUT

F
1. What is the  The researchers
i first create g
demographic of ABM
students in terms of: questionnaire
u and have it r
1.1 Age approve by their
e research adviser, 1
1.2 Sex
1.3 Allowance
 Questionnaire T
2. To analyze the had been
h analyzed and e
ABM students’ To analyze the
knowledge of approved by the
impact of financial
budgeting panelist,
education to the
improvement as a financial literacy
result of the financial  Asked
and well-being of
education program permission
the ABM students
from the
in Gumaca
2.1 savings respondent the
National High
2.2 weekly budget instructions was
School Sy. 2024-2
2.3 debt clearly explained.
025
responsibility  give
2.4 personal enough time to the
spending respondent for them
2.5 saving for the to answer the said
future questionnaire
2.6 setting up  data
emergency fund gathered through
survey
2.7 wants Questionnaire had been
2.8 daily expense in tabulated and preparation for
final defense had been made.
school
2.9 necessities
input contains the demographic profile of the

respondents in terms of Age, sex, and allowance. It also contains to analyze the

ABM students knowledge of budgeting improvement as a result of the financial

education program.

The researchers first create questionnaire and have it approve by their

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research adviser, Questionnaire had been analyzed and approved by the

panelist, Asked permission from the respondent the instructions was clearly

explained. Give enough time to the respondent for them to answer the said

questionnaire data gathered through survey. Questionnaire had been tabulated

and preparation for final defense had been made.

Lastly, the output of the study is analyzing the impact of financial

education to the financial literacy of all grade 12 ABM students in Gumaca

National High School.

Significance of the study

This part of the study will show who will be benefited in this study

To The Accountancy Business Management Students- this study’s primary

focus is ABM students, and they will be directly benefit from the insights gain.

To The Gumaca National High School Teachers And Employees- This

Study Can Provide Valuable Insights To Help The School Better Support Abm

Students In Their Financial Literacy Journey.

To The Parents And Families- Improved Financial Well-Being By Supporting

Their Children’S Financial Literacy, Parents Can Contribute To Their Overall

Financial Well-Being And Future Success.

To The Researchers- They Are The One Who’S Conducting The Study And

Looking For The Results Of Their Study.

To The Future Researchers- This Study Will Provide A Foundation For

Further Exploration And Advancement Within The Field.

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Scope and Delimitations

The researchers intend to study the financial education of Grade 12 ABM

students in Gumaca National High School. This study is for only grade 12 ABM

students. The main purpose of this study is to analyze the impact of financial

education to the financial literacy of ABM students in Gumaca National High

School. This study is limited only to 169 Grade 12 ABM students it excludes the

researchers being in G12 ABM.

Definition of terms

The following terms are further defined either operationally or conceptually.

Accountancy Business And Management Students– Refers to

Accountancy Business and Management strand is an introductory course that

teaches students the basic concepts of financial management business

management, corporate, operations, human resources, and office management.

Daily Expense in School - are measurable monetary transactions or

expenditures made on a regular, day-to-day basis for goods and services

necessary for routine living.

Debt Responsibility - Debt responsibility is a measurable financial

responsibility it refers to the obligation to repay borrowed money, including

interest and fees, in a timely and manageable manner. It involves taking

ownership of one's debt, creating a plan to pay it off, and making regular

payments to avoid default and damage to credit scores.

Financial Behavior – Financial resources including the planning to earn

money, managing and controlling.

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Financial Education – Teach the skills and attitudes necessary to

understand money and finance.

Financial Goal - is a specific, measurable monetary target set by an

individual characterized by a defined amount of money, a timeline for

achievement, and a plan for resource allocation. It can be identified through

written statements, budgeting documents, savings plans, or investment activities

aimed at reaching objectives such as saving for a purchase, reducing debt, or

increasing income.

Finamcial Literacy – The ability to understand and effectively use various

financial skills,including personal financial management, budgeting,and

investing.

Financial Managing – The practice of handling a company’s finances in a

way that allows it to be successful and compliant with regulations.

Gumaca National High School – Refers to the public high school for ABM

Students located in Gumaca Quezon Province.

Necessities - are goods, services, or resources required to maintain basic

physical health, safety, and functional living, evidenced by consistent allocation

of resources (such as money or time) toward items like food, water, shelter,

clothing, and healthcare.

Personal Finance- Planning is the process of planning your spending,

financing, and investing in order to optimize your financial situation.

Personal Spending - is the amount of an individual's income set aside and

not spent immediately, with the intention of using it for future needs,

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emergencies, or long-term goals such as retirement, education, or large

purchases. This savings is typically stored in accounts or investments where it

can grow over time.

Savings - Savings refer to the amount of money set aside for future use,

typically earned income that is not spent on current expenses. Savings can be

used for short-term goals, emergencies, or long-term investments

Saving for the Future - refers to the portion of an individual's income set

aside and not spent immediately, with the intention of using it for future needs,

emergencies, or long-term goals such as education, or large purchases. This

savings is typically stored in accounts or investments where it can grow over

time.

Setting Up Emergency Fund - refers to the process of allocating a

specific amount of money into a separate, easily accessible account to cover

unexpected expenses or emergencies, such as medical bills,or job loss. The

fund should be kept in a separate, easily accessible account, like a savings

account, so that you can quickly use it when needed.

Technical Skills - Refers to the method and techniques in teaching ABM

Students in managing debts and loans.

Weekly Budget - A weekly budget is a financial plan that outlines

projected income and expenses for a one-week period. It helps individuals

manage their finances, prioritize spending, and make conscious decisions about

how to allocate their resources.

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Wants - are demonstrated by observable behaviors such as verbal

expressions of desire (e.g., saying "I want that") of every student, selection from

multiple options when given a choice, or actions aimed at obtaining a specific

object, experience, or outcome.

CHAPTER II

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REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This section contains the review of related literature and related studies

which are all equally important to the present study.

Financial Literacy

Literature indicates that various factors economic status, cultural influences,

and psychological perspectives play a crucial role in financial decision-making.

Research by Lusardi and Messy (2023). They cover topics that are at the center

of academic research, from the effects of financial education in school and the

workplace to the importance of financial literacy for the macro-economy. They

also cover financial inclusion and how financial literacy can promote the use of

basic financial instruments, such as bank accounts. Moreover, they cover

financial decision making in the context of complex instruments, such as

mortgages, reverse mortgages, and crypto assets. The papers all share similar

findings: financial literacy is low and often inadequate for making the types of

financial decisions that are required today. Moreover, financial literacy is

particularly low among already vulnerable groups. Importantly, financial literacy

matters: it helps people make savvy financial decisions, including being less

influenced by framing, better understand information that is provided to them,

better understand the workings of insurance, and being more comfortable using

basic financial instruments. In a nutshell, financial literacy improves financial

well-being.

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According to Dias, Patrícia & Borges, Ana & Vieira, Elvira (2024). To the

Factors such as age, gender, level of education, and income significantly

influenced financial literacy [Link] students, those with higher levels of

education, and those from higher-income backgrounds tended to have better

financial literacy.

According to Olivia S. M. & Annamaria L. ( 2015). The Financial literacy

levels are low globally, including in countries with advanced financial markets.

This issue is particularly severe among women and less-educated individuals.

Financial literacy is crucial as it influences borrowing, saving, and spending

behaviors.

Savings

According to Brochado, ( 2021) The Savings are viewed as positive

financial behavior (Organization for Economic Cooperation and Development

[OECD], 2016) that translates into financial well-being for individuals and

households. Long-term savings provide opportunities to engage in regular

consumption throughout the life cycle, while short-term or emergency savings

protect purchasing power in the event of income shocks (Mahdzan and Tabiani,

2013). Various studies have analyzed factors influencing saving behavior and

highlighted the role of financial literacy (e.g., Cupák, Kolev, and Brokešová,

2019; Pak and Chatterjee, 2016; Ramalho and Forte, 2019), which plays an

important role in financial decision-making, especially given the increasing

complexity of financial systems (Potrich, Vieira, and Mendes-Da-Silva, 2016).

Acquiring financial knowledge, along with the ability and confidence to apply this

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expertise when making financial decisions, is essential (Huston, 2010).

Increasing financial literacy is part of the agendas of governments and

international organizations (OECD, 2016) and has received growing attention

within the academic community (Pak and Chatterjee, 2016).

Savings have an important role as alternative funding when the primary

income is in trouble. According to Jumena, et al., Humans as economic

creatures cannot be separated from doing the job to earn income, consumption,

and saving/investment activities. saving can be defined as income that is not

consumed (Lee & Hanna, 2015). Therefore, the amount of savings is strongly

influenced by the income received and the consumption spent. The existence of

savings has an essential role in personal and household financial management.

In many ways, savings have a significant role as an alternative funding source

when the primary source of income is in trouble.

According to Yaw Owusu, et al.. (2024), this study investigates how

students' propensity towards indebtedness affects savings behavior.

Additionally, the study examines the moderating role of financial literacy in the

relationship between propensity towards indebtedness and savings behavior.

The increasing body of research indicating that people do not follow logical

economic principles when it comes to retirement savings served as the impetus

for this work. According to an assessment of the pertinent literature, many

people do not save for retirement in the logical manner that the Modigliani and

Brumberg (1954) economic life-cycle model recommends. Several studies

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demonstrate that when it comes to retirement planning and saving, a large

number of people behave irrationally.

According to Khoshnevis, (2024). This research explores the underlying

motives behind students' saving behaviors, focusing on the significant roles

played by financial literacy and parental socialization. Financial literacy equips

students with the knowledge and skills needed to make informed decisions

about saving and managing their resources effectively. Parental socialization, on

the other hand, influences saving habits through the values, attitudes, and

practices instilled by parents during childhood. Together, these factors shape

students' financial mindset, fostering responsible saving behaviors that

contribute to their long-term financial well-being and stability.

Weekly Budget

According to Robert, Budgeting is essential for someone's financial

security, helping to ensure people can pay everyday expenses such as lease,

education cost, pell grants, debt, and leisure. According to My Great Lakes

(2015), it is a proactive approach to financial organization, where allows

planning for both short and long-term expenses. It ensures that people don't

spend more than they earn. Budgeting is a simple, effective way for people with

various incomes and expenses to keep their finances in order. Budgeting is vital

for students because it allows them to plan for unforeseen expenses and school

costs.

According to Lucero, Locading et al.. (2024) Budgeting is an essential

financial skill that plays a crucial role in personal and professional life. The ability

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to effectively manage and allocate financial resources is vital for individuals to

achieve their goals and make informed financial decisions. It is crucial for

success in life (Bona et al, 2018). Proper money management and financial

literacy go hand in hand; being financially literate will help in proper personal

financial management.

According to Lalmuanpuia (2021). Student budgeting primarily refers to

management of financial expenses within their assigned budget. Several factors

make the behavior of students dynamic and different from each other. These

factors can be technical as well as psychological and controllable or

uncontrollable. The major challenge that students face is the difficulty to budget

their expenses and save a proportional amount every month for contingent

events. Most of the students get their monthly allowance from their parents and

are answerable to them for their expenditure.

According to Martinico, et al..,( 2019 ). For the students, managing their

allowance is essential. They need to budget and allocate their money wisely to

cover their daily expenses at school. This involves planning how to spend their

allowance on necessities like meals, transportation, and school supplies,

ensuring they make the most out of the amount they receive each day.

According to Sampson, (2024, April 28). This resource provides a

comprehensive, step-by-step guide to help students create a realistic weekly

budget. It emphasizes the importance of determining income sources, such as

allowances or part-time earnings, and understanding various expenses,

including necessities and discretionary spending. By breaking down the

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budgeting process, the resource equips students with practical tools to track

their finances effectively, make informed spending decisions, and achieve better

financial management during their academic journey.

The financial behavior of individuals is essential but difficult to understand,

define, and measure. There are many ways the spending habits of students may

vary. It can vary due to personal demographics and the school environment.

Even in today's web-driven shopping environment, the old norm that women

love shopping more than men still applies (Karr, 2012). Spending habits may

also differ in terms of an individual's family and personal income. Low-income

Americans spend a significantly more significant proportion of their money on

housing, whereas high-income Americans spend a much higher portion on

insurance and retirement expenses (Morrell & Kiersz, 2017).

According to Pondang, et al.., (2024). The spending behavior of youth and

their limited understanding of money management can lead to costly financial

mistakes (Bona, 2017). Higher financial literacy positively impacts students

spending behaviors, while poor financial management correlates with declining

personal money management (Sundarasen, Rahman, & Danaraj, 2016). Despite

access to financial services, students often lack the knowledge to manage

money effectively, potentially leading to financial problems (Goldsmith et al.,

2006, as cited in Darlynie, 2019).

Budgeting was essential to everyone, especially to those students who has

limited budget to sustain their wants and needs for their personal interest.

According to Ryerson (2014) a budget is a plan that shows all your monthly cash

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inflows and outflows. It is a snapshot of what you have and what you expect/plan

to spend, helping you identify your spending and savings habits and achieve

your financial goals. The most essential part of a financial plan is budgeting. The

money a person has is not a sign of how much money. they make, but a sign of

how efficient their budget is. If you want to manage your finances effectively, you

need to know where your money is going. Contrary to how it seems, budgeting

is not difficult, it is not complicated, and it does not diminish the happiness of

your life, budgeting saves you from future financial hardship and a life of debt.

Boral, et al., (2019).

Debt responsibility

According to Zharif, Debt is a common component of contemporary

personal finance, which is defined as money borrowed from one party by

another with the expectation that it would be returned. It encompasses a range

of debts, including credit card debt, vehicle loans, school loans, and mortgage

debt. Debt has grown commonplace in personal finance, frequently viewed as

an essential instrument for accomplishing major life objectives including home

ownership, further education, and transportation.

It has been evidenced that financial education programs have an effect

not only on students but also on parents. Low-income families display a marked

reduction in default probabilities as well as stronger credit scores. This reveals

the wide effects of programs on expenditure and spending habits in general

(Frisancho, 2023).Perceived liquidity stress can very significantly reduce the

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happiness obtained from spending, be it a good or a service by itself, and this

further underlines the psychological influence of financial stresses (Xie, Bagozzi,

& Griskevicius, 2022).Financial literacy and mental budgeting combined with

self-control contribute to better financial wellbeing. Investment decision-making

is a mediator that links cognitive and behavioral factors to improved financial

outcomes (Pasha, Akbar, & Rehman, 2022).

According to Schwartz (2004) looks into the paradox of choice, whereby

the number of choices offered should theoretically make customers happier, but,

paradoxically, these options often lead to anxiety and unhappiness, affecting

consumer behavior and understanding what is needed versus what is wanted.

According to Poplaski, et al., ( 2019). Through the lens of Human Capital

theory, the role of financial aid both amount and type is explored in the context

of student financial stress, and ultimately general student health. The presence

and amount of federal loans was associated with self-reported financial stress,

and the validated stress measure was further associated with students' self-

reported health. A number of personal life events (i.e. job loss) were also

associated with higher stress levels. Implications are discussed.

According to Lu, et al., (2019). Individuals who received financial

education in an academic or professional setting were less likely to be late on

student loan payments or worry about their student loan debt. Additionally, those

who received both financial education and learned about finances from their

parents were even less likely to worry about their student loan debt.

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Financial literacy has become increasingly recognized as a critical skill for

effective personal financial management as students develop long-term financial

habits. The goal of this research is to evaluate the impact of financial literacy on

improving students' personal financial decision-making. The study highlights the

importance of integrating comprehensive financial literacy programs into

university curricula to provide students with the essential skills necessary for

prudent financial handling. Efficient money management is facilitated by the

basic understanding of financial concepts, including managing debt.

Personal spending

According to Pasco et al.., This study aimed to determine the level of

spending habits among accountancy, business, and management students of

Tacurong national high school. The spending habits of young adults are a

growing topic in the realm of financial management. Under Henry, Weber, &

Yarbrough (2019; Parotta & Johnson, 2018), these people are making more

sophisticated financial decisions and are setting up financial management

procedures. Young people's spending habits will affect their financial situation

soon (Bona et al., 2018). Early adoption of spending habits would provide them

the best chance to complete their education and learn money management skills

for the future.

Savings for the future

According to Rolison et al., The global financial crisis of 2008 has shown

with devastating consequences that the future is highly uncertain. Rising life

expectancy in past decades has lengthened retirement years and greater

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access to employment-based retirement plans has forced financial decisions

about the future into the hands of workers Yet, the American public and people

in other countries are seemingly underprepared for retirement, and many

retirees live below the poverty. threshold Policy initiatives can stimulate saving

behavior but will be most effective if informed by sound psychological principles.

Saving for the future is, among other factors, determined by financial

literacy, behavioral biases, automatic savings mechanisms, and social influence

(Lusardi & Mitchell, 2007; Benartzi & Thaler, 2013; Choi, Laibson, & Madrian,

2010; Sethi-Iyengar & Mullainathan, 2017).

Financially literate people save more during retirement (Lusardi &

Mitchell, 2017), but behavioral biases like time inconsistency present a

challenge to savings decisions (Benartzi & Thaler, 2013). In fact, the automatic

enrollment in retirement plans boosts savings participation substantially (Choi,

Laibson, & Madrian, 2010), and social influence indeed motivates an individual

to save more (Sethi-Iyengar & Mullainathan, 2017).

According to Macrae et al.., (2017) Despite increased longevity, many

people fail to save the funds necessary to support their retirement. In an attempt

both to elucidate and remedy this failing, research exploring the “future-self

continuity” hypothesis has revealed that temporal discounting is decreased and

saving increased when connections between one’s current and future self are

strengthened.

When discussing saving for the future, several studies and reports have

highlighted key aspects of how people approach long-term financial planning.

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For instance, research shows that many individuals face challenges in saving for

retirement, particularly those without access to employer-sponsored retirement

plans. The Pew Charitable Trusts (2024) found that a significant portion of U.S.

households will not have enough saved for retirement, with automated savings

programs being one solution to this growing issue (Pew Charitable Trusts,

2024). Additionally, financial literacy is crucial in shaping how individuals make

saving decisions, with evidence suggesting that those who are financially literate

are more likely to save effectively for the future (Outcault, 2012).

According to Ariely and Wertenbroch (2024) examine how people's ability

to mentally visualize their future impacts their willingness to save, with those

who engage in mental time travel being more inclined to save for long-term

[Link] studies and findings suggest that while many face barriers to saving

for the future, increasing financial literacy, implementing automatic savings

programs, and encouraging future-oriented thinking can help individuals improve

their savings behavior (Ariely & Wertenbroch, 2024; Outcault, 2014; Pew

Charitable Trusts, 2024).

According to Richins (2014) analyzes the effects of materialism on

consumer behavior, where materialistic desires may bring about a life of lower

life satisfaction and more dissatisfaction about purchases. Cialdini and

Goldstein, in their study (2004), discussed how social influence is very important

in the creation of wants among consumers, that is, people tend to make their

choices based on other people's preferences and conduct. Steg and Vlek (2009)

discuss psychological factors that influence consumer wants in the context of

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sustainable consumption, indicating that environmental concerns and personal

values may change consumers' desires for products. Tuten and Solomon (2015)

point out how digital marketing and social media platforms increase consumer

wants through targeted advertising and social interactions influencing

purchasing decisions.

According to Fiergbor, (2020). It is not easy to come by money however,

money can easily ‘leave' one's possession if not properly managed. Money

management skills are therefore important skills for life especially in the youthful

days as wealth creation is not entirely about how hardworking an individual is

but factors such as his/her ability to understand how money works and apply its

management principles are of essence. Savings play an integral aspect of an

individual’s financial management skills since it is the bedrock of personal

financial success. Savings is not just about setting money aside for future use

but also has to do with keeping anything of economic value. Savings are

securing assurance today for tomorrow's uncertainties. This paper sought to

examine the habit of savings among the college students. The result indicated

that the majority of the college students do not save as a result of certain

contributory factors such as meager salaries and economic hardships. Also, the

majority of the college students do not have definite financial management plans

such as savings as a result of inadequate financial literacy. The study concluded

on the need for public education on key money management skills such as

savings which is a recipe for wealth creation.

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According to Rolison, et al., ( 2017) The global financial crisis of 2008 has

shown with devastating consequences that the future is highly uncertain. Rising

life expectancies in past decades has lengthened retirement years (Lee, 2001)

and greater access to employment-based retirement plans has forced financial

decisions about the future into the hands of workers (Gough and Niza, 2011).

Yet, the American public (Topoleski, 2013) and people in other countries

(Crossley et al., 2012) are seemingly underprepared for retirement, and many

retirees live below the poverty threshold (Lusardi and Mitchell, 2007a). Policy

initiatives can stimulate saving behavior (Thaler and Benartzi, 2004), but will be

most effective if informed by sound psychological principles.

SETTING UP EMERGENCY FUND

According to Cliff A Robb, this study adds to the growing literature that

highlights how a number of knowledge- and behavior-related factors determine

family financial decisions. Using a unique data set collected under the National

Financial Capability Study (NFCS), a survey recently commissioned by the

Financial Industry Regulatory Authority (FINRA), the present paper examines

the correlations between both subjective and objective financial knowledge and

the propensity to have emergency savings in the amount of 3 months of a

household's typical expense.

Setting up emerging fund From the challenges being encountered,

establishing an emerging fund is very challenging, particularly with respect to

fundraising and getting into the preferences of the LPs. LPs, for instance, are

accustomed to specific industries or development stages, making it essential for

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emerging managers to characterize their strategies towards these demands

(Kirilova, 2023; Khaji, 2021). Other challenges that emerging fund managers

face include the size of the funds they handle, as significant institutional

investors tend to prefer larger funds that accommodate their check sizes during

investments. This would be an insurmountable challenge for new managers

(Singh, 2024; Johnson, 2022).

Emerging fund managers, in this case, need to tap their personal

networks to survive and position themselves well in this overly saturated market.

Alignment with the LP's preference-for instance, sector-specific investment-and

building strong relations with LPs would create success in practice (Kirilova,

2023; Singh, 2024). The potential institutional barriers could be overcome by

innovative structuring and clear communication, overcoming the large minimum

check sizes expected from LPs (Johnson, 2022).

According to Nur Shuhada Kamarudin et al.., (2018) the purpose of

emergency fund allocation among young in this study was not only to cover their

necessity unexpected expenses and medical bills, but to help them to travel and

paid for their leisure activities. Successful in preparing for emergency fund was

found related to wise money management plan. The present study provides

additional evidence with respect to study emergency fund from a behavioural

perspective.

According to Riska Yustisiana et al.., (2022) among the government,

ministries, businesspeople, financial services industry higher education

institutions through the use of digital platforms and social media to improve
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financial literacy in Indonesian young generation of Indonesia, especially in the

planning and management of emergency funds and investments in emergency

conditions.

According to Ade Maharini Adiandari et al., (2021) Financial attitudes in

emergency fund ownership decision-making are important in shaping decision-

making behavior to have an emergency fund. In order to obtain an accurate

profile of financial attitudes in emergency fund ownership decision-making, it

required a good instrument with precise measurement model.

According to Turgut TÜRKDOĞAN et al., Studies about well being show

that happiness is perc- eived as a very important life value for the people almost

all over the world (Diener et al.., 1995; Diener et al.., 1998; King et al., 1998).

Also, it can be said that university students from different countries in the world

accept the happiness as a very important value in their lives (Diener et al.,

1995). Happiness is conceptualized as subjective well being in the positive

psychology field (Ryan et al.,,2001), and subjective well being is consist of three

diffe- rent but also related components as positive affect, negative affect, and life

satisfaction (Andrews et al., 1976 cited in Diener, 1984). However, an important

discussion has occurred about what the predictors of subjective well being are. It

can be said that need theo- ries, under the telic theories headline, take a great

place. among the varied discussions about the predictors of sub- jective well

being (Diener, 1984; Wilson, 1967; Yetim, 2001).

According to John M. Abt et al...., Understanding consumer behavior is

fundamental to company marketing practice and public relations. Firms develop

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marketing strategies by appealing to the wants and needs of consumers.

Marketing research historically categorized products as utilitarian (necessary) or

hedonic (discretionary) to empirically study consumer purchase decisions. Little

empirical research is available on how product necessity affects consumer

opinion and purchase behavior. This dissertation assesses the influence of

product necessity on consumer perception of the firms providing them,

consumer repurchase decisions, and the profitability of these firms.

WANTS

According to Williams Kwasi Peprah et al..., It has become very

challenging for international students to find financial sustainability and learning

motivation in their courses of study due to their financial stress and the

dichotomy of needs and wants. This research examined the mediating effects of

needs and wants on the relationship between financial stress and learning

motivation and financial sustainability.

According to David Braybrooke, (2014) The concept of needs works to

sort out social policies. Yet the idea is in disrepute with many thinkers who, led

by economists, accuse it of being too fluid, or too narrow, or of serving no

purpose that the concept of preferences does not serve better.

Having established a difference between the concepts of needs and

satisfiers it is possible to state two postulates: fundamental human needs are

finite, few and classifiable; and fundamental human needs are the same in all

cultures and in all historical periods. (Manfred Max-Neef, 2017)

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According to Ian Gough, (2015) human needs is an essential component

in formulating a feasible socialist vision of what the future could be like. We

believe that such a vision is a crucial counter-weight to the revived individualism

of the New Right. Though much of what follows is of a philosophical character,

we think that it has direct political relevance in showing where socialists should

be heading.

students need budgeting and saving skills to avoid debt and develop

positive financial behaviors(Mandell & Klein, 2015).

Modern financial literacy is necessary for making smart financial

decisions, navigating complex markets, and planning ahead. Financial literacy's

history and importance in today's complex financial systems and diverse

investment options are examined in this chapter. Financial literacy knowledge,

attitudes, and behaviors are examined, as well as international campaigns. The

history, benefits, methods, and components of financial literacy are covered in

this chapter. The complex global economy has boosted US financial education

credibility. The chapter claims financial literacy prevents mistakes, prepares for

disasters, and helps achieve financial goals. To improve financial literacy, it

covers budgeting, and saving. Financial education can protect the Indian

economy, boost growth, and reduce poverty. Financial literacy efforts by the

Indian government and regulators are also examined. The authors found that

financial education helps people make smart financial decisions and build

wealth.

DAILY EXPENSES IN SCHOOL

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According to Jerald Cano-og Moneva et al.., School allowance refers to

finance for students when they are in school. Allowance has a significant role

when students buy their requirements for a particular subject. Allowance of the

students may determine their interest in studies. It is interesting to know if

students may determine if they have enough allowance. Parents provide

allowance for students. It is very important to know whether socioeconomic

status affects the performance and the determination of the students.

According to Jerald Cano-og Moneva et al.., Students' determination in

studies did not affect whether the school allowance of the students was either

high or low. In addition, students were determined in their studies sometimes.

The students who were having a high socioeconomic status or low

socioeconomic status did not affect their performance in school. In addition

students' willingness in school was the factor why students are eager in their

studies in school. Consecutively, to improve their determination in school they

need to be interested in school and participated in school activities. School

allowance refers to finance for students when they are in school, Allowance has

a significant role when students buy their requirements for a particular subject.

Allowance of the students may determine their interest on studies. It is

interesting to know if students may determine if they have enough allowance.

Parents provide allowance for students. It is very important to know whether

socioeconomic status affects the performance and the determination of the

students, Character of the students towards their studies may determine their

future success. Higher family income may improve students' performance.

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Nevertheless, it is not and indicator for students who are from low-income

families not to get serious and be responsible in performing in school (Adzido,

Dzogbede. [Link] Dorkpah (2016). Students having a high socioeconomic

status have a good exposure and surroundings giving a good result as

compared to low socio economic status (Chandra and Azzimudin. 2013).

According to Nicky Lalmuanpuia, Student budgeting primarily refers to

management of financial expenses within their assigned budget. Several factors

make the behavior of students dynamic and different from each other. These

factors can be technical as well as psychological and controllable or

uncontrollable. The major challenge that students face is the difficulty to budget

their expenses and save a proportional amount every month for contingent

events. Most of the students get their mothly allowance from their parents and

are answerable to them for their expenditure. Higher family income contributes

majorly to the good academic performance of the students that lower family

income should not be an excuse for poor performance. With the technological

revolution and advancement in India, students have adapted their budgeting and

spending habits accordingly. The advanced marketing strategies of the firms

have made the students spend extravagantly on wants and not just needs. And

the marketing tactics have influenced the adults too which has led the young to

follow their footsteps and spend free-handedly. There is a vast difference in the

spending behavior of stadents of our country as the systern to free the younger

population at an early age is different from the west. Developing the saving

habits of students can be an effective tool in encourage the younger lot to live in
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a financially sustainable way. The more knowledge students have about their

financial responsibility and statas, the less likely they are to be in debt.

According to Nurul Nadiya Abu Hassan et al., College is the stage of life

where most students tend to live independently. College students are more likely

to live away from home and family, whether in rented housing or in dormitories

prepared by universities. But there are still students who stay with their families

due to the school's location relative to home or due to university requirements.

Therefore, most student stipends are paid weekly or monthly, and students are

fully responsible for making decisions regarding their spending. University

students in Malaysia have restricted inc- omes such as from either National

Higher Education Fund Corporation (PTPTN), scholarships, family fun- ding or

their own savings. Therefore, they manage money differently as stated by

Micomonaco (2003). It is also common for students in universities to make a

loan to further their studies and most of the students lack understanding of the

amount of debt they carried in a study done by Zerquera et al (2013).

According to Dimaala et al (2019) who has done study on the

relationship of monthly allowance and their average grade. This study involved

345 business management students in Polytechnic University of the Philippines.

The researchers have concluded that there is no relationship between students'

monthly allowance and their average grade. The students mostly allocated their

allowance in personal needs, academic purposes, and transportation.

According to Nicole Gossling, In many Title I schools, there is a high den-

sity of need for not only the students, but also their families including young
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siblings not yet in school. Students living with hunger, fear, instability, and other

trauma occurring outside of the school walls struggle to focus in school or see

school work as having importance in their lives. Burleson and Thoron (2014)

explain that when basic needs are not being met in a child's life, "other concerns

will then take precedence over learning and achievement" (p. 1). While a

teacher is providing an excellent and engaging lesson on patterning that aligns

with state standards and meets the learning needs of all students, a student who

is chronically hungry is still not able to engage in the learning because they are

instead focused on where they are going to find food after school. The negative

imp- act of unmet needs will occur no matter how safe, supportive, and

experienced the child's teacher.

According to Rifani, et al., ( 2024 ). Daily life expenses are defined as a

number of expenditures to produce or obtain a number of goods. For students

undergoing studies, they are often faced with various problems and challenges

in financial management. Students frequently have limitations in terms of income

and expenses, making it difficult for them to manage their finances.

Understanding that influences decision-making processes in controlling daily

expenses is crucial. Mental accounting is an important psychological concept in

financial decision-making. This study collected data from students in Parepare

City, which was then processed using an application to form quantitative data.

According to Hassan, ( 2023 ). Nowadays, a lot of universities students

tend to live independently whether is the hostel or a rental house. Most students

would manage their financial themselves and they get their financial help from

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either National Higher Education Fund Corporation (PTPTN), scholarships, their

own saving or family funding. Several previous studies has been conducted

based on students financial and some of it are on students awareness on their

financial management. There are studies on students spending expectations

and habits, also the relationship between monthly allowance and their average

grade. Hence, a study on relationship between monthly allowance and their daily

spending is done.

According to Angcanan, (2017). In Accounting, Business, and

Management (ABM) courses shape students' financial responsibility and

budgeting practices. By applying concepts such as cost analysis, resource

allocation, and financial planning, students develop a structured approach to

managing their daily expenses. These skills enable them to prioritize

necessities, minimize unnecessary spending, and allocate funds for savings

effectively. As a result, ABM students demonstrate enhanced financial discipline

and decision-making, which contributes to their ability to achieve long-term

financial stability and adapt to real-world financial challenges.

Based on Yuliza, (2024). Students are an important segment of the

academic community who need to support themselves financially. They usually

live away from their parents' home and have to organise their own daily lives,

including personal financial management. They often face various challenges in

managing their finances to meet various needs such as boarding house rent,

tuition fees, book fees, transportation costs, as well as non-academic expenses

such as food and recreation costs. In this context, mental accounting behaviour

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is an interesting aspect to study because it can play an important role in the way

boarding students manage their daily expenses.

According to Hassan, ( 2023 ). Nowadays, a lot of universities students

tend to live independently whether is the hostel or a rental house. Most students

would manage their financial themselves and they get their financial help from

either National Higher Education Fund Corporation (PTPTN), scholarships, their

own saving or family funding. Several previous studies has been conducted

based on students financial and some of it are on students awareness on their

financial management. There are studies on students spending expectations

and habits, also the relationship between monthly allowance and their average

grade. Hence, a study on relationship between monthly allowance and their daily

spending is done.

NECESSITIES

According to Milena Lipińska et al.., Numerous institutions operating in

various areas of social life undertake wide range of activities aimed at raising

awareness of the scale of food waste and thus the possibility of limiting or

minimizing this undesirable phenomenon. Currently a delegated decision is

being prepared by the European Commission. This document will require all

European Union member states to submit reports on losses at particular stages

of the food chain, including at the stage of transporting the finished products,

FAO data show that as much as 1.3 billion tons of edible food is wasted

worldwide each year, which makes up 1/3 of global production.

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According to Jakob Braun et al.., The consumer perception of how

products gain the status of necessities is characterized by complexity, laden with

idiosyncratic consumer experiences, and driven by personally relevant historical

developments. This study pushes the theoretical boundaries of understanding

consumer necessities by reaching beyond the classification of products into

traditional dichotomies such as necessity–luxury and need–want. It focuses on

how consumers experience and recount emotion-laden events in their lives

whereby certain products move to being perceived as necessities over time. An

analysis of narratives reveals that product necessitation encompasses five

stages: familiarization, transformation in the form of redemption or

contamination, memorialization, (re)integration and reconstruction, and

solidification. Comprehending necessitation experiences is of great interest to

marketers in creating effective marketing strategies as well as to public

policymakers in ensuring that their citizens have access to life necessities.

The number one problem in today's generation and economy is the lack

of financial literacy." - Alan Greenspan Economically and socially excluded

persons can integrate better into the economy actively contribute to economic

development, and consequently protect themselves against economic shocks by

gaining exposure to a well- functioning financial system through equitable

chances. For emerging nations like India, access to sufficient and timely

financing remains a barrier to economic growth. Under the "Swabhimaan"

initiative, banks delivered banking products and services to 74,351 villages

having a population of more than 2,000 (according to the Census of 2001) in

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2011. The program's scope and influence, however, remained confined. A

significant portion of the total number of created savings bank accounts is

dormant; the scenario of active "no frill accounts" is extremely concerning. Less

than 10% of "no frill accounts" are active across India. Although the topic of

offering credit to the poor, and in particular those who reside in rural regions, has

occasionally been addressed extensively in India, there are still significant

supply-side limitations as well as demand-side restraints. As a result of both

appraisal and intervention, the institutional financial system for rural India has

formed. Institutional innovation has been an ongoing process, with adjustments

made in response to experience (Rangarajan, 2008). ( Pranesh Debnath. e.l

Animesh Saha, 2024).

According to Jihan Zakiyah Permana et al., Household financial behavior

is a crucial topic to study because it determines the family's economic well-

being. This study examines the effect of financial literacy, financial attitudes,

financial experience, and income on household financial behavior. The object of

this research is the family finance manager in Sidoarjo City. East Java. The data

collection technique is using an online survey. Sample selection was done by

using the purposive sampling technique. The sample of this research is 153

financial managers. The data analysis technique used the Partial Least Square

Structural Equation Model (PLS_SEM). The results indicate that financial literacy

and attitudes positively affect household financial behavior, while financial

experience and income have no significant effect. This finding implies that

financial policymakers should increase public financial literacy and attitude

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toward managing family finances allowance in personal needs, academic

purposes, and transportation.

According to Roxanne S. Gonzales et...., The rising cost of school

supplies and other necessities, the value of money has increased in today's

society. Students often work part-time jobs or receive allowances from their

parents to cover educational expenses. However, it is crucial for students to

spend money wisely due to expensive materials and fees. High school and

college students learn to budget their allowance and save for school

requirements. Financial independence in senior high and college years can be

challenging to manage as responsibilities increase (Podaca & Rey, 2020). Many

college students struggle with money management and overspending, especially

with housing and personal needs. Recognizing spending habits and teaching

financial management skills early on is essential for teenagers. Monitoring

students' spending and saving habits can benefit both the student and the

parent or guardian. Further research on this topic can deepen our understanding

of senior high school students' spending and saving habits.

According to Turgut TÜRKDOĞAN et al., Studies about well being show

that happiness is perc- eived as a very important life value for the people almost

all over the world (Diener et al.., 1995; Diener et al.., 1998; King et al., 1998).

Also, it can be said that university students from different countries in the world

accept the happiness as a very important value in their lives (Diener et al.,

1995). Happiness is conceptualized as subjective well being in the positive

psychology field (Ryan et al.,2001), and subjective well being is consist of three
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diffe- rent but also related components as positive affect, negative affect, and life

satisfaction (Andrews et al., 1976 cited in Diener, 1984). However, an important

discussion has occurred about what the predictors of subjective well being are. It

can be said that need theo- ries, under the telic theories headline, take a great

place. among the varied discussions about the predictors of sub- jective well

being (Diener, 1984; Wilson, 1967; Yetim, 2001).

FINANCIAL GOAL

According to Ang Khian Guan, Financial goal setting is rooted in various

psychological and economic theories, each highlighting different aspects of

human behavior and decision-making. One of the foundational theories is Goal

Setting Theory by Locke and Latham (2002), which posits that specific and

challenging goals, along with appropriate feedback, enhance performance. This

theory underscores the importance of having clear, well-defined financial goals

to steer investment decisions effectively. Empirical studies, such as those by

Deci and Ryan (2000) on self-determination theory, further accentuate the role

of intrinsic motivation in achieving financial goals. These studies suggest that

individuals who set personal, self-concordant financial goals are more likely to

exhibit disciplined and proactive investment behaviors.

According to Khian Guan, Personal financial planning is a comprehensive

and continuous process that involves managing one's financial resources to

achieve specific life goals. It includes various aspects such as budgeting,

saving, investing, risk management, and retirement planning. Effective financial

planning is crucial for individuals to make informed decisions about their money.
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ensuring financial stability and growth over time. This process is not solely about

accumulating wealth but also about managing it wisely to meet immediate needs

and long- term aspirations.

According to Paul John V Gabay et al...., (2024). This study investigated

the financial literacy of senior high school students, exploring their ability to

make informed financial decisions and navigate money management

challenges.

According to Joel Mark Rodriguez et al.., (2024). Good correlation

between students' exposure to social media and their spending behaviour, which

would articulate how digital platforms influence financial attitudes and decision-

making. Integrating educational finance management into school curricula would

support students in learning to think critically and responsibly about their

finances.

For high school students, setting financial goals is an important step

toward financial literacy. Using goals, they can learn the value of money, the

importance of saving, and the benefits of planning ahead.

Goal setting will help them manage their personal finances, allowing

them to meet their current needs and future dreams. In short, they learn to

prioritize spending, avoid unnecessary debt, and set financial goals(Cynthia

Smith, 2024)

We investigate how savings goals relate to wealth allocation and how this

relationship is moderated by financial advice and numerical ability. Using panel

data from a large household survey we find that as the number and the time

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horizon of savings goals increases, portfolios shift from safe assets to both fairly

safe assets and risky assets. We also find that households with access to

multiple sources of financial advice and independent financial advice hold more

fairly safe and risky assets and that independent financial advice enhances the

influence of savings goals on wealth allocation to fairly safe and risky assets.

Overall we find that the possession of savings goals is associated with long term

saving activity, and this is particularly evident for those with low levels of

numerical ability. By enabling the formation of savings goals, the financial

planning process can facilitate long-term investment in risky assets. "Frederick

Kibon Changwony et al.., " (2021)

According to Khian Guan Ang (2024).The influence of financial goal

setting on personal investment performance is profound. Clarity in goals enables

individuals to make informed investment decisions that align with their

objectives. Goals that are aligned with one's risk tolerance help in selecting

investment vehicles that match their comfort level. Moreover, goals that are

time-bound provide a framework for monitoring progress and adjusting as

needed. In conclusion, financial goal setting is a crucial component of personal

financial planning, guiding individuals towards their desired financial outcomes.

By setting clear, achievable goals that align with one's values and priorities,

individuals can enhance their investment performance and achieve financial

success.

Based on Vallespin et al...., (2024). Students who handle their money

wisely are less likely to get into debt and have a better financial situation.

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Financial goals are often made by individuals wanting to improve their financial

status. They make them in hopes of protecting their assets and improving their

well-being. Financial problems can easily get caught up in an unforeseen

economic situation. Identifying the various traits and behaviors that help

individuals endure and thrive in good times and bad is crucial. There has been a

fair amount of research regarding financial knowledge and financial well-being.

However, most studies focus on adults and self-control on economic behavior

and its determinants, while studies on financial knowledge related to

adolescents' financial well-being remain sparse.

Based on Rodriguez, J. M. P et al.., (2024). Higher financial literacy

correlated with increased spending behavior, while positive financial goal led to

modest increases in savings. Financial well-being may influence financial

behavior and spending habits, potentially impacting allowances received.

Applying the Theory of Planned Behavior (TPB) elucidates how attitudes,

subjective norms, and perceived control shape financial intentions and

behaviors. Despite initial significant findings, differences in spending habits

based on allowance sources were not significant. Understanding these

dynamics can inform interventions to enhance financial literacy and promote

responsible financial goals among Grade-12 students.

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CHAPTER III
RESEARCH METHODOLOGY

This chapter contains the parts of chapter III, including research design,

population and sample, research locale, sampling techniques, research

instrument, ethical considerations, data gathering procedures, and statistical

treatment of data.

Research design

This study employs the quantitative research with the used of Survey

Research technique. The process involved questionnaire and have it approve by

their research adviser, then asking for the permission from the respondent the

instructions was clearly explained, have given enough time to answer and the

data will be gathered through survey questionnaire.

In this study the researcher did a survey to Accountancy Business &

Management (ABM) students in Gumaca National High School S.Y. 2024-2025

to determine the objective of the study.

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Research locale

Gumaca National High School is a public secondary school located in the

town of Gumaca, in the province of Quezon, Philippines. It serves as one of the

main educational institutions in the area, providing education from grade 7 to

Grade 12. Gumaca National High School was established to address the

educational needs of the youth in Gumaca and surrounding communities. Over

the years, it has grown significantly in terms of student population and facilities.

The school offers various programs under the K-12 curriculum, including

General Academic Strands (GAS), Technical-Vocational and Livelihood (TVL) ,

Humanities and Social Science (HUMSS), Accountancy Business and

Management (ABM), Science, Technology, Engineering and Mathematics

(STEM), and Alternative Learning System (ALS) for senior high school students.

These programs aim to prepare students for both higher education and

employment. Gumaca National High School plays a significant role in the local

community, often participating in town activities, cultural events, and outreach

programs. The school’s involvement in these activities highlights its commitment

to holistic education, fostering not just academic but also social and cultural

development among its students.

Reasearch population and sample

The research sample for this study consist of all grade 12 senior high

students enrolled in the Accountancy Business Management (ABM) track at

Gumaca National High School. Simple random sampling is used to ensure

presentation across all the grade 12 ABM students. Participants are selected

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based on their strand and grade level, as confirmed through preliminary

questionnaires. This study involved voluntary participation with informed

consent from the students or respondents, where necessary, their guardians.

Data collection is conducted through validated surveys designed to assess the

impact of financial education on financial literacy and well-being.

Sampling techniques

To study the impact of financial education to the financial literacy and well

being of ABM students, the researchers first identified senior high school

students in the ABM strand within the target area. Then calculate the sample

size needed using statistical methods to ensure our results are reliable. The

researchers used purposive sampling, using all grade 12 in Accountancy

Business and Management students. Next, obtained permissions from the

students and parents, and then distributed a survey or conduct interviews to

collect data on the Impact of financial education on their financial literacy. After

collecting the data, the researchers analyzed it to find trends and patterns, and

finally, the researchers summarized the findings in a report.

Research instruments

The research instrument that the researchers used in this study is survey

questionnaire to obtain facts that serves as basis of the study result. The

questions that includes in the questionnaire are based on the objectives of the

study. As stated on the objectives of the study, the first part would be the

demographic profile of the respondents which includes their age, sex and civil

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status. The second part aims to find out the impact of financial education to the

financial literacy of ABM students.

Data gathering procedures

For the study, a structured survey is employed as data collection

methods. These methods allowed for a comprehensive gathering of information

from participants. The study involved the participation of all grade 12

Accountancy, Business and Management (ABM) students, males and females

who are studying in Gumaca National High School (GNHS). These criteria were

established to ensure the relevance and specificity of the data collected. The

researchers constructed their questions and then consulted their research

adviser for approval of the questionnaire. The data will be gathered through face

to face surveys with the given consent of respondents. Instructions will be clearly

explained, and enough time will be given to every respondent for them to hi be

able to answer every question indicated on the paper.

Statistical treatment of data

To be able to come up with the result of the study, used the following statistical

tool:

Frequency Count - this is used to count the number of times that each

variable occurs, such as the number of males and females within the sample.

Measures of central tendency give one number that represents the entire set of

scores, such as the mean.

Percentage - the researcher used the formula for the percentage to identify

the frequency distribution. The percentage formula is as follows:

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Where: P = Percent

P = F/N x 100

F= Frequency

N= Number of Cases 2.

Weighted Mean - this is used to determine the mean where in the weight of

score/data are considered. Instead of adding all the observations, the researcher

multiplied each observation by the number of times it happens. The weighted

mean of a set of numbers Xi. X2 Xn, with corresponding weights W1, W2. [Link]

computed from the following formula:

Percentage formula:

Average Weight Mean: WM= 4(F4)+3(F3)+2(F2)+1(F1) / N

WHERE:

WM=Weight Mean

N= Number of respondents

F= Frequency

Likert Scale Formula:

RANK SCALE INTERPRETATION

4 3.25-4.00 always
3 2.50-3.24 sometimes
2 1.75-2.49 often

1 1.00-1.74 never

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Ethical consideration

Personal information is protected of Under Republic Act 10173, consent

is “any freely given, specific, informed indication of will, whereby the data subject

agrees to the collection and processing of personal information about and/or

relating to him or her” which has to be recorded through “written, electronic or

recorded means” 2012. Additionally, it designated the National Privacy

Commission as the principal organization tasked with carrying out the law's

provisions and guaranteeing adherence to global data protection norms. Before

the study will be conducted, the respondents will receive a detail briefing and

key information about the purpose of the study. Through informed consent, the

respondents shall willingly decide to take part in the study. In order to guarantee

anonymity, secrecy, and the avoidance of potential harm, all information will be

held and handled with the utmost confidentiality by not disclosing the names and

identity of the research part.

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Part I. Demographic Profile of the Respondents

The distribution of profile of the respondents was displayed in Table 1.

Table 1.1
Distribution of the Profile of the Respondents

Variables Frequency Percentage Rank

Age (in years)
16- 18 163 96% 1
19- 21 5 3% 2
22 above 1 1% 3
Total 169 100
Sex
Male 69 42% 2
Female 100 58% 1
Total 169 100

The table 1.1 shows the age of the participants 16-18 years old has 163

participants which is 96% of the total population,19-21 years old has 5

participant which is 3% of the total population,22 above has 1 participant which

is 1% of the total population. It only indicates that the majority of the participants

are 16-18 years old in terms of age. The table 1.1 shows the sex of participants
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female has 100 participants which is 60% of the total population,male has 69

participants which is 40% of the total population. It only indicates that the

majority of the participants are female in terms of gender.

Table 1.2
Variables Frequency Percentage Rank
Allowance
200-250 50 30% 2
300-350 10 5% 4
400-450 5 3% 5
500-550 59 35% 1
600 above 45 27% 3
Total 169 100
The table 1.1 shows the allowance of participants 200 - 250 has 50

participants which is 30% of the total population,300- 350 has 10 participants

which is 5% of the total population,400 - 450 has 5 participant which is 3% of the

total population, 500 - 550 has 59 participants which is 35% of the total

population,600 above has 45 participants which is 27% of the total population. It

only indicates that the majority of the participants are 500 - 550 in terms of

allowance.

Part II. Impact of financial education to the financial literacy and well being

of ABM students at Gumaca National High School

Table 2.1
Impact of financial education to the financial literacy in terms of Savings

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Mean Interpretation Rank

Item
1.I find it challenging to save money due to my 3.01 Sometimes 1
daily expenses.
2.I feel confident in managing in my savings. 2.59 Sometimes 3
3.I track my spending to ensure I have enough 2.76 Sometimes 2
money left to save.
4.I am more likely to save if I have a clear 2.18 Often 5
savings target for future expenses.
5.I have learned about saving strategies in school 2.55 Sometimes 4
or through financial literacy programs.
Composite Mean 2.62 Sometimes
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

As seen in the table 2.1 respondents find it challenging with saving due to

their daily expenses with the mean of 3.01 and the rank of rank 1. This aligns

with Jumena, Siaila, and Widokarti's (2015) perspective that savings are strongly

influenced by income and consumption patterns.

The respondents sometimes track their spending to ensure they have

enough money left to save, with the mean of 2.76 and the rank of 2. This

practice resonates with Khoshnevis (2024), who emphasized the importance of

financial literacy in shaping responsible saving behaviors. Tracking spending

reflects students' efforts to build habits of financial responsibility despite

challenges in achieving consistent savings. This behavior also connects with

Owusu, Kwakye, and Duah (2024), who noted that financial literacy plays a

moderating role in savings behavior, highlighting how students who track

spending might be attempting to develop better saving habits.

The respondents sometimes feel confident in managing their savings, with

the mean of 2.59 and the rank of 3. Khoshnevis (2024) observed that parental

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values and attitudes instilled in children impact their financial behaviors,

potentially fostering this confidence. Henrik Cronqvist & Stephan Siegel (2015)

found that parental influence plays a key role in shaping saving behavior, though

its effect diminishes over time. This could mean that respondents’ confidence

stems from early financial teachings but may need reinforcement.

The respondents sometimes learned about saving strategies in school or

through financial literacy programs, with the mean of 2.55 and the rank of 4.

Khoshnevis (2024) highlighted the importance of financial literacy programs in

equipping students with the knowledge needed for effective saving habits. This

reflects the influence of financial education programs in schools, which aim to

provide students with practical tools for managing their finances.

And last, The respondents often more likely to save if they have a clear

savings target for future expenses, with the mean of 2.18 and the rank of 5.

Cronqvist & Siegel (2015) discussed how time preferences and self-control,

influenced by genetic and environmental factors, correlate with saving behavior.

This suggests that the lack of goal-setting might be tied to students' current

stage of financial maturity and self-control.

Table 2.2
Impact of financial education to the financial literacy in terms of Weekly
Budget

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As seen in table 2.2. The respondents sometimes finds it challenging to

adhere to their budget during social events with the mean of 2.98 at rank 1. This

highlights a common issue of managing discretionary spending among students,

where peer pressure and social expectations impact their budgeting discipline.

Item Mean Interpretation Rank

[Link] a weekly budget helps me prioritize 2.70 Sometimes 2
my spending.
2.I find it challenging to adhere to my budget 2..98 Sometimes 1
during social events.
3.I feel indifferent about the impact of my 2.34 Often 5
weekly budget on my overall financial health.
4.I often feel overwhelmed by need to track 2.59 Sometimes 3
every expense.
5. The pressure to a sticking weekly budget has 2.50 Sometimes 4
creating anxiety about my financial situation.
Composite Mean 2.62 Sometimes

Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

This align with Nicky Lalmuanpuia (2021) explains that students face

significant challenges in adhering to budgets due to psychological and

uncontrollable factors, such as social obligations and lifestyle influences. This

aligns with the difficulty respondents experience in balancing social spending

with financial discipline.

The respondents sometimes creating a weekly budget helps me prioritize my

spending, with the mean of 2.70 and the rank 2. This align with Robert (2015)

emphasized that budgeting helps individuals plan for short- and long-term

expenses, ensuring that they spend within their [Link], Sampson

(2024) highlights how breaking down the budgeting process allows students to

track and manage finances more effectively.

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The respondents sometimes often feel overwhelmed by the need to track

every expense, with the mean of 2.59 and the rank of 3. Grade 12 ABM students

in Gumaca National High School are often feel overwhelmed by the meticulous

task of tracking expenses, reflecting the mental strain associated with

maintaining financial discipline. Angelina Domagsang Lucero et al. (2024)

observed that proper financial management requires effort and consistency,

which can feel overwhelming for students balancing academic and personal

responsibilities. This feeling of being overwhelmed may hinder consistent

tracking of expenses.

The respondents sometimes feel pressured to stick to a weekly budget has

created anxiety about their financial situation, with the mean of 2.50 and the rank

of 4. Grade 12 ABM students in Gumaca National High School are often feel

anxious about adhering to their budgets, indicating how financial management

can create stress, especially when balancing limited resources. Lucero et al.

(2024) noted that financial literacy plays a crucial role in alleviating anxiety by

equipping students with effective budgeting strategies. Similarly, Martinico et al.

(2019) found that managing allowances is vital for students to reduce financial

stress and cover daily expenses effectively.

And last, The respondents often feel indifferent about the impact of their

weekly budget on their overall financial health, with the mean of 2.34 and the

rank of 5. Grade 12 ABM students in Gumaca National High School are often

feel indifferent about the broader impact of their weekly budget, suggesting that

they may not yet fully grasp the long-term benefits of budgeting. Lalmuanpuia
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(2021) highlights how students’ financial behaviors can be dynamic and

influenced by their short-term priorities, which might overshadow the importance

of budgeting for future stability. Additionally, Robert (2015) stresses the long-

term value of budgeting in ensuring financial security, which some students may

overlook.

Table 2.3
Impact of financial education to the financial literacy in terms of Debt
Responsibility

Item Mean Interpretation Rank

1.I don't prioritize paying off my debt before 1.78 Often 3
spending on non essential items.
2.I don't pay my debts on time 1.05 Never 5
3.I limit the amount of debt I take to avoid 2.56 Sometimes 2
overwhelming financial obligations.
4.I refain from impulsively borrowing money 2.64 Sometimes 1
from my classmate.
5.I don't budget for my payments in school. 1.65 Never 4
Composite Mean 1.94 Often

Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

As seen in the table above. It shows that the respondents are often refrain

from impulsively borrowing money from their classmate, with the mean of 2.64

and the rank of 1. Showing awareness of the potential consequences of

impulsive financial behavior. This reflects a cautious approach toward managing

personal debts. According to Zharif AKMAL ARIF bin Safie, debt management is

a fundamental component of personal finance, and exercising self-control is

essential for avoiding unnecessary borrowing. Pasha et al. (2022) emphasize

that self-control and mental budgeting lead to better financial outcomes, which is

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evident in the respondents’ disciplined approach. The statement "I limit the

amount of debt I take to avoid overwhelming financial obligations."

The respondents sometimes limit the amount of debt they take to avoid

overwhelming financial obligations, with the mean of 2.56 and the rank of 2. This

align with Lu and Chatterjee (2019) highlight the role of financial literacy in

reducing student loan worries and promoting effective debt management. This

aligns with the respondents’ behavior of limiting their debt to avoid financial

stress. Furthermore, Frisancho (2023) points out the positive effects of financial

education in reducing debt burdens and default risks, reinforcing the value of

informed financial decisions.

The respondents often don't prioritize paying off their debt before spending

on non-essential items, which gained the mean of 1.78 and the rank of 3. Grade

12 Accountancy Business and Management students in Gumaca National High

School are sometimes fail to prioritize debt repayment, indicating a need for

improved financial prioritization and awareness of debt’s long-term implications.

This align with Xie et al. (2022) stress the psychological impact of financial

stress, which can stem from poor prioritization of debt repayment. Schwartz

(2014) discusses how excessive consumer choices can lead to financial

mismanagement, possibly contributing to the observed behavior of prioritizing

non-essentials over debts.

The respondents never budget for their payments in school, which gained

the mean of 1.65 and the rank of 4. Grade 12 Accountancy Business and

Management students in Gumaca National High School are sometimes neglect

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budgeting for school payments, suggesting limited planning for academic-related

expenses. According to Poplaski et al. (2019), financial stress from school-

related debt can affect students' overall well-being. Lu and Chatterjee (2019)

also highlight the importance of financial education in helping students allocate

their resources effectively for academic payments and avoid stress.

And last, the respondents never pay their debts on time, which gained the

mean of 1.05 and rank 5. Grade 12 Accountancy Business and Management

students in Gumaca National High School are neutral about whether they pay

their debts on time, which may suggest variability in their repayment behavior.

Pasha et al. (2022) emphasize that self-control and financial literacy contribute

to timely debt repayment and financial stability. Neutral responses here could

indicate a need for enhanced awareness and structured financial literacy

programs to encourage timely repayment habits. The Composite Mean is 1.94

and its interpretation is Sometimes.

Table 2.4
Impact of financial education to the financial literacy in terms of Personal
spending
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always
Mean Interpretation Rank
Item
1.I plan in advance my future purchases. 3.09 Sometimes 1
2.I shop online more than in stores or retails. 2.59 Sometimes 3
3.I buy things I don’t need for school. 2.76 Sometimes 2
4.I often eat out instead of cooking at home 2.18 Often 5
when i'm going to school.
5. I look for sale or discounts before buying my 2.55 Sometimes 4
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school. HIGH SCHOOL
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Composite
Contact Mean
Number: 09778248353 2.63 Sometimes
School ID:301325
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As seen in the table above. It shows that the respondents sometimes plan

in advance their future purchases, which gained the mean of 3.09 and the rank

of 1. According to Aiden Rich (2022), financial literacy emphasizes the

importance of planning and prioritizing spending, though its application often

falls short. Planning purchases indicates proactive financial behavior and aligns

with financial literacy goals.

The respondents sometimes buy things they don’t need for school, which

gained the mean of 2.76 and the rank of 2. This align with Dunn et al. (2014)

suggest that spending on nonessential items can be influenced by social and

emotional factors. Overspending on unnecessary items could reduce overall

financial happiness and stability.

The respondents sometimes shop online more than in stores or retails,

which gained the mean of 2.59 and the rank of 3. Dorog et al. (2024) note how

convenience and accessibility influence students’ financial decisions. Online

shopping is convenient but often leads to impulsive purchases.

The respondets sometimes look for a sale or discounts before buying needs

in school, which gained the mean of 2.55 and the rank of 4. According to Baum

et al. (2023) note the challenges of managing limited financial resources.

Seeking discounts reflects responsible spending behavior and is a positive

financial practice.

And last, the respondents are often eat outside instead of cooking at their

home when they’re going out to school, which gained the mean of 2.18 and the

rank of 5. DeVaney and Zhang (2014) highlight that food expenses, especially

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eating out, constitute a significant part of students' budgets. Convenience often

outweighs cost-saving measures like cooking at home.

Table 2.5
Impact of financial education to the financial literacy in terms of Saving
For The Future
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

Mean Interpretation Rank

Item
1.I prefer to spend money on experiences 1.94 Often 5
rather than save for the future.
2.I am currently saving money with the 2.71 Sometimes 2
intention of using it for future needs.
3.I have a plan in place for towards future 2.87 Sometimes 1
goals, such as education or travel.
4.I find it hard to save for the future because I 2.66 Sometimes 3
am focused on immediate expenses.
5.I often put off savings for the future because 1.98 Often 4
it feels too far away to worry about.
Composite Mean 2.43 Often

As seen in the table, the respondents are sometimes have a plan in place

for future goals, such as education or travel, as evidenced which has the highest

mean of 2.87 and ranked 1, indicates that many students have a plan or at least

an intention to save towards specific future objectives. Additionally, financial

literacy us crucial in shaping how individuals make saving decisions, with

evidence suggesting that those who are financially literate are more likely to

save effectively for the future (Outcault, 2012).

The respondents sometimes currently saving money with the intention of

using it for future needs, with the mean of 2.71 and a rank of 2, suggests that

these students often save with the intent of using their money for future needs.

This finding highlights that, despite the challenges, they have an awareness of
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the importance of future financial [Link] and Wertenbroch (2024)

examine how people's ability to mentally visualize their future impacts their

willingness to save, with those who engage in mental time travel being more

inclined to save for long-term goals.

The respondents sometimes find it hard to save for the future because they

are focused on immediate expenses, with a mean of 2.66 and ranked 3. The

respondents are sometimes further highlights the struggle of students when

balancing immediate financial needs with the desire to save for the future.

According to David Doe Fiergbor, (2020). It is not easy to come by money

however, money can easily ‘leave' one's possession if not properly managed.

The respondents often put off savings for the future because it feels too far

away to worry about, with a mean of 1.98 and ranked 4. The respondents are

often indicates that the students sometimes procrastinate in saving for the future

because the goal seems too distant. Pew Charitable Trusts, 2024). Richins

(2004) analyzes the effects of materialism on consumer behavior, where

materialistic desires may bring about a life of lower life satisfaction and more

dissatisfaction about purchases.

And last, The respondents often prefer to spend money on experiences

rather than save for the future, with a mean of 1.94. The respondents are "often"

prioritize spending on experiences over saving for the future. This indicates that

while they may value having meaningful experiences, they don't consistently

choose them over saving. Additionally, savings allocation is how people divide

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their money between their expenses and their savings goal Fiergbor (2019). The

composite mean is 2.43 and it's interpretation is "often".

Table 2.6
Impact of financial education to the financial literacy in terms of Setting Up
Emergency Fund

Mean Interpretation Rank

Item
1.I may lack knowledge on how to save 2.14 Often 1
effectively, making it hard to build an
emergency fund.
2.1 Emergency fund planning isn’t emphasized 2.01 Often 3
enough in my financial education.
3.I find it hard to prioritize an emergency fund 2.02 Often 2
due to limited budgeting skills.
4.I may think I can handle emergencies 1.65 Never 4
without an emergency fund, unaware of
financial risks.
5.I don’t always apply what I learn about 1.61 Never 5
finances to real life, like setting up an
emergency fund.
Composite Mean 1.89 sometimes
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

The statement, "I may lack knowledge on how to save effectively, making it

hard to build an emergency fund," received a mean score of 2.14 and ranked 1,

indicating that students sometimes lack the knowledge needed to save

effectively for emergencies. Emerging fund managers, in this case, need to tap

their personal networks to survive and position themselves well in this overly

saturated market, (Kirilova, 2023; Singh, 2024).

The statement, "I find it hard to prioritize an emergency fund due to limited

budgeting skills," received a mean score of 2.02 and ranked 2, showing that the

students recognize their limited budgeting skills but are aware of their

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importance for saving. Setting up emerging fund From the challenges being

encountered, establishing an emerging fund is very challenging,(Kirilova, 2023;

Khaji, 2021).

The statement, "Emergency fund planning isn’t emphasized enough in my

financial education," had a mean of 2.01 and ranked 3. This suggests that

students feel their financial education does not adequately stress the importance

of emergency fund planning. (Nur Shuhada Kamarudin, 2018) the purpose of

emergency fund allocation among young in this study was not only to cover their

necessity unexpected expenses and medical bills, but to help them to travel and

paid for their leisure activities.

The statement, "I may think I can handle emergencies without an emergency

fund, unaware of financial risks," scored 1.65, with a never interpretation, ranked

This suggests that some students may underestimate the importance of

having an emergency fund, potentially due to a lack of awareness of the

financial risks involved. Other challenges that emerging fund managers face

include the size of the funds they handle, (Singh, 2024; Johnson, 2022).

And last, The statement "I don’t always apply what I learn about finances to

real life, like setting up an emergency fund," received a mean of 1.61 and ranked

This reflects a neutral stance, indicating that although students learn about

financial matters, they may not always apply this knowledge to their personal

lives. (Ade Maharini Adiandari & Bambang Sumintono, 2021) Financial attitudes

in emergency fund ownership decision-making are important in shaping

decision-making behavior to have an emergency fund.

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Table 2.7
Impact of financial education to the financial literacy in terms of Wants

Mean Interpretation Rank

Item
1.I find it more worth it when I'm spending my 3 Sometimes 1
money for my wants our school.
2.I find myself spending money on non- 2.02 Often 5
essential items even after receiving financial
education.
3.I think carefully before spending money on 2.94 Sometimes 2
something I want, rather than making quick
decisions.
4.I am more likely to make impulse purchases 2.08 Often 4
of items I want but do not need.
5.I still struggle to resist the temptation to 2.16 Often 3
purchase items I want, even when I know they
are not necessary.
Composite Mean 2.44 Often
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

As seen in the table, Grade 12 students from Gumaca National High

School often face challenges in managing their spending habits. The statement

"I find it more worth it when I'm spending my money for my wants at school" has

the highest mean of 3 and ranked 1, indicating that students prioritize spending

on personal desires related to school, such as books, gadgets, or other items,

over essential needs. Having established a difference between the concepts of

needs and satisfied it is possible to state two postulates: fundamental human

needs are finite, few and classifiable; and fundamental human needs are the

same in all cultures and in all historical periods. (Manfred Max-Neef, 2017)

The statement "I think carefully before spending money on something I

want, rather than making quick decisions," with a mean of 2.94 and ranked 2,

suggests that many students often reflect on their purchases before making

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decisions, showing a level of financial mindfulness. (Ian Gough, 2015) human

needs is an essential component in formulating a feasible socialist vision of what

the future could be like. We believe that such a vision is a crucial counter-weight

to the revived individualism of the New Right.

The statement "I still struggle to resist the temptation to purchase items I

want, even when I know they are not necessary," with a mean of 2.16 and

ranked 3, indicates that students sometimes find it difficult to avoid unnecessary

purchases despite knowing they are not essential. According to Williams Kwasi

Peprah, et al... This research examined the mediating effects of needs and

wants on the relationship between financial stress and learning motivation and

financial sustainability.

The statement "I am more likely to make impulse purchases of items I

want but do not need," which has a mean of 2.08 and ranked 4, further

emphasizing the difficulty in resisting urges for unnecessary purchases. (David

Braybrooke, 2014) The concept of needs works to sort out social policies. Yet

the idea is in disrepute with many thinkers who, led by economists, accuse it of

being too fluid, or too narrow, or of serving no purpose that the concept of

preferences does not serve better.

Lastly, the statement "I find myself spending money on non-essential items

even after receiving financial education," with a mean of 2.02 and ranked 5,

indicates that even after exposure to financial education, students still

sometimes spend on non-essential items. Students need budgeting and saving

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skills to avoid debt and develop positive financial behaviors (Mandell & Klein,

2015)

Table 2.8
Impact of financial education to the financial literacy in terms of Daily
Expense in school
Mean Interpretation Rank
Item
1.I pack my lunch instead of buying it at 1.94 Often 4
school.
2.I purchase snacks or drinks from the 2.65 Sometimes 2
canteen.
3.I buy school supplies when I need them. 3.02 Sometimes 1
4.I join classmates for lunch at nearby 1.65 Never 5
restaurant
5.I participate in school events that have an 2.28 Often 3
entry fee
Composite Mean 2.31 Often
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

As seen in the table above. It shows that all of the grade 12 Accountancy

Business and Management students in Gumaca National High School are

“Sometimes"I buy school supplies when I need them," received the highest

mean score of 3.02 and ranked 1, indicating that students often purchase school

supplies when required, reflecting a practical approach to managing their

academic needs. According to Martinico, Pia D. L. et al.. (2019) For the

students, managing their allowance is essential. They need to budget and

allocate their money wisely to cover their daily expenses at school.

The statement, "I purchase snacks or drinks from the canteen," with a

mean of 2.65 and ranked 2, suggests that students often buy snacks or drinks

during school hours, indicating that food and drink purchases are a regular part

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of their school routine. based on Angcanan, K. (2017). In Accounting, Business,

and Management (ABM) courses shape students' financial responsibility and

budgeting practices. By applying concepts such as cost analysis, resource

allocation, and financial planning, students develop a structured approach to

managing their daily expenses.

The statement, "I participate in school events that have an entry fee," with a

mean of 2.28 and ranked 3, indicates that students sometimes choose to

engage in school events that involve a cost. While this suggests some

willingness to spend on extracurricular activities, it also highlights that students

may weigh the value of these events before deciding to participate, possibly due

to limited budgets. Students having a high socioeconomic status have a good

exposure and surroundings giving a good result as compared to low socio

economic status (Chandra and Azzimudin. 2013).

The statement, "I pack my lunch instead of buying it at school," received a

mean of 1.94 and ranked 4, showing that students sometimes bring their own

lunch, which suggests some level of cost-consciousness but not a consistent

habit. This could indicate that while students are aware of the potential savings

from bringing lunch, they may still opt for convenience or social reasons to buy

food at school. According to Jerald Cano-og Moneva, et al.. Students'

determination in studies did not affect whether the school allowance of the

students was either high or low.

The statement, "I join classmates for lunch at nearby restaurants," scored

the lowest with a mean of 1.65, indicating a neutral stance and ranked 5. This
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suggests that while some students may occasionally dine out with friends, it is

not a common practice, possibly due to the added cost or availability of other

options. Nevertheless, it is not and indicator for students who are from low-

income families not to get serious and be responsible in performing in school

(Adzido, Dzogbede. [Link] Dorkpah (2016).

Table 2.9
Impact of financial education to the financial literacy in terms of
Necessities

Mean Interpretation Rank

Item
[Link] for my necessities helps me to 2.94 Sometimes 1
prioritize my spending and reduce financial
stress. (Ang pagpaplano para sa aking mga pangangailangan
ay nakakatulong sa akin na unahin ang aking gastos at
bawasan ang stress sa pinansyal.)
2. I find it challenging to meet my basic needs 2.64 Sometimes 2
due to fluctuating income and unexpected
expenses.
3.I feel neutral about my approach to 1.83 Often 5
necessities impacts my overall well-being.
[Link] too much on my necessities can 2.11 Often 4
lead to feelings of overwhelm and limit my
ability to save.
5. The pressure of meeting my basic needs has 2.38 Often 3
made it difficult to save for future goals.
Composite Mean 2.38 often
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always

As seen in the table above. It shows that all of the grade 12 Accountancy

Business and Management students in Gumaca National High School are “often

" in the statement “planning for my necessities help me to prioritize my spending

and reduce financial stress” received the highest mean score of 3.02 and ranked

1, indicating that students often planning their necessities help them to prioritize

their spending and reduce financial stress reflecting a practical approach to

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managing their academic needs. According to Roxanne S. Gonzales, Gimena,

Jhanrhey L. Paigalan & Tito B. Cagang, Jr. Annelyn H. Eribal, The rising cost of

school supplies and other necessities, the value of money has increased in

today's society. Students often work part-time jobs or receive allowances from

their parents to cover educational expenses.

The statement,” I find it challenging to meet my basic needs due to

fluctuating income and unexpected expense” with a mean of 2.64 and ranked 2.

According to Jihan Zakiyah Permana, Lutfi Lutfi, Household financial behavior is

a crucial topic to study because it determines the family's economic well-being.

This study examines the effect of financial literacy, financial attitudes, financial

experience, and income on household financial behavior.

The statement, “ The pressure of meeting my basic needs has made it

difficult to save for future goals” with a mean of 2.38 and ranked 3, indicates that

students sometimes had difficulties to save money for their future because of

their carvings. According to Milena Lipińska, Marzena Tomaszewska, Danuta

Kołożyn-Krajewska, Numerous institutions operating in various areas of social

life undertake wide range of activities aimed at raising awareness of the scale of

food waste and thus the possibility of limiting or minimizing this undesirable

phenomenon.

The statement, " Focusing too much on my necessities can lead to feelings

of overwhelm and limit my ability to save” received a mean of 2.11 and ranked 4.

According to Roxanne S. Gonzales, Gimena, Jhanrhey L. Paigalan & Tito B.

Cagang, Jr. Annelyn H. Eribal, The rising cost of school supplies and other

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necessities, the value of money has increased in today's society. Students often

work part-time jobs or receive allowances from their parents to cover educational

expenses. However, it is crucial for students to spend money wisely due to

expensive materials and fees. High school and college students learn to budget

their allowance and save for school requirements. Financial independence in

senior high and college years can be challenging to manage as responsibilities

The statement, "I feel neutral about my approach to necessities impacts

my overall well-being” scored the lowest with a mean of 1.83, indicating a neutral

stance and ranked 5. According to Jihan Zakiyah Permana, Lutfi Lutfi,

Household financial behavior is a crucial topic to study because it determines

the family's economic well-being. This study examines the effect of financial

literacy, financial attitudes, financial experience, and income on household

financial behavior.

Table 2.10
Impact of financial education to the financial literacy in terms of Financial
Goal
Legend: 1.00-1.75 Never , 1.76-2.50 Often , 2.51-3.25 Sometimes, 3.26-4.00 Always
Item Mean Interpretation Rank
1.I don't have specific plans or budget in place 1.77 Often 5
to help me reach my financial goal.
[Link] a financial goal has motivated me to 2.14 Often 4
save more consistency
3.I have set clear financial goals for myself, 2.54 Sometimes 2
both short term and long term.
4.I find it challenging to stay committed to my 2.42 Often 3
financial goal.
5.I believe that achieving my financial goals 2.85 Sometimes 1
will have a positive impact on my overall well-
being.
Composite Mean 2.34 Often

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As seen in the table above. It shows that all of the grade 12 Accountancy

Business and Management students in Gumaca National High School are “often

"believe that achieving my financial goals will nave a positive impact on my

overall well-being”received the highest mean score of 2.85 and ranked 1,

indicating that students often believe that achieving their financial goals will have

a positive impact on their overall wellbeing. According to Ang Khan Guan,

Financial goal setting is rooted in various psychological and economic theories,

each highlighting different aspects of human behavior and decision-making.

The statement, have set clear financial goals for myself, both shortterm and

long terin. with a mean of 2.54 and ranked 2, suggests that students often set

clear financial goals for themselves, both short term and long term. According to

Khan Guan, Personal financial planning is a comprehensive and continuous

process that involves managing one's financial resources to achieve specific life

goals.

The statement, “ lfind it challenging to stay committed to my financial goal.

with a mean of 2.42 and ranked 3, indicates that students sometimes hadfind it

challenging to stay committed to their financial goals. Goal setting will help them

manage their personal finances, allowing them to meet their current needs and

future dreams. In short, they learn to prioritize spending, avoid unnecessary

debt, and set financial goals(Cynthia Smith, 2024).

The statement “Setting a financial goal has motivated me to save more

consistency” with the mean 2.14 and ranked 4, Goal setting will help them

manage their personal finances, allowing them to meet their current needs and
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future dreams. In short, they learn to prioritize spending, avoid unnecessary

debt, and set financial goals(Cynthia Smith, 2024)

And lastly, the statement “ I don't have specific plans or budget in place to

help me reach my financial goal. With the mean 1.77 and ranked 5. According to

Ang Khian Guan, Financial goal setting is rooted in various psychological and

economic theories, each highlighting different aspects of human behavior and

decision-making

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter combines the highlights of the significant findings of the study,

conclusions and the recommendations presented by the researcher.

Summary of Findings

Part I. Demographic Profile

Demographic profile of the respondents. The researchers found out that

there are 163 or 98% of the respondents who are 16-18 years old, There are 5
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or 2% of the respondents who are 19-21 years old, and lastly 1 or 1% the

respondents who are 22 years old and above. It only indicates that the majority

of the participants are 16-18 years old in terms of age.

The gender of the participants indicates that 58% of Female which is 100

participants of the total population and 69 or 42% of Male which is participants of

the total population. It only indicates that the majority of the participants are

female in terms of gender.

The allowance of the respondents 200-250 has 50 or 25% of the

respondents, 300-350 has 10 or 9% of the respondents, 400-450 has 5 or 7% of

the respondents, 500-550 has 59 or 35% respondents of the total population,

and lastly 600 and above has 45 or 24% of respondents. It only indicates that

the majority of the participants are 500-550 in terms of allowance.

2. Knowledge of budgeting improvement as a result of the financial

education program.

2.1 savings

When it comes to savings, students in Gumaca National High School seen

in the table 2.1 respondents find it challenging with saving due to their daily

expenses with the mean of 3.01 and the rank of 1. the respondents sometimes

track their spending to ensure they have enough money left to save, means of

2.76 and the rank of [Link] the respondents sometimes feel confident in

managing their savings with the mean of 2.59 and the rank of 3. and the

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respondents sometimes learned about saving strategies in school or through

financial literacy programs. with the mean of 2.55 and the rank of 4. And last,

The respondents often more likely to save if I have a clear savings target for

future expenses." mean of 2.18 and the rank of 5. The overall composite mean

is 2.62 underscores a savings behaviors that students experience challenges

like daily expenses and unclear goals prevent consistent savings

2.2 weekly budget

When it comes to weekly budget As seen in table 2.2 The respondents

sometimes find it challenging to adhere to their budget during social events with

the mean of 2.98 at rank 1. This highlights a common issue of managing

discretionary spending among students, where peer pressure and social

expectations impact their budgeting discipline. The respondents sometimes

Creating a weekly budget helps me prioritize my spending, with the mean of

2.70 and the rank of 2. The respondents sometimes often feel overwhelmed by

the need to track every expense." with the mean of 2.59 and the rank of 3.

Grade 12 ABM students in Gumaca National High School are often feel

overwhelmed by the meticulous task of tracking expenses, reflecting the mental

strain associated with maintaining financial discipline. The statement "The

respondents sometimes feel pressure to stick to a weekly budget has created

anxiety about my financial situation." with the mean of 2.50 and the rank of 4.

Grade 12 ABM students in Gumaca National High School are often feel anxious

about adhering to their budgets, indicating how financial management can

create stress, especially when balancing limited resources. And last, The

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respondents Often feel indifferent about the impact of their weekly budget on my

overall financial health." with the mean of 2.34 and the rank of 5. Grade 12 ABM

students in Gumaca National High School are often feel indifferent about the

broader impact of their weekly budget, suggesting that they may not yet fully

grasp the long-term benefits of [Link] overall composite mean is 2. 62

and underscores a students often budget but struggle with a sticking to budget

during social events, tracking expenses, and managing financial anxiety,

highlighting the need for focused financial literacy programs.

2.3 debt responsibility

Respondents who had their debt responsibility It shows that all of the

grade 12 Accountancy Business and Management students in Gumaca National

High School are often refrain from impulsivity borrowing money from their

classmate, with the mean 2.64 and the rank of 1. The respondents sometimes

limit the amount of debt I take to avoid overwhelming financial obligations" with

the mean of 2.56 and the rank of 2. The respondents Often don't prioritize

paying off my debt before spending on non-essential items." which gained the

mean of 1.78 and the rank of 3. Grade 12 Accountancy Business and

Management students in Gumaca National High School are sometimes fail to

prioritize debt repayment, indicating a need for improved financial prioritization

and awareness of debt's long-term implications. The respondents never budget

for their payments in school." which gained the mean of 1.65 and the rank of 4.

Grade 12 Accountancy Business and Management students in Gumaca

National High School are sometimes neglect budgeting for school payments,
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suggesting limited planning for academic-related expenses. And last, the

respondents never pay their debts on time." which gained the mean of 1.05 and

rank 5. Grade 12 Accountancy Business and Management students in Gumaca

National High School are neutral about whether they pay their debts on time,

which may suggest variability in their repayment behavior. The overall composite

mean is 1. 94 and Respondents limit borrowing and avoid impulsive spending

but struggle to prioritize debt repayment and budget for school payments.

2.4 personal spending

Regarding the personal spending of the students, It shows that all of the

grade 12 Accountancy Business and Management students in Gumaca National

High School are sometimes plan in advance my future purchases" which gained

the mean of 3.09 and the rank of 1. and the respondents sometimes buy things I

don't need for school." which gained the mean of 2.76 and the rank of 2. The

Grade 12 ABM students in Gumaca National High School are often buy things

they don't need for school. and the respondents sometimes shop online more

than in stores or retails." which gained the mean of 2.59 and the rank of 3. The

Grade 12 ABM students in Gumaca National High School are often shop online

more than in stores or retails. while the other respondents sometimes look for

sale or discounts before buying my needs in school." which gained the mean of

2.55 and the rank of 4. Grade 12 ABM students in Gumaca National High

School are often look for a sale or discounts before buying needs in school. And

last, the respondents are often eat out instead of cooking at home when I'm

going to school." which gained the mean of 2.18 and the rank of 5. Grade 12
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ABM students in Gumaca National High School are sometimes eat outside

instead of cooking at their home when they're going out to school . The overall

composite mean is 2.63 underscores a lot of different financial behaviors that

students occasionally adopts a responsible spending practices such as planning

or seeking a discounts that do not lead to overspending, Students intend to save

for future needs but struggle with it, highlighting the need for more financial

education to help them balance current and future financial planning.

2.5 saving for the future

Regarding the savings for the future of the students As seen in the table,

the Grade 12 Accountancy Business and Management (ABM) students from

Gumaca National High School often have a plan in place for future goals, such

as education or travel, which has the highest mean of 2.87 and ranked 1,

indicates that many students have a plan or at least an intention to save towards

specific future objectives. and the respondents sometimes currently saving

money with the intention of using it for future needs," with a mean of 2.71 and a

rank of 2, suggests that these students often save with the intent of using their

money for future needs. This finding highlights that, despite the challenges, they

have an awareness of the importance of future financial planning. while the

other respondents find it hard to save for the future because I am focused on

immediate expenses," with a mean of 2.66 and ranked 3. Grade 12 ABM

students in Gumaca National High School are often further highlights the

struggle of students when balancing immediate financial needs with the desire to

save for the future. the respondents often put off savings for the future because

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it feels too far away to worry about." with a mean of 1.98 and ranked 4. Grade 12

ABM students in Gumaca National High School are sometimes indicates that the

students sometimes procrastinate in saving for the future because the goal

seems too distant. And last, the respondents often prefer to spend money on

experiences rather than save for the future," with a mean of 1.94, are

"sometimes" prioritize spending on experiences over saving for the future. This

indicates that while they may value having meaningful experiences, they don't

consistently choose them over .The overall composite mean is 2.43 Many

students intend to save for future needs but struggle with it. This highlights the

importance of more financial education to help them balance current expenses

and future planning.

2.6 emergency fund

Respondents are struggle with saving effectively, The statement, "I may

lack knowledge on how to save effectively, making it hard to build an emergency

fund." which has a mean score of 2.14 and ranked 1, indicating that students

sometimes lack the knowledge needed to save effectively for emergencies. The

statement, " find it hard to prioritize an emergency fund due to limited budgeting

skills," received a mean score of 2.02 and ranked 2, showing that the students

recognize their limited budgeting skills but are aware of their importance for

saving. The statement, "Emergency fund planning isn't emphasized enough in

my financial education." had a mean of 2.01 and ranked 3. This suggests that

students feel their financial education does not adequately stress the importance

of emergency fund planning. The statement, "I may think I can handle

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emergencies without an emergency fund, unaware of financial risks," scored

1.65, with a neutral interpretation, ranked of 4. This suggests that some students

may underestimate the importance of having an emergency fund, potentially due

to a lack of awareness of the financial risks involved. And last, The statement "I

don't always apply what I learn about finances to real life, like setting up an

emergency fund," received a mean of 1.61 and ranked of 5 .This reflects a

neutral stance, indicating that although students learn about financial matters,

they may not always apply this knowledge to their personal lives. The overall

composite mean is 1.89 underscores a despite knowing the importance of an

emergency fund, students struggle to apply it due to limited knowledge,

priorities, and budgeting skills, highlighting the need for practical financial

education

2.7 wants

Regarding wants of Grade 12 students often As seen in the table, Grade

12 students from Gumaca National High School often face challenges in

managing their spending habits. The statement "I find it more worth it when I'm

spending my money for my wants at school" has the highest mean of 3 and

ranked 1, indicating that students prioritize spending on personal desires related

to school, such as books, gadgets, or other items, over essential needs. The

statement "I think carefully before spending money on something I want, rather

than making quick decisions." with a mean of 2.94 and ranked 2, suggests that

many students often reflect on their purchases before making decisions,

showing a level of financial mindfulness. The statement "I still struggle to resist

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the temptation to purchase items I want, even when I know they are not

necessary," with a mean of 2.16 and ranked 3, indicates that students

sometimes find it difficult to avoid unnecessary purchases despite knowing they

are not essential. The statement "I am more likely to make impulse purchases of

items I want but do not need," which has a mean of 2.08 and ranked 4, further

emphasizing the difficulty in resisting urges for unnecessary purchases. And

last, the statement "I often eat out instead of cooking at home when I'm going to

school." which gained the mean of 2.18 and the rank of 5. Grade 12 ABM

students in Gumaca National High School are sometimes eat outside instead of

cooking at their home when they're going out to school. The overall composite

mean is 2.44 underscores and students understand financial management yet

still struggle with impulse purchases and prioritizing essentials, indicating a need

for better practical education and strategies.

2.8 daily expenses in school

Respondents who had their Daily Expenses, it shows that all of the grade

12 Accountancy Business and Management students in Gumaca National High

School are "sometimes"| buy school supplies when I need them," received the

highest mean score of .02 and ranked 1, indicating that students often purchase

school supplies when required, reflecting a practical approach to managing their

academic needs. The statement, "I purchase snacks or drinks from the

canteen," with a mean of 2.65 and ranked 2, suggests that students often buy

snacks or drinks during school hours, indicating that food and drink purchases

are a regular part of their school routine. The statement, "I participate in school

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events that have an entry fee," with a mean of 2.28 and ranked 3, indicates that

students sometimes choose to engage in school events that involve a cost. The

statement, "I pack my lunch instead of buying it at school." received a mean of

1.94 and ranked 4, showing that students sometimes bring their own lunch,

which suggests some level of cost-consciousness but not a consistent habit. The

statement, "I join classmates for lunch at nearby restaurants," scored the lowest

with a mean of 1.65, indicating a neutral stance and ranked 5. This suggests that

while some students may occasionally dine out with friends, it is not a common

practice, possibly due to the added cost or availability of other options. The

overall composite mean is 2.31 underscores they show a balance of practical

and discretionary spending, sometimes prioritizing school needs while also

engaging in social or indulgent spending. These findings highlight the need for a

more mindful approach to budgeting and prioritizing essential expenses.

2.9 necesites

When it comes to necessities of students It shows that all of the grade 12

Accountancy Business and Management students in Gumaca National High

School are "sometimes " in the statement "planning for my necessities help me

to prioritize my spending and reduce financial stress" received the highest mean

score of 3.02 and ranked 1, indicating that students often planning their

necessities help them to prioritize their spending and reduce financial stress

reflecting a practical approach to managing their academic needs. The

statement," | find it challenging to meet my basic needs due to fluctuating

income and unexpected expense" with a mean of 2.64 and ranked 2. The
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statement. " The pressure of meeting my basic needs has made it difficult to

save for future goals" with a mean of 2.38 and ranked 3, indicates that students

sometimes had difficulties to save money for their future because of their

carvings. The statement, " Focusing too much on my necessities can lead to

feelings of overwhelm and limit my ability to save" received a mean of 2.11 and

ranked 4. The statement, "I feel neutral about my approach to necessities

impacts my overall well-being" scored the lowest with a mean of 1.83, indicating

a neutral stance and ranked 5. The overall mean is 2.38 with interpretation of

sometimes, the data shows that Grade 12 students at Gumaca National High

School generally plan for their necessities, but they face challenges due to

fluctuating income, financial pressures, and difficulties saving for the future.

Financial literacy and effective financial management strategies will help

students better navigate these challenges and achieve financial stability.

2.10 Financial goal

According to the study, Grade 12 students are "often "believe that

achieving my financial goals will nave a positive impact on my overall well-

being"received the highest mean score of 2.85 and ranked 1, indicating that

students often believe that achieving their financial goals will have a positive

impact on their overall well-being. The statement, have set clear financial goals

for myself, both short term and long term with a mean of 2.54 and ranked 2,

suggests that students often set clear financial goals for themselves, both short

term and long term. The statement, " I find it challenging to stay committed to my

financial goal. with a mean of 2.42 and ranked 3, indicates that students
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sometimes had find it challenging to stay committed to their financial goals. The

statement "Setting a financial goal has motivated me to save more consistency"

with the mean 2.14 and ranked 4, Goal setting will help them manage their

personal finances, allowing them to meet their current needs and future dreams.

And lastly, the statement " I don't have specific plans or budget in place to help

me reach my financial goal. With the mean 1.77 and ranked 5. in overall, a

composite score of 2.34 indicates that students generally engage with financial

goal-setting and understand its importance, but they do so in a somewhat

inconsistent manner.

CONCLUSION

Based on the indicated findings, the following conclusions were drawn:

The demographic profile analysis shows that the majority of the

respondents are within the age group of 16 to 20 years, which means there

significant proportion of the respondent who are taking Financial Literacy in

Gumaca National High School.

1. Savings

In conclusion, the findings reveal that students at Gumaca National High

School find saving challenging due to their daily expenses, which received the

highest mean score of 3.01. This indicates that their financial constraints

significantly impact their ability to save. On the other hand, the lowest mean

score of 2.18 suggests that students are less likely to save without a clear

savings target for future expenses, highlighting the importance of setting

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financial goals. These results emphasize the need for enhanced financial literacy

programs that focus on budgeting, expense management, and goal-setting to

help students develop consistent saving habits.

2. Weekly Budget

In conclusion, the findings indicate that students at Gumaca National High

School struggle the most with adhering to their budget during social events,

which received the highest mean score of 2.98. This suggests that peer

pressure and social expectations significantly impact their financial discipline. On

the other hand, the lowest mean score of 2.34 shows that students feel

indifferent about how their weekly budget affects their overall financial health,

indicating a lack of awareness of long-term financial consequences

3. Debt responsibility

In conclusion, the findings reveal that Grade 12 ABM students at Gumaca

National High School are most responsible in planning their future purchases, as

indicated by the highest mean score of 3.09. This suggests that students

recognize the importance of financial foresight. Conversely, the lowest mean

score of 1.05 indicates that students are neutral about paying their debts on

time, which may suggest inconsistency in their repayment behavior.

4. Personal spending

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In conclusion, the findings indicate that Grade 12 ABM students at

Gumaca National High School are most responsible in planning their future

purchases, as reflected in the highest mean score of 3.09. This suggests a

strong awareness of financial planning among students. However, the lowest

mean score of 2.18 shows that students sometimes eat out instead of cooking at

home, indicating a tendency toward convenience spending. While students

demonstrate responsible financial behaviors such as looking for discounts and

planning purchases, they also struggle with unnecessary spending and

balancing savings

5. Saving for the Future

In conclusion, the findings are the highest-ranked statement, "I have a plan

in place for future goals, such as education or travel," with a mean of 2.87,

indicates that students often set financial goals and have an intention to save for

long-term objectives. This suggests that they understand the significance of

planning for future expenses and are motivated to work toward financial stability.

Conversely, the lowest-ranked statement, "I prefer to spend money on

experiences rather than save for the future," with a mean of 1.94, indicates that

while some students occasionally prioritize spending on experiences, it is not

their primary financial habit. This suggests that, despite financial struggles,

students still attempt to manage their spending responsibility

6. Emergency fund

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In conclusion, the findings indicate that Grade 12 Accountancy, Business,

and Management (ABM) students from Gumaca National High School struggle

with effectively saving for emergencies due to a lack of financial knowledge and

budgeting skills. The highest-ranked statement, "I may lack knowledge on how

to save effectively, making it hard to build an emergency fund," with a mean

score of 2.14, highlights that students sometimes find it difficult to save due to a

lack of understanding of proper saving strategies. This suggests a strong need

for improved financial literacy focused on emergency fund management. On the

other hand, the lowest-ranked statement, "I don't always apply what I learn

about finances to real life, like setting up an emergency fund," with a mean

score of 1.61, indicates that while students may have financial knowledge, they

do not consistently put it into practice. This suggests that bridging the gap

between theoretical learning and real-life application is crucial in developing

better financial habits.

7. Wants

The findings indicate that Grade 12 students from Gumaca National High

School often struggle with managing their spending habits, particularly when it

comes to distinguishing between wants and needs. The highest-ranked

statement, "I find it more worth it when I'm spending my money for my wants at

school," with a mean of 3, highlights that students tend to prioritize discretionary

spending on items related to school, such as books and gadgets, over essential

financial responsibilities. This suggests a need for stronger financial discipline

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and awareness of essential budgeting [Link] the other hand, the lowest-

ranked statement, "I am more likely to make impulse purchases of items I want

but do not need," with a mean of 2.08, indicates that while students

acknowledge impulsive spending tendencies, they do not always act on them.

This suggests that some level of financial mindfulness exists, but additional

guidance is needed to reinforce responsible spending habits.

8. Daily Expense in School

In conclusion, the findings reveal that Grade 12 Accountancy, Business, and

Management students at Gumaca National High School demonstrate a mix of

practical and discretionary spending habits in their daily expenses. The highest-

ranked statement, "I buy school supplies when I need them," with a mean score

of 3.02, highlights that students prioritize necessary academic expenses,

reflecting a responsible approach to school-related [Link], the

lowest-ranked statement, "I join classmates for lunch at nearby restaurants,"

with a mean score of 1.65, suggests that dining out with friends is not a common

habit, possibly due to financial constraints or personal budgeting choices. This

indicates that students may be mindful of avoiding unnecessary expenses

related to social outings.

9. Necesites

In conclusion, the findings indicate that Grade 12 Accountancy, Business,

and Management students at Gumaca National High School generally plan for

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their necessities but face financial challenges that impact their ability to save.

The highest-ranked statement, "Planning for my necessities helps me prioritize

my spending and reduce financial stress," with a mean score of 3.02, shows that

students recognize the importance of budgeting for essential needs to manage

their finances effectively. In contrast, the lowest-ranked statement, "I feel neutral

about my approach to necessities impacting my overall well-being," with a mean

score of 1.83, suggests that students do not strongly associate their financial

habits with their overall well-being. This could indicate a need for increased

awareness of the long-term effects of financial decisions on their personal

stability.

10. Financial Goal

In conclusion, the study reveals that Grade 12 students at Gumaca National

High School generally recognize the importance of financial goal-setting, though

they face challenges in maintaining consistency. The highest-ranked statement,

"Achieving my financial goals will have a positive impact on my overall well-

being," with a mean score of 2.85, suggests that students often believe financial

stability contributes to their overall well-being and future [Link] the other

hand, the lowest-ranked statement, "I don't have specific plans or a budget in

place to help me reach my financial goal," with a mean score of 1.77, indicates

that some students lack structured financial planning, which may hinder their

ability to reach their financial goals effectively.

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Survey findings show a mixed financial behaviors of all the grade 12

Accountancy Business and Management students in Gumaca National High

School. Where they occasionally adopt responsible spending practices like

planning or seeking discounts but still engage in habits that can lead to

overspending, such as eating out or buying nonessential items. This aligns with

studies emphasizing the need for stronger financial education to bridge the gap

between knowledge and practical application. It also indicates that they have the

intention to save for future needs, but they face challenges while saving money

for the future. And, they are generally aware of the importance of an emergency

fund, but they still face challenges in applying what they know due to limited

knowledge, prioritization, and budgeting skills. This highlights the need for

stronger development in both financial education and strategies to combat

impulse spending.

RECOMMENDATION

Base on the results of the study the following are highly recommended by the

researchers to the following:

1. The Accountancy Business and Management students researchers highly

recommend to the grade 12 students to study the best way of budgeting,

saving money, being accountable to their debt responsibility, personal

spending, savings for the future, setting up emergency funds, their wants,

daily expenses in school, necessities, and financial goals as the result of

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 101
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
their financial education program. So that, they would be responsible about

spending their money and they won't lead to the impulsive spending

2. Gumaca National High School employees the researchers highly

recommend to the employees of Gumaca National High School to promote a

program that's related to the financial literacy of every student to guide them

on how to spend and save money properly.

3. Families and Parents the researchers highly recommend to the families

and parents to provide guidance and assist their children to face and

overcome their challenges in budgeting and spending behavior.

4. Researcher these research findings helps to understand how students

struggles with budgeting, and how financial study help them.

5. Future Researchers the researchers highly recommend the future

researchers to read this study if they will conduct another study about the

financial literacy of every student, this study will help them to have a

background students in the financial literacy of the students. M

Reference

[Link]. (n.d.).

[Link]

Angcanan, K. (2017a). The effect of being an ABM student on budgeting daily

allowances Chapter 1: The problem and its setting. [Link].

FtCprE5R2uFXvIOad-qDU_aem_lrrsZVAdypZizM5oYCbRLw

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 102
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Benlemlih, m. (2015). Corporate social responsibility and firm debt maturity.

Journal of business ethics, 144(3), 491–517.

Https://[Link]/10.1007/s10551-015-2856-1

Benlemlih, M. (2015). Corporate social responsibility and firm debt maturity.

Journal of Business Ethics, 144(3), 491–517.

[Link]

[Link].

(n.d.).

[Link].

(n.d.). [Link]

Chapman, s. R., aladul, m. I., & fitzpatrick, r. W. (2019). Lost cost savings to the

nhs in england due to the delayed entry of multiple generic low-dose

transdermal buprenorphine: A case scenario analysis. Bmj open, 9( ,

e026817. Https://[Link]/10.1136/bmjopen-2018-026817

Chapman, S. R., Aladul, M. I., & Fitzpatrick, R. W. (2019). Lost cost savings to

the NHS in England due to the delayed entry of multiple generic low-dose

transdermal buprenorphine: a case scenario analysis. BMJ Open, 9( 😎,

e026817. [Link]

Chu, z., wang, z., xiao, j. J., & zhang, w. (2016). Financial literacy, portfolio

choice and financial well-being. Social indicators research, 132(2), 799–

820. Https://[Link]/10.1007/s11205-016-1309-2

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 103
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Chu, z., wang, z., xiao, j. J., & zhang, w. (2016). Financial literacy, portfolio c

hoice and financial well-being. Social indicators research, 132(2), 799–820.

Https://[Link]/10.1007/s11205-016-1309-2

Chu, Z., Wang, Z., Xiao, J. J., & Zhang, W. (2016). Financial Literacy, portfolio

choice and Financial Well-Being. Social Indicators Research, 132(2), 799–

820. [Link]

Concept_paper_in_strategies_of_home_econ.pdf. ( n.d.).

://[Link]/d/sikezgcz3aavmtbwg da silva, t. P., magro, c. B.

D., gorla, m. C., & nakamura, w. T. (2017). Financial education level of high

school students and its economic reflections. Revista de administração,

52(3), 285–303. Https://[Link]/10.1016/[Link].2016.12.010

Concept_Paper_in_Strategies_of_Home_Econ.pdf. (n.d.).

[Link]

Cronqvist, H., & Siegel, S. (2015). The origins of savings behavior.

g?utm_source=[Link]

Angcanan, K. (2017b). The effect of being an ABM student on budgeting daily

allowances Chapter 1: The problem and its _Stu

APPENDICES

Appendix 1

Letter of approval from the Adviser and Validators

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 104
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 105
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 106
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 107
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 108
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 109
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Appendix B
Survey Questionnaire
NAME( OPTIONAL)_______________________________________________

Part 1. Direction: check the appropriate answer.

(1) Demographic Profile

1.1 Age 1. 2 Gender 1. 3 Allowance

___ 16- 18 ___ Female ___ 200- 250

___ 19- 21 ___ Male ___ 300- 350

___ 22 above ___ 400- 450

___ 500- 550

___ 600 above

Part II.

(2) To determine the Financial Management Practices among Senior High

School Teachers in the Fourth Congressional District of Quezon: (YOUR TITLE)

Direction: Indicate your agreement or disagreement with the following

statements by checking your responses using this scale: (USE YOUR LIKERT
SCALE)

5 – Always

4 – Often

3 – Sometimes

2 – Seldom

1 – Never

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 110
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL

2.1 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms of savings. (Upang masuri ang pagpapabuti ng
kaalaman sa pagbubadyet ng mga mag-aaral ng ABM, partikular sa pagtitipid, bilang resulta ng programang
edukasyon sa -

5 4 3 2 1
INDICATOR
1.I find it challenging to save money due to my daily -
expenses. (Nahihirapan akong mag-ipon ng pera dahil sa aking pang-
araw-araw na gastos)
2.I feel confident in managing in my savings. (May
tiwala ako sa aking kakayahang pamahalaan ang aking ipon)
3.I track my spending to ensure I have enough
money left to save. ( Sinusubaybayan ko ang aking mga gastusin
para masiguro na may natitira akong pera para mag-ipon.)
4.I am more likely to save if I have a clear savings
target for future expenses. (Mas madali akong makakapag-
ipon kung may malinaw akong layunin para sa mga susunod na
gastusin.
5.I have learned about saving strategies in school or
through financial literacy programs. (Natutunan ko ang
mga estratehiya sa pag-iipon sa paaralan o sa mga programang
pampinansyal )

2.2 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms of weekly budget. Upang masuri ang
pagpapabuti ng kaalaman sa pagbubadyet ng mga mag-aaral ng ABM, partikular sa pagtitipid, bilang resulta ng
programang edukasyon sa pananalapi.

5 4 3 2 1
INDICATOR
[Link] a weekly budget helps me prioritize my
spending. (Ang paggawa ng lingguhang badyet ay tumutulong sa akin
na magtakda ng prayoridad sa aking mga gastusin. )
2.I find it challenging to adhere to my budget during
social events. (Nahihirapan akong sundin ang aking badyet sa panahon
ng mga sosyal na pangyayari)
3.I feel indifferent about the impact of my weekly
budget on my overall financial health. (Hindi ako gaanong
nag-aalala sa epekto ng aking lingguhang badyet sa pangkalahatang
kalusugan ng aking pananalapi

4.I often feel overwhelmed by need to track every

expense. (Madalas akong makaramdam ng pagkabahala sa
pangangailangan na subaybayan ang lahat ng aking gastos.)

5. The pressure to a sticking weekly budget has creating

anxiety about my financial situation.
(Ang pressure na manatili sa lingguhang badyet ay lumilikha ng pagkabalisa tungkol sa
aking sitwasyon sa pinansyal)

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 111
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
2.3 To analyze the ABM students knowledge of budgeting improvement as a result
of the financial education program in terms of debt [Link] pag-aralan ang
kaalaman ng mga mag-aaral sa ABM tungkol sa pagpapabuti ng pagbabadyet bilang resulta ng programa sa
edukasyon sa pananalapi sa mga tuntunin ng pananagutan sa utang

INDICATOR 5 4 3 2 1
1.I don't prioritize paying off my debt before
spending on non essential items. (Hindi ko inuuna ang pagbabayad
ng aking utang bago gumastos sa mga hindi mahahalagang bagay )
2.I don't pay my debts on time. (Hindi ko binabayaran ang aking utang
sa tamang oras. )
3.I limit the amount of debt I take to avoid
overwhelming financial obligations. (NIlilimitahan ko ang
halaga na uutangin ko upang maiwasan ang napakaraming obligasyon sa
pananalapi.)
4.I refain from impulsively borrowing money from my
classmate. (Umiiwas ako sa padalus-dalos na paghiram ng pera mula sa
aking mga kaklase.)
5.I don't budget for my payments in school. (Hindi ako nagbu-
budget para sa mga bayaran ko sa paaralan.)

2.4 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms of personal spending. Upang pag-aralan ang
kaalaman ng mga mag-aaral sa ABM sa pagpapabuti ng pagbabadyet bilang resulta ng programa sa edukasyong
pinansyal sa mga tuntunin ng personal na paggasta.

INDICATOR 5 4 3 2 1
1.I plan in advance my future purchases. (Pinaplano ko nang
maaga ang aking mga bibilhin sa hinaharap )
2.I shop online more than in stores or retails. (Mas namimili
ako sa online kaysa sa mga tindahan o retail. )
3.I buy things I don’t need for school. (Bumibili ng mga bagay
na hindi ko kailangan para sa paaralan. )
4.I often eat out instead of cooking at home when i'm
going to school. (Madalas akong kumakain sa labas sa halip na
magluto sa bahay kapag papasok ako sa paaralan. )
5. I look for sale or discounts before buying my needs in
school. (Naghahanap ako ng sale o mga diskwento bago bilhin ang aking
mga pangangailangan sa paaralan.)

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 112
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
2.5 To analyze the ABM students knowledge of budgeting improvement as a result
of the financial education program in terms of savings for the future. Upang suriin ang
kaalaman ng mga ABM students sa pagpapabuti ng pagbabadyet bilang resulta ng programang pampinansyal na
edukasyon, partikular na sa aspeto ng pag-iimpok para sa hinaharap.

INDICATOR 5 4 3 2 1
1.I prefer to spend money on experiences rather than
save for the future. (Mas gusto kong gumastos ng pera para sa mga
karanasan kaysa mag-ipon para sa hinaharap)
2.I am currently saving money with the intention of
using it for future needs. (Kasalukuyan akong nag-iipon ng pera na
balak gamitin para sa mga pangangailangan sa hinaharap)
3.I have a plan in place for towards future goals, such as
education or travel. (May plano ako para mag-ipon patungo sa mga
layunin sa hinaharap, tulad ng edukasyon o paglalakbay)
4.I find it hard to save for the future because I am
focused on immediate expenses. (Nahihirapan akong mag-ipon
para sa hinaharap dahil nakatuon ako sa mga agarang gastusin. )
5.I often put off savings for the future because it feels
too far away to worry about. (Madalas kong ipinagpapaliban ang
pag-iipon para sa hinaharap dahil pakiramdam ko masyado pa itong malayo
para alalahanin)

2.6 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms setting up emergency fund. Upang suriin
ang kaalaman ng mga ABM students sa pagpapabuti ng pagbabadyet bilang resulta ng programang
pampinansyal na edukasyon, partikular sa pagbuo ng emergency fund.

INDICATOR 5 4 3 2 1
1.I may lack knowledge on how to save effectively,
making it hard to build an emergency fund. (Kulang ang
aking kaalaman sa epektibong paraan ng pag-iipon, kaya nahihirapan
akong magtayo ng emergency fund. )
2.1 Emergency fund planning isn’t emphasized enough
in my financial education.
(Ang pagpaplano para sa emergency fund ay hindi
masyadong binibigyan ng pansin sa aking kalagayang
pinansyal.)
3.I find it hard to prioritize an emergency fund due to
limited budgeting skills. (Mahirap para sa akin na unahin ang
pagbuo ng emergency fund dahil limitado ang aking kasanayan sa
pagbabadyet)
4.I may think I can handle emergencies without an
emergency fund, unaware of financial risks. (Iniisip ko na
kaya kong harapin ang mga emergency kahit walang emergency fund, nang
hindi ko lubos na nauunawaan ang mga panganib sa pananalapi)
5.I don’t always apply what I learn about finances to
real life, like setting up an emergency fund. (Hindi ko laging
naisasabuhay ang mga natutunan ko tungkol sa pananalapi, tulad ng
pagbuo ng emergency fund)

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 113
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
2.7 To analyze the ABM students knowledge of budgeting improvement as a result
of the financial education program in terms of wants. Upang suriin ang kaalaman ng mga
estudyanteng ABM tungkol sa pagpapabuti ng pagbadyet bilang resulta ng programa sa edukasyong pinansyal
sa mga nais.

INDICATOR 5 4 3 2 1
1.I find it more worth it when I'm spending my money
for my wants our school. (Mas nakikita kong sulit ang paggastos ko
ng pera para sa aking mga nais sa paaralan)
2.I find myself spending money on non-essential items
even after receiving financial education. (Napapansin kong
nagagastos ako sa mga di-mahahalagang bagay kahit natanggap ko na ang
edukasyong pinansya)
3.I think carefully before spending money on something
I want,rather than making quick decisions. (Nag-iisip ako
nang mabuti bago gumastos ng pera sa isang bagay na gusto ko, sa halip
na gumawa ng mabilis na desisyon.)
4.I am more likely to make impulse purchases of items I
want but do not need. (Mas malamang na ako ay gumawa ng mga
impulsive na pagbili ng mga bagay na gusto ko ngunit hindi ko kailangan)
5.I still struggle to resist the temptation to purchase
items I want,even when I know they are not necessary.
(Patuloy akong nahihirapang labanan ang tukso na bumili ng mga bagay na
gusto ko, kahit alam kong hindi ito kinakailangan

2.8 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms of daily expenses in school. Upang suriin
ang kaalaman ng mga estudyanteng ABM tungkol sa pagpapabuti ng pagbadyet bilang resulta ng programa sa
edukasyong pinansyal sa mga pang-araw-araw na gastos sa paaralan.

INDICATOR 5 4 3 2 1
1.I pack my lunch instead of buying it at school.
(Nagdadala ako ng baon sa halip na bumili sa paaralan.)
2.I purchase snacks or drinks from the canteen. (Bumibili
ako ng meryenda o inumin mula sa kantina)
3.I buy school supplies when I need them. (Bumibili ako ng
mga gamit sa paaralan kapag kailangan ko ito)
4.I join classmates for lunch at nearby restaurant
(Sumasama ako sa mga kaklase para kumain ng tanghalian sa malapit na
restawran.)
5.I participate in school events that have an entry fee
(Nakikilahok ako sa mga kaganapan sa paaralan na may bayad sa
pagpasok)

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 114
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
2.9 To analyze the ABM students knowledge of budgeting improvement as a result
of the financial education program in terms of necessities. Upang suriin ang kaalaman ng
mga estudyanteng ABM tungkol sa pagpapabuti ng pagbadyet bilang resulta ng programa sa edukasyong
pinansyal sa mga pangangailangan.

INDICATOR 5 4 3 2 1
[Link] for my necessities helps me to prioritize my
spending and reduce financial stress. (Ang pagpaplano para sa
aking mga pangangailangan ay nakakatulong sa akin na unahin ang aking
gastos at bawasan ang stress sa pinansyal.)
2. I find it challenging to meet my basic needs due to
fluctuating income and unexpected expenses. (Nahihirapan
akong matugunan ang aking mga pangunahing pangangailangan dahil sa
pabagu-bagong kita at hindi inaasahang gastos.)
3.I feel neutral about my approach to necessities
impacts my overall well-being. (Nararamdaman kong walang
pakialam ang aking pananaw sa mga pangangailangan ay may epekto sa
aking pangkalahatang kalagayan.)
[Link] too much on my necessities can lead to
feelings of overwhelm and limit my ability to save. (Ang
sobrang pagtuon sa aking mga pangangailangan ay nagiging sanhi ng
pakiramdam ng labis na pagkabahala at nililimitahan ang aking kakayahang
mag-ipon.)
5. The pressure of meeting my basic needs has made it
difficult to save for future goals. (Ang pressure ng pagtugon sa
aking mga pangunahing pangangailangan ay naging dahilan upang maging
mahirap mag-ipon para sa mga hinaharap na layunin.)

2.10 To analyze the ABM students knowledge of budgeting improvement as a result

of the financial education program in terms of financial goal. Upang suriin ang kaalaman
ng mga estudyanteng ABM tungkol sa pagpapabuti ng pagbadyet bilang resulta ng programa sa edukasyong
pinansyal sa mga layunin sa pananalapi.

INDICATOR 5 4 3 2 1
1.I don't have specific plans or budget in place to help
me reach my financial goal. (Wala akong tiyak na plano o badyet
upang makatulong sa akin na maabot ang aking layunin sa pananalapi. |)
[Link] a financial goal has motivated me to save more
consistency. (Ang pagtatakda ng layunin sa pananalapi ay nagbigay
inspirasyon sa akin na mas mag-ipon nang may pagkakapare-pareho.)
3.I have set clear financial goals for myself, both short
term and long term. (Nakapagtakda ako ng malinaw na mga layunin
sa pananalapi para sa aking sarili, parehong maikli at pangmatagalan.)
4.I find it challenging to stay committed to my financial
goal. (Nahihirapan akong manatiling nakatuon sa aking layunin sa
pananalapi.)
5.I believe that achieving my financial goals will have a
positive impact on my overall well-being. (Naniniwala akong
ang pagtamo sa aking mga layunin sa pananalapi ay magkakaroon ng
positibong epekto sa aking pangkalahatang kalagayan.)

Name:

Age:
GUMACA NATIONAL HIGH SCHOOL
Brgy. Mabini Gumaca, Quezon 430 115
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Sex:

Birthday:

Birthplace: Gumaca, Quezon

Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

Junior High:

Senior High:

Name:

Age:

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 116
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Sex:

Birthday:

Birthplace: Gumaca, Quezon

Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

Name:

Age:

Sex:
GUMACA NATIONAL HIGH SCHOOL
Brgy. Mabini Gumaca, Quezon 430 117
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Birthday:

Birthplace: Gumaca, Quezon

Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

Name:

Age:

Sex:
GUMACA NATIONAL HIGH SCHOOL
Brgy. Mabini Gumaca, Quezon 430 118
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Birthday:

Birthplace: Gumaca, Quezon

Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

Name:

Age:

Sex:

Birthday:
GUMACA NATIONAL HIGH SCHOOL
Brgy. Mabini Gumaca, Quezon 430 119
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Birthplace: Gumaca, Quezon

Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

Name:

Age:

Sex:

Birthday:

Birthplace: Gumaca, Quezon

GUMACA NATIONAL HIGH SCHOOL
Brgy. Mabini Gumaca, Quezon 430 120
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”
 GUMACA NATIONAL HIGH SCHOOL
Address:

Mother:

Father:

Religion:

Educational Background

Elementary :

GUMACA NATIONAL HIGH SCHOOL

Brgy. Mabini Gumaca, Quezon 430 121
Contact Number: 09778248353
School ID:301325
“Creating Opportunity, Serving the Community, and Building Productive Society”