The Rise in Every Fall:

A Pinoys’ Financial Battle in Senior High School

A research paper presented

to the faculty of Sta. Cruz National High School
Senior High School,
Sta. Cruz, Davao del Sur

In partial fulfillment
of the requirements in Practical Research I
Accountancy, Business, and Management (ABM) Strand

Researchers:

Joseph Adan
Efrelyn Antoque
Malaokim Bacsarpa
Leizl Jeanne Dacer
Jean Robe Dela Torre
Elizabeth Jesalan
Jonah Fe Montes
Krystelle Mariz Noro
Niño Angelo Pamilgan
Caryl Kim Sareno

March 2019
 ABSTRACT

Filipinos are renowned of being resilient in times of problems. Even at the very young

age, Filipino students have the blazing spirit in their systems for they have dreams to pursue

through the power of proper education. But, poverty greatly affects education to students.

Learners tend to find jobs to sustain their needs, or rather quit.

The study was conducted under phenomenological inquiry as its research design. The

researchers simply interpreted and organized the data gathered from their informants, as their

role to be played in the study. Ten bona fide senior high school students were interviewed,

selected through purposive sampling. Data were then collected via semi-structured interview;

trustworthiness and credibility were also established through Shenton’s (2004) method.

Based on findings, school expenditures, time management, and difficulty in coping up

lessons have been the most common financial struggles of the respondents. Majority are

optimistic upon facing their struggles, but one of the respondents expresses hopelessness yet

commending everything to God. Moreover, most of the respondents underwent difficulties in

learning as they face their financial problems but some were not.

This study concluded that financial problems have effects on the learning behavior in

school. Students with financial stress tend to have more absences; too much stress in finance

brings depression and it affects everything. However, it can also be concluded optimism drives

the students to still pursue their studying while they are facing financial struggles. Financial

stress balances the external-spiritual locus of hope and life satisfaction.

Key words – Financial struggles, experiences, senior high school students

 ACKNOWLEDGEMENT

We would like to express our gratitude beyond scales to the following for they are the

reasons behind the completion of this study.

To God the Father for constantly giving us guidance, strength and wisdom in conducting the

research and for making everything in this world possible;

To our participants who have shared a big contribution in completing the study;

To Mr. Nestor R. Amoroso, and to all the teachers of Santa Cruz National High School;

To Mrs. Glaiza Mae Palmero for continuously giving us advice on how to improve this study;

and to our parents who have stayed with us throughout this whole journey and provided us with

all the support we needed.

 TABLE OF CONTENTS

PRELIMINARIES PAGES

TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi

CHAPTERS

1 INTRODUCTION 1

Problem and Its Background 1-2

Research Questions 2
Significance of the Study 2
Scope and Limitations of the Study 4
Definition of Terms 4
Organization of the Study 4

2 REVIEW OF RELATED LITERATURE 6-16

3 METHODOLOGY 17

Research Design 17
Role of the Researchers 17
Research Participants 18
Data Collection 18
Data Analysis 18
Trustworthiness and Credibility 19
Ethical Consideration 20
4 RESULTS AND DISCUSSION 21

5 SUMMARY, CONCLUSION, AND RECOMMENDATION 32

BIBLIOGRAPHY 34
 LIST OF TABLES

1 Table 1. Informants’ Profile on One-on-One Interview

2 Table 2. Informants’ Profile on Focus Group Discussion

3 Table 3. Themes and Thematic Statements on the Challenges Faced

by Senior High Students while Studying

4 Table 4. Themes and Thematic Statements on the Implication of Students upon

Facing Their Challenges on Their Learning Behavior

5 Table 5. Themes and Thematic Statements on the Insights of Students upon

Facing Their Challenges

 CHAPTER I

INTRODUCTION

The Problem and Its Background

Filipinos are renowned of being resilient in times of tragedies. Keeping the smile of with

their brown skins makes them look like they are not struggling. Even at the very young age,

Filipino students have the undying perseverance and courage on facing struggles. They have the

blazing spirit in their systems for they have dreams to pursue through the power of proper

education since Nelson Mandela, one of the world’s greatest leaders said, “Education is the most

powerful weapon which you can use to change the world.” Proper education is indeed a need to

give a powerless one a power to survive in the changing, challenging world.

But, how could proper education being achieved if financial struggles pull them to

deprive from it? It is undeniable that there are working students who are trying to provide

themselves their needs and to pursue their dreams through education. Students from low-income

generating families have the difficulty of sustaining their needs in school and for their families.

“Poverty is not a hindrance to success.” A common cliché that we always hear when we

talk about being poor and being a dreamer. Poverty greatly affects education to students.

Students tend to find jobs to sustain their needs in school and for basic commodities. Statistics in

2001 Philippine Survey on Children shows that around 1.2 million working children encountered

the following problems in their schooling: difficulty in catching up with the lessons (23.4%),

high cost of school supplies/books/transport (21.5%), distance between home and school

(18.0%), and no time to study (2.9%). With these figures, students, who have set their goals, are

struggling at their very young ages, making them as young journeymen venturing their financial

struggles.

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 This study seeks to find out how senior high school students from Santa Cruz National

High School (SCNHS) cope up their education as they face financial struggles. This research

was made also to find out solutions with regards to the problem, and to visualize the lives of

these young journeymen that at their early ages, they face financial struggles.

Objectives

The objectives of this study were the following:

 To find out how students cope up their education as they face different financial struggles

in their day-to-day lives;

 To discover the behavior of student in school as they face economic challenges; and,

 To help understand further on the phenomenon depicting on struggling students in

poverty while pursuing education.

Research Questions

 What are the challenges faced by economically-challenged SCNHS learners today?

 How these challenges affect the behavior of students in school?

 What are their insights upon facing these challenges?

Significance of the Study

This research served as an eye-opener to find out how SCNHS students coped up with

their education where at the same time, they were facing economic challenges every day.

The United Nations Scientific, Educational, and Cultural Organization (UNESCO) had

this platform that no child should be deprived of the right to have education. Poverty had greatly

affected education all over the world where children turn their attentions on labor at the very

young age, and in the future, this could be a legacy from their parents on facing financial

challenges as they grow up. UNESCO aimed for literacy and numeracy skills that the children

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should be enhanced of those through proper education. This research would greatly help the

organization with regards on finding long-term solutions on out-of-school children due to the

financial challenges that they face.

The Philippine government allocated the biggest chunk of the National Budget for the

Education Sector as mandated by the 1987 Constitution. There is still a high number of out-of-

school children, youth, and adolescents in this country and the growing rate of child-labor. This

research could help the government on what further actions should they take on mitigating

poverty as a factor of the growing number of out-of-school children, youth, and adolescents.

The municipal officers could also be benefitted with this study. Through this, they are

going to find ways of helping students in SCNHS on pursuing education even if they are

challenged economically. No student in the whole municipality would be deprived from the right

on having education.

This study can also help the school administrators on guiding students to pursue

education though economically-challenged. Students that are facing financial struggles should

seek help from guidance counselors, advisers and other school administrators. And of course,

they will find ways to boost up their spirits to continue their studies for forthcoming college

years, and will never stop chasing their dreams.

Lastly, yet the most important, this study would greatly help students. Imparting

knowledge is not the only intention of this study, thus, it would also touch lives as it can inspire

students on developing their personality.

Scope and Limitations

This study aimed to venture the journey of senior high school students as they face day-

to-day financial struggles. The researchers selected participants only in Santa Cruz National

3
High School (SCNHS) – Senior High School campus that are facing financial struggles as they

are studying. Financially-struggled senior high school students either working student or from

low-income generating families were asked on their day-to-day experiences on facing financial

struggles, their perceptions about facing it, and linking these problems on their learning behavior

in school.

During the interview and discussion with the participants, the researchers also

encountered continence of answers due to confidential and complicated operational procedures

on their experiences.

Definition of Terms

Education

- The setting to be in a four-cornered room with the process of imparting skills and values.

Financially-struggled Students

- The state of students having day-to-day financial problems while pursuing education.

Senior High School

- A two-year program of the K-12 curriculum of Department of Education (DepEd) as a

preparatory phase for college or for work.

Organization of the Study

Chapter 1 is the Introduction which composed of the rationale, research questions,

objectives, significance of the study, scope and limitations, definition of terms, and the

organization of the study. The Review of the Related Literature is the second chapter where the

variables included in this study are tackled from past studies. The third chapter comprises of the

research design, role of the researcher, research participants, data collection, data analysis, and

the trustworthiness and credibility of the study.The results, integrated with the discussion, are

4
organized and interpreted on the fourth chapter. Moreover, the fifth chapter contains the

conclusion, implications to the inquiry, and recommendations of the study.

CHAPTER II

REVIEW OF RELATED LITERATURE

This section presents reviewed studies that are related to the research that tackles poverty

on education among students. The research argues on the positive and negative outcomes of

having poverty while pursuing education. Related studies may be sources of possible conclusion

in accordance to the informants’ response on the research questions. This section would also

weigh reasons of the possible outcomes of this study. This study includes the outcomes of

poverty at early age, the life of learners having part-time jobs, the perception of individuals with

regards on achieving life success, financial literacy among young adults, and battling poverty in

education.

Education in the Midst of Poverty

Education plays a vital role in developing countries like the Philippines. According to the

2018 Missouri Poverty report, education is a vital factor on poverty reduction which helps on

beefing up labor force and affects long-term economic and family security. Undeniably, issues

on poverty affect learners' status on pursuing education. American Heritage Dictionary defines

poverty as 'lack of the means of providing material needed'. Asian Development Bank (2006)

reported that Mindanao has the highest poverty incidence while Luzon has the greatest number

of poor families with almost two million Filipino families. UNESCO, in 2013, emphasized that

economic, social, and environmental crises are challenges of sustainable development. Billions

5
of people suffer from poverty where if this would not be prevented, it would cause detriments to

nations.

Statistics Speaks

Poverty is a problem concerning 28% of the world population (World Bank, 2000),

which affects people’s lives in an all-encompassing way (APA, 2000).

About 40% of the population (about 32 million people) of the Philippines was poor in

2000 (National Statistics Office [hereafter NSO], 2000). Based on the final results of the 2000

Family Income and Expenditures Survey, the number of families below the poverty line

increased from 31.8% in 1997 to 33.7% in 2000 (NSO, 2000). Some other accounts report that in

terms of the family population, 5.82 million families or 55.2% of all families live below the

poverty line with income of $240 or less per year (Jimenez-David, 1993).

Today, poverty remains one of the most formidable problems confronting Filipino youth.

The final results of the 2000 Family Income and Expenditure Survey reveal that the proportion

of families below the poverty line has increased from 31.8 percent to 33.7 percent – an increase

of 1.9 percentage points. In relation to the population, the level of poverty rose from 36.8 percent

in 1997 to 39.4 percent in 2000. The number of families below the subsistence threshold was

estimated at 2.5 million in 2000,an increase of 11.0 percent over the 1997 estimate. Poverty is

further aggravated by the deteriorating income distribution. The country’s income gap was

estimated at 31.8 percent, an increase of 0.2 percentage points over the 1997 estimate. This

means that, in order to rise over the poverty line, the income of those below it has to be raised by

31.8 percent.

According to the National Statistics Office’s 2000 Census, the proportion of young

people between 7 and 24 years who were out of school and/or unemployed and not graduated

6
from college increased by 852,000, from 3.0 million in 1989 to 3.8 million in 1994. A large

number of young people drop out of school owing to poverty. For example, the Functional

Literacy, Education and Mass Media Survey in 1994 revealed that 64 percent of out-of-school

youth had quit their education for financial reasons (cited in National Youth Commission, 1998a:

32; Castillo et al., 1975; Flores, 1978).

A growing number of children and youth are working. According to the Philippine

Survey of Children in 2001 more than 10 million households were reported to have children aged

between 5 and 17 years in work during the period from 1 October 2000 to 30 September 2001,

an increase of 9.3 percent from the 9.6 million households reported during the period 1 July 1994

to 30 June 1995. About 2.4 million or 59.4 percent of the 4.0 million working children aged

between 5 and 17 years were exposed to hazardous environments, and out of these, seven out of

ten were male working children. Statistics also reveal that 47 percent of young Filipino workers

get paid below the minimum wage and receive no other employment benefits (National Youth

Commission, p. 37).

According to Felix de Ocampo (2001), working children number 3 to 8 million

depending on age definition. From 1984 to 1985, 2.7 million children aged 7 to 16 did not attend

school and were probably working (p. 17). Those who drop out of school and start work usually

begin at the age of 9 and sometimes below. These younger cohorts are very vulnerable to health

risks and economic exploitation (Bureau of Women and Minors, 1984; Dizon, 1988). They work

as vendors, seamstresses, scrapers and strippers (Tidalgo and Teodosio, 1981).

The 2001 Philippine Survey on Children shows that around 1.2 million working children,

or 44.8 percent of those who attended school, encountered the following problems in their

schooling: difficulty in catching up with the lessons (23.4%), high cost of school

7
supplies/books/transport (21.5%), distance between home and school (18.0%), unsupportive

teachers (3.6%) and no time to study (2.9%). Other studies point to the following reasons for the

increasing number of working children and youth: eldest siblings, especially males, are likely to

work; increase in family size; urbanization; migration; low educational status of parents; the lack

of fit between educational curriculum and required employment skills; and parental pressures (de

Ocampo, 2001; del Rosario, 1996, 1994; Dizon, 1988; Maslang, 1991). These reasons seem not

to have changed over time since the earliest study by V. Ruiz in 1930. Among these factors,

poverty is the most influential, often forcing elder siblings to assume the role of ‘mananalo’

(surrogate breadwinner). This role forces the eldest child to work and make sacrifices for the

family, while being deprived of his or her own emotional needs (Puente, 2000).

Economically-Challenged at Early Age

Morsy and Rothstein (2015) tackled that some children experiencing severe socio-

economic disadvantage achieve more than those who have not experienced. Jensen, in 2009,

supported the claim that poor children can experience emotional, social, and academic success

since the brain is designed on learning from experiences. Though successes can be experienced,

chronic exposure to poverty, at early age, can make the brain detrimental. It may also cause harm

while developing; it has bad effects on the learning process and psychological aspects (e.g.

academic failure, child maltreatment, learning disabilities). Social needs (such as proper

education) are connected with poverty-income generation and other economic challenges which

cannot be solved in just one sleep. Shafiq (2010) found out that economic crises reduce adults'

incomes where they find difficulty on sending their children to school. Child labor probably rises

because parents force their children to work for additional income.

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Half-Student, Half-Worker

Being a working student is beneficial through gaining work-experience, developing

transferrable skills, increasing self-esteem, and improving time management skills (Jewell,

2014). Sander's (2012) findings can support Jewell's perception because according to him,

working up to 20 hours shows more progress on academic performance, but it increases

possibility on health risks. Clark-Lempers (1987) argued that students with financial stress tend

to have more absences; too much stress in finance brings depression and it affects everything.

Trombitas (2012) found out that even college students affected with financial stressors greatly

affect their academic performance.

High Hopes for a Living

Bernardo and Resurreccion (2018,p.33) find out financial stress balances the external-

spiritual locus of hope and life satisfaction. Character strengths moderate stresses effect on well-

being in the fundamental assumption of positive psychology (p.36). Positive psychologies

greatly help economically-challenged students as they chase their goals through personal

learning and development in school (p.54). Guerrero (1973) examined 200 low-income Filipinos

and they expressed hopelessness with little sense of surrendering. “Cogito,ergo sum,” This has

been mantra of one of the great mathematicians, Rene Descartes. This quote has been related to

Fell’s and Hewstone’s study in 2015, where economically-challenged individuals tend to have

low confidence levels as of their negative perceptions on success.

Experiences of the poor about their poverty have also been studied. Guerrero’s (1973)

study that examined 200 low-income Filipinos found that the poor expressed feelings of

hopelessness or despair; disillusionment with the economic, social and political conditions in the

country; but with only little sense of resignation or apathy. Filipinos, he found, were not resigned

9
in their destitute conditions because they believed in their power to change these conditions

using peaceful means. Findings also showed that the poor had few aspirations for themselves, but

had high hopes for their children’s educational attainment and futures.

Undying Filipino Spirit

The cultural values based on this Tuason’s study(2008) which helped in coping with

poverty and which helped in coming out of the trap of poverty need further elaboration.

Utang na loob (Debt of Gratitude). Utang na loob referred to carrying a feeling of

indebtedness to people who had helped them. Those who have been helped remain “indebted”

and are expected to return the favor, blessings or grace they had received from others. Utang na

loob was expressed in the form of returning the favor and by lending money to their neighbors

and acquaintances who were in need—as part of showing their gratitude. It was expressed by

helping others whenever they were in a position to do so. It was considered an emotional and

social obligation to give and help as they too had received and been helped, previously by others.

Suwerte (Luck). Luck was regarded as something showered upon them—God’s mercy

or their rare good fortune. Though they had the belief that being poor was part of one’s destiny

or fate, there was also an attribution made to fate or luck that truly comes to those who engage in

hard work. They referred to having suwerte, but as they talked about how things had worked out

for them, they also referred to their labor and hard work. It was because they had worked hard,

that they were ready to seize the opportunities which were presented to them, such as, of meeting

the right people and being at the right place and right time for good things to happen. Herman, a

participant in Tuason’s study, pointed this out when he said: “Of course, when I was in college I

was lucky to get a scholarship so I helped out (the family) by paying for buying some land. No, it

was an outright scholarship. I was lucky enough to pass these exams offering scholarships.” In

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Paul’s words, “We were still really poor, really poor. Fortunately, I enrolled there as a third

year high school student because I was in the second year before the war. And as luck would

have it, I also had the fortune again, of graduating as the valedictorian of the high school in the

city.”

Bahala na (Letting Go).There is also another culturally defined attribution to fate—

bahala na—it is a generally fatalistic view requiring one to let go and allowing things to take

their own course and implies acknowledging one’s lack of control of things. Bahala na could also

pertain to a feeling of positive uncertainty—comfort and consolation with the unknown, a blind

faith (in good things) due to positive beliefs and the reason for their successes and survival in the

past. This expression of bahala na was also related to the way participants had made themselves

available for grace and blessings to happen, living by the premise that, “God knows better than I

do and provides more than what I need; I desire to be available to the future, to grace, and to

God”. This availability created room for grace and came naturally for people who were poor

because in their deprivation they had experienced destitution. This, in a manner, psychologically,

the possibility of good things happening to the person grew into a shield to provide internal

security to them. This attribution of letting go to fate or to God showed the participants’

spirituality and a belief in the role of faith in their endeavors—for the poor to survive in poverty

and for the rich to get out of poverty. They spoke of a deep faith that the blessings they had

received were from God, and that it was due to Providence that they were provided with what

they needed or that situations of concern to them had worked out. They believed there would be

Divine intervention to provide what participants asked for, needed or wanted that was usually

beyond their expectations. These beliefs created internal feelings of security about their future.

11
 Praying to God for Change. Participants had a deep sense of trust and hope, a belief that

as the Creator had provided for them before, He would provide again when they needed help.

They recycled through the emotional movements in ways that deepened their understanding of

how poverty had affected them. They prayed to God, not only for their survival but also to keep

them away from accepting their situation, for courage and strength and to take risks to change

their situation despite their fears. They asked God’s help to finish their education, find a job or a

place to stay, earn money to pay for tuition, find the right person to marry, etc. They progressed

through the life movements and the process with God’s help and their own fortitude and by using

their internal resources.

Pagpupunyagi (Perseverance and Fortitude). The poor had become very adaptive to

deprivation and poverty and had learnt to value hard work. They depended on themselves and

persevered and thereafter only, they depended on God’s grace. It was only when they had tried

hard and realized that they could not achieve things on their own, that they asked for God’s help.

All of the participants, whether those who continued to be poor or had turned rich had prayed to

God for “help”, for “a miracle”, for “salvation”, for “pity” and for “mercy”. God had become an

important companion to them, to take them through the difficult times, and of grace and the

blessings they received. Persistence and perseverance, for them, involved working hard to get out

of conditions of poverty. This required, on their part, maintaining a desire to keep working hard

for making life different for themselves and also for their children. Tito stated, “I think it taught

me how to be more flexible, more resilient, or something like that. If you encounter something

that will really discourage you, you don’t let it really get you down. You have to try and try

again. I always think that there will be good days and bad days. You just have to weather it

because if you let it beat you, where are you going to be? You’re still alive.”Having lived in

12
poverty enabled participants to live without much. They came to appreciate feelings of security

and remaining content even in absence of material possessions. They had learned to be flexible

and, because they had lived without much possession, they knew they could face any calamity.

This resilience could be seen in the way they discovered resources within themselves and used

whatever opportunities they were presented in order to become successful and create changes in

the circumstances of their lives and the lives of their children.

Pakikipagkapwa (Reliance on Others and Social Security). Filipinos maintain strong

interpersonal relationships with family, relatives and friends, since they heavily rely on their

help. Even when there are few resources that they possess, they give to those who ask for help so

that they will be able to rely on them when in need. There is a sense of security that comes from

social relationships that is rooted in the knowledge that people will reach out and help because

they are confident that they also will be helped in return.

Strong Family Ties. Family is an important part of the Filipino culture and has an

essential influence on Filipinos’ lives. In participants’ stories, they continually mentioned family

and their contribution to the household through chores, financial provisions and emotional

resources, even from an early age. They frequently spoke of working on the farm, selling

newspapers, cigarettes, flowers or food, to help add to their parents’ income. For instance, they

talked about not being able to play when they were young because they had to care for an ailing

parent. They often had to stop studying because money was needed for a sibling’s illness or food

needed for the family. As children, the participants had learned to work hard and had become

responsible for providing help to the family. Also, most of the participants had sent one or more

siblings to school and had given their parents money to help out at home. In the narratives, there

always was a parent, sibling or a relative whom participants had cared for or who had cared for

13
them. Togetherness is valued in the Filipino culture, so family had become an integral part of the

living of these participants. There was a strong sense of caretaking of siblings and parents, both

for those who had stayed poor and for those who had become rich. Both the rich and poor groups

still sent money to their family or goods like food, clothing and toiletries. And if they were not

able to, because they could not afford to, they expressed guilt and disappointment that they could

not help. Since they had been helped, they had the intention of giving back the help in return—

there was a sense of reciprocity or indebtedness to those who had helped them. There was a debt

of gratitude felt that drove participants to help one another, especially when they had the means

to do so.

Facing the Struggles

Students may cognitively appraise the stress as a threat or challenge, where perceiving a

stressor or threat causes hindrance and perceiving a stressor as a challenge can motivate the

student (Lepine, Lepine & Jackson, 2004).

In the Midst of Poverty

The dimensions of poverty here may be thought of as an individuals' financial resources,

the family's financial resources or the number of dependents, material resources such as the kind

of accommodation students occupy, the physical conditions under which students learn on

campus, students' access to health care, students' wellbeing, the sociocultural resources that are

related to students' academic background and the sustainability of these resources (Machika and

Johnson, 2014).

Being Financial Literate: Never Enough

Mandell (2009) supported Bernheim, et. al. (2001) on their study that tackles education

on self-beneficial financial behavior that has long-term effects on the student upon facing

14
financial challenges. Indeed, five surveys have disproved that high school students are more

financial literate than those who did not underwent financial education in a half semester.

Literacy on finance in school is not adequate and learners should have more knowledge about

this for their future. Potential workers might encounter psychological problems as of depriving

proper management of resources as a result of inadequacy of financial education.

Battling Poverty in Education

There are programs that support education to those economically-challenged learners.

UNICEF, an international project, helps learners all over the world on attaining free education; it

is their vision that no learner should be deprived to be educated.

Schools, which have limited capacity, can also be a catalyst on boosting the confidence of

economically-challenged learners. Poverty affects education, but through education, effects can

be accomplished.

Ferguson, et. al. (2007) suggested possible ways on dealing challenges of poverty while

pursuing academic success. Through advocating system changes in school, readiness for school,

and awareness of short and long-term costs of allowing children to stop education can mitigate

the effects of poverty in education. Grable and Joo (1999) summarized strategies that should be

dealt with regards on facing financial problems such as improving management skills, boosting

income, and reducing expenses. Guiding young adults with cognitive-behavioral interventions

helps on overcoming psychopathology and even stresses in life such as financial stresses.

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 CHAPTER III

RESEARCH METHOD

The following method was adapted and used in gathering the data needed for this

qualitative study. An appropriate research design and reliable means for data collection analysis

were present in the research method. We were also aware of our roles of our research

participants. Trustworthiness and credibility were also established.

Research Design

This study used phenomenological inquiry as qualitative research design. Based on Van

Manen’s (1990) research, the strategy deals with rare or uncommon life events which can be

compared to the experiences of economically-challenged senior high school learners on pursuing

education while facing problems financially. It is an access for us to know their real stories,

struggles, and hopes; a short, meaningful venture on their lives as financially-challenged

students. The design attempted to set aside biases and preconceived assumptions.

Role of the Researchers

Our roles are limited only in transcription of the verbal response of the informants,

translation from the vernacular language to English, organizing the data gathered, and

interpreting their responses through thematic statements.

Research Participants

Respondents were senior high school students of Sta. Cruz National High School —

Senior High School that are considered economically-challenged individuals as of being either

working students or from low-income generating families.

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Data Collection

Semi-structured interview method through individual approach (KII) and focus group

discussion (FGD) was used in gathering information for the study. The semi-structured interview

was appropriate for situations where public disturbances are defined and given solutions

(Evaluation Toolbox, 2010). One clear example of these interventions is the prevalence of

economically-challenged students on most public schools; struggling at very young ages just to

pursue education. We also used three interview questions which had been validated by three

research teachers. On the other hand, the focus group discussion was appropriate to use in this

study given that it allowed the participants to agree or disagree with each other, providing an

insight into how a group thinks about an issue (Toolkits, 2009).

Data Analysis

Data from the signed transcription of the participants’ answers were organized through

coding and collating which is proven significant by Silverman (2006). It was then followed with

data analysis by formulating themes, added by Silverman, “a common way to approach

qualitative data analysis”. In interpreting the data, themes were assigned to every group of

similar significant statements. After that, we included our inferences on the information provided

by the informants.

Trustworthiness and Credibility

The trustworthiness and credibility of the methodology used for this study was

established through Shenton’s (2004) method adapted by Trilokekar and Kukar(2011) in their

study “Disorienting experiences during study abroad: Reflections of pre-service teacher

candidates.”

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 Credibility, or the internal validity commonly addressed by positivist researchers, was

ensured in this study considering the well-established adoption of research methods and the

establishment of the triangulation method wherein we used more than one data gathering

technique.

The external validity, commonly referred to as transferability, of the study was also

established. The methodology we used was adaptable and easy to interpret in terms of

replication. Ten bona fide senior high school students of Sta. Cruz National High School were

asked to partake in the study.

We were also able to address the dependability issues within the study through the use of

the phenomenological research design which aimed to reveal human experiences on a certain

phenomenon.

Lastly, conformability was considered through the use of the mentioned triangulation

method. The results of the study were based on the experiences of students with regards on

facing financial challenges as they are still studying.

Ethical Consideration

The respondents participated in this study and they were guaranteed beforehand of the

confidentiality of their answers by having them sign an informed consent form. They have also

agreed on the transcriptions of their answers which were shown to them after the interview and

focus group discussion.

18
 CHAPTER IV

RESULTS AND DISCUSSION

We have obtained the following results from the data gathered from the participants.

Afterwards, discussions related to the results found are also narrated in prose form. The chapter

consists of five parts and they are as follows: (1) Participants’ Information Profile on One-on-

One Interview,(2) Participants’ Information Profile on Focus Group Discussion, (3) Research

Question No. 1, (4) Research Question No. 2, and (5) Research Question No. 4.

Participants’ Information Profile for One-on-One Interview

The participants in this study are bona fide students of Sta. Cruz National High School –

Senior High School. Participants 2 and 3are working students while three respondents are from

low-income generating families.

Table 1. Informants’ Profile in One-on-One Interview

Participant Student’s Status in Financial Aspect
Participant 1 Low-income Generating Family
Participant 2 Working Student
Participant 3 Working Student
Participant 4 Low-income Generating Family
Participant 5 Low-income Generating Family
Participants’ Information Profile for Focus Group Discussion

The participants in this study are bona fide students of Sta. Cruz National High School –

Senior High School. All of the respondents are working students.

Table 2. Informants’ Profile in Focus Group Discussion

Participant Student’s Status in Financial Aspect
Participant 6 Working Student
Participant 7 Working Student
Participant 8 Working Student
Participant 9 Working Student
Participant 10 Working Student

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Research Question No. 1

Shown in Table 3 are the main themes formulated from the thematic statements of the

participants for the research question, “What are the challenges faced by financially-challenged

SCNHS senior high learners?” The emerging themes were hesitation and acceptance.

Table 3. Themes and Thematic Statements on the Challenges Faced

by Senior High Students while Studying
Audit
Main Themes Thematic Statements Trail
“There are a lot of projects and school fees.” P1, Q1
“The projects are simultaneous and money is
extremely needed. My income doesn’t fit my P2, Q1
needs.”
School Expenditures
“Lack of financial support for my school
P4, Q1
fees.”
“There are a lot of projects to be submitted
P5, Q1
and expenses to be paid.”
“I have difficulties on managing the time, but
P3, Q1
I am doing my best to hold it effectively.”
“Time management and allowance delay.” P6, Q1
“Time management because it is difficult to
manage my time since I have a lot of things to
P7, Q1
Time Management do particularly in school activities and
projects.
“Time management. I have no time to take
enough rest. I am a student at day, I am a P9, Q1
worker at night.”
“Time management. I have to work because I
P10, Q1
really want to help my family.”
Difficulty on “I found difficulty in coping up my lessons
Coping Up Lessons since I am tired from work. I work at night P8, Q1
and I am a student at day.”

School Expenditures

Four out of ten respondents claimed that they are having struggles on school

expenditures. It is inevitable from any public learning institutionthat fees, expenses, and other

projects are badly needed on which money always enter the scene. Students found it struggling

20
as they are also affected on the budgeting for the family consumption and needs. Participant 2

expresses difficulty on school expenditures as follows:

“The projects are simultaneous and money is extremely needed.

My income doesn’t fit my needs.”
- P2, Q1

Being a worker, at the same time, a student is quite pressuring. For instance, there are

students who receive salaries lower than the minimum wage. It is difficult to budget money

especially at this aspect, and also, some of their needs were not acquired because their salary is

being paid for school expenses or having some short of shortage. Other interviewees have the

same perspective about it.

“There are a lot of projects and school fees.”

- P1, Q1

“There are a lot of projects to be submitted and expenses to be paid.”

- P5, Q1

One of the respondents lack financial support as of the straight-to-the-point response:

“Lack of financial support for my school fees.”

- P4, Q1

Low-income generating families have the difficulty on paying school fees. Basic

commodities are their priority than school expenses. It is difficult to budget money to the fact

that family’s daily needs are more prioritized than expenses in school.

Time Management

Half of the respondents admitted that they have the difficulty on managing the time,

where in fact, all of the informants who have answered this are purely working students. This is

similar to the findings of Clark-Lempers (1987) who argued that students with financial stress

tend to have more absences; too much stress in finance brings depression and it affects

everything. Participant 3 expressed fighting over the problem he is facing.

21
 “I have difficulties on managing the time, but I am doing my best
to hold it effectively.”
- P3, Q1

In focus group discussion, four out of five respondents agreed that managing the time is

very difficult for them.A precise answer from Participant 6 has been agreed by almost all

respondents in the discussion.

“Time management and allowance delay.”

- P6, Q1

Participant 7 immediately answered the question after Participant 6.

“Time management, because it is difficult to manage my time since

I have a lot of things to do particularly in school activities and projects.”
- P7, Q1

Participant 7 expresses difficulty on how to manage time as a student and as a worker. It

is natural that student-workers have difficulty on budgeting time. For instance, most experiences

are not joining group activities because meeting time for the activities is allotted for the working

time for student-workers. They are not able to join activities for they have to work for their

allowances, important payments for school projects, and for the basic commodities of their

families. And the worse, there are leaders from their group activities do not consider their

absence. This has been agreed by other respondents.

“Time management. I have no time to take enough rest. I am a student at day,

I am a worker at night.”
- P9, Q1

Participant 9 is prone to shortage of sleep which is an unhealthy habit especially for

teenagers. Working students are no wonder to have greater health risks as for the whole week,

from school days to working days; they have no time to rest. It could cause learning difficulties

as they do not have the enough energy or full-attention to listen discussions. They tend to sleep at

the class.

22
 Participant 10 then responded:

“Time management. I have to work because I really want to help my family.”

- P10, Q1

Some families are dependent to the salary of their working student-siblings. Student-

workers have to work to sustain the daily needs of their family. It is difficult for them on

managing time as they have a lot of obligations: a student, a worker, and a young breadwinner.

Difficulty on Coping Up Lessons

Participant 8’s response stands out on the discussion as follows:

“I found difficulty in coping up my lessons since I am tired from work.

I work at night and I am a student at day.”
- P8, Q1

Time management could also be incorporated with the difficulty on coping up lessons.

Student-workers have not enough time to review notes, and also time to rest. Some will just go to

school to take a nap – a sign that he could be left-behind by the lessons.

Research Question No. 2

Table 4 shows the emerging themes from the thematic statements of the participants for

the research question “How these challenges affect their learning behavior in school?” The

derived main themes are public orientation and discouragement.

23
 Table 4. Themes and Thematic Statements on the Implication of Students upon
Facing Their Challenges on Their Learning Behavior
Audit
Main Themes Thematic Statements
Trail
“It doesn’t affect. Actually, I am awarded as
P2,Q2
With High Honors.”
“There’s no effect.Instead, I am just more
P4,Q2
No Effect eager to learn.”
“Neutral because if I didn’t want to be irritated
to those problems. I’m just relaxed because it P5, Q2
gets me crazy.”
“Sometimes, it affects because there was a time
I almost quit. Almost two weeks, I didn’t go to P1, Q2
school.”
“It does. I mean, I would just sleep at school
P3, Q2
because I am so tired.”
“It affects my grades because I always come to
school late. I feel sleepy in class time because I
P6,Q2
am tired from my work; I cannot listen class
discussions attentively.”
“It affects my grades because if we have
Has an Effect groupings, our leader will not consider if you P7,Q2
will not participate.”
“I feel sleepy in some subjects, I cannot
understand some lessons. I would rather be P8,Q2
absent to find work for my allowance.”
“It affect, there are times I feel tired to wake up
early. I have to absent in school to have extra P9,Q2
work to have extra income.”
“I woke up late. I always come late. I am left
behind with the topics; I cannot listen to the P10,Q2
class discussions attentively.”

Financial Struggles Do Not Affect Learning Behavior

Thirty percent of the respondents said their learning behaviors are not affected while

facing financial struggles.

“It doesn’t affect. Actually, I am awarded as With High Honors.”

- P2, Q3

“There’s no effect. Instead, I am just more eager to learn.”

- P4, Q3

24
 “Neutral because if I didn’t want to be irritated to those problems.
I’m just relaxed because it gets me crazy.”
- P5, Q3

They tend to be relaxed and segregating problems in school and in financial needs. It is

their way of giving full attention on school. They have the enough self-esteem to face challenges

while they are studying.

Financial Struggles Affect Learning Behavior

Seven out of ten respondents claimed that they find their financial struggles affect their

learning behavior. This can be related to Clark-Lempers (1987) study on which students with

financial stress tend to have more absences; too much stress in finance brings depression and it

affects everything. It affects the attentiveness of students for their financial stressors consume

time on studying and rest, which greatly distracts the capability of students to catch up school

discussions. Trombitas (2012) found out that even college students affected with financial

stressors greatly affect their academic performance. If college students are greatly affected on

their school’s performance because of the financial stressors they face, then high school students

tend to be worse than them since college students tend to be more matured than high school

learners.

Some of them have the difficulty on listening class discussions as they are sleepy from

their work since most of the respondents are working-students. As of their responses:

“It does. I mean, I would just sleep at school because I am so tired.”

- P3, Q3

“It affects my grades because I always come to school late. I feel sleepy in class time
because I am tired from my work; I cannot listen to class discussions attentively.”
- P6, Q3

“It affects my grades because if we have groupings, our leader

will not consider if you will not participate.”
- P7, Q3

25
 “I feel sleepy in some subjects, I cannot understand some lessons.
I would rather be absent in the class to find work for my allowance.”
- P8, Q3

“I woke up late. I always come late. I am left behind with the topics;
I cannot listen to the class discussions attentively.”
- P10, Q3

As working students, time management is undeniably difficult for them because it divides

their focus: being a student, being a worker, and being a part of the family. They have

insufficient time for rest as all of the days of the week are spent for school and for work. Thus, if

they are not going to work, there could be a difficulty on searching for their allowance and

providing all the needs in school and at home. It affects their behaviour in school as they have no

time to take rest; consuming the time in school for taking naps or rest instead of listening to class

discussions. Tardiness due to rest time consumption could affect performance because they will

not cope up to quizzes and other activities.

Participant 1 almost quitted from school because of their financial problems as of his

response:

“Sometimes, it affects because there was a time I almost quit.

Almost two weeks, I didn’t go to school.”
- P1, Q3

Due to prioritization of basic commodities of most families, expenses in schools cannot

be part of the budget especially to those families that generate low-income. Their daily needs

could cover up the salary, or sometimes would not fit; disregarding expenses in school. And the

worse, it would end up on quitting school. Fortunately, peer factors could affect on pursuing

education in the middle of financial discrepancies.

Participant 9 would rather absent from school and work for extra income, as of his

response:

26
 “It affect, there are times I feel tired to wake up early. I have to absent in school
to have extra work to have extra income.”
- P9, Q3

Absences affect the learning process. They are not going to cope up with lessons because

they are not around during discussions. Due to financial need, students might get tired, they tend

to wake up late, coming up with the decision to absent and rather extra works to sustain needs for

the family and school.

Research Question No. 3

Table 5 exhibits of the main themes derived from the statements of the participants for

the research question “What are their insights about facing their challenges?” The emerging

themes are the acquisition of diseases and possibility of mutations.

Table 5. Themes and Thematic Statements on the Insights of Students upon Facing Their
Challenges
Audit
Main Themes Thematic Statements Trail
“More than a challenge than a burden.
Because if you have a dream, believe it all the P2, Q3
way implicitly and unquestionably.”
“There are times that I felt down but at the
end of day I have to be positive. Let’s have a
P5, Q3
chill. We might get crazy if we keep on
thinking about problems.”
“I feel down, but I have to motivate myself.” P6, Q3
Optimism
“I motivate myself to finish my studies.” P7, Q3
“I am challenged in time and effort. Because
of this, I am looking forward for my better P8, Q3
future.”
“I feel down because it’s tiresome. But, my
family is my motivation. Their happiness is P9, Q3
also my happiness.”
“I am dedicated because of my family.” P10, Q3
Entrusted with “Sometimes, I felt hopeless but I trust it all in
P4, Q3
Hopelessness God.”

27
Optimism

Seven out of ten respondents have the positive outlook on facing financial struggles as

they are studying. Students may cognitively appraise the stress as a threat or challenge, where

perceiving a stressor or threat causes hindrance and perceiving a stressor as a challenge can

motivate the student (Lepine, Lepine & Jackson, 2004). Some positive Filipino attitudes were

present as they are studying and facing financial problems. Participant 2 is an aspiring dreamer

as of the response:

“More than a challenge than a burden. Because if you have a dream,

believe it all the way implicitly and unquestionably.”
- P2, Q2

Positive thinkers are present in both one-on-one interview and group discussion.

“There are times that I felt down but at the end of day I have to be positive.
Let’s have a chill. We might get crazy if we keep on thinking about problems.”
- P5, Q2

“I feel down, but I have to motivate myself.”

- P6, Q2

Self-motivation is their way to boost their confidence on facing financial struggles. Their

way of thinking is they treat their problems in an unpressured way. There are times that they feel

down, but they have no superheroes to save them from their negative emotions. No one can save

them but themselves.

Some respondents have goals, setting their emotions to be optimistic all the time.

“I motivate myself to finish my studies.”

- P7, Q2

“I am challenged in time and effort.

Because of this, I am looking forward for my better future.”
- P8, Q2

28
 Their goals serve as their guiding light to help them pass through the challenges in

finance, and in life as well. The motivation from their goals drives them to persevere and see

hope in life that even if they are encrusted by problems, there is still a way to be successful.

Filial piety is their fuel of their burning spirits to pursue their dreams while facing

financial struggles, as of the following responses:

“I am dedicated because of my family.”

- P10, Q2

“I feel down because it’s tiresome. But, my family is my motivation.

Their happiness is also my happiness.”
- P8, Q2

Seeing their families with smiles motivates them to face problems with courage and hope,

and pursue their dreams. Even if student-workers are tired of providing the needs of their family

and their education, for as long as they make their love ones happy, all the tiredness pave away –

making them more motivated and positive on facing problems.

Entrusted with Hopelessness

Participant 4 expressed a pessimistic statement, but commended all the struggles to the

Almighty Father. As of the response,

“Sometimes, I felt hopeless but I trust it all in God.”

- P4, Q2

The respondent commended all the struggles in God. The hopelessness that eats her is a

matter of surrendering everything to the Almighty Father. It is indeed natural for the Filipinos to

have strong faith in God upon facing life struggles. No matter how hopeless we are, there is

always small amount of hope that runs through their veins.

29
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

Filipinos are renowned of being resilient in times of tragedies. Even at the very young

age, Filipino students have the undying perseverance and courage on facing struggles. They have

the blazing spirit in their systems for they have dreams to pursue through the power of proper

education. Proper education is indeed a need to give a powerless one a power to survive in the

changing, challenging world. But, poverty greatly affects education to students. Learners tend to

find jobs to sustain their needs in school and for basic commodities; financially-struggling

students tend to quit their studies and work to sustain their needs.

The study was conducted under phenomenological inquiry as its research design. The

researchers simply interpreted and organized the data gathered from their informants, as their

role to be played in the study. Ten bona fide senior high school students of SCNHS were

interviewed, selected through purposive sampling. Data were then collected via semi-structured

interview, having three interview questions which were validated by three research teachers.

Trustworthiness and credibility were also established through Shenton’s (2004) method.

Based on findings, school expenditures, time management, and difficulty on coping up

lessons have been the most common difficulties of students with financial struggles as of the

thematic statements prevailed from their responses. Majority of the respondents are optimistic

upon facing their struggle, but one of the respondents expresses hopelessness yet condemning

everything to God. Moreover, there are students that are not affected on their learning behavior

while facing financial struggles, but most of the respondents undergone difficulties in learning as

they face their financial problems.

30
 Based on the results of the study, this study concluded that financial problems have

effects on the learning behavior in school. Students with financial stress tend to have more

absences; too much stress in finance brings depression and it affects everything.

However, it can also be concluded optimism drives the students to still pursue their

studying while they are facing financial struggles. Financial stress balances the external-spiritual

locus of hope and life satisfaction. Character strengths moderate stresses effect on well-being in

the fundamental assumption of positive psychology.

Conclusion

Based on the results of the study, this study concluded that financial problems have

effects on the learning behavior in school. Students with financial stress tend to have more

absences; too much stress in finance brings depression and it affects everything. Even college

students affected with financial stressors greatly affect their academic performance. Ergo, high

school students tend to have difficulties on their learning process when facing financial struggles.

However, it can also be concluded optimism drives the students to still pursue their

studying while they are facing financial struggles. Financial stress balances the external-spiritual

locus of hope and life satisfaction. Character strengths moderate stresses effect on well-being in

the fundamental assumption of positive psychology. Positive psychologies greatly help

economically-challenged students as they chase their goals through personal learning and

development in school.

Implications to the Inquiry

This research shall serve as a guide to future investigators who happen to choose a

subject similar to ours. This shall also help the government to further implement laws for the

31
students that are experiencing financial struggles; helping them alleviate their heavy duties, and

pursuing education in the middle of their poverty.

Recommendations

The researchers recommend that the study shall further be developed through the

following:

1. Uniformity of the classification of participants;

2. Involve six to ten participants during the focus group discussion to induce different ideas;

3. Utilize other data gathering techniques, such as observation, to establish reliability of the

study.

32
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