1

Budget Management Practices of Senior High School Students

A Quantitative Research Presented to the Faculty of Lananpin

National High School Senior High School Department

Urdaneta City

In Partial Fulfillment for the Requirements for

Practical Research 2

Fernandez, Abegail S.
Crisostomo, Princess Mae L.
Dela Torre, Justin L.
Eugenio, Angelito M.
Fabia, Allysa C.
Locquiao, Andrea A.
Lozano, Precious Pearl S.
Mamayson, Angela V.
Matalino, Khristel Joy C.
Nuevo, Lhea Jane A.
Raquiza, Adrian Arneill N.
Raquiza, Angel Ann N.

February 2024
 2

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Rationale

Students budgeting primarily refers to management of financial expenses within their

assign budget. Several factors make the behaviors of students dynamic and different from each

other. These factors can be technical as well as psychological and controllable or uncontrollable.

There is a vast difference in the spending behavior of students, developing the saving habits of

students can be effective tool to encourage the younger lot to live in a financially sustainable

way. The more knowledge students have about their financial responsibility and status, the less

likely they’re to be in debt.

In a study entitled "A survey of budgeting practices in secondary schools (a case of

public secondary schools in Nairobi)" Obulemire (2006). budgeting had many perceived

advantages, including cost control, operational coordination, and effective and efficient resource

allocation. The least favorable outcome of budgeting was thought to be increased employee

motivation. Despite all the advantages listed above, it was discovered that the budgeting

process was confronting difficulties such cost growth that was unanticipated, budget

implementation issues, and a lack of education among those engaged. Getting an education is a

key way to escape poverty. Therefore, it's imperative that pertinent policies are put in place to

guarantee that the majority of Kenyans can access education. Only by doing this believe it is

possible to create sustainable economic growth. It is necessary to implement good budgeting

and budgetary management procedures in order to improve the efficient use of resources in

schools.
 3

One of the key practical skills for them is budgeting. However, when they progress to

higher levels of study, particularly in college, the demands and opportunities increase, making it

difficult for students to manage their finances (Alfeche et. al., 2018). They gain a greater grasp

of financial issues that will be important to them in the future. One aspect that might influence

financial literacy and the impact it has on achieving financial success is budgeting management.

The research was conducted out at Iligan Main Campus's St. Michael's College in Iligan City, a

catholic college. Because the market is becoming more complex, students are not obtaining the

financial education they need to succeed in the modern economy.

In Lananpin National High School, budgeting is relevant, this ability helps students to

overcome obstacles in the classroom and develops their financial intelligence and resilience for

a future characterized by efficient use of resources. Proper budgeting can positively impact a

student's ability to access necessary educational resources, like school supplies. Understanding

how students manage their allowances can provide insights into their financial literacy and

decision-making skills, which can inform educational programs aimed at improving these skills.

The researchers observed that senior high school students of Lananpin National High

School are having difficulties on budgeting their allowances.This study aimed to help the

students learn essential money management skills, such as budgeting, saving, and responsible

spending, which are valuable life skills. Also, teaching students to handle their own allowances

fosters a sense of financial responsibility and independence, preparing them for future financial

decisions. Overall, conducting budgeting allowances for senior high school students can

empower them with the financial skills and knowledge needed to make informed decisions

throughout their lives.

 4

Theoretical Framework

This part acknowledges the ideas and principles of budgeting as well as the sources that

the researchers will use to support their findings. However, there has also been relatively little

research on how senior high school students' budgeting practices relate to and take into

account preexisting economic theories of spending, which this study aims to address.

Budgeting Planning Phase Theory

Budgeting Planning Phase Theory by David Carnis in 2017, asserts that the general in

contrast to the costing phase, the budget planning phase involves the budget planner taking a

larger perspective. Each stage of a project requires its own unique set of resources, such as

labour availability or funding sources. A budget planner also examines the cost components for

various project components and determines how they connect to one another. This can aid in

locating potential redundancies and bottlenecks.

Discipline theory by Dewey, people develop and learn through their interactions with the

outside world. People learn new ideas, thoughts, and behaviors using their experiences in the

world. this theory can be connected to our study by exploring how students' level of discipline

influences their budgeting behaviors. Examining whether disciplined individuals are more likely

to adhere to budgeting practices or exhibit better financial management skills can provide

valuable insights into the relationship between discipline and budget management among

senior high school students. Additionally, the discipline theory can be applied to analyze how

self-control, time management, and goal-setting, all elements of discipline, impact the students'

ability to adhere to a budget. Understanding how disciplined behaviors contribute to effective

budget management can inform strategies for financial education and support for senior high
 5

school students. It may also shed light on the factors that influence budgetary success or

challenges within this demographic.

Conceptual Framework

INPUT PROCESS OUTPUT

1. Profile of Data gathering Proposed Budgetary Plan

respondents in terms of for Senior High School
Survey questionnaire
the following: Students
Analysis of data
a. gender
b. strand Statistical Treatment
c. monthly family
income
d. weekly
allowance

2. Allocated amount in
terms of the following:

a. food
b. transportation
c. project
requirements &
materials
d. communication
e. savings
 6

Figure 1. Research Paradigm

Presented in Figure 1 was the research paradigm of the study.

In Input, it shows the profile of the respondents and below are the variables, gender,

strand, monthly family income, weekly allowance. The allocated amount in terms of the

following, food, transportation, project requirements & materials, communication allowance and

savings

In process, after the researchers gathered all the data by distributing survey

questionnaire. Researchers analyzed the data they gathered and used statistical treatment to

determine the result of the study.

After conducting the study, researchers proposed a Budgetary Plan for Senior High

School Students.

Statement of the Problem

The purpose of this study is to determine the budget management practices of senior

high school students in Lananpin National High School. Specifically, it seeks to answer the

following questions:

1. What is the profile of respondents in terms of the following:

 7

a. gender;

b. strand;

c. monthly family income; and

d. weekly allowance?

2. What are the budget management practices used by the respondents along with:

a. food;

b. transportation;

c. project requirements & materials;

d. communication; and

e. savings

3. What are the challenges encountered by the respondents in budgeting along with:

a. food;

b. transportation;

c. project requirements & materials;

d. communication; and

e. savings?

4. Is there a significant relationship between the challenges encountered and practices used by

the respondents?

5. What budgetary plan could be propose to enhance budgeting skills of the SHS Students?

Hypothesis
 8

H1. There is significant relationship between the budget management practices of senior

high school students.

Scope and Delimitation

The study is restricted to all senior high school students: 11-Excellence (21), 11-

Resilience (24),11-Love (28), 11-Peace (38), 11-Respect (33), and 11-Patience (42), 12-Pecson

(31), 12-Sionil Jose (26), 12-Santos Ocampo (28), 12-Urduja (33), 12-Orata (24), and 12-

Palaris (34), at Lananpin National High School. There are 362 senior high school pupils in all.

The respondents for this study will be senior high school students. Each of the respondents will

be given a questionnaire to answer. The questionnaire will be utilized by the researchers to

analyze and determine the daily allowances of senior high school students, including where and

how they spend their allowances and allocate their budget. The total of all respondents is 190

in Grade 11 (98) and Grade 12 (92). However, researchers are not included. Since none of the

junior high school pupils get involved, they are all excluded.

Significance of the Study

The purpose of the study is to identify how senior high school students do their

budgeting pattern; the study is significant in the field of research. It would be also

advantageous to a wide range of individual and organizations including parents, teachers,

respondents in senior high school students, school administrators and other researchers.
 9

Parents - The study's findings would provide the parents with information and

understanding about their kids budgeting their money, and this knowledge could assist the

grade 12 to be more conscious in spending money.

Teachers - This study serve as a basis for the teacher to find out the students

budgeting pattern, and could help them to their budgeting skills.

Respondents in Senior High School Students - The SHS respondents have benefits

from this study since the propose study is develop and validate that will assist the respondents

in enhancing their budgeting skills.

School Administrators - The results of this study will be use by the Principal as a

guide to understand the budgeting pattern of grade 12.

Other Researchers - The information acquire from the study will be use by them to

suggest the development and validation of understanding potential mistake spending their

money, and the finding will be use a guide on who wants to research the study.

Definition of Terms

The terminology listed below is offered and defined to help readers comprehend the

content.

Senior High School. Often abbreviated as SHS, is the final two years of the secondary

education system in some countries. It serves as a bridge between basic education and tertiary

education or the workforce, equipping students with the knowledge and skills needed for their

chosen paths.
 10

Financial. Refers to the knowledge and skills students acquire to effectively manage

their finances, specifically the money they receive as allowances.

Allowance. An allowance is a specified quantity or sum that is authorized, typically

within a set of rules or for a specific intention. It pertains to the funds allocated to students for

their everyday requirements and spending, typically provided by their parents or guardian.

Budgeting. The goal of budgeting for student’s allowances is to ensure that they can

meet their financial needs and responsibilities while also saving or managing their money

wisely.

Management. Involves coordinating and overseeing activities within an organization to

achieve specific goals efficiently and effectively.

Practices. Refer to repeated or customary actions, behaviors, or activities carried out in

a systematic manner, often with the aim of achieving a specific goal or maintaining a certain

standard.
 11

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDY

A review of relevant studies and literature is presented in this chapter. This study would

focus on the significance of the budget management practices of senior high school students.

Also, it provides an overview of the relevant literature.

Many students are experiencing being on their own for the first time since they are

liberated from the comforts of home. Budgeting is one of their difficulties. When a planned

budget item changes, this becomes very challenging. This study investigates the budgeting

challenges faced by students at a small liberal arts college in the Midwest. Do students budget

and plan differently for optional purchases versus those that are required? Student behaviors

are evaluated using this sample, and the implications for practice are discussed (Stollak et al.,

2011).

Adamu, Babatimehin & Adeoye (2020), they examined how University of Nigeria, Nsukka

undergraduate students spent their money. The survey research design was used for the

investigation. All first-, second-, third-, and fourth-year undergraduate students at the

University of Nigeria, Nsukka (UNN) made up the population. 700 UNN undergraduate students

were chosen as the sample for this study using a straightforward random sampling method.

The study's tool was a structured questionnaire titled Analysis of Spending Pattern of
 12

Undergraduate Students in Nigeria. Expert opinion was used to determine the validity of the

instrument, and 100 undergraduate students who were not enrolled in the primary study were

used to test the validated version of the instrument. The instrument's dependability was

assessed using the Cronbach Alpha technique, which produced an internal consistency value of

0.86. Frequency and percentages were used in the study's data analysis. The results showed

that while more than half of the undergraduate students at UNN (55.4%) were dependent and

received pocket money from their parents, guardians, or caregivers, only 8% of them were fully

or partially independent because they relied on the money they earned from working part-time

jobs during long breaks, and 17.3% of them received their allowance/income from profits from

operating their own businesses. Additionally, the findings showed that Nigerian undergraduate

students spent less than the national average of their income on essential needs like food,

housing, and books, spending only 20% on other products and services. Therefore, it is advised

that institutions help their undergraduate students with money management through training,

seminars, or counseling so as to support their current and future endeavors.

The spending habits of school/college students between the ages of 16 and 22 are

investigated in this study. A survey was done among 240 students, 120 men and 120 women,

enrolled in higher secondary and degree programs at Keralan schools and colleges. Participants

answered questions about their propensity to manage their own finances, save and invest

money, and stick to a budget to control expenditure. The report shows that students spend

more money on fast food, pleasure trips, and internet activities than on books, savings, etc.

Most children rely on their parents to see them through each day. Only half of them budget, but

more than 90% of them keep their spending within their means. Compared to male students,

female students are more adept at saving (International Journal, 2016).

 13

Ariffin, Sulong, & Abdullah (2017),This study examines financial literacy among 192

undergraduate students at University Putra Malaysia. Results show a positive correlation

between saving behavior, parental socialization, and peer influence, while self-control has a

negative correlation. The mean financial literacy is moderate, suggesting students need more

knowledge and strategies for personal financial management. The Ministry of Education can

improve business courses and encourage saving activities. Parents play a crucial role in

promoting savings.

According to the National Academies Press (1989), The Recommended Dietary

Allowances (RDAs) have grown to be the standard for nutrient allowances for healthy

individuals since their inception in 1943. The food and health industries both use these

Recommended Dietary Allowances (RDAs). The US Recommended Daily Allowances, which are

the Food and Drug Administration's requirements for food nutrition labelling, are also based on

RDAs. The volume is organized by nutrient for quick reference and reviews the function of each

nutrient in the human body, sources of each nutrient, and expert interpretations. The 10th

Edition includes research results and expert interpretations from years of progress in nutrition

research since the previous edition and provides not only RDAs but also "Estimated Safe and

Adequate Daily Dietary Intakes" provisional values for nutrients where data were insufficient to

set an RDA. The volume is arranged by nutrient for easy access and reviews each nutrient's role

in the human body as well as its sources of supply, the effects of deficiencies and excessive

intakes, and important study findings. The essential "Summary Table of Recommended Dietary

Allowances," which provides a handy and useful summary of the recommendations, is included

as the volume's final page.

Peter Saunders (2018), a budget standard indicates how much a particular family living

in a particular place at a particular time needs to achieve a particular standard of living. The
 14

budget includes every item that is needed to satisfy the family's individual and collective needs,

priced in current retail outlets. The approach has strong intuitive appeal because it reflects how

actual families do their budgeting and has been used to assess the adequacy of a wide variety

of incomes and costs. This article presents new budget standards for a range of unemployed

families derived from the estimates produced in the 1990s, revised to reflect new data,

improved research methods and changed circumstances. The new estimates are deliberately

conservative and indicate how much is needed to achieve the Minimum Income for Healthy

Living standard developed by UK public health researchers. They indicate that the current level

of Newstart Allowance – the main form of income support for the unemployed – is woefully

inadequate. The methods used to derive the budgets have been chosen so that others can vary

some of the key assumptions (e.g., about housing costs) to tailor the budgets to fit specific

applications.

REVIEW OF RELATED STUDY

Foreign

The budgeting and spending habits of university students in South Africa by Thobejane

& Fatoki (2017) this study was to look into the spending and budgeting practices of college

students at a South African institution of higher learning. The survey also looked at whether

there are any clear differences between the spending and budgeting practices of university

students by gender. The study used a descriptive design and a quantitative research

methodology. A self-administered questionnaire served as the data gathering tool. The study

participants were identified using convenience sampling and snowball sampling approaches.

Reliability was examined using the Cronbach's alpha. The t-test and descriptive statistics were
 15

used in the data analysis. The study's conclusions indicate that the vast majority of college

students do not have a written budget. The majority of college students also spend money on

fast food and groceries. student women.

Compulsive purchasing behavior seems to be on the rise, particularly among college

students. The purpose of this research was to explain some of the elements that drive

compulsive purchasing behavior. This study included 189 undergraduate students, and data

was gathered through the distribution of questionnaires. The findings revealed that allowance

and personal budgeting were connected to compulsive purchasing behavior. Other findings

suggested that self-control could reduce the influence of allowance on obsessive purchase

behavior. Furthermore, the results actually demonstrated that college students are familiar with

various alternate techniques for eliminating compulsive buying behavior (Labito, 2017).

Today, the bankruptcy rate in Malaysia is rapidly increasing especially among youth.

According the data provided by Malaysia Department of Insolvency, number of bankruptcy

declaration is on an unstable upward trend since 2015. The population who declared

bankruptcy and are below 25 is higher in 2018 compared to 2017, which shows the seriousness

of this issue. Poor financial ability can lead to debt and overspending, which are the main

causes of this phenomenon. And, since university students are the rising stars of a country, this

study choose to focus on this group of people. This study investigates the variables that

influence the purchasing habits of university students at the Kampar campus of University

Tunku Abdul Rahman (UTAR). In order to determine the relationship between spending

behavior among university students, this study uses four independent variables: knowledge of

financial management (KFM), parental income (PInc), peer influence (PI), and personality traits

(PT): openness to experience, extroversion, and agreeableness. Software called Statistical

Package of Social Science (SPSS) 19.0 was used to analyze 579 sets of questionnaires. All
 16

independent factors, with the exception of personality traits: agreeableness, are found to have

a significant link with spending behavior among university students, according to the data.

Additionally, this survey offers some suggestions and opinions on how to lessen the issue of

excessive spending among university students, particularly for those attending UTAR Kampar

campus. This study will focus on how these aspects are discussed, as well as how university

students' spending habits (Chang et al.,2019)

According to Khoirunnisaa and Johan (2020) The study examines the impact of financial

literacy and self-control on financial behavior among Bogor High School students in Indonesia.

The research, conducted in two public high schools, found moderate financial knowledge and

attitude, with high-grade students having better knowledge and attitude. Self-control was low,

with low-grade students having better control. The study also found a significant difference in

financial knowledge, attitude, and behavior, with financial attitude positively influencing

knowledge and behavior.

This study looked into the variables that affect college students' spending patterns.

Primary data from a sample of 479 students from the College of Humanities and College of Law

and Management Studies at the University of KwaZulu-Natal were used in the study. This data

was gathered through structured questionnaires. Spending habits, the dependent variable, was

regressed against nine independent variables, including financial awareness, financial attitude,

gender, age, financial aid, years in college, racial groupings, family history, and field of study.

Descriptive statistics, cross-tabulation, Chi-square testing, and binary logistic regression were

used in the data analysis. According to the survey, students' spending patterns are significantly

influenced by their financial attitudes. No statistically significant differences were discovered in

the spending patterns of male and female students, business majors and non-business majors,

or students of different racial backgrounds (Obagbuwa & Kwenda, 2020).

 17

This study assessed the level of personal financial literacy of Kalinga State University

Laboratory High School students and aimed to determine student's finance opinions, decisions,

practices, and financial challenges. Researchers used statistical tools like frequency count and

simple mean to analyze the obtained data through a structured questionnaire distributed to 298

respondents. The study revealed a need for students to improve their finance knowledge for the

better. Areas that need improvement include knowledge on the inflation rate, the distinction

between depository accounts, saving and borrowing options that give the lowest and highest

interest rates. More than most students do not have savings accounts, and less than half of

them maintain very detailed financial records. Almost the majority of the student’s experience

running out of money before the next allowance arrives. As a result, they borrow from relatives,

friends, and acquaintances and borrow cash even with interest. The findings support the need

for personal financial literacy education, significantly extending help on areas where students

are less knowledgeable. The recommendation includes the development of Information,

Education, and Communication (IEC) material distributed to improve students' financial literacy

and strengthen more good economic behavior. Also, the Student Affairs and Placement Services

office of the University should link with institutions that offers part-time jobs. Likewise, it should

provide student organizations financial assistance to implement income-generating projects,

thereby running out of money before the next allowance arrives would be addressed. Lastly, a

laboratory cooperative with BIBAK Multi-Purpose Cooperative as the mother cooperative needs

to be organized to solve students' problems on saving and borrowing money Labbutan Carbonel

According to Abrehan (2019) There was no significant difference in the perception of the

respondents regarding the factors affecting the budgeting of allowances when they were

grouped according to their sex, age, and family's monthly income in terms of family influence,

financial status influence, peers influence, and personal influence. Also, there was no significant
 18

difference in the perception of the factors affecting the budgeting of allowances when they

were grouped according to their family members in terms of family influence, financial status

influence and peers influence. Moreover, there was no significant difference in the factors

affecting the budgeting of allowances when they were grouped according to their daily

allowance in terms of family influence, and financial status influence. A proper budgeting

awareness program was developed to help the parents, teachers, researchers, future

researchers, and the students.

As stated of Arcangel (2019) The study shows students behavior on budgeting and

applying the principles of financial management at their personal level knowing their priority

and spending their allowance wisely. It also shows their awareness of the value of proper

budgeting their allowance from the most important things they need to the least. The study

explicit how students used financial management skill in their needs.

The study of Nasiri, Sultani & Chandrashekhar (2021) stated that many studies have

been conducted abroad to assess how young people, particularly university students, manage

their money. To the best of our knowledge, no one has investigated the spending and saving

habits of Afghan students. As a result, this study looks on the saving and spending habits of

Afghan students in Mangalore, India. There are three types of students considered:

undergraduates, postgraduates, and research scholars. The primary goal of the study was to

investigate how Afghan students manage their income and expenses while pursuing higher

education in India. The study also seeks to ascertain the reasons for savings and whether there

is a statistically significant difference in the three groups of respondents' spending behaviors.

This study focuses on how students will enhance their allowances by using a budget

planner. One of the most common problems of Grade 12 Accountancy, Business, and
 19

Management (ABM) Strand students is not having a budget and proper management of their

allowances; they are impulsive buyers. The students do not understand the differences in their

needs over wants, thereby resulting in poor budgeting. We conducted this study to teach Grade

12 ABM students to manage their expenses in school and their homes well for unexpected

expenses. Following a budget planner can help the students to stop worrying about their

expenses such as food, transportation, and other school expenses. The purpose of this study is

to motivate Grade 12 ABM students to allocate their allowances the right way and share them

with the next generation. This study used the survey method to gather the needed information.

The researchers also used a descriptive research design. The respondents of the study were 50

Grade 12 ABM Students that were selected through convenience sampling. Based on the result

of the study, using a weekly budget planner positively affected the budget management of

Grade 12 ABM students in terms of (1) food allowances (60% of their allowances were allocated

to food and uncontrolled buying of food that is not according to their budget), (2)

transportation allowances (20% of their allowances goes to school practices and riding

expensive public vehicles), and (3) other school expenses (the mismanagement of allowances

resulted in budget shortage). Based on the summary of the findings, the following

recommendations were made by the researchers on how Grade 12 ABM students should

allocate their allowances in terms of (1) food allowances (control what food they will buy), (2)

transportation allowances (this study suggests to apply budget planner to have allowances on

unexpected practices, and (3) other school expenses (the students are suggested to apply

budget planner to avoid unexpected expenses).

SYNTHESIS

The in-depth examination of allowance budgeting among Senior High School (SHS)

students reveals a nuanced landscape of financial difficulties that cut across national
 20

boundaries. The study acknowledges the pervasive difficulty that students experience during

the crucial transition to independent living and is grounded in the seminal work of Stollak et al.

(2011), which examined a small liberal arts college in the Midwest. Additionally, Adamu,

Babatimehin, and Adeoye's (2020) analysis of the University of Nigeria, Nsukka, illuminates the

various sources of income for students, revealing that a sizeable portion depends on parental

support while a minority engages in part-time employment and personal businesses.

The study's focus on regional variances in spending patterns, most notably as

manifested by Nigerian undergraduates, leads to a perceptible distinction. Unlike the average

for the country, these students allocate a mere 20% of their budget to non-essential products

and services, thereby underscoring the importance of contextual factors in financial

management (Adamu et al., 2020).

The rising rates of adolescents bankruptcy in Malaysia, which have been secretly

observed, highlight the importance of addressing financial literacy concerns. Chang et al.'s

(2019) analysis at the Kampar campus of University Tunku Abdul Rahman supports this worry

by highlighting important factors that influence students' spending behavior, including as

financial management expertise, parental income, peer influence, and personality features. The

synthesis reveals a unifying theme: an international appeal for institutional assistance that

appeared in both the Midwest and UTAR studies, so proposing training, seminars, and

counseling as crucial elements of a multidimensional approach (Stollak et al., 2011; Chang et

al., 2019).

An area of division in the academic discourse centers on gender differences in spending

habits. The analysis of Keralan school and college students (International Journal, 2016)

contends that female students exhibit superior savings knowledge compared to their male
 21

counterparts, highlighting the significance of taking cultural nuances and individual

characteristics into consideration when defining financial habits. Additionally, the subtle

interactions between allowance, personal budgeting, and self-control are highlighted by Labito's

(2017) investigation of compulsive purchase behavior among college students.

In conclusion, while there are unmistakable global commonalities in the financial

difficulties that students confront, the synthesis also identifies the role that regional, cultural,

and personal drivers play in producing subtle variances. The urgent need for increased financial

literacy and institutional support still stands

CHAPTER 3

RESEARCH DESIGN

This chapter presents the discussion of the research design, research locale,

participants, materials, research instruments, data gathering procedure and the statistical

treatment used in this study

Research Design

The data was analyzed and summarized using descriptive statistical methods. This study

employs a descriptive research design with a quantitative approach in order to shed light on the

budgeting practices of Senior High School students. Measures such as frequencies,

percentages, means, and standard deviations will be used to provide a thorough overview of

the budgeting behaviors of Senior High School students. The results will be used to develop

methods to improve financial literacy and responsible budgeting among this group of people in

addition to adding to the body of existing knowledge.

 22

Locale of the study

 23

The study would be conducted in the Lananpin National High School located in

Pinmaludpod Urdaneta City, Pangasinan.

Respondents of the Study

TABLE 1

Section Number of Respondents Percentage

12-Pecson 32 12.65%

12-Sionil Jose 26 15.66%

12-Santos Ocampo 28 16.87%

12-Urduja 33 19.88%

12-Orata 24 14.46%

12-Palaris 34 20.48%

Total 166 100%

This study content to determine the budgeting allowance among Senior High School

Students. It is intended to gather data from Lananpin National High School for the school year
 24

2023-2024. The respondents of the study are senior high school students of Lananpin National

High School. The respondents were 11-Excellence (21), 11-Resilience (24),11-Love (28), 11-

Peace (38), 11-Respect (33) and 11-Patience (42) 12-Pecson (31), 12-Sionil Jose (26), 12-

Santos Ocampo (28), 12-Urduja (33), and 12-Orata (24), 12-Palaris (34). A total of 190

respondents to our survey.

Research Instruments

The researchers designed a questionnaire survey instrument to assess the budgeting

school allowances among Senior High School Students and serves as the main tool of gathering

the data. It would designed to know how much the allowance of the respondents is in general,

how and where they spend it to and how they budget it. According to Coll (2013),

questionnaires are a very effective survey instrument that allows for the assessment of vast

populations with relative ease. Despite the belief that surveys are simple to perform, a survey

requires substantial organization, time, and effort to provide relevant findings. In this post, we

will discuss the basic parts of creating, administering, and analyzing a survey, as well as

approaches for improving response rates.

Sampling Technique

The target population comprises of Senior High School students across Lananpin

National High School. A simple random sampling technique would be employed to ensure the

representation from different sections, The sample size was determined by selecting random

respondents who were present on the day the researcher handed out their survey

questionnaire.

Data Gathering Procedure

 25

The researchers have requested approval of the questionnaires from the principal by

giving a letter. After getting the permission from the principal, the researchers conducted

survey to the respondents using questionnaire. The survey questionnaire is created using

accurate questions from related research study and individually formed by the researchers.

After gathering the data needed, the answers that were gathered were tallied by researchers

and subjected to statistical analysis to determine how strong the relationship was between the

budget management practices of senior high school students.

Statistical Treatment

The statistical treatment of the researchers will use correlation statistics, with a focus on

budget management practices of senior high school students, to examine the data they gather.

The researchers use descriptive statistics. This includes measures like mean, median, and

mode, which can be used to describe the average amount of school allowance, the range of

allowances, and the most frequently allocated budget categories.

The following Four-Point Likert Scale is use in the measurements, and the descriptive
equivalent of the results gathered, the responses were categorized and interpreted using scale
below:

Statistical Limit Point of value Descriptive Equivalent

3.50-4.00 4 Always

2.50-3.49 3 Often

1.50-2.49 2 Sometimes
 26

1.00-1.49 1 Never

The Four-Point Scale categories are describe as follows:

Always - the budget management practices is always practiced by the senior high school
students of LNHS.

Often - the budget management practices is often practiced by the senior high school students
of LNHS.

Sometimes - the budget management practices is sometimes practiced by the senior high
school students of LNHS.

Never - the budget management practices is never practiced by the senior high school students
of LNHS.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data, analysis, and interpretation related to the problems
raised in chapter 1.

Table 1

Profile of Respondents in Terms of Sex

Sex Frequency Percentage

Male 113 59.47%
Female 77 40.53%
Total 190 100.00%
 27

Table 1 shows the result of the respondents' perception on the profile of the Students in
Lananpin National High School in terms of gender: (190) or (59.47%) of the Students Are Male
and (77) or (40.53%) are Female. It shows that majority of the respondents are male.

Table 2

Profile of the Respondents in Terms of Strand

Age Frequency Percentage

1 27 14.21%
2 40 21.05%
3 53 27.89%
4 6 3.16%
5 16 8.42%
6 16 8.42%
7 22 22.58%
8 10 5.27%
Total 190 100.00%
Table 1 shows the profile of the respondents in terms of tracks. Among the 190
respondents, 120 of them are academic, accounting for 63.15% of the total. On the other hand,
70 respondents are TVL, representing 36.85% of the total.

Based on the table, it can be observed that this each strand don't have the same
frequency which academic are (120) and TVL are (70) both don't have the same percentage
which academic are (63.15%) and TVL are (36.85%). This suggests that there are both have
interest or participation of Two tracks in the study. It could also indicate that these two tracks
are proactive in expressing their impression regarding their allowance budgeting.

Table 3

Profile of Respondents in terms of Monthly Income

Age Frequency Percentage

1 109 57.36%
2 38 20.00%
3 20 10.53%
4 14 7.37%
5 1 0.53%
6 8 4.21%
 28

Total 190 100.00%

Table 3 shows that Among the impression of senior high school students on Managing
their budget, majority of the respondents moderately agree that their monthly allowance of
students were 10,000 below that it influences their impression. On the other hand, some of the
students that has 50,000 above monthly allowance has the least votes, suggesting that
respondents moderately agree that it influences their impression.

The data suggests that students place a significant emphasis on budgeting their
allowances based on their monthly income. This could mean that many students have the
monthly income of 10,000 below. On the other hand, respondents that has 50,000 above
monthly income has the least vote, indicating that students has less monthly income based on
the data we gather.

Table 4

Profile of Respondents in Terms of Weekly Allowance

Age Frequency Percentage

1 135 71.04%
2 28 14.74%
3 12 6.32%
4 13 6.84%
5 1 0.53%
6 1 0.53%
Total 190 100.00%

Table 4 demonstrates that when it comes to senior high school students' perceptions of
managing their finances, the majority of respondents agree, although somewhat, that students'
monthly allowances of 500 or less have an impact on their perceptions. However, the students
who received the fewest votes were those who had weekly allowance of 50,000 or more,
 29

indicating that respondents were only somewhat in agreement that it affected their perception.

According to the research, students prioritize managing their allowances according to

their monthly income. This may indicate that a large number of students have allowances less
than 500 per month. However, the respondents with the fewest votes were those whose
monthly income was 701 to 800. This suggests that, according to the data we collect, students
have weekly allowances

Table 5

Budget Management Practices of Senior High School Students

Weighted Descriptive
Food
Mean Equivalent
1. I bring pack lunch of food to save money. 2.76 Sometimes
2. I buy my snacks and meal in our school canteen 2.86 Sometimes
3. I allocate a specific budget for meals. 2.76 Sometimes
Weighted Mean 2.79 Sometimes
Weighted Descriptive
Transportation
Mean Equivalent
1. I ride a public transportation 2.62 Sometimes
2. I have my own service to eliminate transportation expenses. 2.36 Sometimes
3. I walk everyday to reduce transportation expenses. 2.61 Sometimes
Weighted Mean 2.53 Sometimes
Project requirements and Materials Weighted Descriptive
 30

Mean Equivalent
1. I buy quality/expensive materials for project. 2.58 Sometimes
2. I prioritize budget-friendly option for project materials. 2.97 Sometimes
3. I plan and budget for project expense in advance. 2.87 Sometimes
Weighted Mean 2.81
Weighted Descriptive
Communication
Mean Equivalent
1. I prefer using my friends load by using their hotspot 2.76 Sometimes
2. I buy my own load 2.87 Sometimes
3. I budget for communication expenses (e.g., phone bills). 2.73 Sometimes
Weighted Mean 2.79 Sometimes

Weighted Descriptive
Savings
Mean Equivalent
1. I consistently save a portion of my allowance 3.01 Often
2. I regularly track and monitor my expense to support my savings effort 2.87 Sometimes
3. I save money for emergency purposes 2.96 Sometimes
Weighted Mean 2.95 Sometimes

Food displays a weighted mean of 2.79 and a descriptive equivalent of Often. As a

result, question 1 reveals that students are often bring their own pack of lunch to save money,
buy snacks and meal in school canteen and allocate their specific budget for meals. That means
students have different ways to save and allocate their budget.
Transportation displays a weighted mean of 2.40 and a descriptive equivalent of
Sometimes. As a result, question 2 reveals that students have different choices to go their way
to attend school, first is to ride in public transportation, second is to have their own service to
eliminate transport expenses and also some prefers to walk on the way to school to reduce
expense.
Project requirements and Materials displays a weighted mean of 2.71 and a descriptive
equivalent of Often. As a result, question 3 reveals that students have their ability to save and
prioritize on how to reduce expense in Projects, Requirements & Materials. Buying good quality
materials for projects, prioritizing budget-friendly options for projects and planning on how they
reduce expenses in those requirements.
Communication displays a weighted mean of 2.76 and a descriptive equivalent of Often.
As a result, question 4 reveals that students often choose different ways to have
communication, like asking a friend to their hotspot for internet connection, or buy own load
also on how they budget their communication expenses.
Savings displays a weighted mean of 2.68 and a descriptive equivalent of Often. As a
result, question 5 reveals that students are often to have consistently save a portion of theie
allowance to save money and regularly monitoring on how they spend their money also saving
money for emergency is often practiced by students.

Table 6
 31

Summary of Budget Management Practices of Senior High School Students

Variable Weighted Mean Descriptive Equivalent

Food 2.79 Sometimes
Transportation 2.53 Sometimes
Project Requirements and Materials 2.81 Sometimes
Communication 2.79 Sometimes
Savings 2.95 Sometimes
Average Weighted Mean 2.77 Sometimes

Table 6 displays average weighted mean of 2.77 and a descriptive equivalent of

variables. As a result, question 5 reveals that students is often challenged to practice saving
money by understanding on how to manage allowances, and to have a clear idea to handle
their budget.

Table 7

Challenges Encountered by Senior High School Students in Budgeting

Variable Weighted Mean Descriptive Equivalent

Food 3.14 Often
Transportation 3.13 Often
Project Requirements and Materials 2.93 Sometimes
Communication 2.96 Sometimes
Savings 3.14 Often
Average Weighted Mean 3.06 Often

Therefore, as a result, combining all of the questions reveals that Average Weighted
Mean 3.06 with a descriptive equivalent of variables.
 32

Table 8

Significant Relationship between the Budget Management Practices and Challenges

of Senior High School Students

Pearson-r Interpretation p-value Significance

0.339 Moderately Low Positive Correlation <0.001 Significant

As shown at the table above has Pearson-r of 0.339 as descriptive equivalent of

Moderately low positive correlation. Also as shown on the table above the p-value is less 0.05,
therefore there is a significant relationship between Budget Management Practices and
Challenges of Senior High School Students.
 33

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter will present the summary of findings, conclusions derived and
pertinent recommendations.

Summary

The study aims to teach senior high school students essential money management skills

like budgeting, saving, and responsible spending, which are valuable life skills.
 34

This study administered a descriptive survey to Senior High School students of Lananpin

National High School which is composed of 190 students particularly 27 students were from

Science Technology Engineering Mathematics (STEM), 40 from Accountancy Business And

Management (ABM), 53 from Humanities and Social Sciences (HUMSS), 70 from Technical

Vocational Livelihood (TVL)

Teaching students to handle their allowances fosters financial responsibility and

independence, preparing them for future financial decisions. The results show a moderately low

positive correlation and a significant relationship between budget management practices and

challenges of senior high school students.

Summary of Findings

From the result of the study conducted, here are the following findings to each question.

1.What is the demographic profile of the respondents in terms of gender, strand,

monthly allowances, and weekly allowances?

The senior high school students’ demographic profile in terms of gender are (113) on
male and (77) on female. Also, the SHS students are composed of males and 56 females. While
the strands are STEM (27), ABM (40), HUMSS (53), TVL (70). Majority of the respondents
moderately agree that their monthly allowance of students were 10,000 below that it influences
their impression, also the result may indicate that a large number of students have weekly
allowances less than 500 per month.

2. What are the budget management practices used by the respondent?

Students often save money by bringing their own lunch, buying snacks and meals in the
school canteen, and allocating their specific budget for meals, also the study reveals that
students have various transportation options, including public transportation, owning their own
service, and walking to school to reduce costs.
 35

Therefore, students are very skilled at saving and prioritizing expenses in Projects,
Requirements & Materials, focusing on quality materials, budget-friendly options, and planning
for cost reduction, furthermore students frequently choose various communication methods,
such as using friends' hotspots or purchasing their own load, depending on their budget and
communication expenses.

Lastly students frequently save a portion of their allowance, monitor their spending, and
save for emergencies.

3. What are the challenges encountered by the respondents in budgeting?

Based on the displays average weighted mean of 2.77 and a descriptive equivalent of
variables. As a result, reveals that students is often challenged to practice saving money by
understanding on how to manage allowances, and to have a clear idea to handle their budget.

4. Is there a significant relationship between the challenges encountered and

practices used by the respondents?

As shown at the table 8 above has Pearson-r of 0.339 as descriptive equivalent of

Moderately low positive correlation. Also as shown on the table above the p-value is less 0.05,
therefore there is a significant relationship between Budget Management Practices and
Challenges of Senior High School Students.

5. What is the proposed budgetary plan for students?

The researchers will propose Budgetary Plan about the Budget Management Practices of
Senior High School Students of Lananpin National High School.

CONCLUSION

Based on the gathered data, researchers come up with these conclusions about the
study entitled “Budgeting Management Practices among Senior High School “
 36

1. It shows that their allowance has impact on their budgeting management. Based on
the results students who doesn’t have a huge family income are more likely saves
their allowances This is explained by the fact that, given the limited financial
resources available, good financial planning and resource management are essential.
It's also likely that because these pupils were exposed to budgetary limits from a
young age, they are more accustomed to making thoughtful financial decisions. This
result emphasizes how crucial it is to comprehend students' financial situations and
how those situations affect their budgeting practices.

2. One possible interpretation for the occurrence under observation is the impact of
financial literacy on people's budgeting practices. The information and abilities
people have in relation to financial topics, such as budgeting, saving, investing, and
comprehending financial goods, are referred to as financial literacy. Regarding the
aforementioned students, it is plausible that their early exposure to fiscal limitations
has contributed to their elevated degree of financial literacy. Being up in a household
with little financial resources can provide hands-on experience in money
management. Children living in such homes may see firsthand the value of putting
needs before wants, coming up with inventive methods to stretch a tight budget,
and making wise financial judgements.

3. The findings of the research shed light on the challenges students face in practicing
effective money management and savings habits. The results indicate that many
students struggle to grasp the concepts of managing allowances and budgeting
effectively. It is evident that there is a need for greater emphasis on financial
education and literacy among students to equip them with the necessary skills to
navigate their finances responsibly. This result highlights the importance of providing
students with practical tools and resources to help them understand the value of
saving money and making informed financial decisions. By fostering a culture of
financial responsibility and providing students with the knowledge and skills they
need, we can support them in developing healthy financial habits that will serve
them well throughout their lives

RECOMMENDATIONS

This recommendation is designed to support the methodology, findings, and importance

of the research that was done, emphasizing the potential for the study to make significant
contributions to academia and beyond. This proposal, which is based on a thorough
 37

comprehension of the goals, techniques, and results of the research, seeks to demonstrate the
breadth of its intellectual value and its capacity to enhance the scholarly conversation in the
relevant field

1. Create a Budgeting Plan: Assign students the task of drafting a comprehensive

budget that outlines their allotment and expenditures (such as books, transportation, and food).
Emphasize the value of setting up money for necessities before allowing for unimportant
expenditure.

2. Practice Delayed Gratification: Encourage students to resist impulsive purchases and

give needs a higher priority than wants in order to instill in them the value of delayed
gratification. Stress the sense of fulfillment and success that one receives when saving money
for a worthwhile purchase or reaching a financial objective.

3.Seek Financial Education Resources: Motivate students to make use of the online, in-
library, and workshop/seminar financial education resources. Make suggestions for films, books,
and articles that address financial management, investing, and saving.

Students can acquire vital money management skills that will benefit them throughout
their life by putting these suggestions into practice.

REFERENCE

Abrehan A, ( 2019 ) Factors Affecting the Budgeting of Allowances of Senior High School
Students: Basis for a Proper Budgeting Awareness (PBA) Program. Retrieved from:
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9946
Adamu, Babatimehin & Adeoye (2020), ANALYSIS OF SPENDING PATTERN AMONG
UNDERGRADUATE STUDENTS OF NIGERIA: A CASE STUDY OF UNIVERSITY OF NIGERIA,
NSUKKA. Retrieved from: https://www.proquest.com/scholarly-journals/analysis-spending-
pattern-among-undergraduate/docview/2486552209/se-2
https://www.proquest.com/scholarly-journals/analysis-spending-pattern-among-
undergraduate/docview/2486552209/se-2
Alfeche et. al., (2018) STRATEGIES IN BUDGET MANAGEMENT OF ST. MICHAELS
COLLEGE STUDENTS. Retrieved from:
https://www.academia.edu/37221093/STRATEGIES_IN_BUDGET_MANAGEMENT_OF_ST_MICH
AELS_COLLEGE_STUDENTS
 38

https://www.academia.edu/37221093/
STRATEGIES_IN_BUDGET_MANAGEMENT_OF_ST_MICHAELS_COLLEGE_STUDENTS
Arcangel J, (2019) Money Management: Students' Budgeting Behavior. Retrieved from:
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/6901

Ariffin, Sulong, and Abdullah(2017) Students’ perception towards financial literacy and
saving behavior. Retrieved from: https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=Students
%E2%80%99+perception+towards+financial+literacy+and+saving+behavior&btnG=#d=gs_q
abs&t=1697525208167&u=%23p%3D_Y09Bh666CkJ
Chang et al., (2019) SPENDING BEHAVIOUR AMONG UNIVERSITY
STUDENTS: CASE OF UNIVERSITY TUNKU ABDUL RAHMAN (KAMPAR). Retrieved from:
http://eprints.utar.edu.my/3918/1/fyp_FE_2019_CLY_-_1506261.pdf
http://eprints.utar.edu.my/3918/1/fyp_FE_2019_CLY_-_1506261.pdf
Dewey J, (1952), discipline theory retrieved from: https://elearningindustry.com/john-
deweys-theory-reforming-education-through-experiential-learning

Khoirunnisaa and Johan (2020) The effects of financial literacy and self-control towards
financial behavior among high school students in Bogor. Retrieved from:
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Students
%E2%80%99+perception+towards+financial+literacy+and+saving+behavior&btnG=#d=gs_q
abs&t=1697525303357&u=%23p%3Dmocl-Gb-0YQJ

Labito A, (2018) Can Allowance, Personal Budgeting and Self Control as Mediating Role
Manage Compulsive Buying Behavior Among College Students? Retrieved from:
https://www.researchgate.net/publication/323546190_Can_Allowance_Personal_Budgeting_and
_Self_Control_as_Mediating_Role_Manage_Compulsive_Buying_Behavior_Among_College_Stud
ents

National Academies Press (1989),Recommended Dietary Allowances: 10th Edition -

National Research Council, Commission on Life Sciences, Food and Nutrition Board,
Subcommittee on the Tenth Edition of the Recommended Dietary Allowances - Google Books"
Retrieved from: https://books.google.com.ph/books?
hl=en&lr=&id=gYaJq2S6Ud0C&oi=fnd&pg=PT11&dq=info:3KZaDwVPmJ4J:scholar.google.com/
&ots=VwDnEQry5-&sig=rcPBgr8faO8NF5XpH0XfVmJL0x8&redir_esc=y

Nasiri M, Sultani A, & Chandrashekhar R, (2021) Spending and Saving Behavior of

Afghan Students in Mangalore City, India. Retrieved from:
http://www.ijires.org/index.php/issues?view=publication&task=show&id=618
 39

(Obagbuwa & Kwenda, 2020). Determinants of Students' Spending Habits: a Case Study
of Students at a Premier University of African Scholarship. Retrieved from:
https://www.researchgate.net/publication/346994845_Determinants_of_Students'_Spending_H
abits_a_Case_Study_of_Students_at_a_Premier_University_of_African_Scholarship

Saunders P, (2018) Using a budget standards approach to assess the adequacy of

newstart allowance. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1002/ajs4.30

Thobejane & Fatoki(2017) Content Budgeting and spending habits of university students
in South Africa. Retrieved from: https://www.ajol.info/index.php/gab/article/view/165553