Relationship of Financial Status To Academic Performance of Senior High School Students in CONDE LABAC INTEGRATED SCHOOL 1

Conde LabacIntegrated School
Practical Research 2 i1
1
RELATIONSHIP OF FINANCIAL STATUS TO ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS IN CONDE LABAC INTEGRATED SCHOOL
A Research Paper
Presented to
The Faculty of Senior High School
Conde Labac Integrated School Division of Batangas
Batangas City
In Partial Fulfillment Of the Requirement for

Practical Research 2
Grade 12 Senior High School
Applied and Specialized Subject
Alegria, Eron A.
Macatangay, Jhon Martin P.
Almarez, Sharmyn A.
Claveria, Dianne C.
Guico, Baby Lyza A.
Macatangay, Glaiza B.
Miranda, Roma Denisse
Soneja, Judylyn M.
January 2024
TABLE OF CONTENTS
TITLE PAGE...................................................................................................................i
ACKNOWLEDGEMENT .............................................................................................. ii
DEDICATION ............................................................................................................... iii
ABSTRACT...................................................................................................................iv
TABLE OF CONTENTS.................................................................................................v
I.THE PROBLEM AND ITS BACKGROUND
Introduction.......................................................................................................1
Statement of the problem..................................................................................
Scope and Delimitation of the Study.................................................................
Significance of the Study...................................................................................
Definition of terms...............................................................................................5
ll. REVIEW OF RELATED LITERATURE
Review of Related Literature ............................................................................6
Conceptual Framework.....................................................................................7
Review of Related Studies …………………………………………………………8
Synthesis………………………………………………………………………………9
lll. RESEARCH METHOD AND PROCEDURE

Research Design…………………………………………………………………. …..10
Respondents of the Study……………………………………………………………..11
Data Gathering Instrument…………………………………………………………….12
Statistical Treatment Data……………………………………………………………..13
IV. PRESENTATION ,ANALYSIS AND INTERPRETATION OF DATA
Presentation of Data…………………………………………………………………..14
V. SUMMARY,CONCLUSIONS AND RECOMMENDATIONS
Summary…………………………….....................................................……………15
Findings………………………………………………………………………………….16
Conclusions ……………………………………………………………………………...17
Recommendations………………………………………………………………………18
BIBLOGRAPHY………………………………………………………………………………19
CURRICULUM VITAE……………………………………………………………………….20
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ACKNOWLEDGEMENT
This study would not have been possible without the direction and aid of
numerous people who in one way or another contributed and extended their valued
assistance in its preparation and completion.
We owe our sincere thanks to REBECCA R. PAGCALIWAGAN, our School
Principal for being present throughout the completion of this research.
We acknowledge with gratitude Mrs. Rochelle A. Macatbag, our Practical
Research 2 Teacher, for her productive criticism and intelligent suggestion about the
researchers research topic and for her unselfishness in sharing her knowledge,
patience and time in helping the researchers to come up with this successful study from
beginning to end.
We owe special thanks to our parents for their wholehearted support and motivation
to make this study successful.
Above all, our highest honor and gratefulness to our Almighty God for wisdom, and
strength to continue this research in periods of distress and hard times.

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DEDICATION
We humbly dedicate this piece of success to our beloved parents.
Mr. Felipe and Mrs. Juana Alegria
Mr. Florentino and Mrs. Sally Macatangay
Mr. Edgardo and Mrs. Vilma Almarez
Mr. Michael Claveria and Ms. Maricel Candor
Mr. Ananias and Mrs. Juliana Guico
Mr. Lucio and Mrs. Marina Macatangay
Mr. Ronald and Mrs. Prima Miranda
Mr. Eddie and Mrs. Marilyn Soneja
Who never fail to be there for us and provide us moral and financial necessities and for
the inspiration they are giving to finish this study.
To our ALMIGHTY GOD who is the owner of our lives and he who never fail to help
us in times of need, and for giving us a the strength, wisdom, and guidance as we
worked on this study.
ABSTRACT
Purpose of the Study : The study's goal is probably to find out how senior high school
students' financial situation affects their academic achievement at Conde Labac
Integrated School. This can entail looking at the effects that financial assistance,
resource accessibility, and socioeconomic background have on students' academic
performance. Educators, legislators, and other stakeholders can find ways to support
students from different financial situations and enhance academic performance by
having a better understanding of this link.
Design/ Methodology/ Approach: A quantitative study approach could be used to
investigate the association between senior high school students' financial position and
academic achievement at Conde Labac Integrated School. This would entail compiling
data on students' financial situations and academic accomplishments via surveys or
questionnaires. The possible relationships between these variables could subsequently
be found using statistical analysis techniques like regression or correlation.
Furthermore, qualitative techniques like focus groups and interviews may offer greater
insights into students' viewpoints and experiences with financial difficulties and how they
affect their academic performance.
Findings: The study's goal is probably to find out how senior high school students'
financial situation affects their academic achievement at Conde Labac Integrated
School. This can entail looking at the effects that financial assistance, resource
accessibility, and socioeconomic background have on students' academic performance.
Educators, legislators, and other stakeholders can find ways to support students from
different financial situations and enhance academic performance by having a better
understanding of this link.
Research Limitation / Implication: The following are possible research limitations and
consequences in a study investigating the connection between senior high school
students' academic performance at Conde Labac Integrated School and their financial
status :Sample Size and Generalizability: If the study only uses a small sample size
from a particular demographic or geographic location, then limitations may occur. It
might have an impact on how well the results apply to other demographics or
educational settings. Data Collection Method: Response bias or inaccurate reporting of
financial status or academic performance may be present if data is gathered through
surveys or self-reporting. Confounding variables: Other factors, such as family
dynamics, resource accessibility, or extracurricular involvement, that may have an
impact on both socioeconomic status and academic success but were not taken into
consideration in the study.
Originality/ Value: Originality/Value: Conde Labac Integrated School senior high
school students' financial position and academic performance may be related, and this
association may provide important new information about how socioeconomic issues
affect educational outcomes. One way to be innovative would be to carry out a focused
study in this particular school setting, which might yield novel results that are applicable
to the neighborhood. This kind of research could help inform interventions and
educational policies that try to narrow the success gaps caused by economic inequality
in the classroom.
Types of Research: Quantitative Research

APPROVAL SHEET
This research entitled RELATIONSHIP OF FINANCIAL STATUS TO ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL IN CONDE LABAC
INTEGRATEDSCHOOL, prepared and submitted by:Alegria, Eron A. ,Macatangay,
Jhon Martin P.Almarez, Sharym A. Claveria, Dianne C. , Macatangay, Glaiza B.Miranda,
Roma Denisse Soneja, Judylyn M. in partial fulfillment of the requirements for the
subject Practical Research 2 has been examined and recommended for acceptance
and approval for oral examination.
ROCHELLE A. MACATBAG
Practical Research 2 Teacher
RESEARCH COMMITTEE
YOLANDA P. RAMIREZ
Member
MARITES E. VERGARA
Member
ELIZA B. AVENA
Member
Dear Respondents,
Good Day! We are the Grade 12 Loyalty Students of Conde Labac Integrated
School,we are currently conducting a research entitled “Relationship of Financial Status
to Academic Performance of Senior High School in CONDE LABAC INTEGRATED
SCHOOL
In order to finish this research, we are asking for your help by answering the
questions that will be asked to all of you in order to obtain the data that is needed for
this study. You can rest assured that all of the information that you will provide will be
respected and treated with utmost confidentiality.
Your participation in this study will be highly appreciated. Thank You!
Respectfully yours,
ALEGRIA, ERON A. MACATANGAY, GLAIZA B.

MACATANGAY, JHON MARTIN P. MIRANDA, ROMA DENISSE
ALMAREZ, SHARMYN A. SONEJA, JUDYLYN M.
CLAVERIA, DIANNE C.
The Researchers
Noted by:
MACATBAG ROCHELLE A.
Practical Research 2 Teacher
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Financial status and socio-economic status affects the academic performance of
academic achievement of students. Through the use of quantitative-correlational design
employed by the researchers to prove the relationship between the two variables;
mainly the financial status as the independent variable and the academic performance
as the dependent variable. In an educational institution, the fundamental needs go
further in food, clothing, shelter, and energy. In addition, the fundamental needs of a
student extend to the health care, cost of transportation and more recently,
theinformation and communication technology. This implies the role of finance gives a
greater impact to the students' academic performance as much as education is
concerned. The academic performance of the students in most colleges and secondary
schools has become an objective inquiry for researchers recently.
The financial status of a family in most cases affect the education of children
whether their children graduate or to stop going to school. According to Donald
Luke(2020) the financial status is the mix of monetary and economical proportions of an
individual's work and the financial and social situation of an individual or family in
association with others for the reason of salary, work position and work-related
status.The family's financial income and occupation are reviewed, together
with the combined and individual remuneration, and their credit history is assessed in
order to ascertain the family's financial situation.

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According to Lukeman (2021), Student in a low financial status family tend to
have more challenges and difficulty compared to a student in a high financial status
family. Shifeng Li et. Al. (2020) also states that according to their study, that students
from a disadvantageous family negatively affects the students in their school thus
negatively affecting the students academic performance. With these evidence, it could
mean that financial status can significantly affect a students academic performance
depending on what This research seeks to examine the relationship between financial
status and academic performance of senior high school students in Conde Labac
Integrated School. It is the perspective of the researcher that understanding the
relationship between the two variables would be a considerable help to students and
help them enhance their academic performance financial status their families are in.
Financial problems are known to affect various aspects of individuals' lives,
including their educational pursuits. Senior high school students face unique challenges
as they transition to higher education, and understanding the influence of financial
status on their academic performance is crucial. This study aims to examine the specific
impact of financial constraints on the academic achievements of students in Conde
Labac Integrated School, providing valuable insights for educators and policymakers.
Financial problems have a negative effect on the academic performance of students.
Students who are concerned about finances may demonstrate lower goal commitment,
academic engagement, and persistence, leading to increased likelihood of dropping out,
stopping out, or reducing course loads. Financial strain can reduce students’ motivation
to complete college and deplete their cognitive resources available for academic
concerns.
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Financial stress can lead to health problems, such as anxiety and depression,
which can further impact Senior High School students academic performance.
According to various studies, financial stress can lead to a decrease in academic
performance, as students may need to take fewer credit hours or have poor attendance
due to their part-time jobs. This issue is significant, as it can affect the students’ ability
to succeed in their studies and achieve their academic goals.
Students with higher levels of financial stress are more likely to experience
extended time to degree, which further escalates the costs of college. The impact of
financial problems on academic performance varies between male and female students,
with women reporting higher levels of financial stress and men being more affected by
student debt. Financial difficulties at the start of the academic program, such as missed
payments and delays in receiving student loan payments, have been shown to have a
damaging effect on academic performance.
Socio-economic Status of student’s family or parents have also great impact upon
academic success of the students, they are reciprocally related to each other but Socio-
economic Status is the important contributing factor in student’s Academic
Achievement. The term Socio-economic Status is the combination of social status and
economic status of an individual or family on the basis of income, education,
profession, and material possessed etc.We know that when we have low socio
economic status it is hard for us to have a focus in our studies and to our goals
especially when some of our classmates have a high level of economic status in our
economy we struggle to communicate and associate to them.

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This research aims to examine the Relationship of Financial Status to Academic
Performance of Senior High School Students in Conde Labac Integrated School. It is
the perspective of the researcher that understanding the relationship between the two
variables would be a considerable help to enhance their academic performance.
Statement of the Problem
The main objective of the study is to analyze the Relationship of Financial Status
SCHOOL
1.What is the level of financial status of the senior high school students in terms of:
1.1. Family monthly income;
1.2. Students daily allowance;
1.3. School daily expense;
2. What is the level of academic performance of senior high school students?
3. What is the relationship of financial status on the academic performance of senior
high school students?
4.How do financial challenges impact a senior high school students ability to access
educational resources like textbooks and study materials?

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Scope and Delimitation
This study focuses on the financial status, and academic performance of Senior
High School Students at Conde Labac Integrated School. The study specifically
examines the Relationship of Financial Status to Academic Performance of Senior High
School Students in Conde Labac Integrated School:
The study includes a comprehensive assessment of the financial status of the
senior high school students in socio economic, daily allowance and school expenses
and how these expenses impact their academic performance.
The study population consists of Senior High School Students at Conde Labac
Integrated School, and the data collection methods include surveys, interviews, and
observation of the students' academic performance. The study uses a mixed-methods
approach, quantitative data, to provide a comprehensive understanding of the
Relationship of Financial Status to Academic Performance.
Significance of the Study
The primary beneficiaries of the research are the participants, who will benefit
positively from the study. The research is the answer to the need for more preparation
for student advancement in response to the impact of financial status on academic
performance at CONDE LABAC INTEGRATED SCHOOL.

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To the Senior High Students, The participants who experience the
financial problem information to have knowledge about this financial problem.It is
significant since it focuses on how financial circumstances affect a student's educational

performance. Studying the relationship can help identify educational disparities and
offer recommendations for programs focused on helping financially challenged
students.
To the Parents and Guardians, it can assist them in realizing the significance of
financial stability for their child's academic success. For their children's academic
achievement, it could induce parents to utilize all of the amenities and assistance
systems that are out there.
To the Educators, The one who have awareness to the students that financial
problems are the reason why some students will not go to school and consider the side
of the students. This study will assist the teacher in understanding how financial
difficulties affect the academic achievement of students. It can also assist teachers in
adapting their pedagogy to meet the requirements of financially disadvantaged
students. To boost student performance, teachers might employ a range of teaching
strategies. To encourage a welcoming environment for learning, extra resources,
different instructional tools, or changing the way evaluations are conducted may be
offered.
To the School Management, For them to know that some students are
experiencing financial problems and for them to take action and make solutions about
this problem.
To the School Support Services, this study can help improve Conde Labac
Integrated School's support services by identifying the difficulties faced by students.
This could involve putting in place financial assistance programs, scholarships, or
additional strategies that aid struggling students.

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To the Future Researchers, This study may help the researcher to manage
their money beneficial for others who are interested in conducting this research on
financial behaviour of the teachers. They may use the construct of the study to enhance
their own content and validate the study.
Definition of Terms
The following terms are defined conceptually and operationally for better
understanding of the study :
Academic Performance- is the measurement of student achievement across
various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates, and results from
standardized tests. It is a measure of how well a student is performing academically in
comparison to their peers.
Finance- is a field that deals with the management of money and assets. It
involves the study of various aspects such as investments, banking, budgeting, lending,
and
financial planning. This study helps individuals and organizations make informed
decisions about how to allocate their resources, manage risks, and generate wealth.
Financial management- is strategically planning how a business should earn
and spend money. This includes decisions about raising capital, borrowing money and
budgeting. Financial management also involves making strategic financial decisions,
such as budgeting, investment planning, and financial analysis, to ensure the efficient
and effective use of financial resources.

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Financial problem- having financial problems means being unable to pay debts
over the short or long term. Debt complicates financial management and limits
purchasing power. Financial difficulties become a source of stress until all debts are
paid.
Financial Status- means the condition including finance, business, assets,
properties, and operations of a person. In this study financial status is often used to
assess an individual’s or organization’s ability to meet financial obligations and achieve
financial goals.
Financial stress-can be defined as difficulty meeting basic financial
commitments due to a shortage of money. Financial stress increases the risk of
homelessness and can negatively impact an individual's health and psychological well-
being. Not surprisingly, low income is a significant cause of financial stress.
Scholarship- money given （as by a college） to a student to help pay for their
education needs.
Socializing- the process of interacting and engaging with others in a social
setting. It involves building relationships, connecting with people, and participating in
various social activities.
Socio-economic- refers to the interaction between the social and economic
factors that influence an individual or a society. Social factors include aspects such as
education, employment, income, and health, while economic factors include production,
consumption, and distribution of goods and services. Understanding socio-economic
conditions is important for addressing issues related to poverty, inequality, and social
development.
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Students- are individuals who are enrolled in educational institutions, such as
schools, colleges, or universities, to acquire knowledge, skills, and qualifications. They
are typically pursuing academic or vocational studies in various fields of interest.
Students engage in learning activities, attend classes, participate in discussions,
complete assignments, and take exams to demonstrate their understanding and
mastery of the subject matter.
Universities- an institution of higher learning providing facilities for teaching and
research and authorized to grant academic degrees.It is typically a larger and more
diverse educational institution compared to colleges or community colleges. In this
study universities provide undergraduate and postgraduate education, conducting
research and offering specialized programs in various fields of study.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This study gives the readers a better understanding of Relationship of Financial Status
SCHOOL Basis for Intervention. The researchers reviewed materials relevant to the
content of the study.
Financial problems are commonly faced by everyone, especially for those who
come from underprivileged or low-income families.Several studies have investigated the
relationship between financial problems and academic performance. A study conducted
by Smith （2018） found that students from low-income families often face difficulties in
affording educational resources, such as textbooks and school supplies. This lack of
resources can negatively impact their academic performance.In addition, students who
come from underprivileged or low-income families might affect their academic
performance. Most of the past research has been done to show a relationship between
financial problems and the students' academic performance. According to
Olufemioladebinu, Adediran and Oyediran （ 2018 ）， the parent’s income or social
status has positively affected the students' academic performance in an examination.
This can be further supported by a previous study by Olufemioladebinu et al. （2018）
explained that students who come from low socio-economic family status tend to show
a poor academic performance compared to students who come from a better family
background status. To sum up, Asri et al. （ 2017), students who come from a high
economic status are able to have a stimulating learning environment. Hence, it is
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possible 11
for those who have a better family financial background to excel well and achieve a
better academic performance compared to those students who come from low-income
families. Another way financial problems could affect the students' academic
performance is stated by Widener （ 2017 ）， in order to overcome the financial
problems.Financial problems can also limit students' access to educational
opportunities.
According to a study by Brown and Lee （2020 ）， students from low-income
backgrounds are less likely to participate in extracurricular activities, such as sports or
clubs, due to the associated costs. These activities not only contribute to holistic
development but also enhance academic performance by fostering teamwork,
leadership skills, and time management.
Some students make a decision of having to work part-time and even working
for long hours, which takes away their time focusing on their academics. Therefore,
having a part-time job leads to a lack of studying.Widener （ 2017 ） mentioned that
there are two ways of how a financial problem could affect the students academic
performance which are health problems and having work part-time they taking less
credit hours and also poor attendance resulting in their poor academic performance.
According to Perman （ 2019 ） , CNBC journalist, stated that having a part-time job
during the study takes a greater impact on low-income students, whereby approximately
6 million students took a part-time job, and most of them are women, Blacks and
Latinos. By juggling between jobs and academics, some students have to struggle to
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overcome and manage their financial problems. 11
Based on Nnamani, Dikko and Kinta (2014), they mentioned that financial
problems of the students extremely contribute to the students low academic
performance, which therefore leads to the low quality of education in many ways.As
stated in this early literature, financial problems lead to the financial stress which will
eventually influence the low academic performance of the students. A study from
Widener (2017), they mentioned that financial stress has been consistently related to
the students' low academic performance. Based on a study of Asri et al. ( 2017), there
are many factors that contribute to students' academic performance. However, family
socio-economic factors are the significant factors as it involves financial management
which will provide motivation for the students to either have passion or not to achieve in
their academics.Another study by Johnson et al. (2019) focused on the psychological
impact of financial problems on students. The researchers discovered that financial
stress can lead to increased anxiety and decreased motivation, which in turn affects
students' ability to concentrate and perform well academically. Widener (2017) further
added that financial problems lead to health problems such as anxiety which then lead
to negative behaviours such as addiction to alcohol or uncontrolled shopping, hence
making the students lose their focus on their academics. When students face financial
problems to cope with the high cost of living, they are more exposed and vulnerable to
health problems. Therefore, here comes the issue of whether students who have
financial problems can handle the stress of managing their daily lives and finances.
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Based on the study of Dang and Bulus (2015), stated that many Americans are
affected by the economic downfall. Even college students often worry about their
finances, which then this financial worry may affect their academic performance as the
students are dividing their attention between financial and academic.Hence this can be
stated that the family's finances are motivation and encouragement for the students to
have a good academic performance. Asri et al. (2017) added that when a highly
motivated student encounters a financial problem, the student will turn the problem into
motivation for them to achieve success. Therefore, whatever problems that come, which
include financial problems, should not hinder the students if they want to succeed
academically.
Asri et al. (2017) stated that poor financial management could cause an
individual unable to control the stress and thus it affects their daily life such as health by
making them depressed and becoming physically ill. This can be further supported by
the study of Asri et al. (2017) which stated that one of the causes of stress among
students is because of their financial problems in which the students tend to feel dizzy
and have anxiety that will eventually create tension with them. In other words, financial
problems lead to various problems that will eventually affect the students academic
performance.
This can be supported by a study from Widener (2017). It found that students
who are financially depressed had lower grades and enrolled in fewer credit hours. Most
students are involved in part-time jobs given by universities or local companies.

According to Asri et al. (2017), the students who come from underprivileged
socio-economic status families are often constrained by problems such as needing to
work to help their families, incapable of buying learning materials that will ultimately
impact their academic performance.
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This affects their academic performance as they have to divide their focus and
attention between work and their academics. Perman (2019) also mentioned that
approximately 59% of students from underprivileged or low-income families worked for
15 hours and more, and they received a C average or lower for their academics. This
does not only affect the students schedule as they not only have to manage their time
for classes and assignments, but they also have to manage and plan their part-time job
schedule accordingly. This will eventually affect their academic performance and add to
health problems such as fatigue. As a result of this financial problem, students tend to
be less social, skip classes, and take a toll on their health, leading to poor academic
performance. According to Asri et al. (2017), stated that due to financial problems,some
students tend to be quiet, unsocialised with their friends and less interaction in class
thus leads to a decrease in their academic performance due to their lack of interaction
in acquiring knowledge.
Conceptual Framework
Input Process Output
Financial Status of the Senior HighData Analysis  Evaluation of the
 Sending of survey academic performance of the the

School Students questionnaires to the students.
 Family Monthly Income respondents of the study.  Establish a relationship
 Students Daily Allowance  Statistical treatment of between the financial status of
 School fees and Expenses the numerical data. the senior high school students
 Interpretation of results. and their academic
performance. 15
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In this conceptual framework,we use this diagram to show you the effect of the
level of financial status to academic performance of senior high school students in
Conde Labac Integrated School.
Review of Related Studies
Ghulam Sughra (2022) stated that socioeconomic status (SES) serves as a
quantifiable indicator of an individual's and their family's economic and societal
position
in comparison to their peers. While the relationship between SES and various social,
psychological, and health domains has been extensively examined, its impact on the
field of Education has only recently gained attention. Researchers have focused on
exploring the association between SES and students' academic achievements for over
two decades. For instance, Quagliata (2008) discovered a positive correlation between
SES and academic performance. Ahmad and Khan (2012) as well as Ahmar and Anwar
(2013) established a significant link between parental socioeconomic status and the
academic achievements of secondary school students in Secondary School.

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Examinations. Okioga (2013) demonstrated that the socioeconomic background of
students influences their academic performance. Moreover, the PISA (2012) study
indicated that over seventy-five percent of the differences in academic performance
among participating schools could be explained by analyzing the socio-economic status
of both the schools and the students. Sledge (2016) established a significant
relationship between SES and access to education. Doston and Folly (2017)
acknowledged the impact of student poverty on academic achievement. Bhat and Joshi
(2017) identified a substantial distinction in the academic performance of pupils with
higher socioeconomic status compared to those with lower socioeconomic status.
Furthermore, Davoli and Entorf (2018) highlighted the persistence of achievement gaps
among advantaged and disadvantaged students, as evident in the PISA results. Given
the factors that influence students' academic achievements, the relationship between
SES and students' academic performance has garnered the attention of researchers in
the field of educational testing and measurement. However, there is a notable dearth of
research concerning the relationship between the socioeconomic status of school heads
and a school's academic performance.
A study conducted by Fauzi, R., Fitri Zaini, M. N. Z. Nik Faudzy, N. ., & Zor, A. A.
Z. (2020) found that self-efficacy plays a significant role in the determination of financial
behavior and self-assuredness regarding one's ability to manage finances. According to
a study conducted on undergraduate college students, the majority of students exhibit
confidence and high motivation in effectively managing their finances and making plans
for future savings (Hucul, 2015). Financial behavior refers to the actions individuals take
in managing their finances, and there exists a direct correlation between self-control and
saving behavior. This notion is supported by a study conducted by Amer Azlan, Wijaya 17
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Kamal, Rosie, and Zaiton (2016), which reveals that individuals with higher levels of
self-control demonstrate discipline, delayed gratification, and prioritize their financial
decisions. Financial wellness pertains to an individual's state of financial health, and a
positive financial attitude is associated with a higher level of financial well-being
(Philippas & Avdoulas, 2020). Research conducted by Setiyani and Solichatun (2019)
found that, in addition to a positive financial mindset, a higher level of financial literacy,
increased financial socialization, a strong sense of financial trust, and positive financial
behavior significantly impact the financial well-being of students. Jariah's research
(2014) indicated that college students with lower grade point averages reported more
financial problems compared to those with higher grade point averages. These students
tend to engage in activities such as gambling, accumulating excessive debt, inability to
repay debts, and lack of savings, which contribute to financial stress. Therefore,
students who perform better academically may possess superior financial management
skills. The study by Rubayah et al. (2015) stated that students with higher Cumulative
Grade Point Averages (CGPAs) and strong academic performance exhibited a higher
level of financial literacy. Limited research exists on financial behavior and problems
among Malaysian tertiary education students due to a lack of awareness surrounding
this issue. This fact is supported by Opletalová (2015), which reveals that financial
education has not received the attention it deserves. Hence, this work aims to bridge
these gaps by providing an analysis of financial issues among Malaysian university

students. This study will benefit organizations as they can assess whether finance plays
a major or minor role in affecting the academic performance of nursing students during
their studies. The data obtained from this study can be utilized to plan programs or
events focused on financial education and encourage nursing students to participate in
such initiatives to enhance their financial knowledge. In conclusion, financial matters are
highly relevant to university students. Given the current concern surrounding financial
issues among youth, further research is necessary to gain a comprehensive

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understanding of these problems and develop effective measures to address them. 11
Raju, T. (2016) stated that socioeconomic status can have a significant impact on
a person's academic achievement and access to resources. It is important to consider
these factors when evaluating a person's cognitive abilities and potential for success.
Socioeconomic status is a measure of a person's social and economic position in
society. It can affect a person's access to resources, opportunities, and social
connections. In the context of education, socioeconomic status can impact a student's
academic achievement. Academic achievement refers to a student's performance in
school, typically measured by grades or standardized test scores. It is often used as an
indicator of a student's cognitive abilities and future success.Research has shown that
there is no significant difference in cognitive development between rural and urban
children of high and low socioeconomic status. However, there are differences in
academic achievement between rural and urban boys of high socioeconomic status,
with rural boys performing better. There were no significant differences in academic
achievement between rural and urban girls of high and low socioeconomic
status.Intelligence and achievement in mathematics have been found to be related

across different socioeconomic levels. More educated parents from economically
advantaged backgrounds are able to provide their children with more facilities and
stimulation, which can impact their academic achievement.In the context of sports,
research has shown that female players from different socioeconomic backgrounds do
not differ in their achievement motivation levels. However, their socioeconomic status
19
does not affect their game performance. 11
Balachandran Vadivel, et al., (2023), demonstrated a study between student
academic achievement and SES to bring the attention of monetary and educational
institutions to communities and families with lower SES. There are so many
international organizations, governments, NGOs, and volunteers working on this issue.
Governments in third-world countries are providing free-of-cost primary education,
textbooks, uniforms, mid-day meals, etc. to attract children from low socioeconomic
backgrounds to the schools. The main limitation here is the lack of awareness on the
parents’ part and the lack of basic facilities such as washrooms, benches, and
blackboards that do not let children get admitted to the schools and if they do take
admission, they do not remain there for a long time. No proper education ruins their
chances of getting upward in the social hierarchy. Every nation has a unique socio
economic setting. Therefore, it is important to examine the effect of a country’s
socioeconomic situation on student accomplishment and compare the results across
various nations. The study is significant because academic success gaps between
children from affluent and poor SES families start to appear early in a child’s life.
Understanding this subject is important for policy study because it can provide
information about how and when inequities reproduce and how they can change over a
person’s life. This research paper hopes to draw the attention of all those authorities
involved in working for the education of children with low-socioeconomic backgrounds. It
throws light on the relationship between the socioeconomic background of a child and
his educational achievements and what psychology is working behind these children not
pursuing their education and getting into a low-paid job where they are exploited by their
20
employers. 11
Mootoocurpen (2021) acknowledges the relationship between academic
performance and socio-economic status (SES) has been widely studied in social
sciences. SES is a measure of a person's combined economic and social status, and it
is often used as a variable in educational research (Sirin, 2005). Other indicators of SES
include education, social class, and income (Darin-Mattsson, Fors, & Kåreholt, 2017). In
this study, we define SES as the achievement of families in terms of income,
educational achievement, and occupation.Global studies have shown that SES factors
have a significant impact on students' performance in school. These factors include
poverty, the level of education of students' parents, parental income, indiscipline, and
lack of motivation (Alika; Morgan, Farkas, Hillemeier, & Maczuga, 2009; Alika & Edosa,
2012). Children from low SES households and communities are often exposed to poor
neighborhoods and are more likely to be deprived materially and emotionally, which
negatively affects their academic performance (Alika; Morgan, Farkas, Hillemeier, &
Maczuga, 2009; Alika & Edosa, 2012).
Moreover, schools located in low SES communities often lack resources, which
have a direct negative influence on students' progress and outcomes (Aikens &
Barbarin, 2008). The educational background of parents plays a significant role in their
children's academic performance (Grissmer, Kirby, Berends, & Williamson, 1994;
21
Okantey, 2008). 11
Parents with a solid educational background have the potential to have
increased income and are more likely to show involvement and concern for their
children's school achievement (Okantey, 2008). Parents of high socio-economic status
tend to have the ability to financially and morally support their children, which in turn
could improve their academic performance (Makewa et al., 2012). Several researchers
have found that there is a relationship between peer pressure and students' academic
performance (Zimring, 1998; Steinberg, 2005; Temitope & Christy, 2015; Mosha, 2017;
Bankole, 2019). According to Steinberg (2005), a student who is negatively
influenced by their peers would often have a poor academic performance. On the other
hand, positive peer influence results in students' academic vigor and motivation for
achievement (Lashbrook, 2000; Olalekan, 2016).In Mauritius, the academic
performance of students in secondary schools is a matter of great concern for parents
and the government. The quality of education at the secondary level has become a
major problem, especially with the re-introduction of obtaining 5 credits at School
Certificate “O” level to secure a place in Grade 12. The decreasing performance of
students, especially in mixed-ability colleges, has increased, and data collected from the
Statistical Office (CSO, 2020) shows a complete decline in academic performances of
students for both female and male gender, with a drop of 4.1% over the past five years.
One of the factors that could have contributed to this drop in academic performance is
the SES background of the students. This study aims to investigate the academic
performance of students from different SES backgrounds and explore how their
performance varies socially. The extent to which factors such as family, personal, and
other circumstantial factors impact students' academic performance is discussed.

22
11
Tus (2019) conducts a study about self-efficacy is the belief in one's ability to
accomplish tasks and achieve goals. It's a crucial factor in determining an individual's
effectiveness in their work and personal life. In the context of education, self-efficacy
can greatly impact a student's academic performance. Previous studies have shown
mixed results when it comes to the relationship between self-efficacy and academic
performance. Some studies have found no significant relationship between the two,
while others have found a positive correlation.The purpose of this study is to explore the
influence of self-efficacy on academic performance. Specifically, we aim to measure the
self-belief of students in their ability to achieve their academic goals and determine how
this affects their academic performance.By gaining a better understanding of the
relationship between self-efficacy and academic performance, we can identify ways to
enhance student learning and help them achieve their full potential.
Macatbag (2019) indicated that most individuals agree of having financial
education and skills aids in understanding and handling financial matters, but there are
other factors that also affect an individual's personal financial management, such as an
individual's "emotional control," their degree of confidence in their "decision making,"
and their ability to handle financial products (Atkinson and Messy, 2016). To ascertain
how well people manage their finances and overcome financial challen
There are no sources in the current document. (Macatbag, 2019)ges, it is
critical to assess their comprehension of financial concepts and level of self-efficacy.

Self-efficacy is the belief in one's own self-agency and ability to complete tasks. People
who possess these abilities can make more competent and rational decisions, have
positive control over their financial future, and therefore can achieve favorable future
outcomes (Guo, et al., 2018).Self-efficacy is the sense of one's own agency and the
conviction that one can successfully complete a task. It is associated with optimism,
motivation, and self-assurance and the belief that one can overcome a range of
obstacles (Gecas, 1989). Many aspects of an individual's behavior, such as their
outlook on the future and how optimistic or pessimistic they are, can be used to
measure their level of self-efficacy (Bandura, 2006). A person with high self-efficacy is
motivated to approach goals positively and can overcome hurdles to reach their goals
more readily than one with low self-efficacy, which makes them focus on possible 23
11
setbacks. Lastly, it appears that there is no accepted definition of financial self-efficacy.
According to Guint et al., (2015), they mentioned that the factors affecting
student achievement include income, source of income, and the mother's education
level Although many poor students score below average on assessment measures,
instructional techniques and strategies implemented at the classroom, school, district,
and government levels can help close the achievement gap by providing students with
necessary assistance in order to achieve high performance in academics.
A study conducted by Munir, J., Faiza, M., Jamal, B., Daud, S., & Iqbal, K. (2023)
found that academic success is significantly impacted by socioeconomic status. When
compared to their peers from lower socioeconomic origins, students from higher
socioeconomic backgrounds typically experience superior educational performance.
Numerous factors, such as parental education level, social and cultural capital, and
access to educational resources, might be linked to the impact of socioeconomic status
on academic achievement (Reardon, 2013; Srin, 2005). Developing treatments and
policies that seek to provide equal educational opportunities for all children, regardless
of their socioeconomic circumstances, is crucial in light of the significance of addressing

24
these inequities (OECD, 2018). 00
Badaran, Bulastig, Dayot (2023) , they mentioned that academic performance is
defined as a student's grade or the skills they have acquired at the conclusion of a term,
semester, or other academic period in a particular academic field or subject. Good
academic performance is shown by students who receive satisfactory or better marks
as well as scores, based on their qualifications. On the other hand, low grades are
indicative of poor academic performance for students. individuals from low-income
families typically face more obstacles and difficulties than kids from high-income
families. These students' negative influences on other students in their school also have
an adverse effect on the students' academic achievement. Based on this data, it may be
concluded that a student's academic achievement can be greatly impacted by their
family's financial situation.
Synthesis
Khan (2005) developed by Islam and Khan (2017) introduced different factors
which relates the Socio-economics Status of the Students at Higher Secondary level
and their Academic Achievement. Khan observations are unique and are as follows:
The Academic Achievement of a student is not only a function of his/her intellectual and
personal characteristics but also influenced by his/her Socio-economic Status and

which in turn also, influences and determine the attitudes, interest and motivation of
students for studies. Thus, Socio-economics Status is important variable for determining
the Academic students.
Gershoff et al. (2015) found that students from low-income backgrounds tend to
have lower academic achievement compared to their peers from higher-income
households. This is due to various factors like limited access to resources, lack of
parental support, and increased stressors related to financial instability.
Davis-Kean (2005) highlighted the influence of parental socioeconomic status on
student academic achievement. This extends to high school students as well. Students
from low-income families may face challenges in terms of accessing educational
resources, extracurricular activities, and other opportunities that can enhance their
25
academic performance. 11
DesJardins, et al. (2002) showed that financial aid positively impacts academic
performance. Students who received financial aid were more likely to persist in
their studies and achieve higher grades. This suggests that access to financial
resources can alleviate financial stress and create a more conducive environment for
academic success.
Hill et al., (2004) also argued that the financial status of parents do not only affect
the academic performance of the child, but also makes it impossible for the child to
complete with his counterpart from high financial status under the same academic
environment.
Camacho, Cordero, & Perkins, 2016; Chan &Bernardo, 2017).One of the sources
of stress for students that has been observed among higher education systems in
different parts of the world relates to financial pressures.Education is an essential need
in the society today, and therefore academic performance is
positioned quite high on the national agenda, with educators and policy makers putting
effort in testing, accountability and other related concerns (Mark 2003).
In the RAM framework, adaptation refers to their level of learning, emotion
management, and judgment (Roy & Andrews, 2008).That is, as students experiencing
financial hardships, they learn to cope with or adapt to new financial stressors more
effectively. Unavoidable expenses, lifestyle, peer pressure, tuition fees, debt loans, and
26
financial planning and awareness were chosen to represent the student’s problem. 11
Melvin Jabar, Judith Garcia, Marie Anne Valerio Asia-Pacific Social Science
Review 20 (4), 2020 Parental involvement plays a crucial role in the achievement of
positive educational outcomes of children. However, the level of involvement among
parents varies based on the confluence of individual, familial, and societal factors.
Anchored on such premise, this paper aims to investigate the influence of the different
socioeconomic related variables to parental involvement, such as monthly income,
subjective assessment of living condition, weekly expenditures related to children’s
education, and membership in Conditional Cash Transfer (CCT) Program or the
Pantawid Pamilyang Pilipino Program (4Ps). It separately analyses parental
involvement at home and in school, as these two distinctively involve nuanced
practices. This paper is based on a survey conducted with 1,638 parents, mostly
experiencing poverty, from 29 public elementary and high.
Allan Coran (2013) stated that globally, being financially stable became a serious
matter when it comes to productivity and creativity in the academic performance

of students. Indeed, we researchers also believe that being financially stable means
students could afford their daily academic expenses in their everyday life as they
productively enhance themselves in school. But financial instability on the other
hand,can cause negative effects to the academic performance of students, such as they
could not afford to buy tools, supplies or equipment that is needed for their Academics.
Also, they could not afford a particular project, neither to participate financially in a
specific project. As they cannot afford to buy things that is essential to their academic
development, it may result for the decrease of their academic performance in school.
27
00
CHAPTER III
METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher
in conducting the study which includes the research design, population of the study,
research instrument and its development establishing its validity and reliability, data
gathering procedures, and the appropriate statistical treatment of data.
Research Design
The research design used for this study is a quantitative research design with a
descriptive-correlation methodology. The study will employ a questionnaire created by

the researcher to gather data. Quantitative research focuses on quantifying the
relationships between variables, which in this case include weight, performance, time,
and treatment. According to Hopkins (2008), the study will aim to establish the
relationship between various variables, such as the profile of the respondents, their
parents' financial status, school background, and academic performance, using effect
statistics like correlations, relative frequencies, or differences between means. The
respondents for this study will be senior high school students under the academic track
of Accountancy, Business, and Management, Science, Technology, Engineering, and
Mathematics, and SMAW students for the school year 2023-2024.
28
11
Respondents of the Study
The respondents of the study involved all the students in Senior High School
Students at Conde Labac Integrated School. The researcher used a probability
sampling method in determining the possible respondents.
Section Total Population Sample Size
G-11STEM-Knowledge 26 16
G-11ABM-Integrity 31 16
G-11ABM-Benevolence 31 16
G-11SMAW-Respect 21 15
G-11SMAW-Righteousness 21 16
G-12STEM-Wisdom 24 15
G-12ABM-Loyalty 28 16
G-12ABM-Liberty 29 16
G-12SMAW-Courage 27 16
G-12SMAW-Confidence 26 15
TOTAL: 264 157
29
Data Gathering Instrument 11
A Standardized survey questionnaire was used in this study. In the conduct of
the study, the researcher followed these following steps seeking permission from the
school principal setting appointment with the senior high school teachers, Conducting
the interviews with the students. In gathering data, the researcher will create a survey
questionnaire. The questionnaire-checklist will be distributed to the target respondents.
The responses will have gathered for processing.
The data will be organized, computed, analyzed and interpreted according with
the use of Google forms to come up with a reliable results, whether there is significant
relationship between the relationship of financial status on Academic performance of
Senior High School Students of Conde Labac Integrated School.
Statistical Treatment Data
The following statistical tools were used in the study:

Frequency counts and percentage distribution. It was used to classify and
group the respondents according to their profiles according to their socio economic
status, financial status, and average family income.
Mean and standard deviation. The following scales were used in interpreting
the following data of the summary of the level of financial status and academic
performance of the students.
Person's correlation.It was used in the effect of respondent's financial status to
their academic performance and how their socio-economic affect their performance in
school.
30
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CHAPTER IV
PRESENTATION,ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the comprehensive analysis and interpretation of results
from the data gathered. Data were presented in a tabular form and were supported by
the gathered literature and studies.
1.Profile of Respondents
Table 1 Presents the frequency and percentage distribution of the respondents in
terms of average family monthly income.

Table 1
Frequency and Percentage Distribution of the Respondents in terms of Average
Family Monthly Income
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11
Average Family Monthly Frequency Percentage
Income
Below 5,000 83 52.9
5,001- 20,000 48 30.6
20,001- 40,000 17 10.8
Above 40,000 9 5.7
Total 157 100
Table 1 reveals that 52.9 percent or 83 respondents has an average family
monthly income of 5,000 below ,30.6 percent or 48 respondents with 5,001-20,000,10.8

percent or 17 respondents with an income of 20,001- 40,000 and lastly,5.7 percent or 9
respondents with average family income of above 40,000.It can be inferred that majority
of the respondents have 5, 000 below average family income and only 9 respondents
have above 40,000 family income.
Table 1, it shows that the 83 respondents has an average family monthly income
of 5,000 below, 48 respondents has an average family monthly income of 5,001 -
20,000 17, respondents has an average family monthly income of 20,000 - 40,000 and
32
9 respondents has an average monthly income of above 40,000. 01
This was supported by the study of Macatbag (2017) ,that financial literacy was
strongly related to socio demographic characteristics and position in family on financial
sophistiation. But, financial literacy varies quite substantially among countries: financial
literacy level depends on educational,social interactions (TullioJappelli, 2019).
Average Students Daily Frequency Percentage
Allowance
50 below 26 16.6
51-150 87 55.4
151-200 29 18.5
200 above 15 9.6
Total 157 100
Table 2
Frequency and Percentage Distribution of the Respondents in terms of

Average Students Daily Allowance
33
00
Table 2 reveals that 16.6 percent or 26 has an average respondents has an
average students daily allowance of 50 below, 55.4 percent or 87 respondents have
daily
allowance of 51-150, 18.5 percent or 29 respondents have daily allowance or 151-200 ,
and lastly 9.6 percent or 15 respondents have 200 above daily allowance.
Based on the survey we conduct , majority of the respondents have 51-150 daily
allowance and only 15 respondents have above 200 daily allowance.
These findings are consistent with previous studies of Moneva, J., Tuñacao, M. (2020),
that most of the students have the ranges forty-one to fifty pesos as their daily
allowance. With this, students are satisfied with their daily school allowances. The
students seem to have a peaceful mind in their financial life because of meeting
financial obligations with fewer debts and liabilities. A student who manages well a
financial resource leads to lesser debts and liabilities which tend to increase the level of
financial support satisfaction. Furthermore, a financial support satisfied student is more
confident, tolerant and less prone to stress for having improved individual well-being. In
order to enhance budgeting skills and increased level of financial support satisfaction,
this study suggests exploring more on the students who are making debts at an early
age.
34
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Table 3
Frequency and Percentage Distribution of the Respondents in terms of Students
Previous General Average

Previous year Frequency Percentage
General Average
Below 75 1 0.6
76-79 10 6.4
80-85 75 47.8
86-90 59 37.6
91 Above 12 7.6
Total 157 100 35

11
Table 3 reveals that 0.6 percent or 1 respondents got 75 below previous year
general average,6.4 percent or 10 respondent got 76-79 last year general average,47.8
percent or 75 respondents got 80-85 previous year general average,37.6 percent or 59
respondents got 86-90 last year general average,and lastly 7.6 percent or 12
respondents got 91 above last year general average.

From table 3 it shows that the 75 respondents has an previous year general average
of below 75, 59 respondents has an previous year general average of 86-90,12
respondents has an previous year general average of 91 above,10 respondents has an
previous year general average of 76-79, and 1 respondents has an previous year
general average of below 75.
Indicators WM Verbal Interpretation Rank
1. My family own a business 2.52 Disagree 3
2. Our family income 2.49 Agree 4
reaches Php. 20,000-40,000
3. Our family income is just 2.67 Agree 2
enough to meet expenses
on our daily things
4. We have money reserved 3.01 Agree 1
for savings and future
expenses
Composite Mean 2.67

36
11
Table 4
Shows the Data of Family Monthly Income of the Senior High School Students in
Conde Labac Integrated School

Table above reveals the data Family Monthly Income of the students. The highest
weighted mean obtained by the students was 3.01 who answered the question, We
have money reserved for savings and future expenses. This finding was supported by
Asri et al. (2017) that when a highly motivated students encounters a financial problem,
the student will turn the problem inti motivation for them to achieve success. This then,
confirms that research is a skill that help us to more understand how financial status of
the family affect the student academic performance. 37

11
Table 5
Data of Students Daily Allowance of The Senior High School Students in Conde
Labac Integrated School
Indicators WM Verbal Rank

Interpretation
1. My family give my allowance 2.94 Disagree 2
monthly
2. My family give my allowance 2.54 Agree 4
everyday
3. My allowance every day is 3.05 Agree 1
between 100-200
4. My allowance every day is 2.74 Disagree 3
200 above
Composite Mean 2.82
This data shows the Students Daily Allowance. The weighted mean obtained by the
students was 3.05 who answered the question, My allowance every day is between
100-200. Students having a high financial status gain public attention and peaceful
surroundings that would improve their academic achievement (Chandra & Azimuddin,
2003). Researchers demonstrate that financial status of the students correlates with
academic achievement (Bhat, Joshi, & Wani 2016).

Table 6
Present the Data of Daily Expenses of the Senior High School in Conde Labac
Integrated School 38
11
Interpretation
1. I budget my allowance wisely 2.20 Agree 4
2. I spend only 20% of my 3.05 Agree 1
allowance for school expenses
3.I spend half or more of my 2.59 Agree 3
allowance for school expenses
(e.g. food, exam papers, modules,
and fees)
4.I prefer buying food on school 2.86 Agree 2
than packing my own food
Composite Mean 2.68
This another data shows the School Daily Expenses of the students. The highest
weighted mean obtained by the students was 3.05 who answered the question, I spend
only 20% of my allowance for school expenses, The status of a student in the society
sees family income as a factor to consider regarding socioeconomic status (Okioga,
2013). Students now can be more attentive when it already had the need of improving
their academic performance, Socioeconomic status of the students can be a factor

when achieving and enhancing one academic performance, School allowance plays a
big role in daily school adventure.
There can be an impact if the student allowance on school is not enough for them to
focus when studying.
39
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Table 7
Data of the Students “Level of Academic Performance of Senior High School
Students”

Interpretation
1. I always pay attention 2.54 Agree 2
during every discussion.
2. I actively participate in 2.50 Agree 3
every discussion.
3. I enjoy participating in 2.41 Agree 5
recitations and activities in
school.
4. I am focused especially if 2.22 Agree 7
the subject is hard.
5. I am confident to answer 3.09 Agree 1
even. I am not sure if it is
right.
6.I always attend classes. 2.35 Agree 6
7.I submit all my projects and 2.42 Agree 4
assignment on time.
Composite Mean 2.50
40
The table above reveals the data of the Level of Academic Performance of Senior High
School Students. The highest weighted mean obtained by the students was 3.09 who
answered the question. I am confident to answer. The duration of time taken to break
from high school to higher education, and student engagement in the facilities or
support that higher education institutions provide (Moraga-Pumarino. Salvo-Garrido, &
Polanco-Levican, 2023). Furthermore, based on their extensive literature review.
Alyahyan and Düştegör (2020) have identified the most important factors in predicting
students' academic success in higher education divided into five categories, namely: (1)
academic achievement which includes GPA and cumulative GPA: (2) student
demographics which includes gender, age, parents' educational background and
occupation, student's place of residence, and family income: (3) student's learning
environment in the higher education institution where the student studies: (4) student's
psychological condition which includes learning interest, learning motivation, and self-
regulation: (5) e-learning activities that the student engages.

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Table 8
Present the Data of Students “Is financial significantly affect their grades”
Interpretation
1. I can’t focus on my school
works because of financial 2.68 Disagree 3
problems
2. I experience a late
submission of projects and 2.49 Disagree 5
etc. due to financial problems
3. I forgot to do my activities
and requirements because of 2.75 Disagree 2
thinking about how to provide
money for my school fees
4. I am unable to follow the Disagree 4
lessons because I wasn’t able 2.61
to purchase the required
textbook or module that are
needed for the class

5. Sometimes I cannot buy
the materials needed because 2.90 Disagree 1

42
I do not have a money for it. 11
Composite Mean 2.69
The table reveals the data of students “is the financial affect their grades”. The
highest weighted mean obtained by the students was 2.90 who answered the question,
Sometimes I cannot buy the materials needed because I do not have a money for it. In
order to take initiatives in academic performance of students need to include efforts and
make their selves aware academically for them to develop their academic performance
(Shanzadi & Ahmad, 2011).Students are mostly doing recapitulation the tackled lesson
by memorizing the word again by themselves and this may become one of the styles of
learning of the students (Gbolle & Keamu, 2017). In addition, well-furnished study room
with loaded equipment has a helpful outcome on the scores of the students.
Table 9
Shows the data of the students “Are there visible problems and academic
success”
Interpretation
1. I skip a whole
day class because 2.35 Disagree 2

of financial
43
problems. 11
2. I cannot pay
attention in class 2.15 Disagree 4
because of how
tired I am from
helping my parents
to earn money.
3. I usually
intended not to 2.36 Disagree 1
submit my activities
due to financial
stress.
4. I tend to not
have energy to
participate in any
activities because 2.27 Disagree 3
my mind is on our
financial
responsibilities.
5. I was not able to
pay a full amount 2.11 Disagree 5
of money when
there is
44
contribution. 11
Composite Mean 2.25
The table shows the data of students “Are there visible problems and academic
success”. The highest weighted mean obtained by the students was 2.36 who answered
the question, I usually intended not to submit my Persistence could be an advanced
development that lends students to achieve the specific online course (Hart, 2012). A
study implied that both attitude and self-efficacy have strong effect on academic
achievement (Li, 2012). Student performance can be influenced by how they are been
guided by their teachers and parents considering the learning facilities (Singh, Malik, &
Singh, 2016). Risk takers with a brave mind to nurture new things and develop their
self-reliance are the classification of determined people.

45
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Table 10
Present the Data of the Student Financial Situation that Influence their
Educational Achievements

Interpretation
1.Financial
problems have
affected my 2.19 Agree 3
academic
performance.
2.I did not
participate in
activities that
require financial 2.18 Disagree 4
contribution
because of the
lack of financial
support.
3.I feel un
motivated to
study and tends 2.10 Disagree 5
to lose my focus
while studying.
4.I cannot 2.38 Agree 2
perform better
when I have a
problem
5.I was thinking
of dropping out
the semester 2.48 Disagree 1
when we
experienced
difficulties in
financial.
Composite 2.27
Mean
46
00
The table shows the data of the Students Financial Situation Influence Their
Educational Achievements. The highest weighted mean obtained by the students was
2.48 who was answered the statement, I was thinking of dropping out the semester
when we experienced difficulties in financial. Students having a high financial status
gain public attention and peaceful surroundings that would improve their academic
achievement (Chandra & Azimuddin, 2003). Researchers demonstrate that financial
status of the students correlates with academic achievement (Bhat,Joshi, & Wani 2016).
Table 11
Present the Impact of Financial on Senior High School Students Ability to Access
Educational Resources and Study Materials in Conde Labac Integrated School
Impact of Financial on Senior High School Students Ability to Access
Educational Resources and Study Materials
Interpretation
1. I wasn’t be
able to pay a full
amount of money 2.20 Disagree 4
when there is
contribution.
2.Sometimes I
47
11
cannot buy the
need materials 2.34 Disagree 3
because I doesn’t
have money for it.
1. I was not able
to go on school
activities because 2.75 Disagree 1
of lack of financial
support.
2. I was not able
to participate on
activities that 2.02 Disagree 5
require financial
contribution.
3. I cannot buy
materials and
textbooks on time 2.36 Disagree 2
because I don’t
have enough
money for it.
Composite 2.33
Mean
48
11
The table above shows the data of the Impact of Financial on Senior High School
Students Ability to Access Educational Resources and Study Materials in Conde Labac
Integrated School. The highest weighted mean obtained by the students was 2.75 who
was answered the statement, I was not able to go on school activities because of lack of
financial support. This study was supported by Davis-Kean (2005) highlighted the
influence of parental socioeconomic status on student academic achievement. This
extends to high school students as well. Students from low-income families may face
challenges in terms of accessing educational resources, extracurricular activities, and
other opportunities that can enhance their academic performance.
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CHAPTER V
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the study. This also includes the findings,
conclusions,and recommendations.
SUMMARY
The study was conducted to analyze the Relationship of Financial Status to
Academic Performance of Senior High School Students in Conde Labac Integrated
School. This considered the family monthly income, school daily allowance of the
students and students daily expenses. As a result, the researchers understand and
willing to help some senior high school students in Conde Labac Integrated School who
are having difficulties to their academic performance due to financial status to enhance
and achieve their academic goal.
The quantitative descriptive-correlation research was used. There were a total of 264
senior high school students in Conde Labac Integrated School and our research
respondents have a total of 157.
Findings
The findings of the study are the following: In general majority of the respondents
previous academic performance did not affect by their financial and socio-economic
status. Financial status have a low impact to the academic performance of the senior
high school students in Conde Labac Integrated school as more of them got a high
average in their previous academic year and it is ranging of 80-85 or 47.8 percent. It
found that even the family monthly income of is 5000 below the students still can do
better to their academic performance.
Conclusion
The purpose of this chapter was to focus on the findings emerged from the interview.
Its is a clear from the findings that:
1.There is one senior high school students got 75 below in previous year average.
2.The family monthly income of majority of senior high school students is 5000 below
and more of students got an 86-90 previous year average.
3.The financial status of the senior high school students have a low impact to their
academic performance.
4.There’s have a few students who have difficulties to understand the lesson and pass
some activities due to financial status they have.
Recommendations
In view of the findings and conclusions of this study the researchers recommend the
following:
1.Senior High Students must be create a budget to track their income and
expenses .Cut their unnecessary needs and find low-cost alternatives.
2.Parents on guardians are required to find a job that can supplement the family
finances ,such as online selling,building a sari sari store on selling food in the market.
51
11
3.Educators can support students with a financial status by teaching financial
literacy ,connecting them with local resources,and creating a supportive classroom
environment.
4.School Management can support students by offering scholarships,collaborating with
community organizations for work opportunities ,providing free or access to school
supplies.
5.Further, Future researchers could are this research study,as by offering background
information ,identifying gaps, and suggesting areas for expansion in similar studies.
52
10
Bibliography
https://www.scribd.com/document/349472072/Final-Assignment-3-Theoretical-
Framework-on-Financial-Distress
https://www.studocu.com/ph/document/university-of-southeastern-philippines/practical-
research-1/financial-status-and-academic-performance-of-senior-high-school-students-
under-science-technology-engineering-and-mathematics/28465725
https://www.scribd.com/document/349472072/Final-Assignment-3-Theoretical-
Framework-on-Financial-Distress
https://doi.org/10.54183/jssr.v3i2.308
http://macfea.com.my/wp-content/uploads/2018/11/Artikel5-JPM-Jilid-29-Dis-2017.pdf
https://doi.org/10.53575/irjei.v3.02(22)4.43-47
https://doi.org/10.21834/ebpj.v5i15.2456
http://dx.doi.org/10.21013/jems.v3.n3.p2
https://doi.org/10.1155/2023/6565088
(Macatbag, 2019)
Bibliography
Macatbag, R. A. (2019). Financial Self-Efficacy Among Women Educators In Public Secondary High School
In Batangas City. 6.
CURRICULUM VITAE
Personal Information
Name: Judylyn M. Soneja
Address: Sto Domingo, Batangas City
Date of Birth: December 29, 2004
Place of Birth: San Jose Sico, Batangas City
Citizenship: Filipino
Civil Status: Single
Email: [email protected]
Educational Background
SENIOR HIGH SHOOL
Conde Labac Integrated School SY. 2022-2023
Conde Labac Batangas City
Accountancy, Business, Management

JUNIOR HIGH SCHOOL
ELEMENTARY SCHOOL
Sto Domingo Elementary School SY. 2012-2018
Sto Domingo Batagas City
CURRICULUM VITAE
Name: Glaiza B. Macatangay
Address: Conde itaas, Batangas City
Date of Birth: October 26, 2006
Place of Birth: Conde itaas, Batangas City
SENIOR HIGH SHOOL

JUNIOR HIGH SCHOOL
ELEMENTARY SCHOOL
Conde Itaas Elementary School SY. 2012-2018
Conde Itaas,Batagas City
CURRICULUM VITAE
Name: Dianne C. Claveria
Address: Dumuclay East Batangas City
Date of Birth: January 26 2005
Place of Birth: Batangas City
SENIOR HIGH SHOOL

JUNIOR HIGH SCHOOL
Libjo National High School SY. 2018-2022
Libjo Batangas City
ELEMENTARY SCHOOL
Dumuclay Elementary School SY. 2012-2018
Damuclay Batangas City
CURRICULUM VITAE
Name: Baby Lyza A. Guico
Address: San Miguel Bugtong na Ruhat
Date of Birth: November 8,2005
Place of Birth: San Miguel Batangas City
SENIOR HIGH SCHOOL
Conde Labac Integrated School S2022-2023

Accountancy Business And Management
JUNIOR HIGH SCHOOL
Conde Labac Integrated School SY 2018-20222
ELEMENTARY SCHOOL
San Miguel Elementary School SY 2012-2018
San Miguel Batangas City
CURRICULUM VITAE
Name: Jhon Martin P. Macatangay
Address: Maipa San Miguel Batangas City
Date of Birth: February 14, 2006
Place of Birth: San Miguel Batangas City
SENIOR HIGH SHOOL

JUNIOR HIGH SCHOOL
Libjo national highschool 2018-2022
Libjo Batangas City
ELEMENTARY SCHOOL
San Miguel Elementary School SY. 2012-2018
San Miguel, Batagas City
CURRICULUM VITAE
Name: Roma Dennise D. Miranda
Address: Cumba, Batangas City
Date of Birth: February 12, 2006
Place of Birth: Cumba, Batangas City
SENIOR HIGH SHOOL

JUNIOR HIGH SCHOOL
ELEMENTARY SCHOOL
Cumba Elementary School SY. 2012-2018
Cumba, Batangas City
CURRICULUM VITAE
Name: Eron A. Alegria
Address:Conde Itaas Batangas City
Date of Birth:December 13,2004
Place of Birth:Conde Itaas Batangas City
SENIOR HIGH SCHOOL

Conde Labac Integrated School S2022-2023
Accountancy Business And Management
JUNIOR HIGH SCHOOL
Conde Labac Integrated School SY 2018-20222
ELEMENTARY SCHOOL
Conde Itaas Elementary School SY 2012-2018
Conde Itaas Batangas City
CURRICULUM VITAE
Name: Sharmyn A. Almarez
Address: Sto Domingo, Batangas City
Date of Birth: December 21, 2004
Place of Birth: Sto. Domingo Batangas City
SENIOR HIGH SHOOL

JUNIOR HIGH SCHOOL
ELEMENTARY SCHOOL
Sto Domingo Elementary School SY. 2012-2016
Sto Domingo Batagas City

Relationship of Financial Status To Academic Performance of Senior High School Students in CONDE LABAC INTEGRATED SCHOOL 1

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Relationship of Financial Status To Academic Performance of Senior High School Students in CONDE LABAC INTEGRATED SCHOOL 1

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Conde LabacIntegrated School

RELATIONSHIP OF FINANCIAL STATUS TO ACADEMIC PERFORMANCE OF

In Partial Fulfillment Of the Requirement for

DEDICATION ............................................................................................................... iii

I.THE PROBLEM AND ITS BACKGROUND

Statement of the problem..................................................................................

Scope and Delimitation of the Study.................................................................

Significance of the Study...................................................................................

ll. REVIEW OF RELATED LITERATURE

Review of Related Literature ............................................................................6

Review of Related Studies …………………………………………………………8

lll. RESEARCH METHOD AND PROCEDURE

Respondents of the Study……………………………………………………………..11

Data Gathering Instrument…………………………………………………………….12

Statistical Treatment Data……………………………………………………………..13

IV. PRESENTATION ,ANALYSIS AND INTERPRETATION OF DATA

V. SUMMARY,CONCLUSIONS AND RECOMMENDATIONS

assistance in its preparation and completion.

We owe our sincere thanks to REBECCA R. PAGCALIWAGAN, our School

Principal for being present throughout the completion of this research.

We acknowledge with gratitude Mrs. Rochelle A. Macatbag, our Practical

to make this study successful.

strength to continue this research in periods of distress and hard times.

We humbly dedicate this piece of success to our beloved parents.

Mr. Felipe and Mrs. Juana Alegria

Mr. Florentino and Mrs. Sally Macatangay

Mr. Edgardo and Mrs. Vilma Almarez

Mr. Michael Claveria and Ms. Maricel Candor

Mr. Ananias and Mrs. Juliana Guico

Mr. Lucio and Mrs. Marina Macatangay

Mr. Ronald and Mrs. Prima Miranda

Mr. Eddie and Mrs. Marilyn Soneja

students' financial situation affects their academic achievement at Conde Labac

resource accessibility, and socioeconomic background have on students' academic

students from different financial situations and enhance academic performance by

having a better understanding of this link.

Design/ Methodology/ Approach: A quantitative study approach could be used to

data on students' financial situations and academic accomplishments via surveys or

questionnaires. The possible relationships between these variables could subsequently

be found using statistical analysis techniques like regression or correlation.

affect their academic performance.

financial situation affects their academic achievement at Conde Labac Integrated

accessibility, and socioeconomic background have on students' academic performance.

understanding of this link.

consequences in a study investigating the connection between senior high school

from a particular demographic or geographic location, then limitations may occur. It

educational settings. Data Collection Method: Response bias or inaccurate reporting of

financial status or academic performance may be present if data is gathered through

surveys or self-reporting. Confounding variables: Other factors, such as family

dynamics, resource accessibility, or extracurricular involvement, that may have an

consideration in the study.

Originality/ Value: Originality/Value: Conde Labac Integrated School senior high

Types of Research: Quantitative Research

This research entitled RELATIONSHIP OF FINANCIAL STATUS TO ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL IN CONDE LABAC

INTEGRATEDSCHOOL, prepared and submitted by:Alegria, Eron A. ,Macatangay,

Jhon Martin P.Almarez, Sharym A. Claveria, Dianne C. , Macatangay, Glaiza B.Miranda,

and approval for oral examination.

Practical Research 2 Teacher