Final Research Group 4 Abm 12 B

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Final Research Group 4 ABM 12 B
Accountancy (Arellano University)
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THE BUDGETING SKILLS AND ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS AT THE COLLEGE OF
ST. CATHERINE QUEZON CITY FOR THE
SCHOOL YEAR 2019-2020
A Research Paper
Presented to the College of St. Catherine Quezon City
Senior High School Department
In Partial Fulfillment of the Requirements

In Accountancy, Business and Management Strand
Under the K-12 Program of the
Department of Education
JUSTICE MARIE S. BORAL
CHARLON P. CHAVEZ
FRANCES KYLA P. FONG
ALEXA CRIS Y. MACENAS
LARAINE L. PARDILLO

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
According to Amanda Daper (2017), a common mistake that students make was
not creating and sticking with a reasonable budget. Students who do not create and stick
to a reasonable budget run the risk of running out of money before the end of the first
semester or the end of the school year. In Addition, Stollak (2011) mentioned that they
had a hard time budgeting their allowance in order to buy the requirements on other
expenses related to their project. In fact, Felipe (2007) stated that “A lot of the numbers
of students seem to want what was the “in” trend what people are doing or using “right
now”.
Nowadays, most people can’t live without having money, and one of those are
students, money was one of the most needed things for the students in their everyday
spend like transportation, foods, wants, and the most important school expenses. And as a
student at the same time being part of millennials, they want to be in trend and buy
everything they want. And for them to provide what they get some money on their
allowance. That the reason why they can’t manage effectively their everyday money.
In a study entitled “Student Budgeting and Spending Behaviors: A Comparative
Study” Novilitis et al., (2006), the more knowledge students have about their financial
responsibility and status the less likely they are to be in debt. As well as, “DAILY
ALLOWANCE: How Does it Affect the Academic Performance” Failaman (2017),
mentioned that “Student tend to spend their allowances on their recreational activities
such as, renting computer unit for fun and games, buying items at the shopping mall, and

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spending for the peers. Teens were active consumer in terms of the money they spend, as
well as in the influence they wield in their families and on societal trends. Despite being
raised in a period of rapid change they display remarkable self confidence in their
judgment”
Therefore, students were living on how to budget their daily allowance, and to be
responsible for budgeting. Students think of budgeting as something to do when they
were short on cash but when they have their allowance, they will spend it on recreational
activities.
Students have the tendency to spend their allowance on their daily needs in school
and some of them spend it on what was trend or new. Every individual can experience,
even to see and to hold money. It could be a form of a metal coin or piece of paper, but
people value this to sustain everyday needs. A student that uses money every day should
be responsible for how much money they spend in daily lives.
In line with this, not all related study in this research concern and or connected to
academic performance. Some study was concern only to budgeting skills alone, also by
the program budgeting requires considerable investment of resources and high potential
for conflict.
The purpose of this study was to determine the relation of Budgeting Skills and
Academic Performance of Senior High School Student at the College of St. Catherine
Quezon City. The poor knowledge about budgeting skills and spending money was one of
the problems for parents, society in general as well as for the students. This study will
provide information and strategies about budgeting. According to Novilitis, et al., (2006)

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more knowledge students have about their financial responsibility the less likely they
were to be in debt.
Background of the Study
As stated by Miriam Caldwell (2019), other mistake that people make was by
classifying their wants as needs. When something was classified, as a need, they do not
consider cutting back on it as much at first. They can also lump needs and wants into the
same category, which can make it harder. For example, food was considered a need,
eating out a want. Their necessities are needs, food, shelter, and power. Transportation
within reason can be a need depending on where you live.
In addition, needs were something that the people must have or need for survival
and wants refers to something which is good to have, but not essential for survival. That
was a common mistake that the people do when they were spending, they don’t classify
their needs and wants. Also, students were spending their money on many expenses but
sometimes they just focus on spending their money on recreational activities.
According to Telegraph Co. UK, (2007), Historical terms, the annual Budget was
a relatively new invention. Its origins, however, lie in centuries of monarchs
mismanaging the country's finances. It was not until the early 18th century that a version
of the annual Budget emerged. The origins of the word Budget lie in the term "bougette"
- a wallet in which documents or money could be kept. While at first referring only to the
Chancellor's annual speech on the country's finances, the word quickly became used for
any financial statement or plan. Moreover, according to Cleverism (2019), planning was
the ability to think about and successfully manage activities, with the help of any

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available resources, to achieve specific goals was known as ones planning skills.
Planning was basically a roadmap that guides us on how to complete a task before
attempting to begin it. Creating this spending plan allows them to determine in advance
whether they will have enough money to do the things they need to do or would like to
do. Planning was a guide on how to budget your money in a daily life. In addition, as
cited by George Peters (2014), budget ought to influence decision making. First and
foremost a budget was a monetary statement or a quantitative course of action, prepared
and approved prior to a defined period of time. It contains the goals and aspiration of a
business organization. Budgeting involves planning and control which influences
decision; however, budgets are drawn from past experiences future expectations which
will serve as a guide for decision making. From a budget, standards were set through
control mechanism to as to reduce to the nearest minimum adverse variances when the
actual occurred.
Through budgeting, a student makes decision on how to budget their money
rather spend to their daily needs in academic purposes. Decision making can help
students to budget and manage their money or allowance.
Godfrey (2013) that an allowance was not an entitlement or a salary. It was a tool
for teaching how to manage money. Allowance was an amount of money given. It was a
need for Students where they can save up for their wants or daily needs. Allowance also
serves as salary that you need to divide for expenses at school as well as the students’
needs. In addition, according to Miriam Caldwell (2019), budgeting was one of the
biggest keys to managing your money. Many people were often turned off by the simple

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term budget. They associate it with restriction s and a lot of hassle and headaches. They
may feel like they were too poor to budget or have other budgeting excuses.
This study seeks to know the relationship between budgeting skills and academic
performance of senior high school students. The researchers conducted this study to
provide information that can benefits for the respondents and students in improving their
skills about budgeting. Knowing budgeting maybe good for the students as they can be
more responsible in spending their money wisely.
Theoretical Framework
The researchers will discuss the study through the aid of several theories. The
following theories listed below will help the researchers in determining the relationship
of the budgeting skills and academic performance of the respondents.
Theory of Personal Budgeting (Garpelti, 2016) in this theory, all existing studies
informally suggest that consumers use personal budgets to manage self-control problems,
often caused by present bias, which interferes with their saving goals. It says that
consumers use personal budgets
Allocation of Resources Theory (Peteraf and Barney, 2003) in this theory, resource
allocation was taken to be overall allocation of financial resources. It was closely related
to budgeting, which was concerned with statements of specific expenditure plans. In
corporation or individual it explains how to distribute financial resources through
budgeting process to attain financial goals.

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Economic Theory (Lewis 1957) explains how the concept or marginal utility a
traditional microeconomics theory could be used to determine the relative financial value
of goods to substantiate allocation of resources that in the aggregate would improve
financial performance of a corporate. This theory emphasizes on procedures that were
applicable for budgeting while considering all resources as scarce and appropriate for
attaining the financial performance.
Institutional Theory (Covaleski et al 1996; Baxter and Chua, 2003) based research
tends to focus on the budgeting process as a whole (which can be considered the
budgeting variable of interest): the interrelated analyses, interpretations, and negotiations
that constitute budgeting. That based research tends to focus on the whole budgeting
process. Interrelated analyzes, definitions and budgeting negotiations.
Discovery learning and constructivism (Bruner (1966), Jean Piaget (1960)) this
theory, discovery learning refers to the process of obtaining knowledge through one
effort, in the classroom, discovery learning often occurs through structured of directed
activities that were required students to manipulate, investigate, and explore materials
that may lead them to discover important principles or relationship.
These theories will support the study in determining the relationship between
budgeting skills and academic performance. In line with this, the theories namely; theory
of Personal Budgeting, allocation of resources theory, theory of institutional theory, and
discovery learning, and constructivism will be able to help the students regarding how to
allocate their budget to achieve their financial goals.

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Conceptual Framework
Demographic Profile
Age
Grade Level
Strand
Budgeting Skills Academic Performance
Planning Skills
Decision Making
Figure 1. Research Paradigm
Presented in Figure 1 was the research paradigm of the study. It shows the
Budgeting Skills of the respondents who were planning kills and decision making, it also
includes the Academic Performance of the respondents which was the final averages in
the first semester of the school year.
The respondents will be surveyed based on how much they apply each of the
budgeting skills towards their studies. Also, the academic performance will also be
gathered through the survey. These factors combine the profile of the respondents. And
will be assessed by comparing the results of the survey to their academic performance.

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The desire outcome that the result can help make strategies and techniques to the
respondent about on how will they able to use the variable wisely. In addition, the result
should show the relation between budgeting skills and academic performance.
Statement of the Problem
This study aims to know the relationship between the Budgeting Skills and Academic
Performance of Senior High School Students at the College of St. Catherine Quezon City.
Precisely, this study seeks to answer the following:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Grade Level
1.3 Strand
2. What is the Academic Performance of the respondents for the first semester?
3. What is the Budgeting Skills of the respondents?
4. Is there any relationship between Budgeting Skills of Senior High School
Students to their Academic Performance?
5. What are the problems encountered by the respondents in terms of Budgeting?
Hypothesis
Hn There is no relationship between Budgeting Skills and Academic Performance of the
Senior High School Students.
Ha There is relationship between Budgeting Skills and Academic Performance of the
Senior High School Students.

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Locale
Figure 2. Locale Map
College of Saint Catherine Quezon City is Located at 362 Quirino Highway,
Sangandaan, Quezon City, 1116 Metro Manila
College of St. Catherine Quezon City, formerly St. Theresa's School of Baesa,
initially operated as a non-stock educational institution registered on March 22, 1993
under the laws of the Republic of the Philippines. It started to offer a tri-level educational
program: Pre-elementary, elementary and secondary. The school was housed in one (1)
school building and later the annex building was constructed to meet the demand for an
increasing enrollment. Inspired by its vision, the school offers a truly Christian education

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to the children and youth by harmoniously developing physical, intellectual and spiritual
qualities as well as their emotional and social endowments so that they may become good
and useful citizens of the country.
Ten years later, in the school year 2004-2005, the school was registered under a
new name, College of St. Catherine Quezon City and simultaneously the birth of the
collegiate department of the school with initial program offerings: Bachelor in Secondary
Education and Bachelor of Science in Information Technology. In order to meet the
demand of its market, the school was issued permits to operate new programs like
bachelor’s in business administration, Bachelor in Elementary Education and Technical-
Vocational courses.
Scope and Delimitation

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The researchers will focus on The Budgeting and Academic Performance of the
students. This study undergoes a correlational type of research design, for it tries to
determine two variables, these were the budgeting skills and academic performance of
the students. The respondents of this research study are the senior high school students
coming from the different strands that will be picked randomly with a total number of
265 students by the sampling technique called stratified random sampling. In addition,
the researchers will collect the demographic profile, allowance, and academic
performance of the respondents that will serve as the collected idea as a whole.
This study does not cover the student’s socio-economic status. For instance, the
respondent’s parents’ income and the social class which the respondents belonged to,
such as poor, average, and beyond average.
Significance of the Study
This study was encouraging everyone to give reliable information on how the
budgeting skills of the respondents affect their academic performance. The findings of
this study sought to be beneficial to the following:
For the Students, through this study, the students will have a deeper understanding
of budgeting, and they will have a deeper knowledge about budgeting skills and its
importance.
For the Parents, for them to help their young ones in term of studying budgeting
as they knew more about budgeting skills

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The Youth. For them to be more aware and conscious about the budgeting skills
and help them to remain their knowledge about budgeting.
For the Researchers. For this study would serve as springboard for their goals in
achieving facts, information and knowledge about the student’s awareness about the
budgeting and it effect to their academic performance.
For the Future Researchers. The ideas presented may be used as reference data in
conducting new researchers or in testing the validity of other related finding. This will
also serve as their cross reference that will give them a background or an overview about
budgeting skills. The researchers recommend The Effectiveness of Having a Budget Plan
as their research topic.
Definition of Terms
To understand the term used in study, here was the definition of terms:
Academic Performance – Is the measurement of student achievement across various
academic subject. It refers to the final grade of students.
Allowance – A current medium of exchange in the form coins and banknotes. An amount
of money that daily needed of a student.
Budget – A plan used to decide the amount of money that can be spent and how it will be
spent. A student how to spend their money in daily needs.
Budgeting Skills – The ability of an individual to adopt a proactive approach towards
managing his own money is. On how to budget the student their daily allowance.
Expenditure – An amount of money spent. The spending of money in academic purposes.

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Expenses – The cost required for something; the money spent on something. Planned
expenses made by student in response to their daily life.
Financial – relating to money. A student financial in budgeting.
Planning – The process of making plans for something. A planning to budget their money
in academic purposes or daily needs.
Scarce – very small amount or number. Amount of allowance that given to student.
Students – Refers to the student that lack of knowledge about budgeting. A student who is
studying at a school or college.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDY
This chapter provides an overview of previous research that will support this
study. It introduces the studies related to this correlational research that comprises the
main focus of the research entitled “The Budgeting Skills and Academic Performance of
the Senior High School students at the College of St. Catherine Quezon City” and it
includes the following studies below.
Budgeting
Budgeting was essential to everyone, especially to those students who has limited
budget to sustain their wants and needs for their personal interest. According to Ryerson
(2014) a budget is a plan that shows all your monthly cash inflows and outflows. It is a
snapshot of what you have and what you expect/plan to spend, helping you identify your

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spending and savings habits and achieve your financial goals. The most essential part of a
financial plan is budgeting. The money a person has is not a sign of how much money
they make, but a sign of how efficient their budget is. If you want to manage your
finances effectively, you need to know where your money is going. Contrary to how it
seemed, budgeting is not difficult, it is not complicated, and it does not diminish the
happiness of your life, budgeting saves you from future financial hardship and a life of
debt.
The Budget Cycle
As expressed by[ CITATION Swa10 \l 1033 ], The spending procedure speaks to
a period situated point of view on planning exercises from a starting to an end. A line
item format is characterized by a list of what will be purchased in (varying level of
detail). Sometimes lines are referred to as object of expenditure. The key thoughts are
details with control, responsibility, and genuineness. People take different perspectives
when making a budget, Perspective on budgeting reflect what people see or expect in
budgeting in what they hope to accomplish through it.
Three themes and fine values are associated with budgeting respective. The three themes
are control, management, and planning. People express the control theme in being
concern about the details of expenditures. The study of budgeting history provides an
opportunity to see how present-day budget practices came into existence. Present day
practices make more sense when one understands the historical circumstances from
which they arose.

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Financial Literacy
According to[CITATION Man09 \l 1033 ],the term "financial literacy" generally
refers to the ability of consumers to make financial decisions in the short or long term for
their best interests. Low levels of financial literacy have been blamed, in part, for poor
mortgage made by many Americans of limited means which contributed to the recent
meltdown in the US and worldwide banking systems. In addition, the lack of financial
literacy has probably contributed to low or even negative rates of personal savings.
As stated by[ CITATION Fik17 \l 1033 ] Financial literacy is considered a very
useful tool for seeing how people deal with financial problems. If people have confidence
in financial literacy, they can better manage financial problems. Governments pay
attention to the financial literacy of their people in order to formulate policies and solve
the financial problems of society. In addition, using information on financial literacy from
different countries, comparisons can be made. Countries can learn from different
countries if the levels of financial literacy between these countries are similar. In
addition, financial literacy levels can be used as benchmarks for listing countries in
ascending or descending order. Measuring financial literacy of people can also help the
governments to create better retirement plans. Lusardi and Mitchell studies this subject.
On their review, the evident reveals that many households are unfamiliar with even the
most basic economic concepts needed to make saving and investment decisions. Such
financial illiteracy is widespread: the young and older people in the United States and
other countries appear woefully under-informed about basic financial concepts, with
serious implications for saving, retirement planning, mortgages, and other decisions. In

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response, governments and several nonprofit organizations have undertaken initiatives to
enhance financial literacy.
Financial Management Behavior
As proposed by Horne and Wachowicz (2002), [CITATION Tha02 \p 2015 \y \l
1033 ] financial management behavior is the determination, acquisition, allocation, and
utilization of financial resources, usually with an overall goal in mind. On the other hand,
Weston and Brigham (1981) stated financial management behavior as an area of financial
decision-making, harmonizing individual motives and enterprise goals. According to Joe
(2008) consequently, financial management is mainly concerned with the effective fund’s
management. In line with this, effective financial management behavior should improve
financial well-being positively and failure to manage personal finances can lead to
serious long term, negative social and societal consequences. In addition, as per Bowen
(2002) understanding key financial terms and concepts needed to function daily in
American society. It includes knowledge about items related to banking, auto, life, health
and homeowner’s insurance, using credit, taxes, and investing. While there are other
important areas related to personal finance, these are areas most American adults
encounter as they make daily financial transactions and decisions‖. Researchers indicated
that well informed, financially educated consumers are better able to make good
decisions for their families and thus are in a position to increase their economic security
and well-being. Knowledgeable consumers who make informed choices are essential to
an effective and efficient marketplace. The number and types of financial education
programs have grown since the mid-1990s. Many of these programs focus on providing

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information to consumers and operate under the implicit assumption that increases in
information and knowledge will lead to changes in financial management practices and
behaviors (Hilgert, Hogarth & Beverly, 2003).
Financial knowledge is designed and measured in various ways. Financial
knowledge can cover a variety of topics, ranging from basic awareness to mastering
topics. It can be considered true knowledge or perceived knowledge. For example,
knowledge was measured directly. A well-known example of this is Jump start Survey
conducted every other year. It uses a set of questions used as a benchmark of financial
literacy of high school students. The survey has been conducted nationally and tests both
students who have and have not had financial education courses while in high school.
Such knowledge tests are often associated with large variations in the topics actually
rated. Self-reported financial knowledge was also used when respondents were asked
how to assess their level of knowledge on certain personal financial issues. These are
often measured as scales. The validity of this measurement is not explicitly shown, but it
is included because it can still demonstrate confidence in your knowledge level. A final
measure employed for financial knowledge was a relative measurement. These try to
establish one ‘s perception of their own knowledge relative to a specific reference group,
often as compared to a peer group. This measure may also help to establish confidence in
one ‘s knowledge
Determinants of Financial Literacy

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Stated by [CITATION Gul17 \l 1033 ] Researchers are constantly discussing the
concept and definition of financial literacy. Financial literacy, financial education and
financial knowledge are often used interchangeably in academic literature as well as in
the media. In line with this, Kozina and Ponikvar (2015) defined financial literacy as the
components of human capital that are used in financial activities to improve a person's
financial well-being. On the other hand, for Mahdzan and Tabani (2013), financial
literacy is the basic skill and knowledge that people need to survive in modern society.
Furthermore, Krachowska (2015) states the definitions of financial literacy include the
ability to secure personal income, the ability to make cost decisions, understand the
consequences of personal and current decision making on current and future earnings and
orientation on the job market. Financial literacy can be defined by measuring the extent
to which individual financial skills or financial information are understood and applied in
their lives (Ibrahim, Aaron, and Mohamed Issa, 2009). Lusardi and Mitchell (2014)
defined financial literacy as "the ability of people to process financial information and
inform financial planning, wealth accumulation, debt and pensions." According to
Remand (2010), the four most common operational definitions of financial education are
budgeting, savings, borrowing and investment; Many other scholars are financially
knowledgeable individuals who have successfully achieved success by making financial
decisions that reflect their personal values (Stone, Weir) and Bryant 2008). Therefore,
there is no standard definition of financial literacy. Some studies include knowledge of
financial literacy and others claim that in order to be financially literate, people must be
able to make informed financial decisions. Based on the most basic definition, financial
literacy is related to managing wealth according to a person's ability (Remund, 2010).

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Financial literacy is not an advantage or knowledge that everyone possesses, but it is an
essential survival tool a person must have in order to survive in today's modern society
(Jacob, Hudson & Bush, 2000). Knowledge is a clear and common element in many
conceptual definitions of financial literacy (Remund, 2010). As Remund (2010) puts it,
executives, financial experts and consumer advocates have used the phrase loosely to
describe the knowledge, skills, confidence and motivation needed to manage money
effectively. Remund (2010) points out, the main conceptual definition speaks of
competence, knowledge, and skill, but makes no attempt to explain which aspect of
wealth management actually constitutes a person's financial literacy. Financial literacy
officials and advocates have not agreed to operational definitions, leaving researchers
free to define and measure financial literacy (Remund, 2010). Therefore, financial
literacy has several definitions in existing research. research not only documents
generally low levels of financial literacy but also finds large heterogeneity in financial
literacy across the population. For example, Bucher-Koenen and Lucardi (2011) assess
financial literacy in Germany and provide evidence that knowledge of basic financial
concepts is particularly low among women, the less educated, and those living in East
Germany. Therefore, it is suggested that economically weaker groups have been
excluded. Lack of financial information led to further losses. In addition, the lower levels
of financial literacy may be related to long-term financial results that are likely to have
long-term consequences. Hilgert, etc. (2003) find that less educated people are less likely
to be involved in a broad range of commonly recommended financial practices.
Specifically, Kasserrein Quinen (2011) found that German households with the lowest
levels of financial literacy had significantly lower register participation, although this

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group received relatively higher government subsidies (see, e.g., Coppola and Gasche
2011). In the U.S., Choi et al. (2011) inspect contributions to 401(k) plans by employees
who are qualified for an employer match and find that a large fraction of these employees
either do not participate at all or contribute less than the amount required to be granted
the full employer match, hence foregoing matching contributions which cumulate to
substantial losses over time. These and other discoveries of literature have sparked public
debate, pointing to the need for financial literacy in a world in which people now have
more personal financial responsibility. For this reason, the impact of consumer financial
capacity assessment, as well as the impact of financial education measures on economic
outcomes, has attracted considerable attention in recent years, and academic literature on
financial literacy is rapidly evolving. In their survey, they provide an extensive literature
review in determinants of financial literacy. Additionally, they evaluate the literature
addressing the effectiveness of financial education in terms of improving financial
literacy and financial behavior. They supplement the excellent reviews of Hastings et al.
(2013) and Lusardi and Mitchell (2014) in at least three different directions. First of all,
those surveys are based in the US. Although focusing on evidence, they take a different
view and focus on what they know about financial literacy in Germany, as German
consumers face financial decisions that differ significantly from the United States.
Wherever possible, they increase the existing results with current explanatory evidence of
the financial literacy of German families. They study the role of financial literacy in
individuals in the use of professional financial advice. Recently, many articles have
looked at whether financial advice can change financial opportunities or complement two
approaches to improving consumer financial decision-making.

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Examining the role of financial literacy requires a clear definition of financial literacy
and how it is conceptualized as an input to effective financial decision-making. The term
financial literacy in the United States was introduced in 1997 by the Jumpart Consortium
for Personal Financial Literacy, defined as "the ability to effectively manage one's
financial resources for life's financial security." The ability to use knowledge and skills. "
Then, even in the United States, this literacy is embedded in the global definition
provided by the President's Advisory Board on Economic Literacy (PACFL 2008).
However, Hung et al. (2009), in reviewing the concepts of competitive financial literacy,
the literature proposes several definitions and lacks the universally accepted view of what
financial literacy really means. They document a variety of ideological definitions, and
each of them emphasizes different dimensions of financial literacy, such as real and
perceived knowledge of financial matters and the ability to apply that knowledge, but
also personal financial experience and good financial knowledge. Behave as well. In a
more comprehensive overview of financial literacy campaigns, Huston (2010) reviewed
71 studies using 52 different data sets and showed that there is no standard name for
financial literacy. 72 ‫۔۔‬% of the study also does not include a clear definition. Further,
financial literacy does not have a universally accepted meaning in these studies that offer
definitions of financial literacy. Finally, the terms financial literacy and financial
knowledge were used interchangeably by almost half of all studies under review. Like
other standardized concepts of literacy such as computer literacy or health literacy,
however, Huston (2010) stresses that “financial literacy should be conceptualized as
having two dimension understanding (personal finance knowledge) and use (personal
finance application)” A similar understanding is given in Hung et al. (2009), who

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consolidate the various definitions they review and propose an overarching
conceptualization specifying financial literacy as the “knowledge of basic economic and
financial concepts, as well as the ability to use that knowledge and other financial skills
to manage financial resources effectively for a lifetime of financial well-being” . A
definition recently used in the International Student Assessment Program (PISA) 2012
was provided by the Organization for Economic Cooperation and Development (OECD
2014) and encompasses both knowledge and scope: “Financial competence is knowledge
and understanding of financial concepts. and risks, as well as skills, motivation and
confidence in using this knowledge and understanding to make effective decisions in
different financial contexts, improve the financial well-being of individuals and society
and create opportunities for participation in business. “Cognitive skills and financial
literacy There is currently discussion of how financial literacy differs from related
concepts such as account and cognitive skills. Hastings et al. (2013) a document that
shows that respondents with higher cognitive skills and, on average, more comfortable
for numerical calculations have a higher level of financial literacy. They are also
investigating a number of studies that find a positive relationship between cognitive skills
and count on the one hand and solid financial behaviors on the other (e.g. Banks and
Oldfield 2007; Grinblatt et al. 2009; Christelis et al. 2010). Hung et al. (2009) argue that
it is important for the development of effective financial literacy programs to distinguish
between general cognitive skills and the main aspects of financial literacy. Luzardi et al.
(2010) solve this critical problem by analyzing both the financial literacy indicator and
the cognitive ability indicator obtained from the National Longitudinal Youth Survey
(NLSY). On the one hand, the authors confirm a positive correlation between. Test

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questions are usually drawn from household surveys and refer to knowledge of financial
products (e.g., knowledge of stocks, bonds, mutual funds.
Student Budgeting and Spending Behaviors
According to [CITATION Sto11 \l 1033 ] the way college students manage their
finances depends on many factors, such as age, personality, and knowledge (Norvillitis, et
al., 2006). College college students are in a unique position because they have limited
income and high costs; Therefore, they manage money differently (Micomonaco, 2003)
The more knowledge that students have about their financial responsibility and status, the
less likely they are to be in debt. (Norvilitis, et al., 2006). In “Borrowing Against the
Future: Practices, attitudes and knowledge of financial management among college
students,” Micomonaco (2003) finds college students tend not to have a budget or
calculate credit card bills based on their actual spending. For example, there was a
significant number of students that did not know their SES or how much they would owe
in student loans when they graduate (Micomonaco 2003). Also, only 36% of students
with credit cards reported paying off their credit cards bills monthly (Norvilitis, et al.,
2006). However, college students are worried about their future financial status. 67% of
newcomers to four-year colleges care about paying tuition. This is a major concern that
has been raised over the last decade (Gordon 2010). For example, there are many groups
of students who change the way they collect and mark credit, such as how they use credit
cards. Women are more likely to report having a budget than men (Norvalitis, et al.,
2006), while women often collect more credit cards and total debt (Mykomonako, 2003).
Also, the majority of students identify themselves as being in the minority with more
control over their finances (Mykomonako 2003). Some variables did not show

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differences in debt accumulation, but perceptions varied between groups. Demographic
variables, GPAs, and working hours did not affect the amount of credit received, but
students with a higher GPA and / or those who worked more were more concerned about
their financial status (Norvalitis et al., 2006). In that study, the printing budget put in
place by a small Midwestern liberal arts college is examined. Through 2007, students
were allowed unlimited printing from campus computers to lessen their expense.
Since the fall of 2008, students have been charged 4 cents per page printed by campus
computers. Students were awarded a $ 14 print allowance equivalent to the 350 pages
provided by the school. To print over 350 pages, students are charged 4 cents per page.
Changes and behaviors of student print and budget have been investigated through a
survey sent to students via email. In the 2010 and 2011 classes, the printing system was
changed from unlimited printing to budget. In the other two classes surveyed, the 2012
and 2013 classes, budgets are always available during college. We examined how the
print budget affects these categories differently, especially when the print budget affects
other spending practices.
Factors Affecting Academic Performance of Students
As proposed[ CITATION Sin16 \l 1033 ] by Many studies have been conducted to
determine student performance (Applegate and Daly, 2006; Hedjazi and Omidi, 2008;
Ramadan and Quran, 1994; Al-Rofo, 2010; Torki, 1988; Hijaz and Naqvi, 2006). ; Nassar
and Peel, 1998; Abdullah, 2005). All these studies used GPA as a general measure of
student achievement. Kochhar (2000) states that good leadership is needed to help
students with issues such as lack of correlation between talent and achievement, improper
teaching practices, and incomplete learning methods. Studies have shown that student

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performance depends on many factors, such as: educational institutions, age and gender
differences. The most important factor affecting student performance is student English
aptitude. Students with good communication skills increase student performance
(Abdullah, 2011). William and Bordin (1997) found that language classes inspire students
with the belief that they use the new language to communicate, discuss and develop new
ways of learning and meaning from failures and successes. Robert and Sampson (2011)
investigated that students who are effectively involved in the learning process have a
higher CGPA (cumulative grade point average). Noble (2006) reported that students
'academic activities, perceptions of adaptation strategies, and background quality (eg,
family salary, parental guidance, number of negative situations in the home, parents'
educational level), grades Was found to be indirectly related to Academic performance at
secondary school. Direction is a factor that helps students learn how to develop learning
approaches and curricula, and directly addresses academic achievement. Students who
were properly instructed by legal guardians passed the exam. Educator guidance also
affects student performance. The guidance of legal guardians and educators indirectly
affects student performance (Hussain, 2006). Raychauduri et al. (2010) considered the
completion of various studies to identify these variables that affect student academic
performance. School performance also depends on a variety of socio-economic variables,
such as student participation in classes, family salaries and teacher-to-student ratios, the
presence of qualified teachers at school, and gender of students. Several studies have also
been done on the impact of peer influence on student performance (Gonzales et. al., 1996;
Goethals, 2001; Hanushek et. al, 2002) investigated that peer influence has more
influential effects than family. Peer help was positively associated with the students’

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average grade point. Giuliodori, Lujan and DiCarlo (2006) discovered that through peer
interaction, students can increase their ability to solve qualitative problems. Peer
education will also encourage student participation (Rao and De Carlo 2000). Rangvid,
BS (2003) found that mixing skills among weaker students, on the other hand, yielded
negative results for bright students. Goethals (2001) found that students in the
homogeneous group performed better than students in the homogeneous group. Al-Otaabi
(1996) examined gender in student performance and found that male students are not
better than female students. investigated the negative relationship between family pay and
student performance, socioeconomic variables such as class participation, family wage
and teacher-student ratios, availability of qualified teachers at school, mother and father
education, and distance to school. And student gender also affects student performance
(Racou-Duri et al., 2010).
Financial Anxieties Burden More Freshmen
Cited by [ CITATION Gor10 \l 1033 ]“Family unemployment and a growing
student loan burden are making American college students increasingly anxious about
finances, according to a national survey by UCLA researchers.
Nearly 67% of freshmen at four-year colleges and universities said they had at least some
concerns about paying their tuition bills, the highest percentage expressing such anxieties
in a dozen years, the annual study found. And with unemployment affecting many
families, about 53% of freshmen who took part in the survey last fall said they carried
student loans, up about 4% from the previous year and the highest in nine years.

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“You can see why they are concerned. More of their parents are out of work. More of
them are having to take out loans. They weren’t able to find jobs to work before they
came to college, and college expenses are going up,” explained John H. Pryor, managing
director of UCLA’s Higher Education Research Institute, which conducts the American
Freshman survey.
The report, considered the nation’s most comprehensive assessment of college student
attitudes, found that 4.5% of the students’ fathers were unemployed, the largest jobless
proportion among fathers since the survey began 44 years ago. Nearly 8% of the
respondents’ mothers were jobless, the most in 30 years.
The unemployment figures are lower than for the general population because colleges
tend to draw from a higher than-average income demographic, but Pryor said the figures
were still significant. The survey also showed that financial aid played an important role
in a college choice for nearly 45% of the freshmen, up from about 43% and 39% in the
two previous years.
Victor Villanueva, a freshman at UC Santa Barbara, said he knows those pressures
firsthand, both from his own situation and from his part-time campus job as a peer
counselor on financial aid. The political science major from Los Angeles receives
substantial grants and has loans that he expects will total more than $10,000 by
graduation.
Although the amount is smaller than that facing many of his friends, Villanueva still
worries. “It’s a big amount, it’s a lot of money,” he said. He expects to take on even more
debt to attend law school.

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At his campus job, he said, he talks to aid applicants who are unable to find jobs on-or
off-campus because of budget cuts and the weak economy. And some are seeking
emergency help because their parents have lost their jobs and the students are worried
about “getting kicked out of their apartments” near school.
Anxiety about the economy appears to be influencing many students’ long-term plans too,
Pryor said. How well graduates of their colleges do in landing good jobs was a very
important consideration in choosing a school for 56.5% of incoming freshmen, the
highest proportion since the survey first asked that question in 1983. And 78% of students
reported that being well off financially was an important life goal, the highest since 1966,
while the share who placed importance on developing a meaningful philosophy of life
fell more than two percentage points to 48%.
On the other hand, the troubles on Wall Street may have affected the students’ choices of
majors. The share of freshmen intending to major in a business field dropped from nearly
17% last year to about 14%, the lowest in 35 years.
The experience of starting college during a recession probably won’t match the
lifechanging hardships that their grandparents may have faced during the Great
Depression, Pryor said. But he added, “Certainly there is the potential for this to be an
experience that does influence how students behave both in college and after they
graduate.” This year’s survey includes the responses of 219,864 first year students at 297
colleges and universities around the country.”
The Benefits of Budgeting

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According to[ CITATION ONe17 \l 1033 ] One small step that everyone can take
to enhance their well-being and financial security is to prepare and maintain a budget.
Unfortunately, the word "budget" is considered by many to be a very negative word. Like
the word "diet", people think of three Cs (cut back, cut out, and can;t) or three Ds (denial,
deprivation, and don’t). One of the best ways to look at your budget is to use it to
improve your financial security in the future. The budget is a plan for future income and
expenditures, including the savings needed to achieve financial goals. For example,
budget should be prepared with specific income and expense categories and dollar
amount (paper, computer spreadsheet, etc.). Benefits of budgeting include providing
"guardrails" for spending, achieving financial goals if savings is included as a fixed
"expense", and for peace of mind.
Budgets are a future-oriented financial document that project income and expenses with a
goal of positive cash flow. Developing and following a budget requires a level of
attention to detail. The first step is to carefully track income and expenses to determine
current spending levels.
The Effect of Education on Financial Behavior
According to[ CITATION Col12 \l 1033 ] Household financial decisions are
important for both households and the greater economy. Yet, our understanding of the
process of financial decision-making is limited. Applying standard and two-sample
instrumental variables strategies to census and credit bureau data, we provide the first
precise, causal estimates of the effects of education on financial behavior. Education has
large effects on financial market participation and smaller, but statistically and
economically significant effects on financial management. Some find that education

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improves credit scores, and dramatically reduces the probability of declaring bankruptcy
or suffering foreclosure during the financial crisis. Examining mechanisms, we show that
cognitive ability increases financial participation, and discuss how education may affect
decision-making through: attitudes, borrowing behavior, discount rates, risk-aversion,
and the innocence of coworkers and neighbors.
Individuals face an increasingly complex menu of financial products. On the asset
side of the balance sheet, the shift from deboned beneath to defined contribution pension
plans, and the growing importance of private retirement accounts, require individuals to
choose the amount they save, as well as the mix of assets in which they invest. Yet,
participation in financial markets is far from universal in the United States, and we have
only a limited understanding of what factors innocence participation. On the liabilities
side, a dramatic increase in the range and complexity of credit products to households has
been accompanied by increased default, bankruptcy, and foreclosures. These trends have
sparked a vigorous debate about whether individuals are well-equipped to make informed
financial decisions. Using data and estimation techniques new to the literature, this paper
provides precise, causal estimates of the effect of education on financial market
participation and financial management. We exploit exogenous variation in education
caused by changes in compulsory schooling laws. We find an additional year of education
increases the probability of financial market participation by 7-8 percentage points,
holding constant other factors, including income. The size of this effect is economically
important both on its own and in the context of previously dimensioned correlates of
financial participation, such as trust (Guiso, Sapienza, and Zingales,2008), peer effects
(Hong, Kubik, and Stein, 2004), prior life experience with the stock market (Malmendier

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and Nagel, 2011), or institutional quality (Osili and Paulson, 2008).To study the effect of
education on other aspects of financial behavior, we employ a two-sample instrumental
variables strategy using the same compulsory schooling laws, together with a new data
set on consumer credit behavior. We find that exogenous increases in education lead to
higher credit scores, more responsible financial behavior (fewer delinquent credit-card
payments), and importantly, substantial reductions in the probability of bankruptcy and
foreclosure. This effect is particularly pronounced during the recent Onancial crisis.
Personal Financial Management Behavior
As expressed by [ CITATION Mie15 \l 1033 ] Failure in managing an individual’s
finance can lead serious long-term consequences not only for that person but also for
enterprise, society. Hence, personal financial management behavior has received an
increasing concern of researchers in recent years. In the study by Deacon and Firebaugh
(1988), personal financial management is defined as the set of behaviors performed
regarding the planning, implementing, and evaluating involved in the areas of cash,
credit, investments, insurance and retirement and estate planning. In line with this, Xiao
and Dew (2011) take into account the personal financial management with regard to cash
flow, credit, saving and investing management. There are many studies in Vietnam in
which only one dimension of financial management behavior has been examined, e.g.
Credit card (Nguyen and Lai, 2013; Vuong and Nguyen, 2013) or saving (Gries and Ha,
2014). However, it is important to measure many different areas of financial management
behavior, as each area plays an important role (Xiao and Dew, 2011). This study expands
previous studies to identify factors that affect the behavior of financial management in
general.domains of financial management behavior is important because each domain has

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a serious role (Xiao and Dew, 2011). This study expands on the studies before in finding
out factors affecting on financial management behavior in general.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the method of research, population, sample size, and
sampling technique, description of the respondents, data gathering procedure, research
instrument and statistical of data of the study entitled “The Budgeting Skills and
Academic Performance of the Senior High School Students at the College of St.
Catherine Quezon City for the S.Y 2019-2020.”
Method of Research
Mixed-method is approach to inquiry that combines or associates both qualitative
and quantitative forms Mixed-methods design provide researchers, across research
disciplines, with a rigorous approach to answering research questions. Immonen (2019).

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However, this study focuses in relation between Budgeting Skills and Academic
Performance. Furthermore, this study undergoes correlational types of research design.
For it tries to determine the relationship between two variable and the variables are the
budgeting skills of a students and its effect to their academic performance; the study tries
to determine if they are connected. Correlational research is concerned with establishing
between two or more variable in the same population or between the same variables in
two populations. (Leedy & Omrod 2010). According to Adi Bhat (2019) Correlational
research is a type of non-experimental research method, in which a researcher measures
two variables, understands and assess the statistical relationship between them with no
influence from any extraneous variable. This design will justify the study that aims to
assess the Budgeting skills of Senior High School students in relation to their Academic
Performance.
Population, Sample Size and Sampling Technique
The College of St. Catherine Quezon City has a total of 791 present senior high
school students for the year 2019-2020. The researchers got the sample size using the
Slovin’s formula and the total respondents was 266.
Table 1. Sampling each Strand
Strand Percentage Total

Accountancy Business and 254 85
(266)
791
Management
Humanities and Social 198 67
(266)
791
Sciences
General Academic Strand 149 50
(266)
791

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Science Technology 113 38

(266)
791
Engineering and
Mathematics
Home Economics 77 26
(266)
791
Grand Total: 266
For Accountancy, Business and Management Strand are 85 respondents, for
Humanities and Social Science Strand are 67 respondents. For General Academic Strand
were 50 respondents and for Science Technology Engineering and Mathematics Strand
were 38 respondents and for the Home Economics Strand were 26 respondents. The total
of respondents per strand will be divided by grade level.
Description of the Respondents
This study aims to assess the Budgeting Skills in relation to the Academic
Performance of the Senior High School student at the College of St. Catherine Quezon
City for the S.Y 2019-2020 and undergoes in correlational type of research design.
Moreover, the respondents of this study were from different strand offered by the k-12
program that was implemented by the Department of Education (DepEd). The College of
St. Catherine Quezon City offers Accountancy, Business and Management (ABM) stand,
Science, Technology, Engineering, and Mathematics (STEM) strand, Humanities and
Social Science (HUMSS) strand, General Academic (GA) strand and also Home
Economics (H.E) strand. With the total of 269 respondents that will be source of the data

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that will be used in the study. The respondents will be described according to their
demographic profile which is the Strand and the General Average.
Data Gathering Procedure
The researchers have requested approval of the questionnaires from the research
adviser, research coordinator and the officials of the school. After the approval, the
researchers will conduct a survey to the respondents using the questionnaire. On the other
hand, the researchers will only start conducting the survey when the permission to
conduct was approved. Questionnaires are set of question that was answered through
multiple choices. The survey was created using accurate questions from related research
study and individually formed by the researchers and it will be done for several days. The
confidentiality of the respondents we’re given time to answer all the questions with the
guide of the researchers. After conducting the survey, the answer that gathered will be
tallied by the researchers and will go through the statistical treatment Spearman Rho to
analyse how strong the relationship of the budgeting skills and academic performance of
the respondents at the College of St. Catherine Quezon City.
Research Instrument
A questionnaire was written list of questions that were answered by the
respondents in order to provide data that will be used in the study. The questionnaires
were checked by the research adviser and will be passed on for approval by the officials
of the school. The questionnaires were designed for assessing the Budgeting Skills in

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relation to the Academic Performance of the Senior High School students. The
researchers guarantee that the questionnaires were applicable for Senior High School
students only. Furthermore, the questionnaire was surely be tested by the statistician.
The first part of the questionnaire was the Demographic Profile of the respondents
which consist of age, gender, grade level, strand and the general average of the
respondents for the first semester. The second part was the assessment of the respondents
towards the budgeting skills. It was composed of the questions that were based on how
they do skills in budgeting. Furthermore, the confidentiality of the answers and personal
information of the respondents was secured. Only the researchers will read and use the
information gathered.
Statistical Treatment of Data
The following statistical tools were employed to treat the data of the study.
1. Frequency. The number of the respondents who will answer in the particular item
will reflect as the frequency. The budgeting skills and financial literate of the
respondents will be determined by using the formula of percentage.
2. Percentage. This will apply the frequency counts and percentage distribution of
their demographic profile.
The formula follows:
f
%= x 100
n
Where: % = Percentage

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f = Frequency of distribution
n = total number of sampling population
3. The Pearson product-moment correlation coefficient (or Pearson correlation
coefficient, for short) is a measure of the strength of a linear association between
two variables and is denoted by r.
Chapter 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents, interprets and analyses the data that has been gathered by the
researches through the help of the survey questionnaire. Moreover, data gathered were
organized base on the problems of the study.
1. Demographic Profile of the Respondents
1.1 Age
Table 2
Frequency Distribution of Respondents According to Age
Age Frequency Percentage (%)

18-20 years old 121 45.49
The
15-17 years old 145 54.51
table Total 266 100% 2
show the frequency distribution of the respondents according to age wherein 18 to 20

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years old got a frequency of 121 (45.49%) and 15 to 17 years old got a frequency of 145
(54.51%).
Therefore, majority of the respondents were in the age 15 to 17 years old as it got
a frequency of 145 which corresponds to 54.51% of the total respondents that the
researchers surveyed.
1.2 Grade Level
Table 3
Frequency Distribution of Respondents According to Grade Level
Grade Level Frequency Percentage (%)

Grade 11 130 48.87
Grade 12 136 51.13

Total 266 100%
Shown in table 3 show the frequency distribution of the respondents according to
grade level of the respondents wherein Grade 11 got a frequency of 130 (48.87%) and
Grade 12 got a frequency of 136 (51.13%).
Therefore, majority of the respondents were grade 12 as it got a frequency of 136
which corresponds to 51.13% of the total respondents.
1.3 Strand
Table 4
Frequency Distribution of Respondents According to Strand

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Strand Frequency Percentage (%)

ABM 85 31.95
STEM 38 14.29
HUMSS 67 25.19
GAS 50 18.80
HE 20 9.77
Total 266 100%
Presented in table 4 show the frequency distribution of the respondents according
to strand of the respondents wherein ABM got 85 in frequency, STEM got 38 in
frequency, HUMSS got 67 in frequency, GAS got 50 and H.E got 20 in frequency.
Therefore, majority of the respondents are ABM students as it got 85 in frequency
which corresponds to 31.95%. The second highest frequency was the strand HUMSS as it
got 67 which corresponds to 25.19% and the lowest frequency was the H.E strand which
got a frequency of 20 which also correspond to 9.77%.
1.4 General Average
Table 5
Frequency Distribution of Respondents According to General Average
Strand Frequency Percentage (%)

95 and above 2 0.75
90 – 94 82 30.83
85 – 89 116 43.61
80 – 84 62 23.31
75 – 79 4 1.50
Total 266 100%

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As shown in table 5 show the frequency distribution of the respondents according
to General Average for the first semester of the respondents wherein 75-79 got a
frequency of 4, 80-84 got 62, 85-89 got 116, 90 -94 got 82 and also 95 and above got 2 in
frequency.
Therefore, majority of the respondents got an 85 to 89 general average for the first
semester which corresponds to 43.61% and for the lowest frequency was the respondents
who have a general average of 95 and above as it got a frequency of 2 which corresponds
to 0.75%.
2. Budgeting Skills of the Respondents
2.1. Do you know how much money you spend per week/month?
Maybe; 20.68%
Yes; 54.14%
No; 25.19%
Figure 3.
Figure 3 shows the ratio between the number of respondents who answered yes,
no and maybe. As per the data gathered, 54% answered yes, 25% answered no and the
remaining 21% answered maybe. With this, majority of the respondents know how much
money they spend per week/month.

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2.2. Do you know how much you spend on school-works (project,
assignments, etc.) total each week/month?
Maybe; 20.68%
Yes; 50.38%
No; 28.95%
Figure 4.
Figure 4 presents the number of respondents who answered yes, no and maybe.
50% answered yes, 29% answered no and the remaining 21% answered maybe.
Consequently, most of the respondents said that they know how much they spend on
school-works such as projects and assignments each week/month.
2.3. Do you put a little bit of money aside regularly in case of emergencies in
the future?
Maybe; 13.53%
No; 13.16%
Yes; 73.31%
Figure 5.

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Figure 5 shows that there were larger number of respondents who put a little bit of
money aside regularly in case of an emergency in the future. 73% answered yes, while
those who have answered no has 13% and 14% of the total population answered maybe.
2.4. Do you avoid having a debt?
Maybe; 12.78%
No; 4.89%
Yes; 82.33%
Figure 6.
Figure 6 shows that the respondents avoid having a debt since most of them
answered yes which was 82%, only 5% of the respondents answered no and 13% of the
respondents answered maybe.
2.5. Do you make/write a budget plan?
Maybe; 17.67%
Yes; 25.19%
No; 57.14%
Figure 7.

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Based on Figure 7, 57% of the respondents answered no and they don’t
make/write a budget plan but on the other hand, 25% said yes and said that they were
making a budget plan and 18% answered maybe.
2.6. Do you pay mainly in cash for your purchases?
Maybe; 6.77%
No; 6.39%
Yes; 86.84%
Figure 8.
Figure 8 shows that most of the respondents agreed that they pay mainly in cash
for every purchase since there were 87% of the respondents answered yes and there are
6% who answered no, while there were only 7% who answered maybe.
2.7. Do you review your allowance and expenses regularly to look for errors?
Maybe;
16.92%
No; 22.93% Yes; 60.15%
Figure 9.

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Figure 9 shows that 60% of the respondents answered yes, 23% answered no
while the remaining 17% answered maybe. With these data, most of the respondents
review their allowance and expenses regularly to look for errors.
2.8. Do you plan unsteady purchases (clothing, etc.) so they do not fall at
once?
Maybe; 13.91%
No; 18.42%
Yes; 67.67%
Figure 10.
Figure 10 shows that 68% answered yes, 18% answered no and 14% answered
maybe. This figure shows that the number of respondents who plans their unsteady
purchases was larger than those who would not.
2.9. Do you look for offers and deals prior to purchasing items?
Maybe; 11.28%
No; 19.92%
Yes; 68.80%

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Figure 11.
Figure 11 shows the ratio between the number of the respondents who answered
yes, no and maybe. There are 69% who answered yes, 20% who answered no and 11%
who answered maybe. Therefore, majority of the respondents look for offers and deals
prior to purchasing items.
Maybe; 9.02% 2.10. When budgeting, do you

No; 8.65%
over-estimate purchases to
ensure you have enough
money?
Yes; 82.33%
Figure 12.
Figure 12 displays the ratio of the respondents who answered yes which was 82%
of the total population, 9% answered no and 9% answered maybe. Then, the majority of
the respondents’ over-estimate purchases to ensure they have enough money.
2.11. Do you find it difficult to manage your expenses for your class supplies
and project?
Maybe;
25.19%
Yes; 49.25%
No; 25.56%

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Figure 13.
Figure 13 shows that 49% of the respondents answered yes, 26% answered no and
25% answered maybe. Therefore, the majority of the respondents agreed that it was
difficult to manage expenses for class supplies and project.
2.12. Do you prefer to go home after class to avoid expenses?
Maybe; 26.32%
Yes; 55.64%
No; 18.05%
Figure 14.
Figure 14 indicates that 56% of the respondents answered yes, 18% answered no
and 26% answered maybe. With this, there were a large number of respondents who
prefer to go home after class to avoid expenses.
2.13. Do you bring pack

Maybe; 28.57%
lunch or food to save
Yes; 40.60%
allowance?
No; 30.83%

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Figure 15.
As shown in figure 15, 41% respondents answered yes, 31% who answered no and
28% who answered maybe. For that reason, there were a large number of respondents
who pack their lunch or food to save allowance.
2.14. Do you build a voluntary
Maybe; spending (for treats) into your

32.33%
Yes; 48.12% budget?
No; 19.55%
Figure 16.
Figure 16 shows that 48% of the respondents answered yes, 20% of the
respondents answered no and the remaining 32% of the respondents answered maybe.
Through this, it has been concluded that most of the respondents builds a voluntary
spending (for treats) into the budget.
2.15. Would you be willing to ask for help with budgeting if you find out you
are not good at it?

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Maybe; 22.56%
Yes; 59.02%
No; 18.42%
Figure 17.
Based on Figure 17, majority of the respondents were willing to ask for help with
budgeting as it got 59% of the respondents. On the other hand, an 18% response that they
were not willing to ask for help when it comes to budgeting if they found out that they
were not good with it and 23% of the respondents were not sure.
3. Relationship between Academic Performance and Budgeting Skills of the
Respondent
Table 6
Relationship between Academic Performance and Budgeting Skills
Average Budgeting Decision Interpretation
in First Skills
Semester

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Average in First Pearson 1 .153*

Semester Correlation
p-value .013 There is a
N 266 266 Rejected weak positive
Budgeting Skills Pearson .153* 1 correlation
Correlation
p-value .013
N 266 266
A Pearson product-moment correlation was run to determine the relationship
between Academic Performance and Budgeting Skills of Senior High School Students.
There was a weak, positive correlation between Academic and Budgeting Skills, which
was statistically significant (r = .153, n = 266, p = .013).
4. Problems Encountered by the Respondents in terms of Budgeting
4.1 School Works
As stated by respondent no. 6 “Ang madalas na kinakaharap pagdating sa
pagbabadyet ay yung hindi inaasahang bayarin sa school.” In addition, respondent
no. 164 stated that “Dahil sa dami ng bayarin sa school at graduating din,
nadidisregard yung sineset kong budget.” According to respondent no. 249
“Kapag kulang ang pero ko lalo na sa school. Kapag maraming bayarin at ang
tanging pera ko lamang ay sapat para sa pamasahe at pagkain.” Also, according to
respondent no. 246 “Mga sunod sunod na bayarin kaya hindi maiwasan na hindi
maayos ang pagbabadyet.” Therefore, school works is one of the problem that
some of the respondents’ encounter.
4.2 Food

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According to respondent no. 50 “Ang kadalasang problemang kinakaharap ko
pagdating sa pagbabadyet ay ang mapang-akit na pagkain.” Also respondent no.
152 stated that “Minsan nagagastos ko ang pera ko sa mga walang kwentang
bagay, especially sa food.” According to respondent no. 157 “Puro ako kain,
nahihirapan ako mag-tipid.” As stated by respondent no. 161, “Kapag sunod-
sunod ang mga gastusin or binabayaran sa school or pag may practice hindi
maiwasang bumili ng mga pagkain.” Also, according to respondent no. 175,
“Minsan ako ay natutukso sa mga nagtitinda sa paligid kaya’t ako’y
napapagastos.” Therefore, many of the respondents spend their money on foods---
4.3 Impulsive Buying
Based on the data gathered, respondent no. 33 stated that “When you have an
item you want, you probably want to buy it even if it cost a lot of price.”
According to respondent no. 146, “For me one of the biggest problem is to buy
impulsive things.” Stated by respondent no. 156 that “Puro ako bili ng damit, ang
hirap mag-ipon. Natutukso agad ako.” Also, respondent no. 260 stated that “Ang
hindi maiwasang paggastos sa pagbili ng hindi naman dapat.” In addition to that,
respondent no. 247 stated “Kadalasang problema na kinakaharap ko pagdating sa
pagbabadyet ay kabilaang sale sa mga mall at murang product na nakikita ko sa
social media.” Acording to respondent no. 242 “Ang kadalasang problema ko sa
pagbabadyet ay ang pagkahilig ko sa pagbili ng mga luho ko sa sarili.
Therefore, many of the respondents have materialistic attitudes and they tend
to buy things unnecessarily without considering their needs. Impulsive buying is
one of the problems encountered by the respondents.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter includes a summary of findings from the data that has been gathered.
Also, the conclusion and the recommendations of the researchers in the study that has
been conducted.
Summary of Findings

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1. Demographic Profile of the Respondents
1.1. Age
Out of the total number of the respondents, 45.49% of the respondents are18 to 20
years old and 54.51% of the respondents are 15 to 17 years old. Therefore, majority of the
respondents were the age 15 to 17 years’ old.
1.2. Grade Level
Grade 11 got a 48.87% in the total respondents and Grade 12 got a 51.13%.
Therefore, majority of the respondents were grade 12 students.
1.3. Strand
31.95% of the respondents are ABM students, 25.19% are HUMSS students,
18.80% were GAS students, 14.29% were STEM students and 9.77% of the total
respondents are H.E students. Therefore, majority of the respondents are taking up ABM
Strand.
1.4. General Average
Out of the total number of respondents, 0.75% of the respondents have a general
average of 95 and above, 30.83% has a general average of 90-94, 43.64% has 85-89,
23.31% has 80-84 and 1.50% of the total respondents has a general average of 75-79.
Therefore, majority of the respondents have a general average of 85-89 in their first
semester.
2. Budgeting Skills
On the assessment of the respondents in Budgeting Skills – For the question 1,
54% answered yes, 25% answered no and the remaining 21% answered maybe; question
2, 50% answered yes, 29% answered no and the remaining 21% answered maybe;

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question 3, 73% answered yes, while those who have answered no has 13% and 14% of
the total population answered maybe; question 4, since most of the respondents answered
yes which is 82%, only 5% of the respondents answered no and 13% of the respondents
answered maybe; question 5, 57% of the respondents answered no and they don’t
make/write a budget plan but on the other hand, 25% said yes and said that they are
making a budget plan and 18% answered maybe; question 6, 87% of the respondents who
answered yes and there are 6% who answered no, while there are only 7% who answered
maybe; question 7, 60% of the respondents answered yes, 23% answered no while the
remaining 17% answered maybe; question 8, 68% answered yes, 18% answered no and
14% answered maybe; question 9, 69% who answered yes, 20% who answered no and
11% who answered maybe; question 10, the respondents who answered yes is 82% of the
total population, 9% answered no and 9% answered maybe; question 11, 49% of the
respondents answered yes, 26% answered no and 25% answered maybe; question 12,
56% of the respondents answered yes, 18% answered no and 26% answered maybe;
question 13, there are 41% respondents who answered yes, 31% who answered no and
28% who answered maybe; question 14, 48% of the respondents answered yes, 20% of
the respondents answered no and the remaining 32% of the respondents answered maybe;
question 15, majority of the respondents are willing to ask for help with budgeting as it
got 59% of the respondents. On the other hand, 18% response that they are not willing to
ask for help when it comes to budgeting if they found out that they were not good with it
and 23% of the respondents were not sure.
3. Problems Encountered by the Respondents in terms of Budgeting
3.1. School Works

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Which respondents stated that one of the problems encountered was unexpected
school fees, it’s difficult on how you budget the money when it comes in school works.
Either it was not enough or just enough especially unexpected paying of school projects
or other miscellaneous. Also, according to respondent because of many school fees and
also graduating student, that disregard of what the respondent set for budget. In addition,
that when the respondent’s money was not enough especially in school. Also, the money
was enough for transportation and foods. furthermore, many school fees so it’s inevitable
to proper budgeting. Thus, most of the respondent’s problem encountered are school
works.
3.2. Food
Based on findings show that many of the respondents spend their money on foods.
It was one of the problems encountered by respondents in terms of unexpected buying
foods. besides, according to respondents that some of problems encountered in terms of
budgeting are attractive foods. that sometimes spending the money on useless things
especially on food. Also, according to respondent that always eating and having a
difficulty in saving. Moreover, some many school fees or having a practice so it’s
uncertain to buy foods. Besides, respondent stated that sometimes tempting to buy food
those vendors around. Therefore, many of the respondents spending their money on
buying foods.
3.3. Impulsive buying
The respondent’s moderately problems encountered spending their money to buy
unnecessarily things. Respondent stated that when you have an item you want, they

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probably buy even if it cost a lot of price. Also, that one of the biggest problems is to buy
impulsive things. according to respondents that always buying necessary clothes and
difficult on saving. Immediately attractive. Apart of this, un-avoiding on spending to
those unnecessary things. Besides, usually problem encountered when it comes to
budgeting is the sales in malls and cheap products on social media. Lastly, usually
problem in budgeting is having joy in buying luxury for their own. Therefore, many of
the respondents have materialistic attitude. Impulsive buying is also one of the problem
encountered by the respondents.
Conclusions
Based on the gathered data, researchers come up with these conclusions about the
study entitled "The Budgeting skills and Academic Performance of Senior High School
Students in College of Saint Catherine, Quezon City. S. Y 2019-2020"
1. Majority of the respondents were in the age 15-17, and who were in the grade 12
most of them were taking the strand of Accountancy, Business and Management.
2. The general weighted average of the respondents in the first semester was mostly
ranging from 85-89.
3. Most of the respondents are likely budget wisely as most of them answered "yes"
to nine or more questions with being "yes" as the highest frequency and
percentage from Budgeting skill question #1 to Budgeting skill question #15.
4. A Pearson Product-moment correlation was run to determine the relationship
between Academic Performance and Budgeting Skills of Senior High School.
There was a weak positive correlation between Academic Performance and
Budgeting Skills, which was statistically significant (r=. 153, n=266, p=.013).

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5. The null hypothesis was rejected, where a Pearson product moment correlation
value of. 013 was computed, interpreted to be weak positive correlation.
6. Most of the problems encountered by the respondents in terms of Budgeting were
impulsive buying, therefore most of the respondents have materialistic attitudes
and they tent to buy things unnecessarily without considering their needs.
Recommendations
Reflected on the summary of findings and conclusion presented, the researchers
suggest the following recommendations:
1. Students should be more responsible for allocating their allowance to those
variables that really matter. Students must understand the precedence of having a
budgeting skills to prepare them to be independent in the future.
2. The researchers also recommend including different respondents since the grade
11 and grade 12 students of the College of St. Catherine Quezon City were only
the respondents in the study. Further studies may use also different study variables
and locale of the study to broaden the comparative study.
3. The students should practice doing/making a budget plan. They also need to set
their financial goals. Budget plan can help students prioritize their spending.
4. The researchers recommend that the student should be prioritize their allowance.
Also, to avoid the overspending unnecessary things like luxury and leisure.
Students learned from this study would be help to develop their skills and
knowledge in budgeting.
5. This study is recommended for the students who are more experiencing
difficulties when it comes to Budgeting their daily allowances, this study may

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help them to have new knowledge and new idea about budgeting that they may
use for their daily life.

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Appendices
APPENDIX A

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Proposal Approval Form
APPENDIX B

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Survey Approval
APPENDIX C

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Certification for the Research Instrument
APPENDIX D
Research Instrument

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Survey Questionnaire
Dear Participant,
Greeting! We the researches, are currently taking the subject Inquiries, Investigation
and Immersion one of the major requirements in Senior High School. In line with this,
we are tasked to write a researcher paper which serve as a partial fulfilment of the
requirements in this subject entitled “The Budgeting Skills and Academic Performance
of Senior High School Student at the College of St. Catherine Quezon City for the
S.Y 2019-2020.”
Your participation of this research project is completely voluntary. Your response will
remain confidential and anonymous. Data from this research will kept under lock and key
reported only as a collectively combined total. No one other than the researchers will
know your individual answers to this question.
If you agree for the participate in this project, please answer the questions on the
questionnaire as best as you can. You can take your time to answer this questionnaire.
Thank you for the assistance in this important endeavor.
Sincerely,
The Researchers
PART I: Demographic Profile
Directions: Fill the information needed. Put a check (✓) for questions with
bracket.
Name (Optional): _____________________________________________________
Age: Strand:
[ ] ABM
[ ] 18 to 20 years old [ ] STEM
[ ] 15 to 17 years old [ ] HUMSS
[ ] GAS
Grade Level:
[ ] H.E
[ ] Grade 11
[ ] Grade 12
General Average (1st Semester):____

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PART II: Budgeting Skills

Directions: Answer the questions honestly and put a check (✓) on the given box.
(Sagutin ang mga katanungan ng totoo at lagyan ng tsek (✓) sa binigay na kahon.)
YES NO MAYBE
1. Do you know how much money you spend per
week/month?
(Alam mo ba kung magkano ang pera na
ginagastos mo kada linggo/buwan?)
2. Do you know how much you spend for school-
works (project, assignments, etc.) total each
week/month?
(Alam mo ba kung magkano ang ginagastos mo
para sa mga gawain sa paaralan (proyekto,
takdang-aralin, atbp.) bawat linggo / buwan?)
3. Do you put a little bit of money aside regularly
in case of emergencies in the future?
(Nagtatabi ka ba ng pera para sa oras ng
kagipitan sa hinaharap?)
4. Do you avoid having a debt?
(Iniiwasan mo bang magkaroon ng utang?)
5. Do you make/write a budget plan?
(Gumagawa/sumulat ka ba ng isang plano sa
pagbabadyet?)
6. Do you pay mainly in cash for your purchases?
(Ang iyo bang pangunahing pagbayad ay
cash/salapi para sa iyong pagbili?)
7. Do you review your allowance and expenses
regularly to look for errors?
(Sinusuri mo ba ang iyong rasyon "allowance"
at gastos kung meron bang pagkakamali?)
8. Do you plan unsteady purchases (clothing, etc.)
so they do not fall at once?
(Nagpaplano ka bang gumawa ng hindi tuloy
tuloy na pagbili (damit, personal na bagay, etc)
ng sa ganoon hindi isang bagsakan?)
9. Do you look for offers and deals prior to
purchasing items?
(Naghahanap ka ba ng mga alok at deal (para
makumura) bago bumili ng item?)
10. When budgeting, do you over-estimate

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purchases to ensure you have enough money?

(Kapag nagbadyet, labis mo bang tinantya ang
mga binibili upang matiyak na mayroon kang
sapat na pera?)
11. Do you find it difficult to manage your
expenses for your class supplies and project?
(Nahihirapan ka bang pamahalaan ang iyong
mga gastos para sa iyong mga supply at
proyekto sa klase?)
12. Do you prefer to go home after class to avoid
expenses?
(Mas gusto mo bang umuwi pagtapos ng klase
upang maiwasan ang mga gastos?)
13. Do you bring pack lunch or food to save
allowance?
(Nagdadala ka ba ng pagkain upang makatipid
ng allowance?)
14. Do you build a voluntary spending (for treats)
into your budget?
(Gumagawa ka ba ng kaunting pagpapasya sa
paggastos (para sa panlilibre) sa iyong
badyet?)
15. Would you be willing to ask for help with
budgeting if you find out you are not good at it?
(Handa ka bang humingi ng tulong sa
pagbabadyet kung nalaman mong hindi ka
mahusay dito?)
PART III: Problems encountered in Budgeting
Directions: Kindly answer the question.
(Sagutin ang katanungan.)
1. What is the problem you frequently encounter when it comes to budgeting?

(Ano ang kadalasang problema na kinakaharap mo pagdating sa pagbabadyet?)
________________________________________________________________
________________________________________________________________
APPENDIX E
Tally of the Answers of the Respondents

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BIBLIOGRAPHY

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Books, Journals, Articles
Alcuizar, R. (2016). Determinants of low academic performance for pupils in upland
barangays, Iligan City, Philippines.
Cole, S. A., Paulson, A. L., & Shastry, G. K. (2012). Smart money: The effect of
education on financial behavior
De Bassa Scheresberg, C. (2013). Financial literacy and financial behavior among young
adults: Evidence and implications.
Ehrhart, K. M., Gardner, R., von Hagen, J., & Keser, C. (2007). Budget processes:
Theory and experimental evidence.
Fikret Er, A. O. (2017). financial Literacy among University Students:A Case Study for
Open Education Students in Anadolu University Turkey
Isomidinova, G., Singh, J. S. K., & Singh, K. (2017). Determinants of financial literacy: a
quantitative study among young students in Tashkent, Uzbekistan.
Labito, A. M. (2017). Can Allowance, Personal Budgeting and Self Control as Mediating
Role Manage Compulsive Buying Behavior Among College Students?
Mandell, L., & Hanson, K. O. (2009, January). The impact of financial education in high
school and college on financial literacy and subsequent financial decision making
Nnamani, C. N., Dikko, H. G., & Kinta, L. M. (2014). Impact of students’ financial
strength on their academic performance: Kaduna Polytechnic experience.
Potrich, A. C. G., Vieira, K. M., & Kirch, G. (2015). Determinants of financial literacy:
Analysis of the influence of socioeconomic and demographic variables.

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Reed, J. W. (2010). Budgeting for Public Managers. M.E Sharpie.
Robb, C. A., & Woodyard, A. (2011). Financial knowledge and best practice behavior.
Singh, G. I. (2017). Determinants of financial literacy: a quantitive study among young
students in Tashkent, Uzbekistan.
Stollak, M., Vandenberg, A., Steiner, K., & Richards, J. (2011). Student budgeting and
spending behaviors: a comparative study.
Stolper, O. A., & Walter, A. (2017). Financial literacy, financial advice, and financial
behavior.
Swain, R. (2010). Budgeting for Public Managers. M.E Sharpie.
Wagner, J. (2015). An analysis of the effects of financial education on financial literacy
and financial behaviors.
Yaskin, D. (2014). U.S. Patent No. 8,700,508. Washington, DC: U.S. Patent and
Trademark Office.
Online Sources
Gordon, L. (2010). Financial Anxieties burden more Freshmen, study finds. Retrieved
from
https://www.pressreader.com/search?query=financial%20anxieties%20burden%20more
%20freshmen&languages=en&groupBy=Language&hideSimilar=0&type=1&state=1.

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Peterson, J.M, (2010) First Budget Smarts. Retrieved from
https://books.google.com.ph/books?id=-
zKDDwAAQBAJ&pg=PA11&lpg=PA11&dq=first+budget+smarts+your+weekly+incom
e&source=bl&ots=j97Ltl2IUG&sig=ACfU3U0RkWgRAbR9ZWWd7sOuwNzMfvV_Tw
&hl=en&sa=X&ved=2ahUKEwjDyYfzqarqAhWUFogKHfUdDk8Q6AEwCXoECAoQ
AQ#v=onepage&q=first%20budget%20smarts%20your%20weekly%20income&f=false
Ryerson (2014), The Importance of Budgeting, Retrieved from
https://ryersonentinstitute.org/unit/2-the-importance-of-budgeting/?
fbclid=IwAR2gufUi7BzkRKdjw2qrAFrNf0uqjgl9z7kZLomf5kd4GfWSn-Rik2CvSEQ
Sollano et. Al (2018), Daily Allowance and Academic Performance, Retrieved from
https://www.pdf.investintech.com/preview-frames.php?
id=WGMxUkVjRVMxVTZqTTBFZ25yOFhwbEY0SWZDNmlCbERtZE1xVGRSWkdl
ZHNZUjR0bFBwSFpPOTZpUmJUeW5TWXozaXJQdkY1eDZ3M2tqemJKckFjcWxCZ
0RScEFIOHNNSWw3WVQ5VzdKWXpGV3FXUnZkVUFONkcxZWpDUVV3TmQ=
Weaver, A. (2013). The Relationship Between Students; Financial Responsibility for
College and Levels of Academic Motivation and Success. Retrieved from
https://etd.ohiolink.edu/pg_10?0::NO:10:P10_ACCESSION_NUM:auhonors1367979495

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CURRICULUM
VITAE
JUSTICE MARIE SANTACERA BORAL

#1010 Taurus St. Carmel 5 Subdivision,
Tandang Sora, Quezon City
[email protected]

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09959852215
OBJECTIVE
A highly organized and hard-working individual looking for a

responsible position to gain practical experience. To utilize my skills and abilities
with fast growing communication while being resourceful, innovative and
flexible.
EDUCATIONAL BACKGROUND
College of St. Catherine Quezon City, Philippines
362 Quirino Highway, Sangandaan, Quezon City
Accountancy, Business and Management
2018-2020
Dr. Carlos S. Lanting College Quezon City, Philippines

2014-2018
Tandang Sora Elementary School Quezon City, Philippines

2008-2014
PERSONAL BACKGROUND
Born on December 24,2001 in Manila, Philippines.

Also, 18 years of age. Fluent in English and Filipino. I
am flexible, reliable and possess excellent time keeping
skills. A Grade 12 senior high school student taking up
Accountancy, Business and Management in College of
St. Catherine Quezon City.

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CHARACTER REFERENCE
Patricia Nicole Pasilan

Teacher
College of St. Catherine Quezon City
09486114137
Carl Jason Talan

Research Adviser
Number
Purita Queñano
Teacher
09499450203
I Hereby certify that the above information is true and correct to the best of my
knowledge and belief.
______________________
JUSTICE MARIE S. BORAL

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CHARLON PACARDO CHAVEZ

201 Mabuhay Compound, Sauyo Road, Novaliches
Quezon City
09128467676
[email protected]
OBJECTIVE
To obtain better position where I will be able to continue my skill,
knowledge and experience to a company that will give me an opportunity
to develop my skills and to showcase my knowledge and experience with
the intention of securing a career with opportunity for challenge and career
advancement, while gaining of knowledge of new skills and expertise
when it comes in Accountancy, Business and Management.
EDUCATION
COLLEGE OF ST. CATHERINE QUEZON CITY
ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND
2018-2020
SAUYO HIGH SCHOOL

2014-2018
2008-2013
PERSONAL BACKROUND
Born on August 09, 2002 in Ilo-Ilo Philippines. Also, 18 years of age. A
grade 12 senior high school student taking up Accountancy, Business and
Management in College of St. Catherine Quezon City

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REFERENCES
PATRICIA NICOLE PASILAN
Teacher
09486114137
CRESILDA SARTILLO OLIVERON

Sales Coordinator
Al-la Integrated and Development Corporation
09564502232
ROGELLA MACENAS
Teacher
09204486450
I hereby certify that the information above is true and correct to the best of my
_____________________
Charlon P. Chavez

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#109 Banlat Road
Tandang Sora, Quezon City
[email protected]
09514412272
OBJECTIVE
To be a good model in the students, to use my skills and talents that

will be more productive.
EDUCATIONAL BACKGROUND
College of St. Catherine Quezon City, Philippines

2018-2020
Tandang Sora National High School Quezon

City, Philippines
2014-2018
Tandang Sora Elementary School Quezon City,

Philippines
2008-2014
PERSONAL BACKGROUND
Born on July 2002 in Quezon City, Philippines.

Also, 17 years of age. Fluent in English and
Filipino. I am flexible, reliable and possess
excellent time keeping skills. A Grade 12 senior
high school student taking up Accountancy,
Business and Management in College of St.
Catherine Quezon City.

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CHARACTER REFERENCE
Patricia Nicole Pasilan

Teacher
09486114137
Carl Jason Talan

Research Adviser
Number
Purita Queñano
Teacher
09499450203
I Hereby certify that the above information is true and correct to the best of my
______________________

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ALEXA CRIS YAP MACENAS

230 Sociedad Street, Bagong Barrio,
Caloocan City
09473075365
[email protected]
OBJECTIVE
I am looking for suitable Job that will challenge and
strengthen my personality as a career person while utilizing
my skills.
EDUCATION
College of St. Catherine, Quezon City, Philippines
Accountancy, Business and Management Strand
2018-Present
Caloocan High School, Caloocan City, Philippines

2014-2018
St. Joseph Elementary School, Cainta Rizal, Philippines

2008-2014
PERSONAL BACKGROUND
Born on April 14, 2001 in Caloocan, Philippines. Also, 19

years of age. Fluent in English and Filipino. A Grade 12
senior high school student taking up Accountancy, Business
and Management in College of St. Catherine Quezon City.

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REFERENCES
Purita Queñano Teacher
CSCQC
09499450203
Rosemarie Mendoza Harmiel Event Organizer

09212121228
Patricia Nicole Pasilan Teacher

09486114137
_______________________
Alexa Cris Y. Macenas

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LARAINE LOYOLA PARDILLO

#8A Garcia Street, Del Rey Ville 1 Barangay 163
Caloocan City
+63 919-255-3764
[email protected]
OBJECTIVE
To acquire a challenging career with a solid company utilizing the

opportunity to offer proven and developing skills within the company.
EDUCATION
COLLEGE OF ST. CATHERINE QUEZON CITY

2018 - 2020
TEAM MISSION CHRISTIAN SCHOOL

2013 - 2017
SEED ACADEMY FOUNDATION

2007 – 2013
PERSONAL BACKGROUND
Born on January 26, 2001 in Manila Philippines. Also, 19
years of age. Fluent in English and Filipino. A Grade 12
senior high school student taking up Accountancy, Business
and Management in College of St. Catherine Quezon City.

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REFERENCES
PATRICIA NICOLE PASILAN
Teacher
Contact Number
PURITA QUEÑANO
Teacher
Contact Number
STEICY ROSE ABONG

Teacher
Contact Number
___________________________
Laraine Pardillo

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Final Research Group 4 ABM 12 B

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THE BUDGETING SKILLS AND ACADEMIC PERFORMANCE OF

In Partial Fulfillment of the Requirements

JUSTICE MARIE S. BORAL

FRANCES KYLA P. FONG

ALEXA CRIS Y. MACENAS

Downloaded by DEALAGDON, Rhyza ([email protected])

In a study entitled “Student Budgeting and Spending Behaviors: A Comparative

ALLOWANCE: How Does it Affect the Academic Performance” Failaman (2017),

Downloaded by DEALAGDON, Rhyza ([email protected])

responsible for budgeting. Students think of budgeting as something to do when they

be responsible for how much money they spend in daily lives.

Downloaded by DEALAGDON, Rhyza ([email protected])

Background of the Study

within reason can be a need depending on where you live.

sometimes they just focus on spending their money on recreational activities.

a relatively new invention. Its origins, however, lie in centuries of monarchs

Downloaded by DEALAGDON, Rhyza ([email protected])

foremost a budget was a monetary statement or a quantitative course of action, prepared

business organization. Budgeting involves planning and control which influences

Through budgeting, a student makes decision on how to budget their money

students to budget and manage their money or allowance.

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more responsible in spending their money wisely.

of the budgeting skills and academic performance of the respondents.

consumers use personal budgets

to budgeting, which was concerned with statements of specific expenditure plans. In

corporation or individual it explains how to distribute financial resources through

budgeting process to attain financial goals.

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of goods to substantiate allocation of resources that in the aggregate would improve

financial performance of a corporate. This theory emphasizes on procedures that were

attaining the financial performance.

budgeting variable of interest): the interrelated analyses, interpretations, and negotiations

process. Interrelated analyzes, definitions and budgeting negotiations.

that may lead them to discover important principles or relationship.

of Personal Budgeting, allocation of resources theory, theory of institutional theory, and

allocate their budget to achieve their financial goals.

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Budgeting Skills Academic Performance

Figure 1. Research Paradigm

the first semester of the school year.

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Statement of the Problem

Precisely, this study seeks to answer the following:

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

1.2 Grade Level

3. What is the Budgeting Skills of the respondents?

4. Is there any relationship between Budgeting Skills of Senior High School

Students to their Academic Performance?

5. What are the problems encountered by the respondents in terms of Budgeting?

Hn There is no relationship between Budgeting Skills and Academic Performance of the

Senior High School Students.

Ha There is relationship between Budgeting Skills and Academic Performance of the

Senior High School Students.

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