TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING: THE

MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL EXPERIENCE

A Thesis
Presented to the
Faculty of the Graduate School
OSMEÑA COLLEGES
Masbate City

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION MAJOR IN ADMINISTRATION AND
SUPERVISION
(MAED)

RENA M. LIHAYLIHAY
July 2022

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 APPROVAL SHEET

This thesis entitled: “TEACHING FINANCIAL LITERACY THROUGH

TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE
SENIOR HIGH SCHOOL EXPERIENCE” (Unpublished Master’s Thesis, Osmeña Colleges
Graduate School, Masbate City, July 2022) prepared and submitted by RENA M.
LIHAYLIHAY in partial fulfilment of the requirements for the degree MASTER OF ARTS IN
EDUCATION MAJOR IN ADMINISTRATION AND SUPERVISION (MAED) has been
examined and is hereby recommended for acceptance and approved for ORAL
EXAMINATION.

DINNAH A. BAÑARES, Ed.D

Adviser

THESIS COMMITTEE
RONALDO B. ABILONG, Ed.D
Chairman
JONALD B. SIA, Ed.D VIOLETA B. MONTICALVO, Ed.D
Member Member
PANEL OF EXAMINERS

VIOLETA B. MONTECALVO,Ed.D
Chairman
DINNAH A. BAÑARES, Ed.D RONALDO B. ABILONG, Ed.D
Member Member

Accepted and approved in partial fulfilment of the requirements for the degree MASTER OF
ARTS IN EDUCATION MAJOR IN ADMINISTRATION AND SUPERVISION (MAED).

Approved by the Committee on Oral Examination with a grade of ____%

COMPREHENSIVE EXAMINATION: PASSED

JONALD B. SIA, Ed.D

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 Dean, Graduate School

CERTIFICATION

TO WHOM IT MAY CONCERN:

This is to certify that the suggestions given by the Oral Examination Committee in the thesis

of RENA M. LIHAYLIHAY entitled “TEACHING FINANCIAL LITERACY THROUGH

TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE

SENIOR HIGH SCHOOL EXPERIENCE” during the Pre-Oral Defense, were complied with.

VIOLETA B. MONTICALVO, Ed.D

Secretary
Oral Examination Committee

Reviewed and Approved:

JONALD B. SIA, Ed.D

Dean, Graduate School

iv
 CERTIFICATION

TO WHOM IT MAY CONCERN:

This is to certify that this thesis entitled “TEACHING FINANCIAL LITERACY

THROUGH TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN

INSTITUTE SENIOR HIGH SCHOOL EXPERIENCE” prepared and submitted by RENA

M. LIHAYLIHAY has been edited by the undersigned.

RONALDO B. ABILONG, Ed.D

Editor

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 ACKNOWLEDGEMENT

The researcher would like to extend her sincerest appreciation and immeasurable thanks to

the following persons who have extended their help for making this work possible and thankful.

To the Dean of Graduate School of Osmeña Colleges, Jonald B. Sia, ed.D and to my adviser

Dinnah A. Bañares, ed.D for their invaluable guidance, suggestions and feedbacks throughout

this study.

To Masbate Southeastern Institute School Administrator sir Arturo Espenilla Jr. and the

faculties thank you so much for granting the Senior High School students as my respondents.

To all Senior High School of Masbate Southeastern Institute, who have become active

respondents throughout the duration of this study. Thank you for the time and cooperation.

The Thesis Committee and Panel members, thank you so much for the valuable

suggestions which contributed so much towards the improvement of this study.

I would like to acknowledge my sincere appreciation to Sir Ramon Gemina Jr., for

generously sharing his knowledge and skills in research it helps me a lot to finish this study. For

all your shared experience and teaching you’ve taught in your class, as extension teacher I am

refreshed with my learning.

To Ma’am Beth Salcedo, thank you for the effort and being approachable whenever I

need help all throughout my master’s journey.

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 To my Parents who became my supporter and inspirations in dealing with the completion

of this research. I am forever thankful to my family, for the financial support, unwavering love,

and encouragement.

Also, I am grateful to my church mates and friends for their encouragements and moral support;

and

Above all, to the Almighty God who has endowed me the blessings of clarity of mind and strong

determination to finish this research study.

R.M.L

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 DEDICATION

This research study is humbly dedicated to the Almighty God for all the blessings,

guidance, wisdom, knowledge, and skills and for providing me with the opportunity to finish this

research.

To my beloved parents, who have been my source of inspiration, encouragement,

and support in times when I need financial support.

To my research advisers and teachers who always shared with their knowledge,

words of encouragement and wisdom. My heartfelt thanks to all of you.

This is sincerely dedicated to you.

R.M.L

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 A B S T RA C T

LIHAYLIHAY, RENA M. “TEACHING FINANCIAL LITERACY THROUGH

TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE

SENIOR HIGH SCHOOL EXPERIENCE” (Unpublished Master’s Thesis, Osmeña Colleges

Graduate School, Masbate City, July 2022).

Summary

The researcher’s theory in this study is that as teachers in the time of the Covid-19

pandemic, we should devote ourselves to teaching students how to apply knowledge. We are

living in an age of unprecedented debt and students are destined to face challenging times

financially. We are responsible for educating and preparing our students not only for academic

performance but to prepare for their future by teaching Financial Literacy through technological

learning. Through this, teachers will help to address the needs and challenges of the students.

Today’s common lack among students and parents is without knowing the importance of

financial planning and the usefulness of technology apps. It is imperative that educators begin to

equip students with the knowledge and skills to succeed as consumers in today’s global

economy. Students must be prepared for their entrance into a global economy. With finance and

technology innovation and research, today, all opportunities to educate people, particularly

senior high school students would be possible.

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 Teaching financial literacy through technology would be a great help to the Senior High

Schools Students. This would be a big help to teach them the important life skill of financial

literacy. This will prove helpful for educators as technology allows them to take advantage of

tools which interests children. The benefits of teaching technology in schools cannot be denied -

from personalized learning experiences to greater student choice, a combination of these two

areas of interest promises to be enlightening.

The purpose of conducting this study was to determine the students’ challenges, prior

knowledge, and students’ performance towards Teaching Financial Literacy through technology

learning: The Masbate Southeastern Institute Senior High School experience located at Brgy.

Poblacion, Pio V. Corpus, Masbate. Materials and Methods: The study, the researcher will

conduct an actual teaching the materials will be of good use Survey questionnaire to get the

information of the respondents, assessment for self-assessment and self-re-assessment the

purpose of this is to measure the previous knowledge and performance of the students, feedback

evaluation form and student’s hand-outs. This research aimed to collect data which will shed

light on how teachers can use digital technology effectively in their classrooms to help students

actively engage in the learning of financial literacy.

This study aimed at Teaching Financial Literacy through technology learning: The

Masbate Southeastern Institute Senior High School experience in Pio V. Corpus, Masbate.

Specifically, it seeks to answers to the following questions were sought:

1. What challenges are today's high school students facing in financial literacy through

technology learning?

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 2. What is the knowledge of Senior High School students about financial literacy through

technology learning, especially of different technology apps?

3. What is the performance of Senior High School students after conducting? teaching of

financial literacy through technology learning, focusing on the following.

a. Financial planning & Budgeting

b. Technology Apps

c. Finance technology apps

4. Is there a significant result in teaching financial literacy through learning technology apps

to Senior High School students?

5. Is there a significant relationship between learning while applying financial literacy skills

through learning technology apps for the use of student plans?

Findings

The salient findings of this study were as follows:

1. Challenges are today's high school students facing in financial literacy through

technology learning

There is indication of challenges of today's high school students facing in financial

literacy through technology learning. This is the highlights of the major challenges found out by

researcher based on the profile of the students. From the respondent’s daily allowance, the

highest amount is PHP 20 below got the highest number of respondents 67, 0.67 percent and

0.20 weighted mean. From the survey most of the common occupation of the mother was a

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housewife and the father occupation was a farmer. Mother educational attainment mostly only

high school graduates and father educational attainment elementary graduates. The data indicates

that SHS students in the last month, they have been experienced biggest challenges rank 1

Tuition Fee & Allowances with number of respondents 58, 0.58 percent and 0.162 weighted

mean. Rank 2 other respondents of 12, 0.12 percent. Rank 3 Heath respondents of 5, 0.05

percent. Rank 4 Technology respondents of 4, 0.04 percent. Rank 5 Food & Shelter respondents

of 2, 0.02 percent. With these challenges among 81 respondents there were students is not sure if

they will go to college with the number of respondents 7, 0.07 percent. Lack in learning

financial literacy and technology among senior high school students was also a major problem

we got the highest response confirmed yes is about 62, 0.62 and 0.405 weighted mean.

For Students’ Determination in Studies there are respondents have negative

attitude towards with their studies. Based on the survey results here are the following: there are

respondents are sometimes 7, 0.07 percent of respondents and 1, 0.01 percent never eager to go

to school every day. There are respondents is sometimes do his project with number of 28, 0.28

percent. there are respondents is sometimes passed his project on time of 28, 0.28 percent. There

are respondents is sometimes participated in every class discussion, never do his extra-curricular

activities. Sometimes do his homework with respondents of 15, 0.15 percent.

For Students’ Financial Knowledge there are students don’t have a financial

knowledge don’t consider herself/himself financial literate with number of respondents of 26,

0.26 percent.

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 For Students’ Technology Knowledge there are students don’t have a Technology

knowledge don’t consider herself/himself technology literate with number of respondents of 20,

0.20 percent.

2. The prior knowledge of Senior High School students about financial literacy

through technology learning

Self-Assessment test overall score of the respondents got the highest number of

respondents a Rank 1 with Fair satisfactory 60, 0.6 percent with verbal interpretation “Your

score could be better, but don’t despair. It’s never too late to take action to improve”. Rank 2

Satisfactory 11, 0.11 percent with a verbal interpretation “You are doing a satisfactory job and

have taken some steps in the right direction”. Rank 3 Very Satisfactory 10, 0.10 percent with a

verbal interpretation “You are doing a very satisfactory job and are above average”. Rank 4

Outstanding with no respondents. The overall weighted mean got 0.2025. Based with the overall

score the prior knowledge of the respondents is low at this time.

3. The performance of Senior High School students after conducting teaching of

financial literacy through technology learning

Self-Re-Assessment test overall score of the respondents got the highest number of

respondents a Rank 1 with Outstanding 38, 0.38 percent with verbal interpretation “You are

excellent. Keep up the good work!’’ Rank 2 Satisfactory 24, 0.24 percent with a verbal

interpretation “You are doing a satisfactory job and have taken some steps in the right direction”.

Rank 3 Very Satisfactory 17, 0.17 percent with a verbal interpretation “You are doing a very

satisfactory job and are above average”. Rank 4 Fair satisfactory 2, 0.02 percent with a verbal

interpretation “Your score could be better, but don’t despair. It’s never too late to take action to

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improve’. The overall weighted mean got 0.2025. Based with the overall score the performance

of Senior High School students after conducting a teaching the level of learning was high results.

4. Is there a significant result in teaching financial literacy through learning

technology apps to Senior High School students?

It indicates the result of the Self-Re-Assessment test after the “Teaching Financial

Literacy through technology learning: the Masbate Southeastern Institute Senior High School

experience”. It shows with the significant value of the teaching.

The table also shows that the following hypotheses are.

HO1: There is no significant result in teaching financial literacy through learning

technology apps to Senior High School students. (Null) REJECTED.

HA1: There is significant result in teaching financial literacy through learning technology

apps to Senior High School students. (Alternative) ACCEPTED.

5. Is there a significant relationship between learning while applying financial literacy

skills through learning technology apps for the use of student plans?

It indicates the significant relationship between learning while applying as the highlight of the

result it is good application to always have a self-re-assessment test.

The table also shows that the following hypotheses are.

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HO2: There is no significant relationship between learning while applying financial literacy skills

through learning technology apps for the use of student plans. (Null) REJECTED.

HA2: There is significant relationship between learning while applying financial literacy skills

through learning technology apps for the use of student plans. (Alternative) ACCEPTED.

Conclusions

Based on the results, the following conclusions were drawn:

Based on the results, the following conclusions were drawn:

1. This study has demonstrated what student need to know in financial literacy and how life

choices and experiences build financial knowledge. It is important to recognize that

students must prepared for the financial issues they will encounter once they graduate and

move into the workforce. The teacher, even the parents and the school should play a

bigger role supporting the financial information needs of their students. The goal of this

research was to learn how the students gain the financial literacy they need to learn at

their early age.

2. The prior knowledge of Senior High School students about financial literacy through

technology learning is low at first but after the teaching the results is high.

3. The performance of Senior High School students after conducting teaching of financial

literacy through technology learning with the overall score the performance of the

assessment was having a high result.

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 4. There is a significant result in teaching financial literacy through learning technology

apps to Senior High School students. It shows with the significant value of the teaching

because after conducting a teaching, the level of learning of respondents was got high

results.

5. There is a significant relationship between learning while applying financial literacy

skills through learning technology apps for the use of student plans based on the

assessment of the respondents.

Recommendations

In view of the findings and conclusions, the researcher offers the following recommendations:

1. The school administrator may consider adopting and contextualizing the proposed

intervention program on financial literacy to be adopted by their respective school

towards promoting literacy on financial planning and management among teachers, and

students in teaching. Someday, our dream is that the school will not receive students’

drop out. Because of not having to pay for the tuition, having no allowance and being

able to pursue college.

2. Teachers should always ensure among learners that should look at expanding existing

programs and modifying student financial policies to better support the financial

challenges that student might encounter. By developing comprehensive financial literacy

programs, can help its students achieve and deserve this opportunity.

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 3. Parents should support this program for the future success of the learners.

TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page i

Approval Sheet ii

Certification of the Secretary iii

Certification of the Editor iv

Acknowledgment v

Dedication vii

Abstract viii

Table of Contents xvi

List of Tables xx

List of Figures xxi

CHAPTER 1 THE PROBLEM

Introduction 1

Statement of the Problem 4

Assumptions 5

Scope and Delimitation 5

Locale of the Study 6

Significance of the Study 13

Definition of Terms 16

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 Notes 25

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 26

Foreign 33

Local 44

Related Studies 47

Foreign 47

Local 51

Synthesis of the State-of-the-Art 56

Gap- Bridged by the study 57

Theoretical Framework 58

Conceptual Framework 59

Statement of the Hypotheses 62

Notes 63

CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY

Research Design 66

Respondents and Sampling 67

Instrument Used 69

Variables and Procedure 70

Statistical Measures 74

Notes 75

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CHAPTER 4 TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY

LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH

SCHOOL EXPERIENCE

LIST OF TABLES

TABLE PAGE

Survey Questionnaire 84

Self-Assessment test 98

Self-Re-Assessment test 100

Feedback Evaluation Form 103

Notes 107

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary 108

Findings 110

Conclusions 114

Recommendations 115

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BIBLIOGRAPHY 117

APPENDICES 118

Appendix A – Permit to Conduct Study 118

Appendix B – Survey Questionnaire 120

Appendix C – Self-Assessment Test 127

Appendix D – Actual teaching 130

Appendix E- Self-re-assessment Test 132

Appendix F – Feedback Evaluation Forms 135

CURRICULUM VITAE 137

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 LIST OF TABLES

TABLE PAGE

1. Challenges are today's high school students facing in financial literacy 76

2. The prior knowledge of Senior High School students about financial literacy 97

3. The performance of Senior High School students after conducting teaching 99

4. Significant result in teaching financial literacy through learning 101

5. Significant relationship between learning while applying financial literacy 101

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 LIST OF FIGURES

FIGURE PAGE

1 Demographics of Pio V. Corpus 10

2 Map of Masbate Highlighting the Town of Pio V. Corpus 11

3 Main Campus School of Masbate Southeastern Institute 12

4 Theoretical Paradigm 58

5 Conceptual Paradigm 61

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