Final Thesis Manuscript
Final Thesis Manuscript
Final Thesis Manuscript
AN UNDERGRADUATE THESIS
May 2023
CHAPTER I
Introduction
This research topic helps student to become more aware and cautious of the
effects of financial capabilities to their academic performance. The study was about the
financial matters not only experienced by common students but also students in the indigenous
area. The study was focused on the indigenous College of Teacher Education students in order
to seek out any solutions to this problem. Their financial capability will be considered as the
main concern that will prioritized in this study along with the students’ academic performance.
Financial problems are a vital issue for everyone, especially students. Most students
have to struggle to make ends meet as they come from underprivileged families. Thus students
have to make difficult decisions whether to spend money on food or other essential needs; and
others have to go through health issues that took a toll on their financial situations (Perman,
2019).
The researchers chose to study the Effects of Financial Capability to the Academic
Performance of Indigenous CTE Students of OMSC Mamburao Campus because they can all
relate to this problem as students. They can see how hard it is to study without the financial
capability. As students, they are also experiencing financial issues. Sometimes they don’t have
enough money for their school expenses. In this case, it is more difficult for almost every
Indigenous student to perform well in school activities without financial capability. The
researchers of this study has given an interest about the most common issue of indigenous
students of OMSC Mamburao Campus, which hinders them in achieving their best in their
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academic performance. The researchers also aim to acknowledge that everyone has financial
matters, not to be prioritized but to provide the right action for it.
The purpose of studying the effects of financial capability on the academic performance
of indigenous students is to explore how financial resources and financial knowledge impact the
educational outcomes of this particular group of students. Indigenous students may face unique
challenges in accessing financial resources and may have different financial needs compared to
and academic performance can help inform policies and programs aimed at improving the
educational outcomes of indigenous students. Additionally, this research can provide insights
into how financial literacy programs can be tailored to better meet the needs of indigenous
We conducted this study because we are all related to indigenous College of Teacher
Education third year students in Occidental Mindoro State College - Mamburao Campus how to
still studying with financial capabilities. As several recent studies show, student financial
wellness corresponds with academic performance and graduation rates. Students with fewer
money worries perform better in college and are more likely to graduate, while financially
stressed students have lower grades and are more likely to drop out.
The study dealt with the outcomes of financial capabilities when it comes to the
academic performance of indigenous students in Occidental Mindoro State College A.Y. 2022-
2023. Specifically, the study wants to answer the following questions to determine the effects of
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a. Monthly Income?
b. Employment Status?
c. Source of Income?
2. What are the effects of financial capabilities in academic performance in terms of;
b. Resource Management
c. Extra-curricular Activities
respondents?
Objectives
a. Monthly income
b. Employment status
c. Source of income
of;
b. Resource Management
c. Extra-curricular Activities
Hypothesis/Hypotheses
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The researchers formulated a hypothesis to elaborate that;
1. There are no effects in their academic performance with regards to their financial
capabilities.
The researchers has determined the significance of this study in terms of;
Commission on Higher Education. CHED will prioritize and take into consideration
that the indigenous college students has enough sustaining financial capability when talking
School. The institution will also be aware that indigenous college students has much
more expenses in school than elementary and high school combine giving them priority and
as it determines whether or not the goals of education are being met. They also affect decisions
about grades, placement, advancement, instructional needs, curriculum, and, in some cases,
funding.
Teachers. They will gain much more experience in ways that teaching indigenous
students can also help them achieve change in character, personality development and how they
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Parents. They will be more than aware to assess their financial capability determining
the affected factors like school expenses and basic needs expenses that will give them ideas and
Students. As this study tackles about the financial capability of IP students, non-IP
students will also have their own generated opinions and ideas about their own financial
capabilities therefore giving them view that this could also means that this study can be related
to them.
Future Researchers. For future researchers, this will represent as a reference for future
studies and to also help them figure out some factors and concepts related in writing new
studies.
Theoretical/Conceptual Framework
The researchers of this study gave meaning to the following as the base of the theoretical
framework.
According to Abraham Maslow, he stated that people are motivated to achieve certain
needs and that some needs take precedence over others. The most basic need is for physical
survival and this will be the first thing that motivates behaviour. Once that level is fulfilled, the
next level up is what motivates one and so on. The first is physiological needs. These are
biological requirements for human survival, e.g. air, food, drink, shelter, clothing, warmth, sex,
sleep. If these needs are not satisfied the human body cannot function optimally. Maslow
considered physiological needs the most important as all the other needs become secondary
until these needs are met. The next one is safety needs. Once an individual’s physiological
needs are satisfied, the needs for security and safety become salient. People want to experience
order, predictability and control in their lives. These needs can be fulfilled by the family and
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society (e.g. police, schools, business and medical care). For example, emotional security,
financial security (e.g. employment, social welfare), law and order, freedom from fear, social
stability, property, health and wellbeing (e.g. safety against accidents and injury.
Fig. 1.
Ludwig Von Bertalanffy which states that finance is a broad term that describes to related
activities: the study how money is managed and the actual process of acquiring needed funds. It
relates the interaction of individual components of the structure to the functioning of the
structure as a hole. The model in this theory was used as reference for the model that was used
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Fig. 2. Bertalanffy’s System Theory Input-Output Model (1956)
Conceptual framework
The conceptual framework was used to create the foundation for conducting this study.
The researchers used the Independent and Dependent Variable for conducting this study, which
included the Statement of the Problem as the Independent variable and the outcome of this
study as the Dependent variable which is the academic performance of the students.
a. Monthly income
b. Employment status
Academic Performance of Indigenous
c. Source of income
College of Teacher Education Students
2. The effects of financial capabilities in
b. Resource Management
c. Extra-curricular Activities
performances of indigenous college students. The study focused mainly in the effects of
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financial capability of indigenous College of Teacher Education students. The study was
conducted at Occidental Mindoro State College, Mamburao Campus. Because our respondents
are indigenous students, we included all year levels for a more authentic and accurate result.
Definition of Terms
Important terms such as research variables and sub-variables are defined conceptually
ordered classes, for example—or continuously, by earnings (wages and salaries), income
(earnings plus income from property and other sources), an occupational prestige index, or
wealth.
Employment status. is the status of a worker in a company on the basis of the contract of work
employee on a casual basis. S/he could be employed temporarily for a specific project only, or
on a permanent basis.
General Weighted Average (GWA). per semester as a basis whether or not a particular student
Financial capability. refers not only to the knowledge needed to make sound financial
decisions, but to a combination of financial knowledge, skills, attitudes, and confidence that
leads to positive financial behaviours and money management decisions that fit the
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Performance Based Activities. any learning activity or assessment that asks students to
effective development of an organization's resources when they are needed. Such resources may
include the financial resources, inventory, human skills, production resources, or information
Extra-curricular Activities. A range of activities organized outside of the regular school day,
curriculum or course intended to meet learners' interests. These activities can help learners
become more involved in their school or community and can help them to develop social and
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CHAPTER II
Source of income
In the study of Dumaran, Zamora, and Heramil (2015), The financial status is very
important to determine first if its suits for the best course, there is still a gap between a regular
government employee and non-government employee because even though both of them can
support a child for hissolemnly chose course, the parent who have a regular work can support
easier what the child necessary needs without worry of the child but also the no-regular too. In
this manner, they are determining the financial status of the students and how it's affected the
academic performance we can base a proposal for a college tuition plan. Planning is very
especial when especially if the financial support is limited. This could be a breakthrough if we
can accurately plot how the financial status affect the academic performance of the student.
Employment status
In the study of Guirit, Dumaran, Zamora, and Heramil (2015), locally, in the study
conducted in Cebu entitled "Financial Status and AcademicPerformance: Basis for a Propose
College Tuition Planning" shows that poverty significantly affects the resources available to
students. Due to this lack ofresources, many students struggle to reach the same academic
achievement levelsof students not living in poverty. The factors affecting student achievement
includeincome, source of income, and the mother's education level. Although many
strategies implemented at the classroom, school, district, and government levelscan help close
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the achievement gap by providing students with necessaryassistance in order to achieve high
performance in academics.
Monthly income
In the study of Destin and Svoboda (2018), entitled "Costs on the mind: The influence of
the financial burden of college on academic performance and cognitivefunctioning" shows the
financial burden of college can initiate a psychologicalprocess that has a negative influence on
academic performance for students atselective colleges and universities. Prior studies linking
high college costs andstudent loans to academic outcomes have not been grounded within
relevant socialpsychological theory regarding how and when the financial burden of college
caninfluence dents' psychological and cognitive processes. The salient financial burdenof
college impairs students' cognitive functioning, especially when it creates anidentity conflict or
a key to upward mobility, low income studentsare substantially less likely to earn bachelors'
degrees than their more economicallyadvantaged peers. Prior higher education literature
illuminates various factorscontributing to student success, but few studies consider the role of
Performance-based Activities
understand from the beginning exactly what is being asked of them and how they will be
assessed. Examples and models may help, but it is more important to provide detailed criteria
that will be used to assess the performance-based assessment. All criteria should be addressed in
a scoring rubric. Observations are an important component and can be used to provide students
with feedback to improve performance. Teachers and students can both use observations. There
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may be peer to peer student feedback. There could be a checklist or a tally to record student
achievement. The goal of performance-based learning should be to enhance what the students
have learned, not just have them recall facts. The following six types of activities provide good
Resource Management
What is resource management? Published on18 Jul 2018 Written byKirsten Bird
Resource management is acquiring, allocating and managing the resources, such as individuals
and their skills, finances, technology, materials, machinery and natural resources required for a
project. Resource management ensures that internal and external resources are used effectively
on time and to budget. Resources may be obtained internally from the host organisation or
procured from external sources. The APM Body of Knowledge defines resource management as
'the acquisition and deployment of the internal and external resources required to deliver the
project, programme or portfolio’. The project professional must identify the resources required
to deliver the work, as part of planning, and determine when the resources will be required,
through scheduling. This forms an essential part of the project management plan. What are
resources? According to the APM Body of Knowledge, ‘the resources needed to deliver a
technology, property and anything else required to deliver the work. Resources may be obtained
internally from the host organisation or procured from external sources’. They can also be
Performance-based Activities
challenging for students to complete. They need to understand from the beginning exactly what
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is being asked of them and how they will be assessed. Examples and models may help, but it is
more important to provide detailed criteria that will be used to assess the performance-based
assessment. All criteria should be addressed in a scoring rubric. Observations are an important
component and can be used to provide students with feedback to improve performance.
Teachers and students can both use observations. There may be peer to peer student feedback.
There could be a checklist or a tally to record student achievement. The goal of performance-
based learning should be to enhance what the students have learned, not just have them recall
facts. The following six types of activities provide good starting points for assessments in
performance-based learning.
There have been several studies conducted on the relationship between academic
performance and financial capability. One study published in the Journal of Education and
performance among Chinese university students. The study found that students who had higher
levels of financial capability tended to have better academic performance. Another study
published in the Journal of Financial Counseling and Planning by Xiao, Chen, and Chen (2019)
investigated the relationship between financial behaviors and academic performance among
college students in the United States. The study found that there was a significant positive
Cude, Lawrence, and Lyons (2014) examined the relationship between financial management
practices and academic achievement among college students in the United States. The study
found that students who exhibited better financial management practices tended to have higher
academic achievement. Overall, these studies suggest that there is a positive correlation between
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financial capability and academic performance. While it is important to note that correlation
does not equal causation, these findings suggest that developing financial literacy and
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CHAPTER III
RESEARCH METHODOLOY
Research Site
located at Sitio Mabuhay, Barangay Tayamaan, Mamburao, Occidental Mindoro. This is the
Unit of Analysis/Respondents
This study was focused on indigenous students as the main respondents. The
needed respondents of this study are 40 people and will be selected only in the BEED Course.
The respondents will be given time and consideration to answer the said questionnaire.
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Research Design and Data Collection
Research design refers to your plan for answering your fundamental research questions.
This study focused on a quantitative research which involved the collection of data so that
information can be quantified and subjected to statistical treatment in order to support or refute
“alternate knowledge claims” (Creswell, 2003, p. 153). Since the study focused on financial
capabilities of indigenous students, the design that was used in this study was quantitative
research design. The quantitative research design was aimed at discovering how many people
think, act or feel in a specific way. Quantitative projects involved large sample sized,
The researchers first acquired approval from their research instructor and head of the
department for them to start with their survey. They found the right amount of time and day to
begin the survey while also respecting the respondents’ allotted time for answering it. The time
that they want to answer the said questionnaire was also accepted by the researchers.
Research Instrument
The research instrument that was used was survey questionnaire. It consisted in two
parts. Part 1 of the research instrument consisted of the items which gathered the respondents’
economic status such as their monthly income, source of income and employment status. Part 2
of the research instrument consisted of the answer sheet that had 1-15 items with its
corresponding choices where the choice of their answer was inserted. It was a series of
statements and there needed to be an answer for each one and the test required not more than 5
minutes.
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Data Analysis
Before quantitative data can be analyzed, it must first be prepared using the following
three steps. The first is data validation. It refers to the process of comparing the gathered data
against defined rules to ensure that it is within the required quality parameters, without any bias.
It generally involves checking for the following; fraud, screening, procedure, and completeness.
Second is data editing. It refers to the process of reviewing and adjusting after checking for
missing, invalid, or inconsistent entries within the data records. Lastly, we have data coding. As
the name suggested, data coding involved deriving codes from observed data. It refers to the
process of transforming organizing gathered information into a set of meaningful and cohesive
categories.
Statistical Treatment
basic features of data in a study and provides simple summaries about the measures and sample.
It helps researchers understand the details of a sample group, and doesn’t aim to make
assumptions or predictions about the entire population. Descriptive analysis generally includes
the first set of statistics that are covered before moving on to inferential statistics.
Some common statistical tests used in descriptive statistics are mean, median, mode,
about the population, rather than about a specific data set or sample. It, therefore, allows
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There are two main kinds of predictions made using inferential statistics, including
predictions about the differences between groups within a population and predictions about the
Some common inferential methods used in quantitative data analysis are regression
research.
The following are the statistical treatment used in order to achieve the objectives of the
study:
1. Inferential statistics was used to know the economic status of the students
students’ academic performance. It was also used if there was a significant difference
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CHAPTER IV
This chapter presents the data gathered, the results of the statistical analysis done and
interpretation of findings. These are presented in tables following the sequence of the statement
of the problem regarding the effects of financial capability to the academic performance of
Economic Status
Table 1 shows the overall distribution of respondents according to their economic status.
Based on the table, most of the respondents’ monthly income ranged from Php 1,000 and above
(f = 21, p = 52.5%) while the other one belonged to the bracket of below Php 1,000 (f = 19, p =
47.5%). The said respondents are all Indigenous college students which are vulnerable to be
neglected and needs more support for their academic performance especially with the sudden
shift in the educational system as per Tasso (2022). In terms of employment status, 25% of the
respondents are employed which is equivalent to 10 respondents and 75% are unemployed
which is equivalent to 30 respondents. The unemployed respondents far exceeded the employed
Mindoro State College-Mamburao Campus for the first semester in Academic Year 2023-2024.
According to Yanbarisova (2015), Regression analysis of the study showed that only one type
students (f = 28, p = 70%) rely on their daily allowance, some respondents (f = 8, p = 20%) rely
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on financial assistance and a few (f = 2, p = 5%) rely on salary and savings. According to the
(2016), the impact of family income on academic performance is relevant because it affects
students' access to resources and opportunities that can support their educational success. This
means that majority of Indigenous students still rely on their daily allowance as their source of
income.
Table 1: Respondents’ economic status in terms of monthly income, employment status, and
source of income.
Economic Status Groupings Frequency (f = 40) Percentage (%)
Monthly Income
Below Php 1,000 19 47.5%
Php 1,000 and Above 21 52.5%
Employment Status
Employed 10 25%
Unemployed 30 75%
Source of Income
Daily Allowance 28 70%
Salary 2 5%
Financial Assistance 8 20%
Savings 2 5%
academic performance in terms of performance based activities. It can be seen in the table that
the respondents’ frequency on the effects of financial capabilities in the respondents’ academic
performance in terms of their performance based activities (M = 3.15, SD = 0.51) which was
interpreted as often. This result was supported by the study of Dang and Bulus (2015) that
stated that education is a high-cost social service therefore insufficient financial support will be
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a problem for students to enhance themselves in academics thus leading to poor academic
performance. This implies that the respondents are often capable of handling their finances in
The Indigenous students often have allowance for group performances (M = 3.50, SD =
0.75) which was the highest mean. This implies that the Indigenous students often have the
financial capability for their group activities and was supported by the study of Dare (2020) that
stated a promising path is to provide early education to children to improve their ability to make
However, despite it being the lowest mean (M = 3, SD = 0.64), the respondents can
often participate in some of the presentations despite lack of financial contribution. This implies
that the respondents can often participate in some of the presentations if the presentation does
not always include financial contributions. This was once again supported by the study of
Council for Economic Education (2016), stated once in college, students must quickly navigate
the responsibilities associated with maintaining a personal budget, obtaining financial aid,
housing, student loans, credit card, insurance, and more. While some students may have been
exposed to a financial literacy course in high school, evidence suggests the majority have not.
Table 2: The effects of financial capabilities in the respondents’ academic performance in terms
of performance based activities.
Indicators Mean Std. Deviation
I have allowance for group performances. 3.50 0.75
I seek alternative yet affordable materials for my 3.12 0.75
performance.
My allowance is enough to make my presentations 3.15 0.69
attractive and beautiful.
I can participate in some of the presentations despite 3 0.64
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lack of financial contribution.
I can buy costume/materials to use in my performance. 3.05 0.74
Composite Mean 3.15 0.51
(Scale: 4.00-3.51 Always; 3.50- 2.51 Often; 2.50- 1.51 Rarely; 1.50- 1.00 Never)
Resource Management
Table 3 shows the overall findings of the respondents’ financial capabilities in their
academic performance in terms of resource management. It can be seen in the table below that
the frequency of the effects of financial capabilities in the respondents’ academic performance
in terms of resource management has the mean of 3.34 with a standard deviation of 0.38 which
was interpreted as often. This implies that the respondents are often capable of handling their
finances in terms of resource management. This result was also supported by the study of Odide
(2021) that stated, in order to achieve desirable outcomes, the management of resources in
The Indigenous students often take time to budget their daily allowance to buy materials
for their projects (M = 3.42, SD = 0.54) which was the highest mean. This implies that the
Indigenous students often have the financial capability budget their daily allowance and to buy
materials for projects. The study also shows that students prefer to save a part of their monthly
allowance, mostly in cash form or in bank, which shows good budgeting habits. (Lalmuanouia,
2022)
However, despite it being the lowest mean (M = 3.25, SD = 0.63), the respondents often
have allowance to buy materials for their activities. This implies that the respondents often have
the financial capability to buy materials for school activities. According to Lalmuanouia (2022),
major spending of these students is on their lifestyle and entertainment, which varies for every
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student. Students have become extremely brand conscious today, since every brand conveys
Table 3: The effects of financial capabilities in the respondents’ academic performance in terms
of resource management.
Indicators Mean Std. Deviation
I use all materials for my projects and activities. 3.37 0.74
I find alternative materials for my activities. 3.32 0.61
I take time to budget my daily allowance to buy 3.42 0.54
materials for my projects.
I have allowance to buy materials for my activities. 3.25 0.63
I determine what resources I need. 3.32 0.57
Composite Mean 3.34 0.38
(Scale: 4.00-3.51 Always; 3.50- 2.51 Often; 2.50- 1.51 Rarely; 1.50- 1.00 Never)
Extracurricular Activities
Table 4 shows the overall result of the respondents’ financial capabilities in the
table below that the frequency of the effects of financial capabilities in the respondents’
academic performance in terms of extracurricular activities has the mean of 3.50 with a standard
deviation of 0.26 which was interpreted as often. This implies that the respondents are often
(2021) “Once you’ve chosen your college extracurricular activities and developed a plan to help
you manage the expenses, focus on making friends, getting involved and – most importantly –
The Indigenous students can always join in any extracurricular activities despite lack of
financial (M = 3.57, SD = 0.54) which was the highest mean. This implies that the Indigenous
students can always join in any extracurricular activities. In one study by the Texas A&M
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University, According to Anglia (2022), important academic outcomes like reading, math
achievement and course grades were all found to be positively influenced by children who
However, despite it being the lowest mean (M = 3.42, SD = 0.50), the respondents often
spend their allowance for the next month to buy materials for extracurricular activities. This
implies that the respondents often have the financial capability to spend their allowance for the
next month to buy materials for extracurricular activities. This result was supported by a study
of Dare (2020) that stated Students' determination in studies did not affect whether the school
Table 4: The effects of financial capabilities in the respondents’ academic performance in terms
of Extracurricular Activities.
Indicators Mean Std. Deviation
I can join in any extracurricular activities despite lack of 3.57 0.54
financial.
I spend my allowance in joining extracurricular 3.52 0.55
activities.
I can still perform in extracurricular activities despite 3.47 0.64
lack of materials.
I spend my allowance for the next month to buy 3.42 0.50
materials for extracurricular activities.
I can limit the opportunities in joining extracurricular 3.50 0.50
activities because of some financial problems.
Composite Mean 3.50 0.26
(Scale: 4.00-3.51 Always; 3.50- 2.51 Often; 2.50- 1.51 Rarely; 1.50- 1.00 Never)
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Table 5 represents the summary of the respondents’ financial capabilities in their
activities has the highest mean (M = 3.50, SD = 0.26) which was interpreted as high. Beyond
that, extracurricular activities instil key skills and personality traits that can be helpful in other
walks of life. Using the same examples, sports are key to developing teamwork, leadership, and
of performance based activities has the lowest mean (M = 3.15, SD = 0.51) which was also
interpreted as high. This means that the respondents are financially capable regarding their
performance (M = 3.33, SD = 0.30) was interpreted as high. Through this, the findings of this
study shows a high effect of financial capability to the respondents’ academic performance
activities. Many studies find that those with a stronger background in financial literacy are more
likely to demonstrate positive behaviors, both financially and in other areas. (Cummingham,
2018)
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(Scale: 4:00-3.51 Very High; 3.50-2.51 High; 2.50-1.51 Low; 1.50-1.00 Very Low)
source of income and academic performance of the respondents. As shown in the table, there is
no significant difference between the economic status in terms of source of income and
performance based activities (F (40) = 3.82, p = 0.21), resource management (F(40) = 0.61, p =
0.04) and extracurricular activities (F(40) = 2.36, p = 0.16). This means that the respondents’
source of income is not an indicator of how financially capable they are regarding their
academic performance. Using chi-square, it revealed that there was no significant association
between school allowance and students' determination in studies. (Dare et al., 2020)
Table 6: Difference between the economic status in terms of source of income and academic
performance of the respondents.
Source of Daily Salary Financial Savings F η2
income Allowance Assistance
M SD M SD M SD M D
Performance 3.07 0.51 3.31 0.43 3.55 0.25 3.00 0.84 3.82 0.21
Based Activities
Resource 2.70 0.14 3.50 0.14 3.20 0.28 3.10 0.42 0.61 0.04
Management
Extracurricular 3.60 0.21 3.45 0.20 3.47 0.18 3.20 0.28 2.36 0.16
Activities
Overall Mean 3.31 0.34 3.15 0.07 3.51 0.09 3.10 0.28 1.61 0.11
(Scale: If p-value is <0.05, then reject; if p-value is ≥ 0.05, then accept)
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Difference between respondents’ academic performance when grouped according to their
employment status
Table 7 shows the result of the difference between respondents’ academic performance
when grouped according to their employment status. As the table implies the difference between
students (M = 3.36, SD = 0.40) was not significant (t (40) = 0.05, p = 0.57). Specifically, there
well as the (t(40) = 0.75, p = 0.37) resource management of employed students (M = 3.26, SD =
0.34) and unemployed students (M = 3.36, SD = 0.40), and lastly the (t(40) = 1.12, p = 0.64)
extracurricular activities of the employed students (M = 3.42, SD = 0.22) and the unemployed
students (M = 3.52, SD = 0.27). This implies that both employed and unemployed indigenous
students have the same frequency of financial capability towards their academic performance.
Some study suggests that, in contrast to the perceptions expressed by students, working
regularly does not appear to have a significant impact on their academic performance. (Simon et
al., 2017)
Table 7: Difference between the economic status in terms of employment status and academic
performance of the respondents
Employment Status Employed Unemployed t P Cohen’s d’
M SD M SD
Performance Based 3.30 0.55 3.10 0.50 -1.02 0.55 0.81
Activities
Resource 3.26 0.34 3.36 0.40 0.75 0.37 0.54
Management
Extracurricular 3.42 0.22 3.52 0.27 1.12 0.64 0.42
Activities
Overall Mean 3.33 0.27 3.36 0.40 0.05 0.57 0.45
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(Scale: If p-value is <0.05, then reject; if p-value is ≥ 0.05, then accept)
respondents’ academic performance when grouped according to their monthly income. As the
table implies the difference between the academic performance of students with below Php
1,000 monthly income (M = 3.32, SD = 0.36) and students with above Php 1,000 monthly
income (M = 3.34, SD = 0.25) was not significant (t (40) = -0.16, p = 0.02). Specifically, there
students with below Php 1,000 monthly income (M = 3.11, SD = 0.57) and students with above
Php 1,000 monthly income (M = 3.19, SD = 0.47), as well as the (t(40) = -0.37, p = 0.86)
resource management of students with below Php 1,000 monthly income (M = 3.31, SD = 0.43)
and students with above Php 1,000 monthly income (M = 3.36, SD = 0.34), and lastly the (t(40)
= 0.60, p = 0.45) extracurricular activities of the students with below Php 1,000 monthly income
(M = 3.52, SD = 0.28) and the students with above Php 1,000 monthly income (M = 3.47, SD =
0.24). This implies that indigenous students with below Php 1,000 and above Php 1,000
monthly income have the same frequency of financial capability towards their academic
performance.
Table 8: Difference between the economic status in terms of monthly income and academic
performance of the respondents
Monthly income Below 1,000 1,000 and above t P Cohen’s d’
M SD M SD
Performance Based 3.11 0.57 3.19 0.47 -0.45 0.94 0.52
Activities
Resource Management 3.31 0.43 3.36 0.34 -0.37 0.86 0.38
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Extracurricular 3.52 0.28 3.47 0.24 0.60 0.45 0.26
Activities
Overall Mean 3.32 0.36 3.34 0.25 -0.16 0.02 0.31
(Scale: If p-value is <0.05, then reject; if p-value is ≥ 0.05, then accept)
CHAPTER V
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CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusions and recommendations
regarding the effects of financial capability to the academic performance of indigenous college
Summary of Findings
Based on the data gathered and the analysis of the results, the following were the
1. The respondents of this study were all grouped according to their economic status in
terms of monthly income ranged from Php 1,000 and above (52.5%) and below Php
1,000 (47.5%). ). In terms of employment status, 25% of the respondents are employed
and 75% are unemployed. In terms of source of income, majority of the students (70%)
rely on their daily allowance, some respondents (20%) rely on financial assistance and a
as high.
0.57). Moreover, there is no significant difference between the economic status in terms
31
of monthly income and academic performance of the respondents (t(40) = -0.16, p =
0.02).
Conclusions
Based on the findings of the study, the following conclusions were drawn and asserted.
extracurricular activities.
Recommendations
1. Community and School. Both the School and the IP community need to spread
2. Commission on Higher Education. CHED needs to prioritize and take into consideration
that the IP students has enough sustaining financial capability when talking about
4. Parents. They need to be aware as to how financial capability can highly affect oneself.
32
6. Future Researchers. Consider making more studies about the concerns of our IP
community. By doing so, it helps our IP community be also aware that their concerns
33
References:
34
Republic Act No. 10687. (2015).
https://www.officialgazette.gov.ph/2015/10/15/republic-act-no-10687/.
Swiecka, B. (2019, March). Financial Literacy and Financial Education pp.1-12.
Yanbarisova, D. M. (2015) The Effects of Student Employment on Academic Performance in
Tatarstan Higher Education Institutions https://eric.ed.gov/?id=EJ1141348
35
SECOND YEAR SECTION
1. BINARBAR, LEA I. B
2. BINARBAR, MARGIE C. B
3. CAYETANO, NELYN M. B
4. CODICO, MARILYN P B
5. CONSTANTINO, MILDRED B
6. PARISAN, REBINSON T. B
7. SAMBUTAN, LEA R. B
8. SINIGMAYON, MARVIN C. B
THIRD YEAR
1. ABOBOTO, ANA D. E
2. BELEN, JESSICA E
3. BERNARDO, ALMERA M. E
4. CABCAAN, ISRAEL C. E
5. CANUYAN, HELEN E
6. COLOT, MARY ANN T. E
7. GADO, MERLY E
8. HINALMAN, MARVIN C
9. ININGKAS, MARIANE E
10. LABUSTRO, RIZELLE ANN E
11. LACHICA, RHONNA ME D
12. LAUSA, ELISABETH E
13. LILIBERTH, SUG UTAN S. D
14. MATINGNAN, RODELIZA C. D
15. NUÑES, FLORENCE C. E
16. PAMPILO, MONINA E
17. PARISAN, JOVELYN E
18. PARISAN, MA. ANGELICA APRIL E
19. PARISAN, MERLYN T. E
20. POOG, GERALDINE B. E
21. RINANGYAN, MARICEL B. D
22. SAMBUTAN, JACKELYN P. D
23. SANUTON, NORIEBEL S. D
24. SINIGMAYON, BRYAN GIL B. E
25. TACARAN, GLORY ANN C. D
26. TAMISAN, RIZA MAE B. E
27. TIVIDAD, BEBETH E
36
FOURTH YEAR
1. CANUYAN, JEREMIAS D
2. DIZON, NENENG D
3. GAYADAN, ROXAN C
4. MASANGKAY, REBECCA D
5. NOIME, CASTILLO P. D
6. PANDAY, MARTIN U. C
7. PAULINO, JONALYN S. D
8. SINIGMAYON, JE AILYN C
9. ULGASAN, MARCO D
10. ZAMONTE, JENELYN R. C
11. ZOLETA, TERESA D
37