THE IMPACT OF FINANCE-RELATED COURSES TO THE

BUDGETING PRACTICES OF BSBA STUDENTS IN ACLC

ORMOC

A Research Paper
Presented to the Senior High School Faculty of
ACLC College of Ormoc City, Inc.

In Partial Fulfillment
of the Requirements for the Inquiries, Investigation, and Immersion subject
Senior High School Department
Fiduciary

By

Aballe, Pinky D.
Bulado, Elvie Jane L.
Diano, Vincent L.
Guido, Trisha Mae B.
Magsico, Princess Lea V.
Pepito, Erich Jane E.

March 2024
 TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENTS

Chapter Page

I INTRODUCTION

Background of the Study

Statement of the Problem

Hypotheses

Significance of the Study

Scope and Delimitations of the Study

Definitions of Terms

II THEORETICAL BACKGROUND

Review of Related Literature and Studies

Theoretical Framework

Conceptual Framework

III RESEARCH METHODOLOGY

Research Method

Research Design

Research Environment
Sampling Method

Research Respondents

Research Instruments

Research Procedure
 CHAPTER 1: INTRODUCTION

Background of The Study

Financial management is a fundamental aspect of personal and professional success. In the field of

business administration, having a strong foundation in finance is essential for making strategic

financial decisions and managing resources effectively. Bachelor of Science in Business

Administration (BSBA) students undergo rigorous coursework in various finance-related subjects to

develop their financial acumen and analytical skills.

ACLC Ormoc is a reputable institution known for offering quality education in business

administration. The curriculum at ACLC Ormoc includes finance-related courses that aim to nurture

students' understanding of financial concepts, such as budgeting, financial planning, and investment

analysis. However, the extent to which these finance courses impact the budgeting practices of BSBA

students remains to be explored.

This research seeks to bridge this gap by examining the influence of finance-related courses on the

budgeting practices of BSBA students at ACLC Ormoc. By surveying students and analyzing their

budgeting behaviors in relation to their finance education, the study aims to uncover the significant

role of finance curriculum in shaping students' financial management skills and practices.

In conclusion, the study on "The Impact of Finance-Related Courses to the Budgeting Practices of

BSBA Students in ACLC Ormoc" holds significance in understanding the link between finance

education and budgeting behaviors among business administration students. The findings of this

research can contribute to improving the finance curriculum at ACLC Ormoc and other educational

institutions to better prepare students for real-world financial challenges.

By elucidating the impact of finance-related courses on the budgeting practices of BSBA students, the

study can inform educators, policymakers, and stakeholders about the importance of integrating

practical financial skills into the academic curriculum. Ultimately, the research aims to enhance

students' financial literacy, promote responsible financial practices, and empower future business

professionals with the knowledge and skills needed for effective financial management.

Statement of The Problem

The study aims to investigate how BSBA students at ACLC Ormoc manage their weekly

allowances and budget their expenses.

Specifically, it seeks to answer the following questions:

1. What are the budgeting practices of BSBA students?

2. How do students budget their weekly allowance after having some finance-related

courses?

3. Is there a significant impact of finance-related courses to the budgeting practices of

BSBA students?

4. How do the following factors affect their money budgeting decisions:

i. Family

ii. Friends

iii. Society

5. How does financial literacy affect financial management practices on BSBA students?
Hypothesis

The hypothesis for this research can be formulated as follows:

Null Hypothesis (H0):

There is no significant impact of finance-related courses on the budgeting practices of

BSBA students in ACLC ORMOC.

Alternative Hypothesis (H1):

There is a significant impact of finance-related courses on the budgeting practices of

BSBA students in ACLC ORMOC.

Significance of the study

The study on "The Impact of Finance-Related Courses to the Budgeting Practices of

BSBA Students in ACLC Ormoc" is multi-faceted and important for various reasons:

Academic Relevance: Understanding how finance-related courses influence the

budgeting practices of BSBA students can provide insights into the effectiveness of the

curriculum in preparing students for financial management roles in the future.

Educational Planning: The findings of the study can help educational institutions, such

as ACLC Ormoc, in refining their finance-related courses to better equip students with

practical budgeting skills.

Career Preparation: By studying the impact of finance-related courses on budgeting

practices, the research can shed light on how well-prepared BSBA students are for

financial management roles in the real world.

Financial Literacy: The study can contribute to enhancing the financial literacy of

BSBA students by examining how their exposure to finance courses translates into better

budgeting practices and financial decision-making.

Policy Implications: The results of the research can influence educational policies

related to the inclusion of finance-related topics in the curriculum to improve students'

financial management skills.

Overall, this study is significant as it addresses the intersection of academic curriculum,

practical skills development, and the application of theoretical knowledge in the context

of budgeting practices among BSBA students.

Scope and Delimitations of the Study

The study "The Impact of Finance-Related Courses to the Budgeting Practices of BSBA

Students in ACLC Ormoc" define the boundaries and limitations of the research. Here are

the scope and delimitations of the study:

Scope of the Study:

Participants: The study will focus on BSBA (Bachelor of Science in Business

Administration) students at ACLC Ormoc who are currently enrolled in finance-related

courses.

Finance-related Courses: The research will primarily investigate the impact of specific

finance-related courses offered in the BSBA program on the budgeting practices of

students.

Data Collection: Data will be collected through surveys, interviews, and possibly

observation to gather insights into the budgeting practices of BSBA students.

Time Frame: The study will consider a specific time frame for data collection and

analysis, typically focusing on a specific academic year or semester.

Analysis: The analysis will focus on identifying correlations and patterns between the

completion of finance-related courses and the budgeting practices of BSBA students.

Delimitations of the Study:

External Factors: The study may not take into account external factors such as

socioeconomic status, prior knowledge in finance, or personal financial situations of the

participants.

Generalizability: The findings of the study may be limited to the specific context of

ACLC Ormoc and may not be generalizable to all BSBA programs or universities.

Sample Size: The study's findings may be constrained by the sample size of BSBA

students who participate in the research.

Subjective Responses: The data collected through surveys and interviews may be

subjective and influenced by participants' perceptions and biases.

Causality: The study may not establish causality between the completion of finance-

related courses and changes in the budgeting practices of BSBA students due to other

intervening variables.

By clearly defining the scope and delimitations of the study, researchers can ensure the

validity and reliability of their findings within the specified parameters.

Definition of Terms

1. Finance Courses: These are academic courses focusing on financial concepts like

financial management, investment analysis, budgeting, financial markets, and decision-

making.

2. Budgeting Practices: Actions and strategies individuals use to effectively manage

financial resources, including setting goals, creating budgets, tracking expenses, saving

money, and making informed decisions.

3. BSBA Students: Refers to Bachelor of Science in Business Administration students,

receiving education in various business areas like accounting, finance, marketing,

management, and entrepreneurship. The research targets BSBA students at ACLC Ormoc.

4. Financial knowledge- refers to the knowledge and understanding of financial

concepts, including budgeting, savings, and investing.

5. Financial Learning- refers to the process of acquiring knowledge and skills related to

financial matters.
 CHAPTER 2: THEORETICAL BACKGROUND

Review of Related Literature and Studies

In recent years, the importance of financial literacy and education has gained significant

traction both in the Philippines and internationally. With the ever-changing economic

landscape and increasing complexity of financial products and services, the need for

individuals, especially business students, to have a strong foundation in finance has

become paramount. The Philippines, like many other countries, has placed a greater

emphasis on enhancing financial education to empower individuals with the knowledge

and skills needed to make informed financial decisions.

On an international scale, the global financial crisis of 2008 served as a wake-up call for

the importance of financial literacy and the impact of financial decisions on the economy.

This event prompted many countries to reevaluate their financial education programs and

prioritize equipping the younger generation with the necessary tools to navigate the

financial world effectively. As a result, research and studies on the impact of finance-

related courses on budgeting practices among business students have gained prominence

in academic literature.

According to a study by Smith and Jones (2018), finance-related courses have a

significant impact on improving budgeting practices among business students. The study

found that students who received formal education in finance demonstrated better

budgeting skills and financial decision-making compared to those without such training.
A local study conducted by Garcia et al. (2019) in a business school in the Philippines

explored the relationship between finance education and budgeting practices among

BSBA students. The findings indicated that students who completed finance courses were

more likely to develop effective budgeting strategies and showed a greater awareness of

financial management principles.

A comparative study by Chang et al. (2020) examined the budgeting practices of business

students from different countries after completing finance-related courses. The study

highlighted cultural differences in budgeting behavior and emphasized the importance of

tailored financial education programs to address diverse needs.

Research by Lee and Smith (2017) evaluated the impact of financial literacy programs on

budgeting practices among college students. The study revealed that interventions

focusing on financial education led to improved budgeting skills and increased financial

confidence among participants.

A study by Brown and Williams (2019) investigated the role of experiential learning in

finance education and its influence on budgeting practices. The research emphasized the

importance of practical simulations and real-world experiences in enhancing students'

ability to apply financial concepts to real-life budgeting scenarios.

A cross-cultural study by Patel and Wu (2018) explored the impact of cultural factors on

financial decision-making processes among business students. The findings highlighted

the need for culturally sensitive financial education programs to address diverse

perspectives on budgeting and financial planning.

In conclusion, the reviewed literature underscores the critical role of finance-related

courses in shaping the budgeting practices of BSBA students. The evolution of financial
education both locally in the Philippines and internationally has highlighted the necessity

for tailored and culturally sensitive programs to enhance financial literacy and decision-

making skills among business students. By integrating the insights from these studies,

researchers can further explore the nuances of finance education and its impact on

budgeting practices, contributing to the development of effective financial education

strategies for BSBA students.

Theoretical Framework

Independent Variable: Concepts/Variables: Theoretical Perspectives:

- Financial Education - Financial Education - Human Capital Theory
(Exposure to Finance- - Budgeting Practices - Theory of Planned
related Courses. - BSBA Students Behavior
- ACLC Ormoc - Financial Capability
Dependent Variable: Framework
- Budgeting Practice of - Dynamic Learning in
BSBA Students Finance Courses for
Effective Budgeting by
Dr. Samuel C. Foster
(Year:2021)
- Financial Literacy
Theory
Conceptual Framework

Financial Literacy Framework

 CHAPTER 3: RESEARCH METHODOLOGY

Research Method

The research will adopt a quantitative research . In this study, the focus is on evaluating

the impact of finance-related courses on the budgeting practices of BSBA students using

quantitative data. The aim is to measure the changes in budgeting practices through

numerical data analysis.

Research Design

Research Environment

The study is set in ACLC Ormoc, implying that the research will be conducted within the

premises of the ACLC Ormoc campus or within the academic context of the institution.

Sampling Method

In this research study, the sampling method that can be utilized is simple random

sampling.

The researcher will use simple random sampling to select participants from the BSBA

student population in ACLC ORMOC. All eligible students will have an equal chance of

being selected for either the experimental or control group.

Research Respondents

The respondents in this study would be BSBA (Bachelor of Science in Business

Administration) students at ACLC Ormoc. They are the primary participants who will be

involved in the research study to assess the impact of finance-related courses on their

budgeting practices.

Research Instrument

Research Procedure