Finale PR 2

DOMINIC INSTITUTE OF SCIENCE & TECHNOLOGY
Block 6, Lot 11 Phase D, Barangay F. Homes- Mulawin, CJSDM Bulacan 3023, Philippines.
The Influence of Financial Difficulties in Relation to the Academic Performance of
Senior High School HUMSS Students Face to Face Students in Dominic Institute of
Science and Technology
A.Y. 2022-2023.
A Research Paper developed by the faculty of DIST in the partial fulfilment of Secondary
Education’s curriculum (K-12).
Researchers:
Ambat, Mary Grace B.
Auditor, Nilchris P.
Bobila, Rhenmar U.
Delos Santos, Angelo L.
Dinglasan, Elena M.
Eludo, Shienna A.
Gabriel, Jan Mart D.C.
Labarejos, Christopher A.
Saldivar, Mark Anthony A.
Surio, Leonardo G.
Adviser
Ms. Rosemarie Jean E. Smith
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APPROVAL SHEET
The research paper titled “The Influence of Financial Difficulties in Relation to the
Academic Performance of Senior High School HUMSS Face to Face Students in
Dominic Institute of Science & Technology" was prepared and presented by Ambat, Mary
Grace B, Auditor, Nilchris P, Bobila, Rhenmar U, Delos Santos, Angelo L, Dinglasan,
Elena M, Eludo, Shienna A, Gabriel, Jan Mart D.C, Labarejos, Christopher A,
Saldivar, Mark Anthony A, Surio, Leonardo G. for partial fulfillment of the requirements
for Secondary Education.
Research Adviser
Ms. Rita F. Canauay
Critic
Dominic A. Orjalo
School President
Mr. John Alden F. Canceran, LPT Ms. Jessa P. Amistoso
Panelist 1 Panelist 2
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ACKNOWLEDGEMENTS
The researchers would like to express their heartfelt thanks to everyone who helped
and advised us at every turn throughout our research.
Having Ma'am Rosemarie Jean E. Smith as our guide was incredibly helpful for us in
finishing our research work, and we appreciate her patience and guidance throughout.
They appreciate your guidance and acceptance of our research project, Mr. Dominic
A. Orjalo and Mrs. Rita F. Canauay, as well as your permission to carry out our research with
the HUMSS students in person
They are sincerely thankful to the validators who not only validated our research
instrument but also provided guidance and feedback that helped us collect data for our study.
The researchers much appreciate the panelists' open comments and corrections
regarding our research project.
They value the students' participation in our survey and their help in responding to it.
Their answers were really beneficial to us in completing our research, especially in chapters 4
and 5
The researchers are truly grateful to Mr. Bobila’s girlfriend, Ms. Chrisha Mae
Caballes, for her unwavering support for this research.
They also valued our other researchers' suggestions and hard work, for which they
expressed gratitude. As a team, the researchers worked extremely hard to finish our research
project.
And foremost, to our almighty God, for the strength and guidance he gave us all the way
as we accomplished our practical research.
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ABSTRACT
The research paper "The Influence of Financial Difficulties in Relation to the
Academic Performance of Senior High School HUMSS Students Academic Performance in
DIST SY 2023-2024" Financial plays an important role in students’ academic performance.
Financial problems are a serious issue that needs to be addressed as it leads to multiple stages
of problems such as health issues and academic performance. Dang and Bulus (2015)
education is a high-cost social service therefore insufficient financial support will be a
problem for students to enhance themselves in academics thus leading to poor academic
performance. This paper aims to identify the relationship between financial problems and
academic performance faced by DIST Students.
The researchers recommend that the Department of Education (DepEd), school
administrators, teachers, parents, community, students, and future researchers consider the
Financial concerns continue to plague on students and may have an impact on their academic
performance, The results of our study will benefits students as it gives suggestion/guidance to
them in wisely managing money for them to avoid having financial problems as possible
Having a financial problem will give a big factor especially for students, it will affect their
grades. Moreover, this study gives a suggestion on how to solve financial problem. Financial
problem faced by student are known as they do not have enough money for their daily
expenses, where money worries is causing them to stress, where money causing them to
stress.
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APPROVAL SHEET...............................................................................................................2
ACKNOWLEDGEMENTS The researchers would like to express their heartfelt
thanks to everyone who helped and advised us at every turn throughout our research.............3
ABSTRACT..............................................................................................................................4
TABLE OF CONTENTS.........................................................................................................5
LIST OF FIGURES.................................................................................................................6
LIST OF APPENDICES..........................................................................................................7
CHAPTER 1.............................................................................................................................8
Introduction.......................................................................................................................................8
Significance of the Study.................................................................................................................9
Statement of the Problem..............................................................................................................11
Theoretical Framework.................................................................................................................13
Conceptual Framework.................................................................................................................14
Figure 1: Table for Conceptual Framework................................................................................14
Scope and Delimitation..................................................................................................................14
Definition of Terms........................................................................................................................15
Chapter 2.................................................................................................................................16
Review of Related Literature........................................................................................................16
Foreign Literature.........................................................................................................................20
Local Literature.............................................................................................................................21
Foreign Studies..............................................................................................................................22
Local Studies..................................................................................................................................23
Synthesis.........................................................................................................................................24
CHAPTER 3...........................................................................................................................25
Methodology...................................................................................................................................25
Research Design.............................................................................................................................25
Participants of the Study...............................................................................................................25
Research Instrument.....................................................................................................................26
Data Gathering Procedure............................................................................................................27
Statistical Treatment of Data........................................................................................................27
Ethical Considerations..................................................................................................................28
CHAPTER 4...........................................................................................................................29
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Presentation, Analysis, and Interpretation of Data.....................................................................29
Table 2: Frequency Distribution of Age and the Respondents.........................................................29
FIGURE 2: Pie graph and Distribution of the Age of the Respondents.......................................30
FIGURE 4: Summary Frequency and Distribution of the Monthly Family Income of the
Respondents....................................................................................................................................33
Table 6: Frequency and Weighted Mean of Job Loss of the Respondents................................36
Table 7: Frequency and Weighted Mean of Unexpected Expenses of the Respondents...........42
FIGURE 8 2.4 Poor Budgeting Table 8: Frequency and Weighted Mean of Poor Budgeting of
the Respondents.............................................................................................................................46
Table 9: Frequency and Weighted Mean of Grades of the Respondents...................................49
Table 10: Frequency and Weighted Mean of Individual Activities of the Respondents...........52
Table 11: Frequency and Weighted Mean of Projects of the Respondents...............................55
Table 12: Frequency and Weighted Mean of Exams of the Respondents..................................57
Table 13: Frequency and Weighted Mean of Performance Task of the Respondents..............60
CHAPTER 5...........................................................................................................................63
Recommendation...........................................................................................................................68
BIBLIOGRAPHY..................................................................................................................70
CURRICULUM VITAE........................................................................................................88
TABLE OF CONTENTS
Title page………………………………………………………………i
Approval Sheet…………………………………………………………ii
Acknowledgment.………………………………………………………iii
Abstract…………………………………………………………………iv
Table of Contents……………………………………………………….v
List of Figures…………………………………………………………..vi
List of Appendices……………….……………………………………. vii
Curriculum Vitae……………………………………………………….viii
Chapter 1 The Problem and Its Background

Introduction………………………………………………………9
Significance of the study ……………………………………….. 10
Statement of the problem……………...…………………………12
Theoretical Framework………..………………..………………...13
Conceptual Framework ……………………….…………………14
Scope of Delimitation ……………………………………….……15
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Definition of Terms …………………………………………….... 16
Chapter 2 Review of Related Literature and Studies
Foreign ……………………………………………………………21
Local……....……………………………………………………….22`
Synthesis….……………………………………………………….25
Chapter 3 Research Methodology
Research Design ……………………………………………………26

Participants of the Study ………………………………………… 26
Research Instrument ….…………………………………….……27
Data Gathering and Statistical Treatment ……………………….28
Ethical Consideration...……………………………………………..33
Chapter 4 Presentation, Analysis and
Interpretation of Data………..……………………………………..31
Chapter 5 Summary of Findings, Conclusion, and Recommendation

Summary …………… ………………………………………………59
Summary of Findings……………………………….……………….59
Conclusion ………………………………………………….………..62
Recommendation……………...…………….…………….…………63
Bibliography.………………………………………...……………….65
LIST OF FIGURES
Table Title Page
Frequency and Distribution of Respondents via percentage 31
Respondents According to Age.

Respondents According to Sex.
Respondents According to Monthly Family Income.
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Respondents According to GWA.
Frequency and Weighted Mean Distribution 37
Respondents According to Job Loss
Respondents According to High Debt
Respondents According to Unexpected Expenses
Respondents According to Poor Budgeting
Respondents According to Grades
Respondents According to Individual Activities
Respondents According to Projects
Respondents According to Exam
Respondents According to Performance Task
LIST OF APPENDICES
Appendix A …………………………………………………………………….… 71
Appendix B …………………………………………………………….………… 72
Appendix C ………………….…………………………………………………….74
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CHAPTER 1
The Problem and Its Background
Introduction
Financial problems could have a big impact on a student's personal life and academic
achievement. Academic performance could be affected by the stress, anxiety, and grief these
problems (Brundem, 2022)
Financial issues can occasionally cause students to miss classes, delay education, or
endanger their health and safety. Social and emotional problems including strained
relationships with family and friends, loneliness, or even embarrassment can result from
financial problems. It also affects their confidence and belief in themselves in terms of
participating in extracurricular activities at school.
Nevertheless, financial difficulties are serious concerns because they can result in a
range of other issues, such as health issues and subpar academic performance. Given the high
cost of education as a social benefit, it will be challenging for students to raise their academic
performance if they get insufficient financial aid. (Dang & Bulus 2015). Financial issues are
one of the biggest causes of early high school graduation, typically as a result of unexpected
money problems. If a student was unable to pay your school fees, it could be difficult for you
to study or continue your education at the institution. Higher levels of financial happiness
were substantially and adversely correlated with higher levels of financial anxiety among
senior high school students, According to Dale and Spann's (2013) research. Most students
choose to work full or part-time to supplement their income, which makes it harder for them
to focus on their academics. Several students balance work and school while attempting to
overcome and manage their financial difficulties.
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Financial difficulty is when tension is being caused by financial concerns. The
financial troubles that Senior High School students are currently experiencing, however, are
now very significant. Due to their anxiety over not having enough money to fulfill their daily
needs, students occasionally face these issues. According to Wynes (2014), the financial
situation of a student will influence how committed they are to learning, which will influence
how well they perform in school. This also proved that the students’ current financial
situation can really affect their academic performance.
Financial difficulties are quite apparent, particularly in these modern times. Students
are affected not only in their academic performance but also in their day-to-day life by this
problem. The information gained about how financial hardships impact academic
achievement served as the basis for this investigation. The study's findings indicate that
students have a significant impact on their academic performance, and that there is a definite
correlation between financial difficulties and academic performance.
Significance of the Study

The importance of this research paper is to know the financial difficulties of Senior
High School HUMSS Face to Face Students of DIST and its impact on their academic
performance. This research will benefit the following:
DepEd: Financial difficulties can have a direct impact on the quality of education provided
by DepEd. Insufficient funding may lead to inadequate infrastructure, limited learning
materials, and a shortage of qualified teachers. By examining the financial constraints, the
study can shed light on how these difficulties affect the overall quality of education, learning
outcomes, and student performance.
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School Administrators: Financial difficulties can negatively impact the quality of education
provided by schools. Studying these challenges helps administrators identify how financial
constraints affect teaching and learning processes. It allows them to gauge the availability and
adequacy of instructional materials, technology, infrastructure, and other essential resources.
By addressing financial difficulties, administrators can enhance the overall educational
experience, leading to improved student outcomes.
Teachers: Facing financial challenges may have limited resources to invest in classroom
materials, professional development, or extracurricular activities. Understanding the financial
struggles of teachers can help policymakers and school administrators allocate resources
effectively, ensuring that teachers have access to the necessary tools and support to provide
quality education to their students.
Students: In this study the student will become aware of how their financial difficulties will
affect their academic performance and on how they will improve about it. Financial
difficulties are one of the factors why students cannot focus or get a great excellence when it
comes to the academic performances of their school. This is a challenge for every student
because academic performance is the source, where teachers will get their overall grade.
Parents: Understanding the underlying causes of parents' financial instability requires a close
examination of the problems they encounter financially. This study will investigate things
like low income, underemployment or unemployment, excessive living expenses, debts, a
lack of financial literacy, and unforeseen charges. Policymakers can create targeted initiatives
to lessen the financial constraints on parents and assist their economic stability by
recognizing these issues.
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Future Researchers: Understanding the intricacies of financial difficulties can shed light on
their impact on individuals, families, and communities. Future researchers can investigate the
correlation between financial hardships and various socio-economic factors such as poverty,
unemployment rates, income inequality, and social mobility. By analyzing these
Relationships, researchers can contribute to the development of effective policies and
interventions aimed at alleviating financial burdens and promoting inclusive economic
growth.
Statement of the Problem

This study intends to address the following questions:
1. What is the demographic profile of the participants in terms of :
1.1 Age
1.2 Sex
1.3 Monthly Family Income
1.4 GWA
2. What are the main financial difficulties that students experienced in terms of :
2.1 Job Loss
2.2 High Debt
2.3 Unexpected Expenses
2.4 Poor Budgeting
3. How can financial difficulties affect your academic performance in terms of:
3.1 Grades
3.2 Individual Activities
3.3 Projects
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3.4 Examination
3.5 Performance Task
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Theoretical Framework
The following theory provides a sort of legitimacy to the current research study’s relevance.
According to Pierre Bourdeiu's Social Capital Theory from 1986, kids from
underprivileged origins have trouble transitioning from their situation into a tough position.
These pupils' poor backgrounds present them with significant financial difficulties, which
have a negative effect on their academic achievement. Therefore, they required strong
support systems to guide them in adapting to the demands of higher education.
The Kaduna Polytechnic (2014) has suffered a disrepute in the Nigerian educational
system so they conducted a research in 2014, it was discovered that the source of financing
affects financial position. Compared to students who get financial support from either their
parents or a scholarship fund, self-sponsored students report higher levels of satisfaction.
(Dikko, 2014).
The theoretical foundation for the study was supplied by the social capital theory and
social justice framework. The researchers used social capital theory to better understand
students' experiences and how they handle issues including their failure to keep up with the
demanding academic standards, as well as their struggles to pay fees and obtain necessities.
Research by Joshua O. (2014) found that student academic performance is negatively
impacted by financial concerns. However, a further data analysis found no correlation
between financial need and poor performance or academic failure. To give alternative policy
alternatives, it is advised that more policy research be done and modify current policies
designed to meet the demands of the public.
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Conceptual Framework
The conceptual framework is used to investigate and clarify some concepts.
According to Gerit Van Der (2020), acting as mental maps to orient and steer research as well
as visual organizing tools, conceptual frameworks can aid in resolving such
misunderstanding. It also provided a summary of history, scoping requirements, and
governance approaches to assist practitioners in approaching data governance in an organized
manner. (Jane B., 2020) An input-process-output concept was employed by the researcher to
show how the variables were related. While the Input regulates the factors that cause the
study's difficulties, the Process regulates the variables that are collected. The transitions of
the outcome variables are so amply illustrated by the Input Process Output concept.
Input Process Output
Demographic Profile a. Give them a

of the Participants printed questionnaire
a. Age b. Gather the data

from the surveys.
b. Sex
c. Analysis of data
c. Monthly Family and compute all the
Income data gathered.
Participants
experiences towards
financial difficulties
Figure 1: Table for Conceptual Framework
Scope and Delimitation

This research examined and evaluated the financial situations and its impact on
academic performance of Senior High School Grade 11 & 12 HUMSS Face to face students
at Dominic Institute of Science and Technology Inc. Through asking Senior High School
HUMSS Face to Face in DIST as participants, the researchers had been given the task of
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gathering more data, knowledge, and other items that we can share with everyone that can be
a big help to understand more about this topic. This study aimed to know the effects on how
the financial challenges can affect their academic performances and also what are the things
on the academic performance that affect them in their financial difficulties. The participants
covered by this task are only the Senior High School HUMSS Face to face students, we asked
specific questions regarding the effects of their financial status in terms of their academic
performances.
Definition of Terms
ACADEMIC PERFORMANCE- Referred to the educational and extracurricular activities
that the pupils have excelled in.
ACADEMIC PROGRESS- Is the assessment of a student's performance that is evaluated
from one school level to the next.
AGE- A period of time in a person's life that is typically categorized by a certain stage or
level of mental or physical development. It is measured in years starting from birth.
FINANCIAL DIFFICULTIES- It is their current financial condition, as well as a record of
their earnings and general spending.
MONTHLY FAMILY INCOME- Household monthly income referring to the basic
employment income.
PROJECTS- A thing or paperwork where students comply with their needs for their
academic performance.
SEX- The classification of a species into males, females, or intersex, identified primarily
considering reproductive functions.
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Chapter 2
Review of Related Literature

This part of the research paper comprised the different literary works of the different
authors that were used to provide information and research about the research topic. This
chapter discusses how the financial difficulties really affect the academic performance of the
students.
Age - According to Shohei O. Kohei K. In 2021, their research showed that teenage people
are more likely to have financial literacy than younger people. Mostly, there is no doubt that
any age can experience financial difficulty, and students are not exempt. Also, according to
Stefan Negel (2015), young Americans have a glaring lack of financial literacy and are
largely dependent on debt. This paper shows a sizable and representative sample of young
Americans having the most impact of financial education exposure on debt, financial
problems, etc. in the early stages of adulthood.
Sex- According to Carol P. Laurent W. (2015) In the sense that a smaller gender gap in credit
accessibility can promote financial stability, the difference in access to credit between the
genders can also have a significant impact on that issue. The argument that women perform
better than men in repaying loans is supported by literature. This study shows that women are
more capable of paying the loans that they borrowed, unlike men, but therefore. According to
Huang C. (2013) Compared to men, women showed greater effects because most women are
the ones who are affected by financial difficulties.
A study globally depicts women who are most likely to have young children. This
finding is true for all three poverty thresholds and for all geographical areas. (UN
Women.org, 2021.) This data from the UN tells us that women are also the ones who really
suffered, and it also reflects on their own financial difficulties.
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General Weighted Average - According to Taha M. (2017.) A student's capacity to sustain
a high GWA can be impacted by outside factors such as family troubles, health concerns, and
financial difficulties. These components can distract students and lower their motivation.
Monthly family income - According to Arnaud C. (2013), the presence of such impacts
offers a strong case for education subsidies, particularly in families with poor income or
uneducated parents. Indeed, there might be multiplier effects because policy changes that
improve educational outcomes for one generation could spread to the next. The sudden
problem may cause the students to not have proper educational attainment, and it may affect
the next generation if the parents do not resolve it properly.
Job Loss - According to Ojo A. (2022), unemployment is a dangerous social issue that has
made it difficult for numerous families to provide for education. Nonetheless, the difficulties
faced by families without jobs added to the high step-down rate among many high school
pupils. The study shows that unemployment or joblessness is evident when it comes to
academic performance, especially for students.
High Debt - According to Baker, Amanda R., and Montalto, Catherine P. (2019), student
loan and financial stress rates differ by need for academic performance or extracurricular
activities, suggesting potential disparities in college funding. Based on a study, a large
number of students might owe money for extracurricular or outdoor school activities.
Individual Activities- According to Scispace (2015), academic performance can be impacted
by individual activities, especially when it comes to financial challenges. According to
research, financially strained students may exhibit reduced levels of academic engagement,
determination, and goal commitment, all of which might have an impact on their academic
performance. It has been demonstrated that challenges like missing payments and late
payments for student loans negatively impact academic achievement. It's crucial to
remember, though, that there is still much to learn about the causal pathways relating
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academic achievement to financial worries. Furthermore, educating students about their
student loan debt and offering advice on how to handle it helps discourage borrowing and has
no negative effects on academic achievement. In general, financial hardships might affect
students' academic performance; however, further study is required to completely
comprehend the connection between specific actions and academic results in the context of
financial stress.
Projects- According to Scispace (2016), project financial issues can have an adverse impact
on academic performance. Financially stressed students are more likely to have lower levels
of academic participation, goal commitment, and persistence, which increases the risk of
dropping out or taking fewer courses. Critical risk variables that can have an important effect
on project success in the context of educational building projects include inflation, market
price changes, contractor and supplier financial instability, and inadequate client financing.
Subsidization, however, has been demonstrated to positively and statistically significantly
affect researchers' academic performance, particularly that of early-career researchers. In
general, financial challenges with projects may negatively impact academic performance,
resulting in decreased motivation, fewer cognitive resources, and a higher chance of
unfavorable consequences like dropping out.
Exams- According to Scispace (2013), exam results might be affected by financial hardships
on an academic level. Education carried out in the United Kingdom revealed that poor
academic performance was suffered by students who had financial difficulties when they first
started their education, such as missing payments and long wait times for student loans.
Furthermore, a study conducted in Pakistan found that inadequate instruction and
socioeconomic circumstances can negatively impact pupils' exam performance. Additionally,
a study looking at exam schedules discovered that warm-up effects are more noticeable in
STEM disciplines and that the order of exams and the number of days since the first exam
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can affect performance. The National Student Financial Aid Scheme (NSFAS) in South
Africa was found to have a weak positive connection with average academic achievement,
despite the fact that the relationship between student finance and academic success is not
entirely clear-cut.
Grades- According to Zepp P., Potter D., Haselwood C., and Lutter-Brit S. (2018) said
students are known to experience a great deal of financial stress, which may have an impact
on their grade point averages (GPAs). The study showed how the financial difficulty really
affects the academic performances of the students, especially their GWAs or GPAs.
Poor Budgeting - According to Waiswa J. (2018.) Schools assign them a lot of work that is
clearly costly and related to the effects of budget staffing and budget planning on the
academic performance of students. According to the study, having a defined budget is
essential to preventing the negative effects this issue will have on students.
Performance Task - According to Aidan K. (2022) While students who has financial
challenges do worse and are more likely to drop out of school, students who don't have to
worry about money typically perform better. It is stated that the student worrying about their
own financial difficulties can really affect their academic performances.
Unexpected Expenses- According to M. Najeeb Shafiq (2010) says the decrease in adult
income makes it more difficult for parents to cope. Direct educational expenses like tuition,
fees, books, materials, uniforms, and private tutoring. As a result, the child's educational
outcomes suffer since they are either withdrawn from or underprepared for school. The
parents find it more difficult to cope with the decline in adult income.
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Foreign Literature
The National Center for Education Statistics (2022) estimated that during the 2015–16
academic year, 9% of children under the age of 18 were living in poverty. Additionally,
throughout that time, 24.4 percent of students attended high-poverty schools. This data shows
how some of the high-poverty schools were a choice for the students to go to because they
did not have enough money to go to a proper school or a government school. Child Org.
(2020) said that in certain countries, public education is less available (particularly to the
poor) and of worse quality. Because government expenditures on education are lower as a
percentage of GDP,
Each year, there is always a student who is filled with different talents and ready to be
part of this world. The problem is due to the status of their family income. It also affected the
academic performance of the students. These problems typically result in added strain for a
student, which could harm their academic progress. Childhood poverty can have a significant
impact on a person's life, especially if they don't receive a proper education (Child Org.
2020). Having financial difficulty in terms of education will also have a lifelong effect on
their lives. It is because to find a job, one also needs to have a better educational background
to be accepted.
According to Savuth (2022), most students decide to seek a part-time or full-time job
to help them out financially, which takes away from their ability to concentrate on their
studies. The students will have to work because some of them are unable to pay their
academic expenses because of their current financial difficulties. Both the struggle of
academics and financial problems. The students are unable to manage their time in
academics, so some of them will end up dropping out of their schools and focusing on their
jobs to fulfill their financial needs.
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Local Literature
The Ascends Asia Singapore- Bestlink College of the Philippines Journal of
Multidisciplinary Research (2019) states that every student has a variety of issues throughout
their time in school, with money issues being one of them. All students really struggled,
especially the financial ones. The students’ academic performance was affected by this
situation, which is one of the factors contributing to their financial difficulties.
The researchers discovered that economic position is a common component that
influences every student's academic performance and studies. They added that financial
difficulties make educational attainment impossible. It is clearly stated that one of the factors
for the students is that while they are studying, they are also experiencing this kind of
situation that is caused by this phenomenon.
According to Charity: Ed (2020), Philippine education is a fundamental component
of economic growth in terms of how poverty impacted Philippine education. Most of the self-
employed farmers, fishermen, and other agricultural workers that make up the poor in the
Philippines decide against sending their kids to school so they can get a good education and
instead decide to keep them on the farm.It is a sad reality that some of the students are hardly
facing while they are still at their young age. It is hard to imagine that the student who got a
big dream will end up that some of the students are hardly facing while they are still at their
young age. It is hard to imagine that the student who got a big dream will end up on the
workforce.
According to Bonz M. (Rappler, 2022), The Philippine Statistics Authority reports
that the Philippines' inflation rate rose to 6.1% in June. The last time inflation was this high
was in November of last year.The overall rise in prices and decline in the purchasing power
of money are referred to as inflation and said that the parents could not fulfill the needs of
their own children because of the prices that went up on high. Even if the parents are in a
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better financial situation or better source of income the parents could not cope up with the
expenses that the students need because of the inflation that country faces. And so the
students don’t have enough things that their current educational institution needs, So the
academic performances of the students may be affected.
Foreign Studies
All people experience financial difficulties, but this is especially true for students who
were raised in impoverished or low-income households. Asri, Abu Bakar, Laili, and Saad
(2017) state that even though students do not have to make monthly debt payments like other
households do, they still need to use the money they receive from loans, scholarships, or their
families to pay for their tuition, rent, and other necessities.
Students from underprivileged or low-income households may also struggle
academically. There have been numerous studies done in the past to show a connection
between students' financial struggles and academic success. The authors Olufemioladebinu,
Adediran, and Oyediran (2018) state that a student's academic performance on a test is
positively influenced by the wealth or social standing of their parents. Students from affluent
families are capable of having a stimulating learning environment. As a result, those with a
better family financial situation can benefit. students from low-income families to excel and
achieve higher academic performance. Having a good grade can motivate students to
continue working hard to strive for their academic success, it can help students feel proud of
their achievements and encourage them to keep pushing themselves on to the higher level,
good grades also can boost a student's confidence and self-esteem.
A student's ability to stay motivated and succeed in school depends on a number of
factors, some of which may be positive and others of which may be harmful. These provided
greater challenges for urban children who live in significant poverty when it comes to
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academic success. The research analyzes the difficulties experienced by students growing up
in high-poverty urban environments.
These research investigations shed light on the challenged posed by high rates of crime
and violence in the home and neighborhood, rising mental illness rates, subpar education, and
numerous family stressors that may hinder children's capacity to adapt and succeed in both
school and other areas of their lives. Some children are strong and able to overcome the
challenges they face or rely on. The main subjected of this study are life's issues and how
financial difficulties impact students' academic performance.
According to Mohammed U., Banu A. (2019) The students who had such a disruption
in their academic progress had to think about decreasing their course loads or withdrawing
for a semester due to financial issues or concerns and expressed more stress related to their
personal finances. In some instances, they do just want to drop out of school instead of
continuing their studies. Because of their own financial difficulties, they are unable to finish
their studies and achieve academic excellence.
Local Studies
According to Alejo (2023), anyone who wants to improve their level of life, reduce
poverty, and have an advantage over others in the job and profession markets needs to go to
school. However, students face a variety of difficulties along the way. The students want their
academic performances to be great so that they can fulfill and achieve their dreams, but as
students, we hardly can’t just go forward because at the same time they are experiencing their
own financial problems.
Bertella (2023) concluded that many respondents admitted that their usual daily
budget is barely fifty pesos, with over half of that amount going toward transportation costs,
which forces them to avoid purchasing food for their snacks. Because some of the informants
have siblings who are also enrolled in school, which forces them to take on side jobs to
24
augment their income, relying on one source of income is also perceived as a financial
challenge. As you can see, it's challenging to achieve the excellence that students aim for;
therefore, they also look for part-time jobs to help pay for their tuition. This study confirms
that students' academic performance is actually impacted by their financial difficulties.
Synthesis
Since the start of face-to-face classes, students are required to have the materials they
will use, but some of them come from low-income families and therefore cannot afford to
buy those materials. Due to the pupils' financial struggles, even getting to and from school is
quite difficult for them. The researchers found out that only a few people study this problem.
The uniqueness of this study is that the researchers got the data necessary for this research
from the students of the Dominic Institute of Science and Technology.
25
CHAPTER 3
Methodology
The research methods the researcher will employ to complete the study are covered in
this chapter, including the research design, study population, construction of the research
instrument and assessment of its validity and reliability, data collection methods, and the
appropriate gathering of data.
Research Design
This research employs quantitative research utilizing purposive sampling under non-
probability sampling. According to Krishna Shenmare (2012), quantitative research refers to
the systematic collection and investigation in which a person doing the research collects data
from different respondents that is based on numerical figures, and the data obtained is then
analyzed for obtaining the results using different mathematical, statistical, and computational
tools. The researchers also used the descriptive research approach to accurately and
methodically explain, observe, or validate characteristics of groups that have been quantified,
such as the connection between variables, in their unaltered state (Siedlecki, 2020). It is our
objective to validate the truth accurately.
Participants of the Study

Senior High School HUMSS face-to-face students make up the study's participants.
Participants in the study totaled 125, split equally across the senior high school HUMSS face-
to-face. Purposive sampling has a lengthy history of development, and opinions on its
simplicity and complexity are equally divided. Purposive sampling is used because it better
matches the sample to the goals and objectives of the research, enhancing the study's rigor
and the reliability of the data and findings. (Steve C., Melanie G., and Kim W., June 2020)
The following methods are used to have a better understanding of the topic and to better
26
understand the current situation of the students at Dominic Institute of Science &
Technology. They were chosen when the researchers noticed that the majority of the DIST
participants were from the HUMSS student strand. Additionally, the study found that
HUMSS students comply with our demand for interpersonal communication expertise. Think
about how individuals will react to and relate to our research as well.
Research Instrument
In this study, the researchers used closed-ended questionnaires to gather information
from the respondents, and they will analyze the data according to the variables that were
used. Closed-ended questions are simpler to use online because they typically only take a
single keystroke or mouse click to respond and are less mentally taxing (Desai S.C., Reimers
S. 2018). In the questionnaire, participants are questioned in-depth about their actions,
choices, and experiences related to a given topic or object of interest.
A questionnaire is a list of inquiries made by people to learn statistically valuable
facts regarding a specific topic. Questionnaires, when created properly and used
appropriately, become an essential tool for making claims about certain people, groups, or
entire populations. (Roopa S., Rani MS, 2012). Researchers use this instrument because
senior high school-HUMSS face-to-face students are the most numerous students in DIST
and, according to Aaron Paul P. (2019), the HUMSS track is designed to be suitable for
students who have a strong social side. They are the ones who can speak up in front of others,
who are articulate, and who have good communication skills. Therefore, we concluded that
the senior high school-HUMSS students are the perfect ones to be our participants in this
study.
27
Data Gathering Procedure
To get information from the respondents, the researchers will employ questionnaires. The
questions will then be derived from the problem statement by the researchers. Finally, after
the data has been gathered, the researchers will evaluate the data and take a moment to
consider how they can assist the students with the intervention plan.
Statistical Treatment of Data

Simple Percentage
Percentage were used to identify the proportion of each given data buy using this formula
P =is where the proportion (%)
F = the frequency of the sample size.
N= will represent all respondents together.
Weighted Mean
The formula employed by this statistical tool to calculate a respondent's weight from a
questionnaire is as follows:
Where:
X = weighted mean w = Assigned weight
= Summation symbol. N = number of respondents
F= Frequency
28
Likert Scale
According to Joshi A., Kale S., and Chandel D.K. (2015.), the Likert (or Likert type)
scale is rooted in the aim of the research. Sometimes the purpose of the research is to
understand the opinions and perceptions of participants related to a single ‘latent’ variable
(phenomenon of interest). We used these to find out the financial difficulties of Dominic
Institute of Science & Technology’s senior high school HUMSS face-to-face students..
Scale Range Verbal interpretation
5 4.01-5.00 Always
4 3.01-4.00 Sometimes
3 2.01-3.00 Often
2 1.01-2.00 Rarely
1 0.00-1.00 Never
Table 1: Rating of Scale
Ethical Considerations
The suggested approach and tools for collecting data were submitted to the institution
for approval. Furthermore, ethical standards are strictly adhered to to obtain consent before
the survey is conducted and research participants are chosen. According to the criteria and
with prompt informed agreement, respondents are selected and qualified to be included. Both
the procedure requirements for data collection and the respondents' consent to be interviewed
by the researchers are covered in the signed informed consent. Because of the nature and
goals of the study, it will be clear why financial difficulties among students are not their fault
through disseminating the study's results and findings. Additionally, all of the information
gathered, together with the recorded interviews, is guaranteed to be used solely for academic
29
and research reasons by looking for prospective recommendations. Additionally, secrecy is
guaranteed because the Data Privacy Act, also known as Republic Act No. 10173, mandates
that all forms of information, whether private, personal, or sensitive, must be protected. As a
result, the security of the researchers and respondents is met.
CHAPTER 4
Presentation, Analysis, and Interpretation of Data
This chapter looks at the research questionnaires and offers an analysis of the data that
was collected using printed questionnaires. In this field, tables and graphs are commonly used
to present data in a way that is clear and to clearly illustrate the information that was gathered
during the research procedures.
1. Students demographic profile according to: Age, Sex, Family Income, GWA
FIGURE 2
1.1 Age
Frequency and Distribution of Respondents and Percentage
Table 2: Frequency Distribution of Age and the Respondents

Age Frequency Percentage
15-17 61 67.8%
18-20 22 24.4%
21-23 7 7.8%
Total 90 100%
30
FIGURE 2: Pie graph and Distribution of the Age of the Respondents
The distribution and frequency of respondents by age are displayed in Figure 2.
Between 15-17 years old are the 61 students (67.8%), while the 18-20 years old are the 22
students (24.4%). The 21-24 years old students are 7 (7.8%), Most Grade 11 and 12 HUMSS
students fall into the 15–17 and 18–20 age ranges, as shown by the graph that is attached. The
findings indicated that people in these two age groups in Dominic Institute of Science and
Technology are more likely to experience financial difficulties. According to Stefan Negel
(2015) Young Americans have a glaring lack of financial literacy and are largely dependent
on debt. This paper shows a sizable and representative sample of young Americans having
the most impact of financial education exposure on debt, financial problems, etc. in early
steps to adulthood.
31
FIGURE 3
1.2 Sex
Table 3: Frequency Distribution in Sex of the Respondents
Sex Frequency Percentage
Female 58 64.4%
Male 32 35.6%
FIGURE 3: Summary Frequency and Distribution of the Sex of the Respondents
Figure 3 shows the frequency and distribution based on sex. 58 (64.4%) of respondents
are male students', while 32 (35.6%) of respondents are female students' . The research founded
that male encountered financial difficulties at a disproportionate rate—half of the cases
involve men. That being said, Huang C. (2013.) Female demonstrated a stronger correlation
with financial difficulties than did men, with the majority of women experiencing these
issues.
32
FIGURE 4
Table 4: Frequency Distribution of the Monthly Family Income of the Respondents
Monthly Family Income Frequency Percentage
Below 10,000 Php 44 48.9 %
10,000- 19,999 Php 17 18.9 %
20,000- 29,999 Php 19 21.1 %
30,000- 39,999 Php 1 1.1%
40,000- 49,999 Php 4 4.4 %
50,000- 59,999 Php 2 2.2%
60,000-69,999 Php 1 1.1%
More than 70,000 Php 2 2.2 %
Total: 90 100%
33
FIGURE 4: Summary Frequency and Distribution of the Monthly Family Income of the
Respondents
Figure 4 illustrates 48.9% or 44 students whose Parents monthly income are below
₱10,000, while 21.1% or 19 students have incomes of ₱20,000-20,999. 18.9% or 17 students
have monthly income of ₱10,000-10,999 and 4 or 4.4% of the students monthly income
ranges ₱40,000-40,999. 2.2% or 2 student ranges his/her parents monthly income of
₱50,000-50,999 and ₱60,000-60,999 for the 1.1% or 1 student. The other 2.2 % or 2 students
have incomes of ₱60,000 monthly while 2 or 2.2% have Higher than ₱70,000. AIt is evident
that students whose family income is less than ₱10,000 per month are more likely to
encounter financial difficulties of this kind. In addition, Claro S. (2016) said, the relationship
among income and mindset for the first time that we are aware of. It finds that, in comparison
to their wealthier peers, students from lower-income families were less likely to have a
growth mindset, but that those who did were significantly more resilient to the negative
effects of poverty on achievement.
FIGURE 5
1.4 GWA
34
Table 5: Frequency Distribution of the GWA of the Respondents
GWA Frequency Percentage
75-79 4 4.4 %
80-84 34 37.8 %
85-89 37 41.1 %
90-94 14 15.6%
95-99 1 1.1 %
FIGURE 5: Summary Frequency and Distribution of the Monthly Family Income of
the Respondents
Figure 4 shows that 37 students (41.1%) have a GWA between 85-89, while 34 students
(37.8%) have a GWA between 80-84. However, 14 students (15.6%) have a GWA of 90-94.
35
Furthermore, 4 (4.4%) students have a GWA between 75-79, and 1 (1.1%) student has a
GWA between 95 and 99. As we can see, students with general weighted averages (GWAs)
of 85–89 are likely to face financial challenges. Nevertheless, because of their experiences,
these students are more likely to remain on that average. According to Taha M. (2017.) A
student's capacity to sustain a high GWA can be impacted by outside factors such as family
troubles, health concerns, and financial difficulties. These components have the capacity to
distract students and lower their motivation.
2. What are the main financial difficulties that students experienced in terms of
36
FIGURE 6
2.1 Job Loss
Table 6: Frequency and Weighted Mean of Job Loss of the Respondents
Weighted Descriptive
Fx5 Fx4 Fx3 Fx2 Fx1 Total Mean Rating
Question Very
1 100 164 48 4 11 327/90 3.63 Satisfactory
Question Very
2 50 52 57 32 5 334/90 3.71 Satisfactory
Question Very
3 35 44 90 24 3 350/90 3.89 Satisfactory
Question Very
4 55 72 87 8 1 302/90 3.36 Satisfactory
Question Very
5 90 104 48 6 0 316/90 3.51 Satisfactory
37
Indicators Weighted Mean Descriptive Rating Rank
Are you experiencing Very Satisfactory 3rd
difficulties in terms of
financial income?
3.63
Do you have enough funds Very Satisfactory 2nd
to sustain your financial
needs? 3.71
In your opinion, does being Very Satisfactory 1st
jobless affect your school
performance and your
financial situation?
3.89
Are you able to support Very Satisfactory 5th
your group mates in a group
activity in terms of your
loss of job? 3.36
Is being jobless can affect Very Satisfactory 4th
your opportunity to enter a
prominent school? 3.51
Weighted Average Mean: 3.62 Very Satisfactory
LEGENDS
Range Descriptive Rating
38
0.00 - 1.00 Needs Improvement
1.01 - 2.00 Pair
2.01 - 3.00 Satisfactory
3.01 - 4.00 Very Satisfactory
4.01 - 5.00 Outstanding
Figure 6 illustrates the relationship between their financial difficulties and their
academic performance as an outcome of job loss. “In your opinion, does being jobless affect
your school performance and your financial situation?” comes first by having the weighted
mean of 3.89 and comes the “Do you have enough funds to sustain your financial needs?”
with a weighted mean of 3.71 as the second. “Are you experiencing difficulties in terms of
financial income?” became the third in rank by having the weighted mean of 3.63 and "Is
being jobless can affect your opportunity to enter a prominent school?” with the weighted
mean of 3.51 is in rank number four. Lastly the rank five “Are you able to support your group
mates in a group activity in terms of your loss of job?” having the weighted mean of 3.36.
The overall average is 3.62 (Very Satisfactory.) According to Ojo A. A., (2022)
unemployment is a dangerous social issue that has made it difficult for numerous families to
provide for education. Nonetheless, the difficulties faced by families without jobs added to
the high step-down rate among many high school pupils. According to the study, students'
academic performance will have an impacted on both their parents and themselves if they are
unemployed. Nonetheless, the researchers advised that prior to enrolling in a prestigious
school or any other type of educational setting. Make sure they first obtain their parents'
consent to ensure that the fore mentioned issue doesn't arise again.
FIGURE 7
2.2 High Debt
39
Table 7: Frequency and Weighted Mean of High Debt of the Respondents
Question Very
1 70 136 84 22 3 315/90 3.6 Satisfactory
Question Very
2 105 124 87 10 4 330/90 3.67 Satisfactory
Question Very
3 60 140 75 18 9 302/90 3.36 Satisfactory
Question Very
4 55 140 75 20 9 299/90 3.32 Satisfactory
Very Satisfactory 5th

Is having a debt affecting
your school projects?

3.6
40
Very Satisfactory 1st
Are you able to participate
in an educational trip?
3.67
Very Satisfactory 2nd

Does it make it hard to go
to school in terms of high
debt?
3.36
Very Satisfactory 3rd

Do you sometimes delay
paying for some of the
school extracurricular
activities?
3.32
Weighted Average Mean:
LEGENDS
1.01 - 2.00 Pair
Figure 6 illustrates the relationship between their financial difficulties and their academic
performance as an outcome of High Debt. “Are you able to participate in an education trip?”
comes first by having a weighted mean of 3.67 and comes the “Does it make it hard to go to
school in terms of High Debt?” with the weighted mean of 3.36 as the second. “Do you
41
sometimes delay paying for some of the school extracurricular activities?” become the third rank
by having the weighted mean of 3.32 and “Did having a high debt affect you on getting a proper
food budget in school?” with the weighted mean of 3.26 is in rank number four. Lastly the rank
five “Is having a debt affecting your school projects?” having the weighted mean of 3.6. The
overall average is 3.44 (Very Satisfactory) Baker, A. R.; Montalto, C. P. (2019) said that
student loan and financial stress rates differ by need of the academic performance or
extracurricular activities, suggesting potential disparities in college funding. Study shows that
many students may have a debt on extracurricular activities or any physical or outdoor school
activities. The researchers suggest that students may need to lessen their debt to their learning
institution or always choose the one that will be convenient.
FIGURE 7
42
Table 7: Frequency and Weighted Mean of Unexpected Expenses of the Respondents
Question Very
1 130 124 54 22 4 334/90 3.71 Satisfactory
Question Very
2 70 144 81 14 6 315/90 3.5 Satisfactory
Question Very
3 105 108 51 20 15 299/90 3.32 Satisfactory
Question Very
4 100 120 84 18 3 325/90 3.61 Satisfactory
43
Indicators Weighted Descriptive Rating Rank
Mean

Do unexpected expenses affect
your academic performance?

3.71

Is having unexpected things or
items may be a hindrance for
your studies?
3.5

Do you experience not
receiving allowances from your
parents?
3.32

Do you prioritize school
purposes in terms of having
unexpected expenses?
3.61

Do you feel disappointed in not
prioritizing your school
purposes?
3.53
44
LEGENDS
1.01 - 2.00 Pair
In terms of unexpected costs, the students illustrate in this figure how they link their
financial struggles to their academic performance. “Do unexpected expenses affect your
academic performance?” with the weighted mean of 3.71 got the first rank and descriptive
rating was very satisfactory. It is followed by “Do you prioritize school purposes in terms of
having unexpected expenses? with the weighted mean of 3.61 has the second rank and the
descriptive rating was very satisfactory. It is followed by “Do you feel disappointed in not
prioritizing your school purposes?” with the weighted mean of 3.53 got the third rank and
the descriptive rating was very satisfactory. it is followed by “Do you experience not
receiving allowances from your parents?” with the weighted mean of 3.32 got the fourth rank
and the descriptive rating was very satisfactory. ranked last is “Is having unexpected things
or items may be a hindrance for your studies?” with the weighted mean of 3.5 and the
descriptive rating was very satisfactory. However the overall final weighted mean average is
3.53. According to M. Najeeb Shafiq (2010) the decrease in adult income makes it more
difficult for the parents to cope. Expenses directly related to education, such as books,
supplies, uniforms, tuition, and private tutoring.
Consequently, the child's academic performance is negatively impacted as they may
be dismissed from shool or arrive inadequately prepared. The parents are having a harder
45
time adjusting to the adult income decline. Expenses directly related to education, such as
books, supplies, uniforms, tuition, and private tutoring. The child suffers from poor
educational outcomes as a result of being either underprepared for school or absent from it.
The researchers suggests that the student or the family itself where the child belong will have
a monthly budget allocated for “unexpected expenses” for the student may not experience
46
FIGURE 8
2.4 Poor Budgeting
Table 8: Frequency and Weighted Mean of Poor Budgeting of the Respondents
Question Very
1 105 144 63 14 5 331/90 3.68 Satisfactory
Question Very
2 50 100 75 24 18 267/90 2.97 Satisfactory
Question Very
3 63 96 84 24 13 280/90 3.11 Satisfactory
Question Very
4 60 124 60 28 13 285/90 3.17 Satisfactory
Question Very
5 115 108 48 20 14 305/90 3.39 Satisfactory
47
Mean

Having difficulties buying some
school needs?
3.68

Cannot afford to buy some
school lunch?
2.97

Don’t have enough money to
have prominent transportation?

3.11

Is poor budgeting affecting your
studies?
3.17

Do you support yourself on
school allowances?
3.39
48
LEGENDS
1.01 - 2.00 Pair
Figure 8 shows how the students relate their financial difficulties to their academic
performance in terms of poor budgeting.”Having difficulties buying some school needs?”
with the weighted mean of 3.68 got the first rank and the descriptive rating was very
satisfactory. It is followed by “Do you support yourself on school allowances?” with the
weighted mean of 3.39 on the second rank and the descriptive rating was very satisfactory. It
is followed by “Is poor budgeting affecting your studies?” with the weighted mean of 3.17
has got the third rank and the descriptive rating was very satisfactory. It is followed by
“Don’t have enough money to have prominent transportation?” with the weighted
mean of 3.11 who got the fourth rank and the descriptive rating was very satisfactory. The
ranked last is “Cannot afford to buy some school lunch?” with the weighted mean of 2.97 and
the descriptive rating was very satisfactory. According to Waiswa J. (2018.) Schools assign
them a lot of work that is clearly costly and related to the effects of budget staffing and
budget planning on academic performance of students. According to the study, having a
defined budget is essential to preventing the negative effects this issue will have on the
students. The researchers advise planning ahead for institutional expenses through prior
budgeting in order to prevent the pupils from encountering the fore mentioned issue.
49
3. How can financial difficulties affect your academic performance in terms of
FIGURE 9
3.1 Grades
Table 9: Frequency and Weighted Mean of Grades of the Respondents
Question
1 100 68 42 28 25 263/90 2.92 Satisfactory
Question Very
2 125 124 54 18 7 328/90 3.64 Satisfactory
Question Very
3 155 120 36 22 6 339/90 3.77 Satisfactory
Question Very
4 155 136 54 14 359/90 3.99 Satisfactory
50
Mean
Satisfactory 5th
Are you not able to attend class,
because of your financial
difficulties?
2.92

Are you able to do your
assignments in the midst of
your financial difficulties?

3.64

Are you able to participate in
your extracurricular activities?

3.77

Are you able to submit your
performance task in time? 3.99

Do financial difficulties affect
your academic performance in
terms of grades? 3.49
51
LEGENDS
1.01 - 2.00 Pair
Figure 9 observes how the students relate the financial difficulties to the academic
performance in terms of grades. "Are you able to submit your performance task in time?"
with the weighted mean of 3.99 ranked first and descriptive rating very satisfactory. It
followed “Are you able to do your assignments in the midst of your financial difficulties?"
with the weighted mean of 3.77 got the second rank and the descriptive rating very
satisfactory. It followed "Are you able to do your assignments in the midst of your financial
difficulties?" with the weighted mean of 3.64 has placed in third rank and descriptive rating
very satisfactory. It followed "Do financial difficulties affect your academic performance in
terms of grades?" with the weighted mean of 3.49 with a rating of fourth rank and descriptive
rating very satisfactory.
It followed "Are you not able to attend class, because of your financial difficulties?"
got a lowest rank with the weighted mean of 2.92 and descriptive rating satisfactory. An
overall weighted average mean is 3.56 and the descriptive rating is very satisfactory.
According to Zepp P., Potter D., Haselwood C., Lutter-Brit S. (2018) said Students are
known to experience a great deal of financial stress, which may have an impact on their grade
point averages (GPAs). The study shows how the financial difficulty really affects the
academic performances of the students, especially their GWA or GPA’s. The researcher
52
suggests that students practice time management skills or complete their schoolwork in
advance.
FIGURE 10
Table 10: Frequency and Weighted Mean of Individual Activities of the Respondents
Question
1 260 80 27 8 5 380/90 4.22 Outstanding
Question Very
2 85 116 69 20 10 300/90 3.33 Satisfactory
Question Very
3 75 108 69 30 10 292/90 3.24 Satisfactory
Question Very
4 45 112 93 30 7 287/90 3.19 Satisfactory
53
Mean
1st
Are you able to answer your
own activities?
4.22 Outstanding
2nd
Are you having trouble
answering your activities in the
midst of financial difficulties?

3.33 Very Satisfactory
3rd
Do financial difficulties affect
your individual activities?

4th
Do your individual activities
include monetary contribution?

Weighted Average Mean: 2.80 Satisfactory
LEGENDS
1.01 - 2.00 Pair
54
Figure 10 shows how the students relate their academic performance to financial
difficulties in terms of individual activities. " Are you able to answer your own activities?"
with the weighted mean of 4.22 and descriptive rating of outstanding. It followed "are you
having trouble answering your activities in the midst of financial difficulties?” The weighted
mean of 3.33 got the second rank and descriptive rating very satisfactory. It followed " Do
financial difficulties affect your individual activities?" with the weighted mean 3.24 got the
third rank and descriptive rating very satisfactory. It followed " do your individual activities
include monetary contribution? " With a weighted mean of 3.19 who got a lowest rank and a
descriptive rating very satisfactory. An overall weighted average mean is 2.80 with
descriptive rating satisfactory.
FIGURE 11
3.3 Projects
Table 11: Frequency and Weighted Mean of Projects of the Respondents

Question
1 210 124 24 8 5 371 4.12 Outstanding
Question Very
2 90 148 69 14 5 326 3.62 Satisfactory
Question Very
3 60 148 57 18 13 296 3.29 Satisfactory
55
Question Very
4 75 140 57 22 10 304 3.38 Satisfactory
Mean
Outstanding 1st
Are you able to contribute to
your projects?
4.12

Did you find it expensive, after
you’ve contributed to your
projects?
3.62

Have you experienced having
debt in doing projects?

3.29

Do you ever feel that paying for
your projects is a burden?

3.38
Weighted Average Mean: 2.88 Satisfactory
LEGENDS
1.01 - 2.00 Pair
56
In terms of projects, Figure 11 illustrates how the students relate their financial
difficulties to their projects. "Are you able to contribute to your project?" got first ranked
with the weighted mean of 4.12 and descriptive rating. Outstanding. It followed "Did you
find it expensive, after you've contributed to your project?" with the weighted mean of 3.62
got the second rating and descriptive rating very satisfactory. It followed "Do you ever feel
that paying for your projects is a burden?" with the weighted mean of 3.38 got the third and
descriptive rating very satisfactory. It followed "have you experienced having debt in doing
projects?" with the weighted mean of 3.29 got the lowest rating and descriptive rating very
satisfactory. An overall weighted average mean 2.88 and descriptive rating satisfactory.
According to Scispace (2016.) Project financial issues can have an adverse impact on
academic performance.
Financially stressed students are more likely to have lower levels of academic
participation, goal commitment, and persistence, which increases the risk of dropping out or
taking fewer courses. Critical risk variables that can have an important effect on project
success in the context of educational building projects include inflation, market price change,
contractor and supplier financial instability, and inadequate client financing. Subsidization,
however, has been demonstrated to positively and statistically significantly affect researchers'
academic performance, particularly that of early-career researchers. In general, financial
challenges with projects may negatively impact academic performance, resulting in decreased
motivation, fewer cognitive resources, and a higher chance of unfavourable consequences
like dropping out.
57
FIGURE 12
3.4 Exams
Table 12: Frequency and Weighted Mean of Exams of the Respondents

Weighte Descriptive
Fx5 Fx4 Fx3 Fx2 Fx1 Total d Mean Rating
Question Very
1 80 88 57 30 18 273 3.03 Satisfactory
Question Very
2 55 100 93 18 14 280 3.11 Satisfactory
Question Very
3 65 108 54 28 18 273 3.03 Satisfactory
Question Very
4 75 96 66 24 20 281 3.12 Satisfactory
Indicators Weighted Mean Descriptive Rank Indicators
Rating
Very 3rd
Do your financial Do your financial
Satisfactory
difficulties have an difficulties have an
impact on your impact on your exams?
exams?
3.03
58
Very 2nd
Do you experience Do you experience
Satisfactory
monetary instability monetary instability
each time you take an each time you take an
exam? exam?
3.11
Very 4th
Does having financial Does having financial
Satisfactory
difficulties give you a difficulties give you a
big impact when it big impact when it
comes to your comes to your
examinations? examinations?
3.03
Very 1st
Do you feel that your Do you feel that your
Satisfactory
exam performance exam performance has
has been impacted by been impacted by
financial difficulties? financial difficulties?

3.12
Weighted Average 2.46 Satisfactory Weighted Average
Mean: Mean:
LEGENDS
1.01 - 2.00 Pair
59
In terms of exams, Figure 13 illustrates how the students link financial difficulties to
their academic performance."Do you feel that your exam performance has been impacted by
financial difficulties' got A first rank with the weighted mean 3.12 with the descriptive rating
very satisfactory. It followed ''Do you experience monetary instability each time you take an
exam? "with the weighted mean 3.11 got a second rank with the descriptive very satisfactory.
It followed ''Do your financial difficulties have an impact on your exam with a weighted
mean of 3.03 got the third rank with a descriptive rating very satisfactory. It followed "Does
having financial difficulties give you a big impact when it comes to your examination?" with
the weighted mean 3.03 got the lowest rank and descriptive rating very satisfactory. An
overall weighted average means 2.6 with the descriptive satisfaction. According to Scispace
(2013) Exam results might be affected by financial hardships on an academic level.
Education carried out in the United Kingdom revealed that poor academic performance was
suffered by students who had financial difficulties when they first started their education,
such as missing payments and long wait times for student loans . Furthermore, a study
conducted in Pakistan found that inadequate instruction and socioeconomic circumstances
can negatively impact pupils' exam performance , Additionally, a study looking at exam
schedules discovered that warm-up effects are more noticeable in STEM disciplines and that
the order of exams and the number of days since the first exam can affect performance. The
National Student Financial Aid Scheme (NSFAS) in South Africa was found to have a weak
positive connection with average academic achievement, despite the fact that the relationship
between student finance and academic success is not entirely clear-cut.
FIGURE 13
3.5 Performance Tasks
60
Table 13: Frequency and Weighted Mean of Performance Task of the Respondents
Question Very
1 95 104 84 18 8 309 3.43 Satisfactory
Question Very
2 50 112 69 34 12 277 3.08 Satisfactory
Question Very
3 115 120 33 10 5 283 3.14 Satisfactory
Question Very
4 80 96 72 38 7 293 3.26 Satisfactory
1st
Doing your
performance task
outside, can make you
financially difficult?
61
4th
Having long and
pricey transportation,
is it helpful?
3rd
Are you able to give
on a performance task
that needs money
support?
2nd
Does having financial
difficulties affect your
performance task?
LEGENDS
1.01 - 2.00 Pair
62
Figure 13 shows how the students relate their financial difficulties to their academic
performance through performance tasks. "Doing your performance task outside can make you
financially difficult? ' got first rank with the weighted mean of 3.43 and a descriptive rating
very satisfactory. It followed, ”Does having financial difficulties affect your performance
task?” with the weighted mean 3.26 got the second rank and descriptive rating satisfactory. It
followed 'are you able to give on a performance task that needs money support?' with the
weighted mean 3.26 got the third rank with the descriptive ratings very satisfactory. It
followed" having long and pricey transportation, is it helpful with the weighted mean 3.08
who got the lowest rate and the descriptive rating very satisfactory. The overall weighted
average mean is 2.58 and the descriptive rating is satisfactory. According to Aidan K. (2022)
While students who has financial challenges do worse and are more likely to drop out of
school, students who don't have to worry about money typically perform better. The study
indicates that the worst-case scenario for students is that they will abandon their studies due
to financial hardships. According to the researchers, the majority of students will base their
studies on their current financial situation in order to avoid experiencing such a thing.
CHAPTER 5
Summary, Conclusion and Recommendation
This chapter presents the findings derived from the data that was gathered. Chapter 5
contains the research paper's summary, findings, conclusions, and suggestions from the
researchers.
63
Using the Descriptive research design, purposive sampling technique and weighted
mean this research paper apprehended. The Influence of Financial Difficulties in Relation to
the Academic Performance of Senior High School HUMSS Face to face Students. As its
research tool, this study used survey questionnaires as well as a custom questionnaire that the
researchers created themselves. In addition, the objectives of the research is consists of (1)
Student’s Demographic Profile which consists of (1) Student’s Demographic Profile which
consists Age, Sex, GWA, Monthly Family Income (2) What are the main financial difficulties
that students experienced in terms of Job Loss, High Debt, Unexpected Expenses, Poor
Budgeting. (3) How can financial difficulties affect your academic performance in terms of
Grades, Individual Activities, Projects, Examination and Performance Tasks. The gathering
of information runs from 6th to 10th November 2023. The total populations of Senior High
School HUMSS Face to Face Students 125. The students who volunteered to answer the
survey were 90 students. The data that has been gathered was analyzed in chapter four using
the two statistical tools: Respondent Distribution and Frequency via Percentage and
Distribution and Frequency of Respondents via Weighted Mean.
Summary of Findings
1. Student's Demographic Profile which consist of Age, Sex, GWA, Monthly Family
Income
1.1 Age - Most respondents to our survey (67.8%) were between the ages of 15 and 17. The
18–20 year olds, or (24.4%), came next. It means that mostly of our respondents or students
here at Dominic Institute of Science & Technology are ranging between the ages 15-17 years
old.
1.2 Sex- Males or 58 (64.4%) of them are the ones who mostly answered. However 32 or
(35.6%) of them were females. This means that Men are most likely the HUMSS Students
both Grade 11 & 12 at Dominic Senior High School Students.
64
1.3 Monthly Family Income- The majority of students who answered were those with
48.9% or 44 students with less than P10,000. Next are 19 students, or 21.1%, whose family
income is 20,000-20,999. This shows that most Senior High School HUMSS Students here at
Dominic Institute of Science and Technology are having more likely less than 10,000 a
month for their family monthly income.
1.4 GWA- With a 41.1% percentage, most respondents' grades fall between 85 and 89. The
37.8% with an average of 80–84 comes next. This data shows that most average grades of
Senior High School HUMSS Students here in Dominic Institute of Science & Technology are
in a scale of “Very Satisfactory” rating grades.
2. What are the main financial difficulties that students experienced in terms of
2.1 Job Loss- It shows “In your opinion, does being jobless affect your school performance
and your financial situation?” comes first by having the weighted mean of 3.89, and seconded
by “Do you have enough funds to sustain your financial needs?” with a weighted mean of
3.71 with a total overall weighted mean of 3.62 with a descriptive rating of very satisfactory.
This shows that mostly of our students are working students and most of our students are
affected when they don’t have jobs to support his/her studies. This also shows that without
enough money source it would not be possible for them to be academically well.
2.2 High Debt- Showed “Are you able to participate in an education trip?” comes first by
having a weighted mean of 3.67, followed by “Does it make it hard to go to school in terms of
High Debt?”, with the weighted mean of 3.36 with an overall average of 3.44 with a very
satisfactory descriptive rating. This means that mostly of our students are being affected of
having “debt” just to come on a educational trip or a field trip, This also shows that most of our
students are just living in a low earning families. That’s why it is so hard for them to participate
in a extracurricular activities of the school.
2.3 Unexpected Expenses- Illustrates “Do unexpected expenses affect your academic
65
performance?” with the weighted mean of 3.71 got the first rank, being second by “Do you
prioritize school purposes in terms of having unexpected expenses? with the weighted mean
of 3.61 with an overall average of 3.53 having a descriptive rating of very satisfactory. This
mostly tell that our students are having some problem in handling their financial source. It is
because they have some expenses, especially daily necessities to fulfill that’s why it needs to
be prioritize first.
2.4 Poor Budgeting- Shows “Having difficulties buying some school needs?” with the
weighted mean of 3.68 has got the first rank, seconded by “Do you support yourself on
school allowances?” with the weighted mean of 3.39 with an overall average of 2.97 having a
satisfactory descriptive rating. This shows that most of our respondents are having difficulties
buying some school needs, It is because they are experiencing some financial difficulties and
it currently affects their own academic performances.
3. How can financial difficulties affect your academic performance in terms of
3.1 Grades- Shows "Are you able to submit your performance task in time?" with the
weighted mean of 3.99 has got the first rank. Seconded by “Are you able to do your
assignments in the midst of your financial difficulties?" with the weighted mean of 3.77 with
an overall average of 3.56 with a descriptive rating of very satisfactory. This shows that by
the terms of having financial difficulties like “not having enough money to go to school” can
lead to an late submission of their performance task and can lead to their academic
performances of the students.
3.2 Individual Activities- Shows "Are you able to answer your own activities?" with the
weighted mean of 4.22, followed by "are you having trouble answering your activities in the
midst of financial difficulties?” who has a weighted mean of 3.33. Overall Weighted average
mean is 2.80 with a descriptive rating of satisfactory. It clearly shows that most of our
students are having difficulties answering their activities it is because of they are thinking on
66
how they will get enough money for their family, By that it will affect their academic
performances.
3.3 Projects- Shows that "Are you able to contribute to your project?" got first ranked with a
weighted mean of 4.12, next with "Did you find it expensive, after you've contributed to your
project?" with the weighted mean of 3.62. Total weighted average mean is 2.88 with a
descriptive rating of satisfactory. This data shows that most of our students are affecting
their academic performances it is because they don’t have enough money to support their
group projects and by that, It will affect their academic performances at their school.
3.4 Exams- Illustrates "Do you feel that your exam performance has been impacted by
financial difficulties” got A first rank with the weighted mean 3.12, followed by ''Do you
experience monetary instability each time you take an exam? "with the weighted mean 3.11,
overall weighted average mean is 2.6 with a descriptive rating of satisfactory. This shows that
it is also affecting their exams, it is because they can literally take an exam is they don’t have
a money to go to school to take their exam. By that it can really affect their academic
performances.
3.5 Performance Task- Shows that "Doing your performance task outside can make you
financially difficult? ' got first rank with the weighted mean of 3.43, seconded by ”Does
having financial difficulties affect your performance task?” with the weighted mean 3.26
”Does having financial difficulties affect your performance task?” with the weighted mean
3.26. With an overall weighted average mean 2.58 who has a descriptive rating of
satisfactory. Most of our students is actually paying an high amount just to participate onn a
group project and having their performance task reach the expectations of their instructors
just to get a high grade, and by that it can really affect their academic performances.
Conclusion
67
Based on their analysis and review of the data in Chapter 4 and the previously generated
summary of their findings, the researchers draw the following conclusions:
Most of the respondents are ranging to an age of 15–17 65.7% and 18-20 24.4%.
More likely, men are the most respondents with an average of 64.4%
Majority of the respondents have a Monthly Family Income of below P10,000 are 48.9%
Job loss illustrates that “In your opinion, does being jobless affect your school performance
and your financial situation?”ranked first by having the weighted mean of 3.89
High Debt shows “Are you able to participate in an education trip?” comes first by having a
weighted mean of 3.67
Figures for Unexpected Expenses "Do unexpected expenses affect your academic performance?
with a weighted mean of 3.71 achieved the top rank.
Poor Budgeting Shows ”Having difficulties buying some school needs?” having a first rank
with the weighted mean of 3.68
Grades show "Are you able to answer your own activities?" ranked first with the weighted
mean of 4.22
Individual Activities illustrates "Are you able to answer your own activities?" got the first
rank with the weighted mean of 4.22
Projects shows that "Are you able to contribute to your project?" got first ranked with a
weighted mean of 4.12
Exams illustrates "Do you feel that your exam performance has been impacted by financial
difficulties” got A first rank with the weighted mean 3.12
Performance Task shows that "Doing your performance task outside can make you
financially difficult? ' got first rank with the weighted mean of 3.43
68
Recommendation
Researchers recommended the following to the Dep-Ed, school administrators,
teachers, parents, the community, students, and future researchers based on the results and
conclusions displayed above:
1. DepEd - Researchers suggested that the Department of Education will need to
have a school analysis program on how they can help the students to reduce
the expenses for their academic performance.
2. School Administrators- Given the fact that they’ve grown up they can do
some things. It is still in fact that they are students, the researchers suggested
that the school administrators may continue to guide the teachers on what
kind of activity they will need to do for the students.
3. Parents- The researchers suggested that the parents may always need to look
down before their daughters/sons will go to an educational institution. Look if
they can afford it or not, and always deliberate with the child regarding this.
4. Community- Community can collaborate when it is needed to do some
bayanihan or environmental drive up. The researchers suggested that the
community will always look upon this kind of event especially if one of the
students in your neighbourhood wants you to be part of it.
5. Teachers- The researchers suggested that the teachers may always be
considered a “tipid hacks” activities for the students, so that they may be able
to actively participate and do it.
6. Future Researchers- It is recommended that future researchers observe the
current financial situation not only for students but also for the entire nation or
world. Keep an eye on your respondents to avoid discovering the study's
69
primary goal. Additionally, we strongly advise you to focus on it and continue
your exploration rather than just staying here.
Using the Descriptive research design, purposive sampling technique and weighted
mean this research paper apprehended. The Influence of Financial Difficulties in Relation to
the Academic Performance of Senior High School HUMSS Face to face Students. As its
research tool, this study used survey questionnaires as well as a custom questionnaire that the
researchers created themselves. In addition, the objectives of the research is consists of (1)
Student’s Demographic Profile which consists of (1) Student’s Demographic Profile which
consists Age, Sex, GWA, Monthly Family Income (2) What are the main financial difficulties
that students experienced in terms of Job Loss, High Debt, Unexpected Expenses, Poor
Budgeting. (3) How can financial difficulties affect your academic performance in terms of
Grades, Individual Activities, Projects, Examination and Performan
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Phase D Block 6 Lot 11, Brgy F. Homes- Mulawin, CSJDM, Bulacan
Appendix A
PERMISSION LETTER
October 12, 2023
Ms. Rita F. Canauay

School Head
DIST Main Campus
Greetings!
In partial fulfillment of our requirements for this subject Practical Research 2, We

senior high school students of Grade 12- HUMSS Block 2 would like to ask your permission
to conduct a research study entitled “The Influence of Financial Difficulties in Relation to
the Academic Performance of Senior High School HUMSS Students Face to Face
Students in Dominic Institute of Science and Technology.” This study has the objective to
determine the effects of financial difficulties on the academic performance of the students.
74
We respectfully request your permission to conduct our research and gather data as a
component of our research instrument. Your beloved Senior High School HUMSS students
are our target audience.
The results and any other information from this study project will be kept confidential and
used only for educational purposes, so you can be sure of that. Please keep us in mind and
give us your blessing. God bless you and thank you for being so kind.
Respectfully Yours.
Researchers;
Auditor, Nilchris B., HUMSS

Bobila, Rhenmar U., HUMSS Labarejos, Christopher A., HUMSS
Delos Santos, Angelo L., HUMSS Saldivar, Mark Anthony A., HUMSS
Dinglasan, Elena M., HUMSS Surio, Leonardo G., HUMSS
Eludo, Shienna A., HUMSS
Gabriel, Janmart D.C., HUMSS
Noted By:
Research Adviser Approved Disapproved

Appendix B
VALIDITY LETTER
October 13, 2023
Ms. Danilyn Y. Tenedero

Teacher at DIST Main Campus
Greetings! We are the Grade 12- HUMSS Block 2 Students of Dominic Institute of
Science & Technology requesting for validation of our research entitled “The Influence of
Financial Difficulties in Relation to the Academic Performance of Senior High School Face
75
to Face HUMSS Students in Dominic Institute of Science and Technology.” This will be
carried out as a part of the requirements for the subject of Practical Research 2 during the first
semester of the academic year 2023-2024.
Thank you for your consideration. We are open to accepting any recommendations
and suggestions for the betterment of these instruments of the study.
Respectfully Yours;
Researchers;
Noted By:

Appendix B
VALIDITY LETTER
October 13, 2023
Mr. Mark Jasper Ticao

76
Respectfully Yours;
Researchers;
Noted By:

Appendix B
VALIDITY LETTER
October 13, 2023
Mr. Enrico Soriano

77
Respectfully Yours.
Researchers;
Noted By:
STATEMENT OF THE PROBLEM

This study intends to address the following questions:
1. What is the demographic profile of the participants in terms of:
1.1 Age
1.2 Sex
1.4 GWA
2. What are the main financial difficulties that students experienced in terms of:
2.1 Job Loss
2.2 High Debt
78
2.4 Poor Budgeting
3. How can financial difficulties affect your academic performance in terms of:
3.1 Grades
3.3 Projects
3.4 Examinations
Phase D Block 5 Lot 11, Brgy. F. Homes- Mulawin, CSJDM Bulacan.
Appendix C
Instruments of the Study
PART I
Directions: Put a check on the right side of your answer.
1. What is the demographic profile of the participants in terms of:
79
1.1 Age
15-17
18-20
21-23
24-25
1.2 Sex
Male
Female
Below 10,000 Php
10,000 Php
20,000 Php
30,000 Php
40,000 Php
50,000 Php
60,000 Php
More than 60,000 Php
1.4 GWA
75-79
80-84
80-89
90-94
80
95-99
PART II: What are the main financial difficulties that students experienced in terms of:
Directions: Choose your answers below:
5- Always
4- Sometimes
3- Often
2- Rarely
1- Never
2.1 Job Loss
81
Job loss 5 4 3 2 1
Are you experiencing difficulties in
terms of financial income?
Do you have enough funds to sustain
your financial needs?
Does being jobless affect your school
performance and your financial
situation?
Are you able to support your group
mates in a group activity in terms of
your loss of job?
Does joblessness affect your
opportunity to enter a prominent
school?
2.2 High Debt
82
High Debt 5 4 3 2 1
Is having a debt affecting your school
projects?
Are you able to participate in an
educational trip?
Does it make it hard to go to school in
terms of high debt?
Do you sometimes delay paying for
some of the school extracurricular
activities?
Did having a high debt affect you on
getting a proper food budget in
school?
83
Unexpected Expenses 5 4 3 2 1
Do unexpected expenses affect your
school performance?
Is having unexpected things or items
may be a hindrance for your studies?
Do you experience having no
allowances from your parents?
Do you prioritize school purposes in
terms of having unexpected expenses
Do you feel disappointed in not
prioritizing your school purposes?
2.4 Poor Budgeting
84
Poor budgeting 5 4 3 2 1
Having difficulties buying some
school needs?
Cannot afford to buy some school
lunch?
Don’t have enough money to have
prominent transportation?
Is poor budgeting affecting your
studies?
Do you support yourself on school
allowances?
DIRECTIONS: Check and Rate yourself honestly based on the following scales:
5- Always
85
4- Sometimes
3- Often
2- Rarely
1- Never
PART III: How is your Financial Difficulties can affect your academic performance in
terms of:
3.1 Grades
Grades 5 4 3 2 1
Do you not attend classes?
Are you doing your assignments?
Do you participate in any activities?
Do you submit your projects on
time?
86
Individual Activities 5 4 3 2 1
Are you able to answer your own
activities?
Are you having trouble answering
your activities while having a
financial problem?
Do you have time to answer your
activities?
3.3 Projects
Projects 1 2 3 4 5
Do you contribute to your projects?
Did you find it expensive, after
you’ve contributed to your projects?
Have you experienced having debt in
doing projects?
3.4 Exams
87
Exams 5 4 3 2 1
Do financial difficulties affect your
exams?
Do you feel financially unstable
every time you take an exam?
Is having a financial difficulties
gives you a big impact when it
comes to your examinations?
88
Performance Tasks 5 4 3 2 1
Doing your performance task
outside, can make you financially
difficult?
Having long and pricey
transportation, is it helpful?
Are you able to give on a
performance task that needs money
support?
CURRICULUM VITAE
Ambat, Mary Grace B.

Address: 0107 Sampaguita Bigte Norzagaray Bulacan
Contact number:0992-6902-919
Email:[email protected]
Personal Information
Age :18
Birthday :January 16, 2005
Birthplace ::Settling Norzagaray
89
Civil status :Single
Sex :Female
Citizenship :Filipino
Educational Attainment
Primary:
Timoteo Policarpio Memorial Elementary school
Junior High School:
Minuyan National High school
Senior High School:
Dominic Institute Of Science And Technology
Auditor, Nilchris P
Address:Phase A Brgy Guijo Francisco Homes Sjdm Bulacan
Contact number:09355563645
Age :18
Birthday :November 6, 2005
Birthplace :Surigao
Sex :Female
Primary:
Francisco Homes Elementary School
90
Junior High School:
Berlyn Academy
Senior High School:
Bobila, Rhenmar U.
Address: Brgy. Mulawin Phase B Block 5 Lot 33
Francisco Homes City of San Jose Del Monte Bulacan
Email: [email protected]
Age :17
Birthday :June 22, 2006
Birthplace :Bulacan
Sex :Male
Primary:
Francisco Homes Elementary School (Graduate of Batch 2017-2018)
Junior High School:
91
La Concepcion College (2018-2020)
Mulawin National High School (Graduate of Batch 2021-2022)
Senior High School:
Dominic Institute Of Science And Technology (2022-Present)
Delos Santos, Angelo L
Address: Brgy. Mulawin Phase E-1 Blk 2 Lot 8

Age :18
Birthday :October 25 2005
Birthplace :Bulacan
Sex :Male
Primary:
92
Junior High School:
Senior High School:
Dinglasan, Elena M.
Address: Brgy. Mulawin Phase E-1 Blk 2 Lot 8
Email:
Age :18
Birthplace :Bulacan
Sex :Male
Primary:
Junior High School:
93
Senior High School:
Eludo, Shienna A.
Address: PH a Brgy, Guijo
Francisco Homes San Jose Del Monte Bulacan
Age :17
Birthday :February 6 2006
Birthplace :Surigao Del Norete
Sex :Female
Primary:
94
Junior High School:
Berlyn Academy & Mulawin National High School
Senior High School:
Gabriel, Jan Mart D.C.
Address: Blk 12 Lot 1 pC

Age :18
Birthplace :Gumaoc West San Jose Del Monte Bulacan
Sex :Male
Primary:
95
Junior High School:
Mulawin National High School
Senior High School:
Labarejos, Christopher A.
Address: Sawmill Igay RD Blk 19 Lot 15

Contact number: 09163817680
Age :18
Birthday :July 29 2005
Birthplace : Sawmill Igay RD
Sex :Male
Primary:
Paradise Farm Community School
Junior High School:
Paradise Farm National High School
96
Senior High School:
Saldivar, Mark Anthony A.
Address: Brgy. San Isidro Purok 5 Licao - Licao

Age :18
Birthday :January 18 2005
Birthplace :Quezon City
Sex :Male
Primary:
San Isidro Elementary School
Junior High School:
Kakawate National High School
Senior High School:
97
Surio, Leonardo G.
Address: PH 2 BLK 8 LOT 16 San Jose Del Monte Bulacan,

City Of San Jose Del Monte Heights
[email protected]
Age :19
Birthday :September 1, 2004
Birthplace :Valenzuala
Sex :Male
Primary:
San Jose Del Monte Elementary School
98
Junior High School:
San Jose Del Monte National High school
Senior High School:
99

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DOMINIC INSTITUTE OF SCIENCE & TECHNOLOGY

The Influence of Financial Difficulties in Relation to the Academic Performance of

Science and Technology

Education’s curriculum (K-12).

Ambat, Mary Grace B.

Delos Santos, Angelo L.

Gabriel, Jan Mart D.C.

Saldivar, Mark Anthony A.

Ms. Rosemarie Jean E. Smith

Academic Performance of Senior High School HUMSS Face to Face Students in

Grace B, Auditor, Nilchris P, Bobila, Rhenmar U, Delos Santos, Angelo L, Dinglasan,

Elena M, Eludo, Shienna A, Gabriel, Jan Mart D.C, Labarejos, Christopher A,

for Secondary Education.

Ms. Rosemarie Jean E. Smith

Ms. Rita F. Canauay

Mr. John Alden F. Canceran, LPT Ms. Jessa P. Amistoso

the HUMSS students in person

regarding our research project.

Caballes, for her unwavering support for this research.

as we accomplished our practical research.

Academic Performance of Senior High School HUMSS Students Academic Performance in

DIST SY 2023-2024" Financial plays an important role in students’ academic performance.

education is a high-cost social service therefore insufficient financial support will be a

academic performance faced by DIST Students.

The researchers recommend that the Department of Education (DepEd), school

Chapter 1 The Problem and Its Background

Chapter 2 Review of Related Literature and Studies

Chapter 3 Research Methodology

Research Design ……………………………………………………26

Chapter 4 Presentation, Analysis and

Chapter 5 Summary of Findings, Conclusion, and Recommendation

Table Title Page

Frequency and Distribution of Respondents via percentage 31

Respondents According to Age.

Frequency and Distribution of Respondents via percentage 33

Frequency and Distribution of Respondents via percentage 34

Respondents According to Monthly Family Income.

Frequency and Distribution of Respondents via percentage 36

Frequency and Weighted Mean Distribution 37

Respondents According to Job Loss

Frequency and Weighted Mean Distribution 40

Respondents According to High Debt

Frequency and Weighted Mean Distribution 42

Respondents According to Unexpected Expenses

Frequency and Weighted Mean Distribution 45

Respondents According to Poor Budgeting

Frequency and Weighted Mean Distribution 47

Respondents According to Grades

Frequency and Weighted Mean Distribution 50

Respondents According to Individual Activities

Frequency and Weighted Mean Distribution 51

Respondents According to Projects

Frequency and Weighted Mean Distribution 53

Respondents According to Exam

Frequency and Weighted Mean Distribution 56

Respondents According to Performance Task

problems (Brundem, 2022)

participating in extracurricular activities at school.

overcome and manage their financial difficulties.