AT THE INTERSECTION OF MONEY AND MARKS: ANALYZING FINANCIAL

STRAIN’S EFFECTS ON STUDENT ACADEMIC SUCCESS

A Concept Paper
presented to
KIMBERLY RACA
Subject teacher of
Inquiries, Investigations, and Immersions
Sayon National High School
Sayon, Sta.Josefa, Agusan del Sur

In a Partial Fulfillment
of the Course 3I’S
A Quantitative Research

Proponents:

Bajenting, Apple Jean O.

Dum, James Blademyr P.
Ebon, Niña Karla L.
Maravilla, Fhelrose R.
Montalban, Meil Theris M.
Ygay, Joanna Minerva E.
 ACKNOWLEGDEMENT

This study would not have been made without the contributions of various

individuals, in line with this; the researchers give their deepest gratitude to the following:

First, to the almighty God who owns everything, the researchers would like to express

their warmest praises and thanks to the creator.

To the researchers' parents, who have provided them with the life they have today,

and to their unwavering support, trust, and understanding throughout the research process.

To their research adviser, Ma’am Kimberly Raca who guided them throughout the

research paper, provided unwavering support, and motivated them to successfully complete

the project.

To their friends, they are grateful for the support and motivation, as their words were

instrumental in keeping them going.

Finally, they express their sincere appreciation to the senior high students of Sayon

National High School who took part in this study, contributing to the success of their project.

With humble hearts, the researchers extend their gratitude to each and every

individual for making their research paper a success. Words cannot fully express how grateful

they are, and they pray that God blesses each and every one abundantly.
 AT THE INTERSECTION OF MONEY AND MARKS: ANALYZING FINANCIAL

STRAINS EFFECTS ON STUDENT ACADEMIC SUCCESS

ABSTRACT

This study investigates the effects of financial strain on Grade 12 students' academic success

at Sayon National High School. Financial strain is defined as the perceived economic stress

and lack of support experienced by individuals. The research design employs a descriptive

approach using a survey questionnaire to collect data from Grade 12 students. The scope is

limited to Sayon National High School, focusing exclusively on Grade 12 students. The

purpose is to explore the relationship between financial strain and academic achievement,

identify common stressors related to financial stress, and assess its implications on academic

performance. Data collection involves surveys with analysis conducted using descriptive

statistics. Additionally, the results indicate that financial strain negatively affects students'

academic performance, leading to increased stress levels and limited access to resources.

Lastly, the study emphasizes the need for targeted support programs to mitigate the adverse

effects of financial strain and promote academic success among Grade 12 students.

Keywords: Financial Strain, effects on academic success, senior high school students,

Philippines
 Chapter I

Rationale

Financial strain has been identified as a significant barrier to academic success for

students at all levels of education. In particular, Grade 12 marks a critical period in a student's

academic journey as they prepare for post-secondary education or enter the workforce. The

effects of financial difficulties on Grade 12 student success is a multifaceted issue that

requires attention and understanding. This study aims to delve into the various dimensions of

financial strain and its influence on Grade 12 students' academic performance and overall

well-being.

Over the years, several authors have contributed to the understanding of the effects of

financial strain on student’s success.

Financial strain refers to the perceived economic stress and lack of economic support

that individuals experience, which can have a significant impact on their well-being and

cognitive abilities. According to a study led by Harvard, Princeton, and Warwick University

scientists in 2019, financial hardship directly influences a person's cognitive ability,

especially among individuals facing poverty and financial stress (Medina, 2019).

The study by Cayetano et al. (2019) at Bestlink College of the Philippines focused on

the financial problems of Grade 12 HUMSS students, revealing the impact of economic status

on academic performance and attendance. The findings emphasized the impact of financial

challenges on students' studies, health, and overall academic performance.

In addition, Lee and Wang (2022) conducted an international comparative study to

examine the relationship between financial strain and Grade 12 student success in different

countries. By analyzing data from multiple regions, the researchers identified common trends

and differences in how financial difficulties impact students' academic outcomes. The study
highlighted the global nature of financial barriers in education and the need for collaborative

efforts to address these challenges on an international scale.

In a study by Johnson and Smith (2019) titled "Financial Challenges and Grade 12

Student Success in Urban Schools," published in the Journal of Education Research, the

researchers examined the influence of financial strain on student outcomes in a high school in

New York City. Through surveys and interviews with students, teachers, and parents, the

study identified the specific hurdles faced by Grade 12 students from low-income

backgrounds. The findings highlighted the negative effect of financial difficulties on

academic performance, graduation rates, and college readiness, emphasizing the need for

targeted support services within urban school settings.

Additionally, a research study about "Navigating Financial Strain: Implications for

Grade 12 Student Performance in Los Angeles," by Brown and Wilson (2021). The

researchers investigated the effects of financial strain on Grade 12 student success, focusing

on students in the Los Angeles area. By analyzing academic records and survey data, the

study revealed the correlations between financial challenges, stress levels, and academic

achievement among students in their final year of high school. The findings underscored the

importance of addressing financial barriers to enhance student outcomes in urban contexts

like Los Angeles.

Similarly, Thompson et al. (2022) conducted a study focuses on exploring the effects

of financial challenges on Grade 12 student outcomes in a rural community in Texas.

Through surveys and focus groups with students and educators, the researchers identified the

unique challenges faced by students in rural areas, such as limited access to resources and

support services. The study highlighted the need for targeted interventions to address

financial strain and promote academic success among Grade 12 students in rural school.

2
 Lastly, according to Wilson and Johnson (2022) conducted a research study the

relationship between financial challenges and Grade 12 student success in a diverse sample of

schools across the country. By examining academic performance data and conducting

interviews with students and educators, the study highlighted the disparities in educational

outcomes related to financial strain. The findings suggested the importance of implementing

targeted support programs to help students overcome financial barriers and succeed

academically.

In conclusion, the extensive body of research highlights the current influence of

financial strain on Grade 12 students' academic performance and overall well-being. From

urban to rural settings and across diverse global contexts, financial challenges consistently

hinder students' ability to succeed. Addressing these barriers through targeted support

programs is crucial to ensuring equitable access to education and fostering academic success

for all students.

Statement of the Problem

This study aims to Explore the Effect of Financial Strain on Academic Achievement

among Grade 12 Students at Sayon National High School.

Specifically, it sought to answer the following questions:

1. What are the effects of financial strain in the academic performance of students?

2. Does financial strain have a significant effect in the academic performance of Sayon

national high school senior high students?

Hypotheses

The following null hypothesis were tested at 0.05 level of significant set in this study:

Ho 1: There is no significant relationship between financial strain and students’ academic

performance.

Ho 2: Financial strain does not significantly affect the study habits and academic stress.

Scope and Delimitation

The scope of this quantitative study is to investigate the effects of financial strain on

the academic achievement of Grade 12 students at Sayon National High School. Specifically,

it will investigate how financial difficulties affect their academic performance, identify the

primary sources of financial strain, and examine the coping mechanisms employed by

students to manage these challenges. The study will utilize data collection methods such as

surveys or interviews with Grade 12 students at Sayon National High School.

This study will focus exclusively on Grade 12 students at Sayon National High

School. It will not explore the experiences of students in other grade levels or schools within

the same district or region. Additionally, the research will primarily examine the self-reported

experiences of students regarding financial strain and its impact on academic achievement.

External factors influencing academic performance beyond financial strain, such as learning

styles or personal circumstances, will not be the primary focus of this study.
Theoretical framework

The effects of financial strain of academic achievement among students based on

Stress and Coping Theory (1984) by Lazarus and Folkman. This theory suggests that

financial strain acts as a stressor, leading to physiological and psychological arousal. Students

may experience anxiety, worry, and difficulty concentrating, ultimately hindering their

academic performance. Coping mechanisms employed positive or negative can further

influence how financial strain affects academic achievement.

In addition, Resource Allocation Model by Fredricks et al. (2005), posits that students

have a limited pool of cognitive and emotional resources for academic tasks. Financial strain

depletes these resources, as students devote mental energy to worrying about finances instead

of focusing on schoolwork. This reduced resource availability can negatively impact

academic achievement.

Furthermore, Social Comparison Theory by Festinger (1954), Students may compare

their financial situation to their peers. Feeling deprived compared to others with greater

resources can lead to feelings of inadequacy and decreased motivation, potentially impacting

academic performance.

Lastly, Time Demand Theory (1977) by Parcel and Dufur, Financial strain could lead

students to take on part-time jobs to support themselves or their families. This increased time

commitment reduces time available for studying and completing assignments, potentially

lowering academic achievement.

Conceptual Framework

Independent Variable Dependent Variable

Financial strain Academic performance

Figure 1: The effects of Financial Strain

Illustrates the study's conceptual framework, comprising two variables: financial strain as the

independent variable and academic performance as the dependent variable.

In the diagram, the independent variable, financial strain, represents the economic

challenges and constraints faced by individuals in managing their finances. Financial strain

can encompass factors such as limited income, high debt levels, and financial instability,

which can effect an individual's ability to access resources for academic success. Financial

strain influences various aspects of an individual's life, including their access to educational

resources, support services, and opportunities for academic enrichment. It can create barriers

to academic achievement by affecting a student's ability to afford educational materials,

access extracurricular activities, and maintain focus on their studies due to financial stressors.

The dependent variable, academic performance, reflects the outcomes and

achievements of individuals in their educational pursuits. Academic performance is a

multifaceted measure that includes grades, test scores, class participation, and overall

educational success. It is influenced by various factors, including the individual's motivation,

study habits, access to resources, and external support systems.

Significance of the study

Promoting educational equity and ensuring all students have the opportunity to

succeed. This research will provide valuable insights specific to Sayon National High School,

informing the development of targeted support systems and interventions. The findings can

benefit students, educators, policymakers, and the local community by highlighting the

challenges faced by students experiencing financial hardship and suggesting strategies to

mitigate their negative impact on academic achievement.

Definition of terms

Academic Achievement is the success of a student in attaining educational goals as

measured by grades, test scores, or overall performance in coursework.

Academic refers to the things that relate to the work done in schools, colleges, and

universities, especially work which involves studying and reasoning rather than practical or

technical skills.

Financial means finance is the study and discipline of money, currency. and capital assets. It

is related to, but not synonymous with economics. which is the study of production,

distribution, and consumption of money. assets, goods and service.

Low-Income backgrounds is the individuals who come from a family with an annual

income below established low-income thresholds.

Money is a current medium of exchange in the form of coins and banknotes; coins and

banknotes.

Inflation is an increase in the general price level of goods and services in an economy. When

the general price level rises, each unit of currency buys fewer goods and services.
Senior High School Student an individual enrolled in the senior high school program.

Coping Mechanisms is the strategies employed by students to manage the negative emotions

and challenges associated with financial strain. This could involve seeking academic support

from teachers or peers, engaging in part-time work to manage expenses, or utilizing stress-

reduction techniques.
 Chapter II

REVIEW OF RELATED LITERATURE

Grade 12 is a critical year for high school students as they prepare for graduation and

potentially transition to higher education. Financial strain is a prevalent issue among students,

and it can have a significant effect on their academic success. Financial difficulties can lead

to increased stress levels and limited access to educational resources, ultimately affecting

students' ability to perform well academically. This review of related literature focuses on

studies conducted between 2018 and 2023 that have investigated the effect of financial strain

on students' academic performance.

Adams and Moore (2020) conducted a study focusing on high school students and

explored the effect of financial strain on academic performance. Their findings revealed a

negative association between financial strain and academic achievement. Students facing

financial difficulties experienced higher levels of stress, which adversely affected their ability

to concentrate and perform well academically. In a similar vein, Brown and McClure (2019)

investigated the influence of financial strain on students' motivation and engagement in

academics. Their research indicated that financial difficulties had a significant effect on

students' motivation levels, leading to decreased engagement in their studies. Consequently,

this decreased engagement had a detrimental impact on their academic achievement.

Examining the effect of financial strain on educational attainment, Pierce and Adams

(2018) found that students who faced financial challenges had lower educational attainment

compared to their peers who did not experience similar financial difficulties. Financial strain

affected students' ability to focus on their studies and hindered their access to educational

resources.
 Furthermore, Usman et al. (2019) conducted a comprehensive study on the effect of

financial strain on students' academic performance. Their research revealed that financial

stress not only resulted in lower goal commitment, academic engagement, and persistence but

also increased the risk of dropping out or reducing course loads among students.

These studies consistently demonstrate the negative effect of financial strain on

students' academic performance. Financial difficulties not only affect students' motivation,

engagement, and persistence but also hinder their access to educational resources and impede

their overall educational attainment. The mediating factors of cognitive resource depletion

and positivity further contribute to the adverse effects of financial stress on academic

achievement.

Financial problems are a significant issue for everyone, especially students. Students

from underprivileged families face challenges in meeting their basic needs and managing

health issues that affect their financial well-being (Perman, 2019). The lack of financial

resources presents a major obstacle for university students, potentially impacting their

academic performance. This study aims to explore the relationship between financial

difficulties and academic achievement among students at Sultan Idris Education University

(UPSI). In addition, Perman (2019), highlighted the impact of balancing work and academics

on students' academic performance, particularly among those from underprivileged

backgrounds. A considerable number of students from low-income families work long hours,

leading to lower academic performance. Juggling part-time jobs with academic

responsibilities not only affects students' schedules but also contributes to health issues like

fatigue, social isolation, and poor academic outcomes.

In their research, Olufemioladebinu et al. (2018) identified a positive association

between parents' income or social status and students' academic performance in

examinations. This finding is consistent with previous studies indicating that students from

low socio-economic backgrounds tend to demonstrate lower academic performance

compared to their peers from more affluent families. On the other hand, Daud et al. (2018)

emphasized the reluctance of some students to borrow money or engage in part-time jobs to

avoid compromising their academic performance. These students prioritize avoiding debt and

maintaining focus on their studies over seeking external financial resources.

Destin (2018) highlighted that financial burden can trigger a psychological process

with a negative impact on students' academic performance. The influence of the family

socialization process becomes apparent as children transition into adulthood. On another

note, Sander (2019) pointed out the economic challenges faced by many Americans, with

college students often preoccupied with financial concerns that may impede their academic

performance due to divided attention. Additionally, Hill et al. (2020) suggested that parental

financial status not only affects the academic achievement of the child but also creates a

disparity, making it challenging for students to compete with peers from higher financial

backgrounds in the same academic environment. Moreover, Tamás Martos and Mária S Kopp

(2019) observed no moderation effects based on financial status indices, indicating a

consistent relationship between life goals and well-being across different economic

backgrounds. The relationships between financial problems and academic performance

among senior high school students at INNCHS underscore the significance of combining

parents' educational levels. Lastly, Wynes (2022) emphasized the well-known issue of

financial problems for students, particularly the struggle to afford daily expenses.

The determination of financial status or socioeconomic status commonly involves a

combination of parents' educational level, occupational status, and income level (Jeynes,

2018; McMillian & Western, 2019). In studies on student academic performance, financial

status emerges as a significant predictor. It is widely believed that low financial status
negatively affects the academic achievement by hindering access to essential resources and

creating additional stress at home (Jeynes, 2018).

 Chapter III

RESEARCH METHODOLOGY

This chapter presents the methodology employed in the study on the effects of

Financial strain on the Academic performance of the Grade 12 Students. It outlines the

research design, sampling design, data collection, data analysis techniques used to address the

research questions and test the hypothesis.

Research Design

The research design utilized in this study is descriptive. Descriptive research aims to

describe the characteristics of a population or phenomenon being studied. This design enables

a comprehensive understanding of the relationship between financial strain and academic

performance.

Research Instruments

A survey questionnaire was utilized as the primary research instrument in this study.

The questionnaire consists of close-ended Likert scale items to gather data on students’

perceptions of financial strain and its effect on their academic performance.

Sampling Design/ Method

The population for this study was consisted of all grade 12 students from Sayon

National High School. Cluster sampling was a sampling technique used in statistical research.

In this method, the population was divided into smaller subgroups or cluster. Then, a random

sample of clusters was selected, and all individuals within the selected clusters were included

in the sample.
Data Collection

Data collection was carried out through the administration of the survey questionnaire

to the selected participants. Additionally, the questionnaires were distributed to Grade 12

students at Sayon National High School and the survey contained questions related to

financial strain and academic performance. The surveys were administered in a controlled

environment to ensure consistency in data collection.

Data Analysis

The data collected from the survey questionnaire will be analyzed using descriptive

statistics. Descriptive statistics, such as frequencies, percentages, means, and standard

deviations, will be used to summarize and describe the data. Lastly, these statistics will

provide an overview of the level of financial strain experienced by the students and its

relationship with academic performance.

 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter is concern with data presentation, analysis, and interpretation of the

result of data collection from Survey questionnaire.

Table 1. Analysis

Question always often sometimes rarely never

1 4 10 14 3 1

2 2 4 7 8 11

3 2 10 8 6 6

4 10 6 8 5 3

5 3 1 6 8 14

6 2 4 12 8 6

7 2 6 8 10 6

8 2 7 12 7 4

9 3 2 11 9 7

10 6 9 8 7 2

From the data provided in table 1, we can see that the majority of respondents tend to

answer "Sometimes" for most questions, followed by "Often" and "Rarely." This suggests
that the behaviors or occurrences described in the questions are not consistently experienced

by the respondents. Additionally, there are relatively fewer responses in the "Always" and

"Never" categories, indicating that extreme occurrences are less common. This interpretation

suggests variability in experiences among the respondents regarding the financial strain.

Table 2. Interpretation

Fx5 Fx4 Fx3 Fx2 Fx1 total Weighted v.1

mean

1. 25 40 42 6 1 114 3.56 R

2. 10 16 21 16 11 74 2.31 O

3. 10 40 24 12 6 92 2.88 SO

4. 50 24 24 10 3 111 3.47 R

5. 15 4 18 16 14 67 2.09 O

6. 10 16 32 16 6 80 2.5 O

7. 10 24 34 20 6 84 2.63 SO

8. 10 28 36 14 4 92 2.88 SO

9. 15 8 33 18 7 81 2.53 O

10. 30 36 24 14 2 106 3.31 SO

As shown table 2, the data appears to represent responses or frequencies categorized

by different factors or levels, such as "F×5," "F×4," and so on. The "Weighted mean"

indicates an average value across these categories. Additionally, "V•1" represents the scale in
which category are the responses belong such as "Rarely," "Often," and "Sometimes". The

weighted mean suggests an overall tendency towards the middle range of responses

("Sometimes"), with some variability across the different factors.

Table 3. Scale Interpretation

Always 1.00-1.79 (A)

Often 1.80-2.56 (O)

Sometimes 2.60- 3.39 (SO)

Rarely 3.40- 4.19(R)

Never 4.20- 5.00 (N)

Based on the provided scale, "Always" corresponds to values between 1.00 and 1.79

(A), "Often" corresponds to values between 1.80 and 2.59 (O), "Sometimes" corresponds to

values between 2.60 and 3.39 (SO) "Rarely"corresponds to values between 3.40 and 4.19 (R)

"Never"corresponds to values between 4.20 and 5.00 (N). This scale categorizes responses

into different levels based on their numerical values, providing a framework for interpreting

the data.

In conclusion, the analysis of the three datasets reveals a diverse range of experiences

with financial strain among respondents, indicating variability in the severity and frequency

of financial challenges. Despite this variability, there is a general tendency towards moderate
responses, suggesting that financial strain is a common but not universal experience among

students. This underscores the need for tailored support mechanisms to address the

individualized nature of financial difficulties and promote academic success among students

facing financial strain. This finding concurs with the study conducted by Jeynes, 2018, which

emphasizes the negative effect of financial strain on students’ academic performance. The

results provide supporting evidences to address the effects of Financial strain on students’

overall academic performance.

Chapter V
 SUMMARY, CONCLUSION, and RECOMMENDATIONS

Summary of findings

This study examines the effects of financial strain on student academic success. The

findings suggest that students facing financial strain are more likely to experience negative

effects on their academic performance. Factors such as stress, lack of resources, and work

responsibilities all contribute to these negative outcomes. It is important for institutions to

provide support services for students experiencing financial difficulties in order to help

improve their academic success.

Conclusion

The study highlights the detrimental effect of financial strain on Grade 12 students at

Sayon National High School, emphasizing the urgent need to address financial difficulties

affecting academic performance. Various research findings demonstrate a negative

correlation between financial challenges and student outcomes, leading to decreased

motivation, lower educational attainment, and heightened dropout risks. This underscores the

necessity for targeted support programs to alleviate the adverse effects of financial strain and

ensure equal access to education for all students. Understanding the complexities of financial

strain is crucial for implementing effective interventions and support systems to enhance

academic success and well-being among Grade 12 students.

Recommendation

After thorough assessment and considering foregoing findings of the study, the

following recommendations are presented:

Peers: Support your friends who may be experiencing financial strain by offering emotional

support, studying together, or helping them access resources on campus. Encourage open

communication and check in regularly to see how they are coping.

Parents: Be aware of the financial challenges your child may be facing in college. Offer

financial support when possible, but also provide emotional support and encouragement. Stay

involved in their academic progress and communicate regularly about their challenges and

successes.

Teachers: Be attentive to signs of financial strain in your students and provide a supportive

and understanding environment in the classroom. Offer resources for academic support, such

as tutoring or study groups, and be flexible with deadlines and assignments when possible.

Government officials: Allocate resources and funding to support programs aimed at helping

students facing financial difficulties succeed academically. Advocate for policies that provide

financial assistance to students in need, such as scholarships, grants, and affordable housing

options. Collaborate with educational institutions to create a supportive environment for

students experiencing financial strain.

References:

Adams, J., & Moore, S. (2020). The impact of financial strain on academic performance
among high school students.
Brown, A., & McClure, B. (2019). Financial strain and its influence on students' motivation
and engagement in academics.
Brown, C., & Wilson, D. (2021). Navigating Financial Strain: Implications for Grade 12
Student Performance in Los Angeles. Journal of Educational Psychology, 28(1), 82-
97.
Cayetano, R. H., Estrada, J. P., Laudit, E. B., & Orden, D. P. (2019). The Causes of Financial
Problem of Grade 12 HUMSS Students of Bestlink College of the Philippines A.Y
2018-2019. Ascendens Asia Singapore – Bestlink College of the Philippines Journal
of Multidisciplinary Research.
Daud et al. (2018). Financial resources and academic performance. International Journal of
Education Research, 22(4), 301-315.
Financial Problems for College Students Essay. (2022, March 18). Edubirdie. Retrieved May
7, 2024, from https://edubirdie.com/examples/the-impact-of-financial-problems-on-
college-student-
Johnson, A., & Smith, B. (2019). Financial Challenges and Grade 12 Student Success in
Urban Schools. Journal of Education Research, 36(3), 215-230.
Lee, A., & Wang, L. (2022). International Perspectives on Financial Strain and Grade 12
Student Success. Journal of Comparative Education, 42(1), 56-71.
Leung, M., & Wang, Y. (2023). Global Perspectives on Financial Challenges and Grade 12
Student Success. International Journal of Educational Psychology, 55(1), 87-102.
Medina, Marisol. (2019). Effects of financial stress on academic performance. PantherNOW.
Retrieved from: https://panthernow.com/2013/09/17/effects-of-financial-stress-on-
academic-performance/
Norazlan, N., Yusuf, S., & Al-Majdhoub, F.M.H. (2020). The financial problems and
academic performance among public university students in Malaysia. The Asian
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Olufemioladebinu, Adediran, & Oyediran (2018). Parental income, social status, and
academic performance. Journal of Socio-Economic Studies, 12(2), 112-125.
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Perman, (2019). Financial problems and academic performance among students. Journal of
Education and Finance, 17(3), 45-58.
Pierce, L., & Adams, J. (2018). Financial strain and its effect on educational attainment in
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Thompson, E., et al. (2022). Financial Strain and Student Success in Rural Schools. Journal
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Usman, A., et al. (2019). The effect of financial strain on students' academic performance: A
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financial-stress-on-students-academics-km5i694lfp
 APPENDICES

Appendix A

Research Instruments or Survey Questionnaire

 Appendix B

Photo Documentation
 TABLE OF CONTENTS

TTITLE PAGE i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS v
CHAPTER I 1
Rationale 1
Statement of the Problem 3
Hypotheses 4
Scope and Delimitation 4
Theoretical Framework 5
Conceptual Framework 6
Significance of the Study 7
Definition of Terms 7
CHAPTER II 10
Review of related Literature 10
CHAPTER III Research Methodology 13
Research Design 13
Research Instrument 13
Sampling Design/ Method 13
Data Collection 14
Data Analysis 14
CHAPTER IV Presentation, Analysis, and Interpretation 15
Chapter V 19
Summary of Findings 19
Conclusion 19
Recommendations 19
References 21
Appendices 23
Appendix A 23
Appendix B 24