The Relationship Between Students' Financial Stress and Academic Performance

Republic of the Philippines
City of Taguig
Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village
Army’s Angels Integrated School Inc.

The Relationship between Students’ Financial Stress
And Academic Performance
In Partial Fulfillment
Researcher(s)
Baltisoto, Nicole
Banico, Jhalm Rensyl
Ditan, Mabel
SanBuenaventura, Nica
Taniegra, Karen
Urgel, Windelyn
July, 2019
City of Taguig

Chapter 1
INTRODUCTION
The Purpose of this study was to determine the relationship financial stress and academic
performance for students who enrolled in Army’s Angels Integrated School. A report by
the Education Trust (Burd, 2004) suggests that factors such as stress cause too many
financially needy students to drop out of college. A risk factor that often makes it difficult
for students complete their college education working full time (Choy, 2003). The other
students if they not capable to pay their miscellaneous fee it would be cause a stress or
financial stress for them. Sometimes other schools have a lot of activities and you need to
participate.
Higher education is an important purpose for many students. The value of higher
education is well known, as the statistics about how a degree can improve employment
opportunities are often cited. While the value of higher education is not often disputed, the
value it holds individual students could be. There are students who put a lot of time and
efforts into their studies and graduate with an exceptional academic status.
This is an especially significant point when the high level of investment that students put
into their education is taken into consideration. Students and their families are also
responsible for paying upon thousands of pesos to attend their college or university they
like. The goal of education is to help students meet their academic and professional
goals. (Amber Weaver’s Honor Thesis, 2013). Financial stress is for all of us, not only
among students but it is also for those who work.

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Some students they lack of sleep because they working full time in their work they need
to do that to pay their bills on their school but sometimes their academic performances
get affected by that.
Family stress is also effect on student’s academic performance. It also affects
cognitive ability it will affect your ability to focus if you are worried about your serious
issues. Starting at the basic education level, almost 20% of Filipino children who dropped
out of school mentioned insufficient financial resources the main reason for quitting
school (Philippine Statistics Authority, 2015). Other source of financial stress of the
students is the higher education. Not every student is able to study without financial
support from a parent. If there is no financial support from parent it is a big problem for
them and this will affect their academic performance. What they can do is work for their
school needs and for their family even it can affect by the academic performance because
of lost sleeps. According to Ohio Student Financial Wellness Survey, 71% of the sample
reported feeling stress from personal finances. Other students like us that confront the
financial stress, other people like principal, teachers, and the administrators of the school
should be understand and concern to us. There’s a lot of stress that we looking forward
like personal financial difficulties that they give a challenge for us. Financial stress
referred to the amount of stress a student had about their financial situation and academic
satisfaction referred to a student’s capacity with their academic performance and
achievement.
City of Taguig

Background of the Study
According to Blumberg and Pringle (1982), categories of these factors include
capacity to perform, willingness to perform, and opportunity to perform. Knowledge, skills,
and intelligence contribute to a student’s capacity to perform. In these studies, the
researchers must be seek the impact of the financial stress to know the issues of
psychosocial, identified distress, low self-esteem and poor physical health. Financial
stress in the general population is relevant to financial stress experienced by students in
Army’s Angels Integrated School in a number of ways and so is applicable to this study.
Financial stress is a widespread; this significant because financial stress
connected by health problems and it really affects your health. The relationship between
financial stress and academic performance the students’ needs a positive influence to
make their goals achieve. Some students they dealing with anxiety and depression
because of financial problem, when unhealthy coping behaviors like they trying to drink
alcohol or smoking to make leads to more stress or less money for our self-care.
According to Science Daily they also found that students who had considered not
going to university or had considered abandoning their studies for financial reasons had a
greater deterioration in mental health over time. And according to Nicky Passmore, a
student like us is needed to focus to our studies and not be adversely affected by financial
difficulties.
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Theoretical Framework
Psychology theories on stress guided this study. Stress is an individual’s reaction
to an external demand or the absence of means (Seyle, 1956, 1974). Financial stress is
“the unpleasant feeling that one is unable to meet financial demands, afford the
necessities of life, and have sufficient funds to make end meet” (Davis & Manter, 2004,
p.4). For students, financial demands could include tuition or loan payments. The study
found that students who evidenced financial stress perceived a less supportive campus
environment, but tended to participate in more academically beneficial activities. The
results indicated the magnitude of the impact financial stress varied by the type of
financial stress coping strategy used.
Figure 1: Roy Adaption Model

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Hypotheses
Based on considerations and previous research, these hypotheses deal with the
relationship between the stressor, financial support by parents, and to achieve the
academic performance. This study as a potential source of psychological stress was
change in financial well-being as reported by students and parents. We all know not all
parents can give a financial support by their children because of poverty. The nature of
motivation specially by the parents, teachers and self- motivation.
Conceptual Framework
Input Process Output
 Demographic profile
 Gather data
of the respondents
 Conducting seminars
administration through
* Sex
survey or questionnaire
*Socio-economic
status
 Student financial
status
* Class attendance
* Class participant
FEEDBACK
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Statement of the Problem
The study aims to identify the student’s financial status and academic performance
of Senior High School in Army’s Angels Integrated School.
This specifically aims to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Sex
1.2 Socio-economic status
2. How does a student financial status in terms of:
2.1 Class attendance
2.2 Class Participant
3. Is there significant difference between the assessments of the respondent if they are
grouped according to their profile variables?
4. Based on the study, can be conducted to inform the students on proper budgeting.
Significance of the Study
The study has the intention to enlightening and guiding students how to cope up
the financial stress the senior high school in Army’s Angels Integrated School. In order to
help them to achieve their academic performance are trying to cope up the financial
stress to grab a degree in the future.
Students – to motivate their learning and acquiring enhance academic achievements.

City of Taguig

Parents – is to influence their children to associate with the behavior in financial stress
and to help their children in financial support what they need.
Teachers – is to help the students for their academic performance and moral support.
Scope of the Study and Delimitations
This study covers the senior high school students in Army’s Angels Integrated
School. The study of The Relationship between Students’ Financial Stress and Academic
Performance that the researchers have identified and narrowed down to provide an
accurate and adequate data in fulfilling study. The researchers they conclude the new
source that they will get in the further researcher in other school.
Definition of Terms
Miscellaneous - Including many things of different kind
Disputed - to say or show that (something) may not be true, correct, or legal.
Cognitive Ability - is a term referring to a human’s ability to process thoughts that should
not deplete on large scale in healthy individuals.
Psychosocial - relating to the interrelation of social factors and individual thought and
behavior.
Distress - extreme anxiety, sorrow, and pain.
Stressor - something that causes a state of strain or tension.

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Chapter 3
METHODOLOGY
This chapter will present the research design, respondents of the study, locale
of the study, sampling technique, research instrument, and data gathering process. A
descriptive method such as frequency and percentage computation analysis of variance
and analysis was used to describe the general findings of the study. A survey instrument
was too utilized to gather data.
Research Design
This study utilized the descriptive survey design. It involves the elements of
interpretations of the meaning or significance of what is described. Therefore, description
is often combined with comparison and contrast involving measurement, classification,
interpretation, and evaluation. The process of descriptive research will be used to
determining the relationship between students’ financial stress and academic
performance in Army’s Angels Integrated School of the Academic Year 2019-2020.
Respondents of the Study
The respondents of this study will involve about one hundred on (101) of the
grade 12 senior high school students Accountancy, Business and Management strand at
Army’s Angels Integrated School. This study was accomplished in Army’s Angels
City of Taguig

Integrated School, our school is named after the Army in the City of Taguig. The grade 12
in Accountancy, Business and Management strand class were divided into 3 sections with
32-35 students in every classroom and we decided we would take one (1) section on
different strands so we could survey them and were enrolled for the academic year 2019-
2020. In identifying the included participant, the researchers used simple random
technique or known as the fishbowl technique.
Table 1
Respondents of the Study
Respondents Population Percentage
Nietzsche 30 33.33
Marx 30 33.33
Maslow 30 33.33
Total 90 99.99
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Research Locale
Figure 2. The map of Army’s Angels Integrated School
This study was conducted at Army’s Angels Integrated School located at Block 24 Lot 2,
3, 4 & 5 Salazar Street Central Signal Village, Taguig City. This is a private school in
Taguig City. Now, the class in this is held two (1) shift (afternoon).
Sampling Techniques
The total participants were obtained using the slovins formal. From the entire
population of one hundred one (101) grade 12 students, ninety (90) were participating.
The selection of ninety (90) students were made by listing them total number of grade 12
student in Accountancy, Business and Management in Army’s Angels Integrated School.

City of Taguig
The study was conducted among the selected in Accountancy, Business and
Management in Army’s Angels Integrated School located at Salazar Street Central Signal
Village, Taguig City. The researchers get the valid result of the respondent through
random sampling. Random sampling is a subset of individually chosen from a larger set
(a population). It is an unbiased surveying techniques and basic type of sampling, is the
very object has the same probability of being chosen.
Research Instrumentation
The instrument used was a researcher-made questionnaire checklist to gather the
needed data for the student’s profile. In the preparation of the instrument, the
requirements in the designing of good data collections instrument were considered. For
illustration, statement describing the situations issues pertaining was toned down to take
the knowledge preparedness of the respondents. As demonstrated, the instrument is
authorized to obtain valid responses of the senior high school students.
Data Gathering Procedures
When the researchers already identified the numerical value of the reliability and
validity of the research instrument, the following course of action were followed right after
the survey. Every research instrument was administrated to all target respondents during
their break time to insure that no classes would be disturbed. As soon as everything was
City of Taguig
set questioners was distributed. Questions, if there was any was clarified. Each
respondents were given ample time to fulfill the research instrument. The said
questioners may be answered within the maximum time 5 minutes. The researchers leave
the questionnaires to the respondents who necessitate more time, but they were collected
at their convenience.
Statistical Treatment of Data
The following statistical measures and treatments were used in the gathering the data.
Slovin Formula (n). This tool was used to find out what sample of a population.
n= N
(1 + N 𝒆𝟐 )
Where:
n = Slovin
N = Total Population
𝒆𝟐 = Margin of error
Frequency Distribution (f). This tool was used to facilitate the tallying and
counting of the frequencies falling under each category. In addition, the same was used to
measure the responses on the profile of the students at Army’s Angels Integrated School.
City of Taguig
Percentage (%). This tool will be used to find out the part of the whole
respondents profile based on the frequency/tally gathered. The following formula will be
used to determine the same based on the profile variables determine.
f x 100 = Percentage
Table 2
Questionnaire’s Likert Scale, Range of Means and Interpretations
Scale Range of Interpretations

Means
4 3.26- 4.0 Strongly Agree
3 2.51- 3.25 Agree
2 1.76- 2.50 Moderately Agree
1 1.0- 1.75 Not Agree
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Chapter 2
Review of Related Literature and Studies
Very few studies have examined factors related to the likelihood of reporting
financial stress. Brougham, Zail, Mendoza, and Miller (2009) examined different sources
of stress, including academics, financial, family, social, and daily hassles, but the primary
focus of their study was to identify coping behavior among students.
For instance, Davidson et al., (2011) reported, “financial stress is heavily correlated with
poor money management skills, with a very direct relationship between the degree of
financial stress someone faces and their ability to manage their expenses, control their
debt, and pay their bills on time” (p.3) suggesting causation as directly related to a
persons’ money management behaviors. The economic well-being of the country is also
a factor related to student’s financial stress because it directly impacts tuition and other
educational expenses as well as the level of federal student financial aid made available
to qualifying students (Curran, 2009; Farrell, 2005; The guide to Federal Student Aid
2001-12).
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Some of the literature suggested, and rightly so, financial stress is not a sole
determinant of academic outcomes, however, when financial hardships present as a
significant challenge to students’ sense of stability and adaptive capacities the
socioeconomic status of the general student body and the ranking of the institution should
also be taken into account (Mehta, et al., 2011; Pryor, Hurtado, De Angelo, Palucki &
Tran, 2010; Kadison & DiGeronimo, 2004) in any assessment of stress.
For one, financial stress of the families of dependent undergraduate residential
college women has an impact on family contribution to the cost of college and so has
implications for academic functioning, retention and completion rates (Mehta, et al., 2011;
Kadison & DiGeronimo, 2004; Pryor, et al., 2010; Robb 2011). In many families prior to
enrolling in college some undergraduate residential college students worked and
contributed to family budgets and so attending college not only increases family
expenses, it reduces family income (Giancola, Grawitch & Borchert, 2009; Greer &
Brown, 2011; Joo et al., 2008; Pryor et al., 2010; Robb, 2011).
Considering the inadequate threshold of the federal poverty line a family’s
income may not be high enough to make ends meet, but may be too high for their student
to qualify for federal assistance, which uses household income standards to determine
eligibility for financial aid (Robb, 2011). Financial aid packages are usually a combination
of grants, work-study benefit, and loans that enter repayment six months after graduation.
Further, the literature also suggests that the U.S. economic wellness as a whole has an
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impact on the level of federal financial assistance, need based and merit scholarships
available to 19 students. However, allotted funds for federal financial aid does not match
the rising cost of a college education, and does not cover expenses beyond the direct
cost of attendance (Curran, 2009; Farrell, 2005; Joo et al., 2008; Pryor et al., 2010; Robb,
2011). On the other hand, Shim et al. defined healthy or positive financial behavior
indictors as the set of desirable behavior that help young and adults achieve the
financial, economic, and interpersonal goals that are important to them. Behavior such
awareness of debt owed, checking for the lowest interest rate before borrowing, saving,
budgeting, and keep financial goals have been shown to be positively related to lower
reported levels of financial stress and increased financial well-being (Gutter, Garisson &
Copur, 2010; Xiao et al., 2009
As discussed by Northern et al. (2010), some researchers have used financial
data exclusively to measure financial stress. While being unable to pay bills and other
financial difficulties may indeed produce stress, there are important psychological aspects
of stress that may be missed when using financial data alone (Northern et al., 2010).
Being unable to pay bills on time may plausibly be a stressful event for one student, but
not for another student. Stress is certainly a complex construct, but the differences in
measurement of financial stress are likely a result of a lack of theory based research.
City of Taguig
Many of the studies mentioned above do not include an explanation of the theoretical
framework used to investigate issues related to financial stress.
In American College Health Association (2013), accordance in their study,
college students are frequently experience financial stress. According to recent national
survey 35% of said their finances were “traumatic” or “very difficult” to handle. The survey
of Trombitas (2012), %as focused specifically on financial stress and
found that four of stressors among students related to their personal finances.
In Inceptia’s study (2012), students, both those enrolled 1 ones who have recently
graduated, are under high level of stress. A number of factors contribute to students
stress, but very prominent are those related to student finances. Aside from this, the study
shows that one third of respondents said stressors have had a negative impact on their
academic performance. In the survey of National Survey of Student Engagement (2011),
seventy four percent of respondents are working during the academic year, the 15
percent of students are working full-time.
In Cooperative Institutional Research (2010), today’s incoming college students
are reporting high levels of poor mental health than ever before & financial stress is an
emerging is within this trend. In Northern, O’rien, & Goetz (2010) study, financial stress
defines as the inability to meet one’s economic responsibilities and is influenced by
attitudes, beliefs, and other psychological factors. Blonna (2010) pointed out that one
needs to know what it is and it causes, in-order cope with it well. He claims that students
experience stress since some are trying to cope up with the demands of adapting to a
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new living environment, new peers, academic pressure, and sexual concerns. Finances
were ranked as the second largest stressor among college students, following academics,
in the National College Health Assessment (ACHA, 2011).
Additionally, results from the 2012 National Survey of Student Engagement
(NSSE, 2012) indicate that finances are a significant concern for the majority of college
students and that three in five first-year students worry about paying for school and
having enough money for regular expenses. Furthermore, in a national survey of college
students and recent college graduates by Inceptia, four of the top five stressors identified
by currently enrolled college students were related to personal finances, such as the need
to repay loans, the cost of education, borrowing money for college, and the need to find a
job after school (Trombitas, 2012).
More recent surveys have found that financial concerns interfere with academic
performance (NSSE, 2012; Trombitas, 2012). A study by Trombitas (2012) found that one
third of respondents reported that financial stressors have had a negative impact on their
academic performance or progress. Lapp (2010) measured financial self-efficacy with
three items: (1) I was good at planning for my financial future, (2) I was satisfied with my
financial situation, and (3) I was able to save money. Higher financial self-efficacy was
associated with lower debt, fewer financial problems, lower financial stress, and higher
savings and financial happiness. Archuleta, Dale, and Spann (2013) explored
associations between financial anxiety among college students and measures of financial
satisfaction, financial debt, and demographic control variables. Financial self-literacy

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refers to individuals’ perceived ability to manage their finances (Lapp, 2010). It is related
to individuals’ self-confidence to carry out a financial management task (Lown, 2011) and
could reflect their financial skills.
Financing a stress in education has a become more difficult for students. Wages
have not kept with the cost of education (Baum & Ma, 2012), limiting parents ability to
help pay for their child’s education. It is been concluded that study behavior of students
and their attendances are more important and affective towards their academic
performance as compared to the utilization of their text7 books (Berry, Cook, Hill stevens,
2011)
Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter presents the data gathered, the result of the statistical analysis done
and interpretation of findings. These are presented in tables of the following the sequence
of the specific research problem regarding The Relationship between Students’ Financial
Stress and Academic Performance.
Table 3
Distribution of Students’ Profile of Respondents the in terms of Sex
Sex Frequency Percentage (%)

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Female 60 66.67%
Army’s
Male
Angels Integrated
30
School Inc.
33.33%
Total 90 100%
Table 3 shows the frequency and percentage distribution of the respondents in terms of
sex. Majority of respondents were females with a frequency sixty (60) and the percentage
of 66.67% while male respondents were thirty (30) with a percentage of 33.33%.
Table 4
Distributor of Students’ Profile of Respondents in terms of Social Status
Social Status Frequency Percentage (%)
Upper 13 14.44%
Middle 70 77.78%
Lower 7 7.78%
Total 90 100%
Table 4 shows the frequency and percentage distribution of the respondents in terms of
social status. First, the majority of respondents were upper with a frequency of thirteen
(13) and the percentage of 14.44%. Second, respondents were middle with a frequency
City of Taguig
of seventy (70) with a percentage of 77.78%. And lastly, respondents were lower with a
frequency of seven (7) with a percentage of 7.78%.
Table 5
Distributor of Students’ of Respondents the in terms of Class Attendance
Indicators Mean Interpretation

1. I have absences in class because I
don’t have allowance and I can’t afford
the transportation. 1.54 Not agree
2. I am often late in class because I
walk, instead of riding vehicles to save 1.54 Not agree
money.
3. I have trouble to go to school

because of financial struggle that I feel 1.54 Not agree
less like I’m not belonged in school.
4. Can’t to go to school because I am

thinking about what I’m going to spend 1.54 Not agree
in school that I should just spend at
home.
Over all mean 1.54 Not Agree
Table.5 Display the distribution of Student’s Profile in terms of Class Attendance. Most of
the students have their class attendance frequency of 1.54 with the Interpretation of Not
Agree.
Table 6
Distributor of Students’ Profile of Respondents the in terms of Class Participant

City of Taguig
Army’s
Indicators
Angels Integrated
Mean
1. I have poor participation in
School Inc.
Interpretation
class because I think too much 1.68 Not agree

about my expenses in school that
its even affects my studies.
2. Can’t participate in school
activities because I could not 1.64 Not agree
find ways to pay outstanding
fees.
3. I am having a problem when
there’s a grouping on class and
we need to buy something I 1.77 Not agree
can’t even give some money to
pay for those things that we will
be needed.
4. Can’t socialize to other
students because I’m afraid to 1.59 Not agree
be judged because of my
financial status
Over all mean
1.67 Not agree
Table.6 illustrates that the most of the Students in terms of Class Participant with the
frequency of 1.77 or with the interpretation of Not Agree. On the other hand the smallest
frequency of 1.59 or with the interpretation of Not Agree as their Class participant.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
This chapter presents the summary, the conclusions drawn and the recommendations
made as a growth of this study. This study is on the relationship between students’
financial stress and academic performance.

City of Taguig
Summary of Findings:
The following are the results of the data gathered from the previous chapter:
1. Profile of the students respondents in terms of the following:
According to the frequency and percentage distribution of respondents in terms of
sex. Majority of the respondents were females with a frequency of sixty (60) and
percentage of 60% while male respondents were thirty (30) with a percentage of 30%.
According to the frequency and percentage distribution of respondents in terms of
socio-economic status. Majority of the respondents were conducted from upper class
with a frequency of thirteen (13) and a percentage of 13% were in the middle class with a
frequency of seventy (70) and a percentage of 77.78% and lower class with a frequency
of seven (7) and a percentage of 7.78%
2. Student financial status in terms of the grade 12 students.
The level of competency of the Grade 12 students that can be seen on the table
6. “NOT AGREE” with an overall mean of 1.67. This infers that the students from Abm
students are “NOT AGREE” not experiencing the indicators from above that financial
stress and academic performance of the Grade 12 students.
Conclusion
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As the conclusion, has provided useful insight financial stress among senior high
school. Ninety out of one hundred one respondents are all middle in financial status. The
overall mean in Students’ of Respondents the in terms of Class Attendance and Class
Participation are all interpreted as “not agree”, respectively.
Financial stress, and its associated negative health and academic outcomes, is a
one of the serious concern for those students today not only for senior high but for all
students. While the conclusion of stress among senior high students have not been
adequately explored. This study provides an survey of financial stressors that are
associated probability of reporting financial stress, as well as possible factors that could
be targeted to help students respond to financial stressors. Future research should use
experimental designs to test for casual relationships between the variable explored in this
study.
Recommendation
Deped. Should monitor schools where too much activities performance for students and
there are some students can’t afford expenses in school.
AAIS Administration. Should not pressure students for those activities that they do in
school.
Teachers. Should not pressure students for their high grades.
Students. Should avoid too much pressure in time of doing activities and too much
expenses, save money if necessarily.

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Classmates. Should give or help their follow classmates when no budget when doing
activities to avoid financial stress.
Parents. Should motivate their child and have enough money for their study.
Future Researcher. Should conduct a research which is inlined and related to this
research.
APPROVAL SHEET
This thesis proposal entitled ‘The Relationship between students’ Financial Stress
and Academic Performances’, prepared and submitted by Baltisoto, Nicole, Banico,
Jhalm Rensyl, Ditan, MabeL, SanBuenaventura, Nica, Taniegra, Karen, and Urgel,
Windelyn, in partial fulfillment for the requirements of Practical Research 2, has been
examined and is hereby recommended for Oral Examination.
Ms. Chartlotte Calauad

City of Taguig
Practical Research 2 Adviser

Approved in partial fulfillment for the requirements of Practical Research 2 by the
committee on oral examination with a grades of ___ on October 18, 2019.
Mr. Joel J. Baloro, Jr.
OIC
Accepted in partial fulfillment for the requirements of Practical Research 2
Dr. Felicidad Benavidez
Principal
ACKNOWLEDGEMENTS
We deeply grateful to many people without whom this thesis would not have been
accomplished. We thank my thesis advisor, Ms. Charlotte Calauad, for her patience,
understanding, and the calming presence she brought to this process, which at times
seemed impossible. Finally yet importantly, we thank my family for being patient with and
supportive of me during this process even when it meant I had to spend countless hours
away from home and was generally preoccupied with research and writing.
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DEDICATION
City of Taguig
This research is lovingly dedicated to God and to our parents

who have been our constant source of inspiration and gave us strength
when we thought giving up.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF FIGURES vi
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LIST OF TABLES vii

ABSTRACT ix
CHAPTER I PROBLEM AND ITS BACKGROUND 1
Introduction 1
Background of the Study 3
Theoretical Framework 4
Hypotheses 5
Conceptual Framework 5
Statement of the Problem 6
Significance of the Study 6
Scope of the Study and Delimitations 7
Definition of Terms 7
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES 9
CHAPTER III METHODOLOGY 15
Research Design 15
Respondents of the Study 15
Research Locale 17
Sampling Techniques 17
Research Instrumentation 18
Data Gathering Procedures 18

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Statistical Treatment of Data 19

Army’s PRESENTATION,
CHAPTER IV
Angels Integrated School Inc.
ANALYSIS, AND INTERPRETATION 21
OF DATA
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS AND 24
RECOMMENDATION
Summary of Findings 24
Conclusion 25
Recommendation 26
LIST OF FIGURES
FIGURES PAGES
Figure 1 4
LIST OF TABLES
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TABLES PAGES
Table 1 16
Table 2 20
Table 3 21
Table 4 22
Table 5 22
Table 6 23
ABSTRACT
Title : The Relationship between Students’ Financial
Stress And Academic Performance
Researchers : Baltisoto, Nicole
Banico, Jhalm Rensyl

City of Taguig
Ditan, Mabel
SanBuenaventura, Nica
Taniegra, Karen
Urgel, Windelyn
Adviser : Charlotte Calauad
Year : 2019
Level : Accountancy, Business and Management
Institution : Army’s Angels Integrated School
This study The Relationship between Students’ Financial Stress And
Academic Performance in Army’s Angels Integrated School. While financial
stress can disturb almost every corner of your life, when measuring its
affects, you need to focus on how it impacts three main areas your thoughts,
feelings and behaviors.
 Thoughts – Financial stress can cause persistent negative thoughts,
such as beating yourself up over past mistakes.

City of Taguig
 Feelings – Financial stress can cause feelings of fear, worry or regret

related to your finances.
 Behaviors - Financial stress can cause changes in your behaviors, lie
avoiding social occasions.

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Republic of the Philippines

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

And Academic Performance

Banico, Jhalm Rensyl

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

among students but it is also for those who work.

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

get affected by that.

Family stress is also effect on student’s academic performance. It also affects

satisfaction referred to a student’s capacity with their academic performance and

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

According to Blumberg and Pringle (1982), categories of these factors include

capacity to perform, willingness to perform, and opportunity to perform. Knowledge, skills,

and intelligence contribute to a student’s capacity to perform. In these studies, the

stress in the general population is relevant to financial stress experienced by students in

Financial stress is a widespread; this significant because financial stress

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

Psychology theories on stress guided this study. Stress is an individual’s reaction

environment, but tended to participate in more academically beneficial activities. The

financial stress coping strategy used.

Figure 1: Roy Adaption Model

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

academic performance. This study as a potential source of psychological stress was

motivation specially by the parents, teachers and self- motivation.

Input Process Output

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Army’s Angels Integrated School Inc.

of Senior High School in Army’s Angels Integrated School.

This specifically aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.2 Socio-economic status

2. How does a student financial status in terms of:

2.1 Class attendance

2.2 Class Participant

grouped according to their profile variables?

Significance of the Study

stress to grab a degree in the future.

Students – to motivate their learning and acquiring enhance academic achievements.

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

and to help their children in financial support what they need.

Scope of the Study and Delimitations

Miscellaneous - Including many things of different kind

not deplete on large scale in healthy individuals.

Distress - extreme anxiety, sorrow, and pain.

Stressor - something that causes a state of strain or tension.

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village

Army’s Angels Integrated School Inc.

descriptive method such as frequency and percentage computation analysis of variance

was too utilized to gather data.

interpretations of the meaning or significance of what is described. Therefore, description

is often combined with comparison and contrast involving measurement, classification,

interpretation, and evaluation. The process of descriptive research will be used to

determining the relationship between students’ financial stress and academic

performance in Army’s Angels Integrated School of the Academic Year 2019-2020.

Respondents of the Study

Gen Blk 24 Lots 2, 3, 4 & 5 Salazar St. Central Signal Village