CHAPTER 1

INTRODUCTION

Background of the Study

K-12 program was implemented in the Philippines in the year 2016, together with this,

additional specialized subjects were added to support the said curriculum, and one of those is

Business Finance among the students who are taking up the ABM (Accountancy, Business and

Management) strand.

Financial Education is increasingly important to the human beings. It is defined as the

process by which financial consumers improve their understanding of concepts and risks, and

through information, develop the skills and confidence to become more aware of financial risks and

opportunities, and to improve their financial well-being. Being financial literate is the ability to

understand how money works in the world. More specifically, it refers to the set of skills and

knowledge that allows an individual to be informed and make effective decisions with all of their

financial resources.

“Department of Education (DepEd) takes on various initiatives that include a financial

literacy program for the first two batches of SHS graduates, the integration of financial education

and consumer protection in its K to 12 Curriculum, a training program on financial literacy

especially designed for teachers, and financial inclusion mechanisms for students and schools in

urban and remote rural areas.” Indicated there that DepEd wants to see the outcome of

implementing the finance subject into the first two batch of Senior High School and how it can help

to increase the rate of employable high school graduates in the Philippines. They also want to see

the effect of this subject in the personal perspective of the students who will go to take it.

1
 According to an article Rappler entitled, “How do Filipino rank in Financial Literacy?”

written by Shad Loresco, the Philippines recorded 68 index points and ranked 8 th among 16 Asia-

Pacific countries covered by the latest master card index of financial literacy. The index of financial

literacy is a good measure of whether and how people in Asia Pacific region are making informed

decisions around their home finances. The ability to manage money involve skills includes the

everyday budgeting. Having the ability and skills in terms of managing money will improve the

understanding and knowledge about financial budgeting. Applying Finance subject can develop the

skills and confidence to become more aware of financial budgeting, managing, and as well as the

risks and opportunities.

As it is undeniable that money plays a vital role in today’s modernized world, it is crucial

that students develop their commercial knowledge from their early age. This will help them not only

to understand the financial ideas but also to make them confident to cope up with the daily financial

environment. For instance, business education in their school days helps them to understand the

value of money and how it works. In conclusion, researchers somewhat believe that financial

education in school programs is crucial as it promotes the student’s ability to understand and

implement daily business environment.

2
Statement of the Problem

This study aimed to determine the benefits of Finance subject in the personal budgeting of

Grade 12 ABM students in Technological Institute of the Philippines, Quezon City.

Specifically, the study wants to answer the following problems:

1. What is the demographic profile of the respondents?

1.1 Age

1.2 Daily Allowance

2. What are the benefits of Finance subject on the personal budgeting of Grade 12

Senior High School students based from the following factors:

2.1 Decision-making

2.2 Saving Practices

2.3 Expenditure Practices

2.4 Money Management Practices

2.5 Financial Stability

Scope and Delimitation

The essential focus of this study is to determine the benefits of finance subject towards the

personal budgeting of ABM Senior High School students in T.I.P. and also how they manage their

daily allowance. This study focuses on the students in the ABM strand who are currently taking up

Finance as one of their subjects in grade 12. The researchers will conduct this study inside the

campus of TIP where the respondents are located. This study will help to determine if finance

education can be a big help to the SHS, especially for those students who are into business. The

data will be gathered using survey method to evaluate if most of the ABM students have the

3
knowledge in doing a well prepared budget and be called “financial literate”. Lastly, the application

of Finance education in managing the money of SHS students should be considered and observed.

The Science, Technology, Engineering and Mathematics (STEM) and Humanities and

Social Sciences (HUMSS) strands are excluded in this research, since the subject Finance is just

exclusive for the ABM Strand. Only the ABM students from the AM shift will be participating as the

respondents of the study and will not involve ABM students from the PM shift and the TIP College

Students as well. The study does not focus on how Finance subject benefits the behavior of the

students in utilizing their budget, but instead, it focuses on the benefits Finance brings to the

personal practice of management and budgeting of the ABM students.

Significance of the Study

The study must be conducted to find out the benefits of Finance subject to the personal

money budgeting of Senior High School students from the A.B.M. Strand in Technological Institute

of the Philippines, Quezon City. The researchers believed that the result of this study will be of help

to the following:

To the Community

This study can help the community people by informing them on how to manage their

money properly and also, on how to allocate money-well. This research will surely serve as the

main guide to be aware and updated on allocating their allowance. They will be able to apply

Finance subject in terms of money management.

4
To the Students

This study can help ABM Students to be financially literate because it can give information

about the effects of Finance education on their personal budgeting that might serve as an eye-

opener on the importance of money management especially as future accountants and

businessmen. They will gain awareness about the responsibilities regarding personal budgeting

and managing their own money. They’re ensured that they will have a contribution to the economic

growth and poverty reduction in the future.

To Future Researchers

This study will serve as a reference for the future researches in studying the benefits of Finance

subject to the students' personal budgeting. The researchers will be able to know the ways on how

the Grade 12 SHS-ABM students manage their personal allowance, and their perceptions towards

the benefits of Financial subject on their budgeting plan.

5
 CHAPTER 2

REVIEW OF RELATED STUDIES AND LITERATURES

This chapter presents an overview of previous work on related topics that provide the

necessary background for the purpose of this research and which set context of the research.

Related Studies

The importance of financial literacy is obvious as it is typically used as an input to a model

that determines the need for financial education and explained variations in behavior and financial

outcomes such as savings, investment, and credit behavior. All studies find that having financial

knowledge does influence individuals to behave in a more financially responsible way (Idris et al.,

2013). The ability to process information and to make financial calculations appears to be an

especially important aspect of sound financial decision making, and a growing literature has linked

cognitive ability to financial behaviors and outcomes (Campbell, Giglio, and Pathak, 2011). The

student must be aware on how to budget their allowance and it is important to practice personal

budgeting for them to be financial literate.

According to Aileen Gajo, it is not enough that people work and get paid. It is also

important where to put their money and let their money earn as well. (Gajo,2013) She indicated

that we should learn how to allocate our budget and in order to achieve this, people should be

educated in learning finance education.

Based on foreign studies, there are consequences of having limited financial knowledge.

Individuals that are not aware of having a lower cognitive ability and financial knowledge are more

inclined in making financial mistakes. (Benjamin, Brown, and Shapiro, 2013) These financial

mistakes are common among the youngest and oldest consumers and those with low levels of
6
education. (Campbell, Giglio, and Pathak, 2011). The ability to process information and to make

financial calculations appears to be an especially important aspect of sound financial decision

making, and a growing literature has linked cognitive ability to financial behaviors and outcomes.

According to the study of Nan Morrison, President and CEO of the Council for Economic

Education (CEE), sees a need for increased financial education, even at a young age, and states

that financial literacy is not a negotiable skill in today’s world. Definitely, it is important to propose

financial education to learn financial literacy and it must also include application of financial

knowledge. The argument being absent demonstrated ability to apply financial knowledge, an

individual cannot be regarded as being financial literate. This study revealed that education is

positively related with financial literacy and financial well-being.

Money is a fundamental and indispensable tool to live in a materialistic world. Only a wise

person truly knows the value of it. Businessmen are people who use their money only when it is

necessary. However, they also know when to invest a lot of money unto something they know will

be useful in the future. In fact, all people in different fields have their own ways to spend and save

their money. Students on the other hand, learn to save their allowance as they grow and meet

different requirements in school as well as things they want to buy for their own. Budgeting is one

of the practical skills that come in useful for them. It helps them to attain a better understanding

of financial matters that would become handful in their future (Buendicho, A.C).

Related Literature

Expecting to have employable high school graduates in two years, DepEd Undersecretary

for Curriculum and Instruction Dina S. Ocampo deemed it timely and important to begin the

department’s involvement by developing a series of financial literacy modules for SHS students, it

7
is said that finance education is to be implemented in one or two-hour session once a week, the

beneficiaries of this would be the students or graduates who are choosing to start a business or

pursue employment after high school (Dones, 2016).

According to The Philippine Star, Financial education is an integral part of learning. The

DepEd is encouraged, under the bill, to assess and revise the high school economics curriculum to

make it more age-appropriate, and ensure that economic and financial education becomes an

integral part of formal learning.

As stated by the Philippine Information Agency and the Presidential Communications

Development and Strategic Planning Office, finance education is mandated to allot airtime for

programs, and to produce and disseminate printed and online materials for economic and financial

literacy awareness enhancement. They implemented this to help the students to budget their

money properly and responsibly.

According to Mitchell (2009), financial education should be provided before people engage

in financial contracts. For example, financial education in school can provide a base level of

financial literacy to help navigate an increasingly complex financial environment. One of the first

studies to estimate the long-term effects of financial education in high school, finds that the

personal finance mandate increased student saving rates. Another study using the Money Talks

curriculum in high school a shows that students are financially illiterate, but that after the

curriculum, students increased their saving score between the pre and post-test (Varcoe et al.,

2005). This study would be improved if it had used actual behaviors rather than intentional financial

behaviors. Personal finance education in high school can improve financial behaviors but it may

take time after it is implemented to see the effects. Teachers need to be trained and well versed in

the topic to be effective. Economic education may also affect financial behaviors. A study
8
estimating the long-term effects of an economic course finds that students who took a course in

high school were more likely to have a bank account later in life (Grimes, et al., 2010).

Financial literacy also calls for wise spending. This means that preparing budgets, tracking

expenditures, paying bills on time, and ensuring good managing can affect your financial learning.

If a student is ignorant about basic financial concepts can be linked to lack of retirement planning,

lack of participation in budgeting, and poor borrowing behavior in terms of managing.

Theoretical Framework

Problem Based Learning Theory Problem based learning theory is a kind of teaching

theory that is more often used in higher education or most specifically in K 12 settings. This theory

believes that learning doesn’t always refer to memorization skills, instead it is more likely to depend

on giving real-world problems that needed to be solved in order for the student to learn from it.

The proponents of Problem Based Learning theory assumes that through this instructional

method, students will be able to develop critical thinking skills, improve their problem-solving skills,

increases their motivation and be able to help the students to apply it in their daily life since it is

connected in real life situation.

This theory is relevant to this research topic since Finance education is more likely into

analyzing a certain situation that could help the students to imaging the setting and be able to

analyze and solve different financial problems. It also helps the student to apply their learning in

their current financial situation they’re facing. Effects in the student’s personal behavior and

budgeting can be one of the outcomes that the student can adopt in studying finance.

9
 INPUT PROCESS OUTPUT
Identify what Learn and
Problem of we need to apply it to
students in know solve the
budgeting problem.

Figure 1. Theoretical Framework

Conceptual Framework

This study used the closed-system approach to discuss the flow of the study. The system

contains three frames that are composed of input, which undergoes to process and resulted in an

output.

The input contains the primary variables regarding the relationship between finance

subject and personal budgeting of students, which includes the profile of the respondents and the

variables.

The second frame contains the process of the study. This includes the procedures and

methodologies the researchers will use to gather the needed data and to analyze the different

variables. The use of survey questionnaires and statistical analysis will be done.

10
 The last frame contains the output, wherein assessment and recommendation were made

on the study which is the final step. The arrows show the flow of information in the research as a

process.

INPUT PROCESS OUTPUT

Demographic profile of the
respondents: Identifying the demographic The demographic profile of
profile of respondents the respondents were
-Age
-Survey Questionnaire identified
-Daily allowance

Benefits of Finance subject

in personal budgeting of Determine the benefits of
Grade 12 ABM students in Finance subject in the The benefits of Finance
TIP personal budgeting of Grade subject in the personal
12 ABM students in TIP budgeting of students were
determined and
Statistical Analysis recommendation were made

Figure 2. Research Paradigm

11
Definition of terms

1. Finance - Finance describes the overall management of various monetary values or financial

resources of an individual, or a group of people.

2. Financial Literacy - Financial Literacy is the adequate knowledge that allows a person to make

effective and efficient decisions in handling their financial resources.

3. Finance Education - Finance Education is a program implemented to Accountancy, Business

and Management students in Senior High School, and to Business and Finance majors in College.

It deals with educating students the right management of money, how to properly allocate their

allowances, why do they need to keep track of their expenses, and being wise in terms of

spending, and to practice personal budgeting effectively.

4. Allowance - It is the money given to students on a regular basis to compromise with their

expenses such as transportation, food, and other school-related needs.

5. Allocation - It is the dividing of financial resources and the distribution of partitions to various

expenses that are to be settled with.

6. Expenses - Expenses are the money spent or the cost incurred by an individual.

7. Personal Budgeting - Personal Budgeting is keeping track of a person's own allowances,

expenses, savings, and cash. It is making use of his/her financial resources in the most efficient

way possible, like prioritizing the needs first and saving the rest of it.

12
8. Savings - Savings are amount of money not spent on consumption of goods and services by an

individual. These are usually the excess financial resources that are kept for future urgent or

needed consumption.

Chapter 3

Research Methodology

This chapter discuss the methods of research used, type of research used, sampling

technique used, proposed technologies used for description of the respondents and gathering of

data.

Research Design

This researchers used the descriptive-normative method as the research design of this

study. This design is the most appropriate because the study is concerned about the benefits of

Finance subject specifically in personal budgeting.

Research Locale

This study was conducted at Technological Institute of the Philippines (T.I.P.) Quezon City

Campus. A private and non-sectarian higher education institution which was founded in 1962 by

Engr. Demetrio A. Quirino Jr. and his wife Dr. Teresita U. Quirino.

Research Instrument

The study used survey questionnaires as the research instrument of the study.

Self-administered questionnaires were distributed to the respondents of the study to achieve the

main objective of the study which is to determine the benefits of finance subject in their personal

budgeting of Grade 12 Senior High School ABM students. The statements present in the survey
13
questionnaire was structured by applying Likert Scale which is a psychological measurement

device that is used to gauge attitudes, values, and opinions. The questionnaire functioned by

having a respondent complete a questionnaire that requires them to indicate the extent to which

they agree or disagree with a series of statements. The designated quantifications used in the

questionnaire on each items are agree, disagree, somehow, disagree and strongly disagree.

Respondents of the Study

There are 196 Senior High School (SHS) students, AM session in Accountancy, Business

and Management (ABM) strand that are going to be surveyed. The sampling technique used is

Stratified-Lottery Sampling.

Slovin’s Formula

N
n= 2
(1+ N e )

n=
355 = 196 Respondents
¿¿

Where:

n= total number of sample population

N= total number of population

e = Margin of error

Data Gathering Procedure

I. Formulating the Questions for the Questionnaire

14
 The survey contains questionnaires that focus on the research problem and question. It

aims to collect pertinent data about the benefits of Finance subject in Technological Institute of the

Philippines (TIP), Quezon City. The researchers used this to know whether the SHS students, AM

session in the ABM strand agree about the given benefits of Finance subject in the questionnaire

on allocating their money and personal budgeting.

II. Approval of the Questionnaire

After the questionnaire has been created, it will validated by the Practical Research

teacher and Finance teacher for some revisions and changes, and for finalizing it.

III. Conducting Questionnaires

The preparation was then followed by conducting the survey through the use of the

questionnaires. The SHS students, AM session from ABM strand are going to be surveyed. The

researchers will question the students about their perceptions and feedbacks regarding the

benefits of Finance subject to their personal budgeting. The response of the ABM students will use

to modify the result of this study.

IV. Response of Senior High School Students, AM Session from ABM Strand

The SHS-ABM students in AM session are going to answer the self-administrated

questionnaires created by the researchers. The researchers conducted questionnaires to achieve

the research objectives.

V. Gathering of the Data

After the students have answered the questionnaire, their answers would be under study.

VI. Interpret the Result

15
 The data which are gathered and studied after would lead to the results answering the

questions stated in the statement of the problem. It would also satisfy the aforementioned

objectives.

Evaluation

Statistical Treatment of Data

The percentage formula was used to determine the proportion of the respondents' data.

The formula for the percentage is:

f
P ¿ ×100
n

Where:

P = percentage

f = frequency

n = total number of sample population

A Likert Scale is a psychological measurement device that is used to gauge attitudes,

values, and opinions. It functions by having a person complete a questionnaire that requires them

to indicate the extent to which they agree or disagree with a series of statements. The Likert scale

is named after its creator, Rensis Likert, who developed it in 1932. In survey research, Likert scales

are the most commonly used type of scale.

16
 Table 3 Likert Scale

Strongly Agree 5 5-4.45

Agree 4 4.44-3.45
Somehow 3 3.44-2.45
Disagree 2 2.44-1.45
Strongly Disagree 1 1.44-1

17
 Creation of the Questionnaire

Approval of the Questionnaire

Revision of the
Finalizing the Printing of the
questionnaire if
questionnaire questionnaire
necessary

Creation of the Questionnaire

Gathering of Data

Interpret the Data for the Result

Figure 3. Flow chart of the Processes Involved in Data Collection Procedure

18
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the analysis of data followed by a discussion of the research

findings. Relevant data were systematically gathered, tabulated and clearly presented. Data were

analyzed to identify and describe the benefits of Finance subject to the budgeting behavior of the

students.

Table 2. Frequency and Percentage Distribution of the Respondents According to Age

AGE FREQUENCY PERCENTAGE

16 7 3.57%
17 137 69.90%
18 49 25%
19 3 1.53%
Total 196 100.00%

Table 2 presents the frequency and percentage distribution of the respondents according

to age; out of 196 respondents, 137 or 69.90% is 17 years old which is ranked as the highest.

There are 49 or 25%, which is 18 years old, 7 or 3.57%, 16 years old and 3 or 1.53% 19 years old

which is the lowest.

19
 Frequency and Percentage Distribution of the
Respondents according to Age
1.53% 3.57%

25.00%
16 years old
17 years old
18 years old
19 years old

69.90%

Figure 4. Frequency and Percentage Distribution of the Respondents According to Age

Table 3. Frequency and Percentage Distribution of the Respondents according to Daily Allowance

Daily Allowance Frequency Percentage

50-100 57 29.08%
101-150 81 41.33%
151-200 44 22.45%
201-250 12 6.12%
251 above 1 0.51%
Total 196 100.00%

Table 3 presents the frequency and percentage distribution of the respondents according

to daily allowance; out of 196 respondents, 81 or 41.33% has a daily allowance ranging from 101-

150 pesos which is ranked as the highest. There are 57 or 29.08% has a daily allowance ranging

50-100 which is ranked as the second to the highest. There are 44 or 22.45%, which has a daily

allowance ranging from 151-200, which has a daily allowance ranging from 201-250 and there is 1

or 0.51% who has 251 and above.

20
 Frequency and Percentage Distribution of the
Respondents According to Daily Allowance

6.15% 0.51%

Php 50-100

29.23% Php 101-150

22.56%
Php 151-200
Php 201-250
Php 251 and
above

41.54%

Figure 5. Frequency and Percentage Distribution of the Respondents According to Daily Allowance

Table 4. Evaluation of the Respondents on Decision-making Factors

Decision-making Factor
Strongly Strongly
Agree Somehow Disagree Weighted Standard Verbal
Questions Agree Disagree
(4) (3) (2) Mean Deviation Interpretation
(5) (1)
1.Finance

taught me

to prioritize
68 94 33 1 0 4.17 0.02 Agree
my needs

rather than

my wants.
2. Finance 63 104 28 1 0 4.17 0.02 Agree

helps me to
21
identify my

short-term

and long-

term goals

before

budgeting.
3. Finance

helped me

to

understand
82 97 16 1 0 4.33 0.08 Agree
why there

is a need to

budget my

money.
4. Finance

helps me to

stick to my

budget by 72 79 40 4 1 4.12 0.04 Agree

tracking my

day-to-day

expenses.
TOTAL 4.1975 0.04 Agree

The table 4 illustrates the benefits of Finance subject in personal budgeting of respondents

of TIP-QC in the aspect of "Decision-making Practices Factors". The results show that Statement 3

22
got the highest mean with of 4.33 which states that Finance helped the students to understand why

there is a need to budget their money; followed by Statement 1, “Finance taught me to prioritize my

needs rather than my wants” with 4.17 mean; Statement 2 “Finance helps me to identify my short-

term and long-term goals before budgeting” with 4.17 mean. Statement 4 which stated that Finance

helps the students to stick to thier budget by tracking their day-to-day expenses got the lowest

mean with 4.12 mean. All of the statements were assessed “agree”.

As a whole the benefits of Finance subject in budgeting of the respondents of TIP-QC in the

aspect of "Decision-making Practices" was assessed "agree" with the overall weight mean of

4.1975

Decision-making Practices
82
80 68 72
63
60
40
20
0
es als ng es
ssiti go geti ens
ce rm d p
ne Bu Ex
e g-te of ay
th n ce -d
n Lo n - to
atio an
d rta ay
riti
z t po fD
ir o h or Im g o
P o fS ck
in
a
on Tr
cati
fi
enti
Id

Figure 6. Highest Frequency of the Most Agreeable in the Decision Making Practices

Figure 6 shows the highest frequency of the most agreeable statement in the aspect of

Decision Making Practices. Majority of the sample size (82 or 41.84%), strongly agreed that

finance helps them to understand why there is a need to budget their money. While the others, 72
23
 or 36.73% agreed that Finance helped them to stick to their budget by tracking their day-to-day

expenses, 68 or 34.69% agreed that Finance taught them to prioritize their needs rather than their

wants and lastly, 63 or 32.14% agreed that Finance helped them to identify their short-term and

long-term goals before budgeting.

Table 5. Evaluation of the Respondents on Saving Practices

Saving Practice
Strongly Strongly
Agree Somehow Disagree Weighted Standard Verbal
Questions Agree Disagree
(4) (3) (2) Mean Deviation Interpretation
(5) (1)
1. Finance

subject

taught me

to know the 83 95 17 0 1 4.32 0.16 Agree

importance

of saving

money.
2. Finance

subject

influenced

me to save
56 83 44 13 0 3.93 0.06 Agree
at least

Php10 of

my daily

allowance.
3. Finance 59 83 49 5 0 4 0.02 Agree

24
subject

taught me

to always

separate a

fixed

amount of

money from

my

allowance

to ensure

the

consistency

in

maintaining

my budget.
4. Finance

subject

influenced

me to

check my 55 83 45 13 0 3.92 0.07 Agree

savings by

having a

saving

plan.
TOTAL 4.0425 0.0775 Agree
25
 The table 5 illustrates the benefits of Finance subject in personal budgeting of the

respondents of TIP-QC in the aspect of "Saving Practices". The results show that statement 1 had

the highest mean which states that Finance subject taught the students to know the importance of

saving money with 4.32; followed by statement 3 which states that Finance subject taught to

always separate a fixed amount of money from their allowance to ensure the consistency in

maintaining their budget with a mean of 4. Next is the statement 2 which states that Finance

subject influenced them to save at least Php10 of their daily allowance with a mean of 3.93; while

statement 4, which states that Finance subject influenced them to check my savings by having a

saving plan with 3.92 mean and an interpretation of Agree.

Overall, the benefits of Finance subject in budgeting of the respondents of TIP-QC in the

aspect of "Saving Practices" was assessed "agree" with the overall weight mean of 4.0425

Saving Practices
83
80
56 59 55
60
40
20
0
ey ce g an
on an etin pl
w g g
gM all
o
bud vin
vin i ly of sa
f Sa da cy ga
o ie r n v in
ce te Ha
n th sis
rta of
Co
n
po 10
Im p
o f Ph
ng st
wi lea
o t
Kn ga
iv n
Sa

26
 Figure 7. Highest Frequency of the Most Agreeable in the Saving Practices

Figure 7 shows the highest frequency of the most agreeable statement in the aspect of

Saving Practices. Majority of the sample size (83 or 42.35%), agreed that finance taught them to

know the important of saving money. While the others, 59 or 30.1% agreed that finance taught

them to always separate a fixed amount of money to ensure the consistency in maintaining budget,

55 or 28.06% agreed that Finance subject influenced them to check their savings by having a

saving plan and lastly, 56 28.57% agreed that Finance subject influenced them to save at least

Php 10 of their allowance.

Table 6. Evaluation of the Respondents on Expenditure Practices

Expenditure Practice
Strongly Strongly
Agree Somehow Disagree Weighted Standard Verbal
Questions Agree Disagree
(4) (3) (2) Mean Deviation Interpretation
(5) (1)
1. Finance

subject

taught me
31 100 53 10 2 3.76 0.16 Agree
to track all

my daily

expenses.
2. Finance 42 90 56 5 3 3.83 0.06 Agree

subject

helped me

to resist my

urge in
27
exceeding

the allotted

budget for

my

expenses.
TOTAL 3.795 0.11 Agree

The table 6 illustrates the benefits of Finance subject in personal budgeting of the

respondents of TIP-QC in the aspect of "Expenditure Practices". The results show that statement 2

which states that Finance subject helped them to resist their urge in exceeding the allotted budget

for their expenses had a higher mean with 3.83; while statement 1 states that Finance subject

taught them to track all their daily expenses with 3.76 mean and an interpretation of Agree.

Overall, the benefits of Finance subject in budgeting of the respondents of TIP-QC in the

aspect of "Expenditure Practices" was assessed "agree" with the overall weight mean of 3.795.

Expenditure Practices
45 42
40

35
31
30

25

20

15

10

0
Tracking the Daily Expenses Resist Urge in Exceeding the Allotted Budget

28
 Figure 8. Highest Frequency of the Most Agreeable in the Expenditure Practices

Figure 8 shows the highest frequency of the most agreeable statement in the aspect of

Expenditure Practices. The majority of the sample size (42 or 21.43%), have strongly agreed that

Finance subject helped them to resist their urge in exceeding the allotted budget for their expenses

while 31 or 15.82% agreed that Finance subject taught them to track all their daily expenses.

Table 7 Evaluation of the Respondents on Money Management Skills

Money Management Skills

Strongly Strongly
Agree Somehow Disagree Weighted Standard Verbal
Questions Agree Disagree
(4) (3) (2) Mean Deviation Interpretation
(5) (1)
1. Finance 58 91 37 8 2 3.99 0 Agree

taught me to

allocate my

allowance

towards all

of my

different

school

expenses

such as

photocopies

, group

contribution,

29
and etc.
2. Finance

subject

helps me to

be more

responsible

in dealing

with

different
55 93 40 7 1 3.99 0 Agree
money-

spending

temptations

such as

peer

pressure

and my

luxuries.
3. Finance 50 95 44 6 1 3.99 0 Agree

helps me to

map out my

key

expenses

and plans

for the

weeks and
30
months to

come.
TOTAL 3.99 0 Agree

The table 7 illustrates the benefits of Finance subject in personal budgeting of the

respondents of TIP-QC in the aspect of "Money Management Skills". The results show that

statement 1 had the highest mean which states that Finance taught them to allocate their

allowance towards all of their different school expenses such as photocopies, group contribution,

and etc. with 3.99 mean; followed by statement 2 which states that Finance subject helps them to

be more responsible in dealing with different money-spending temptations such as peer pressure

and my luxuries with 3.99 mean; Lastly, the statement 3 had the lowest mean which states that

Finance helps them to map out their key expenses and plans for the weeks and months to come

with 3.99 mean and an interpretation of Agree.

Overall, the benefits of Finance subject in budgeting of the respondents of TIP-QC in the

aspect of " Money Management Skills" was assessed "agree" with the overall weight mean of 3.99.

31
 Money Management Skills
58
54
50
46

Figure 9. Highest Frequency of the Most Agreeable in the Money Management Practices

Figure 9 shows the highest frequency of the most agreeable statement in the aspect of

Money Management Practicess. The majority of the sample size (58 or 29.59%), agreed that

finance taught them to allocate their allowance towards all of the different school expenses such as

photocopies, group contribution, and etc. While the others, 55 or 28.06% agreed that finance

helped them to be more responsible in dealing with different money-spending temptations such as

peer pressure and luxuries, and lastly, 50 or 25.51% agreed that Finance subject helped them to

map out their key expenses and plans for the weeks and months to come.

Table 8. Evaluation of the Respondents on Financial Stability

Financial Stability
Strongly Strongly
Agree Somehow Disagree Weighted Standard Verbal
Questions Agree Disagree
(4) (3) (2) Mean Deviation Interpretation
(5) (1)
1. Finance 55 86 47 7 1 3.95 0.03 Agree
32
subject

gives me full

information

about my

past

spending

practices

and financial

future

through my

lessons.
2. Finance

subject

helps me to

stop
36 84 64 9 3 3.72 0.13 Agree
worrying

about

money

shortage.
3. Finance 61 93 35 5 2 4.05 0.10 Agree

subject

taught me

that I can

easily afford

my needs
33
and wants if

I save

money.
TOTAL 3.91 0.087 Agree

The table 8 illustrates the benefits of Finance subject in personal budgeting of the

respondents of TIP-QC in the aspect of “Financial Stability". The results show that statement 3,

which states that Finance subject taught them that they can easily afford their needs and wants if

they save money, had the highest mean with 4.05 mean; followed by statement 1, which states that

Finance subject gives them full information about their past spending practices and financial future

through their lessons, had the highest mean with 3.95 mean; and lastly, statement 2 which states

that Finance subject helps them to stop worrying about the money shortage, had the lowest mean

with 3.72 mean and an interpretation of Agree..

Overall, the benefits of Finance subject in budgeting of the respondents of TIP-QC in the

aspect of "Financial Stability" was assessed "agree" with the overall weight mean of 3.91.

34
 Financial Stability
60
40
20
0

Figure 10. Highest Frequency of the Most Agreeable in the Financial Stability

Figure 10 shows the highest frequency of the most agreeable statement in the aspect of

Financial Stability. The majority of the sample size (58 or 29.59%) have strongly agreed that

Finance subject gives them full information about their past spending practices and financial future

through their lessons. While the others, 55 or 28.06% agreed that Finance subject helps them to

stop worrying about money shortage and 50 or 25.51% agreed that Finance subject taught them

that they can easily afford their needs and wants if they save money.

35
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

This study was conducted for the purpose of determining the benefits of the subject Finance on

the personal budgeting of Grade 12 ABM Senior High School Students. The descriptive –

normative method was utilized as the research design of the study and survey technique through

Likert scale was used for gathering data. The questionnaire served as the instrument for collecting

data. Only ABM students from the AM were the respondents of this study. The inquiry was

conducted during the school year 2016 – 2017.

The salient findings of the study are as follows:

1. What is the demographic profile of the respondents?

1.1 Age

Of the 196 respondents, majority, 137 or 69.90% were 17 years old. While the

others, 49 or 25% were 18 years old, 7 or 3.57% were 16 years old and 3 or 1.53%

were 19 years old.

1.2 Daily allowance

Of the 196 respondents, the majority, 81 or 41.33% have an allowance ranging

from Php 101 – 150. While the others, 57 or 29.08% have an allowance ranging from

Php 50 – 100, 44 or 22.45%, ranging from Php 151 – 200, 12 or 6.12% ranging from

Php 201 – 250, and one or 0.51% ranging from 251 above.

36
2. What are the benefits of Finance subject on the personal budgeting of Grade 12 Senior

High School students based from the following factors:

2.1 Decision-making

Out of all 4 questions under the category of Decision-making, 82 or 41.84% of

the sample size has strongly agreed that finance help them to understand why there is

a need to budget their money. While the others, 72 or 36.73% agreed that Finance

helped them to stick to their budget by tracking their day-to-day expenses, 68 or

34.69% agreed that Finance taught them to prioritize their needs rather than their

wants and lastly, 63 or 32.14% agreed that Finance helped them to identify their short-

term and long-term goals before budgeting.

2.2 Saving Practices

Out of all 4 questions under the category of Saving Practices, 83 or 42.35%

agreed that finance taught them to know the important of saving money. While the

others, 59 or 30.1% agreed that finance taught them to always separate a fixed

amount of money to ensure the consistency in maintaining budget, 55 or 28.06%

agreed that Finance subject influenced them to check their savings by having a saving

plan and lastly, 56 28.57% agreed that Finance subject influenced them to save at

least Php 10 of their allowance.

2.3 Expenditure Practices

Out of all 2 questions under the category of Expenditure practices. 42 or

21.43% have strongly agreed that Finance subject helped them to resist their urge in

exceeding the allotted budget for their expenses while 31 or 15.82% agreed that

Finance subject taught them to track all their daily expenses.

37
 2.4 Money Management Practices

Out of all 3 questions under the category of Saving Practices, 58 or 29.59%

agreed that finance taught them to allocate their allowance towards all of the different

school expenses such as photocopies, group contribution, and etc. While the others,

55 or 28.06% agreed that finance helped them to be more responsible in dealing with

different money-spending temptations such as peer pressure and luxuries, and lastly,

50 or 25.51% agreed that Finance subject helped them to map out their key expenses

and plans for the weeks and months to come.

2.5 Financial Stability

Out of all 3 questions under the category of Financial Stability, 58 or 29.59% have

strongly agreed that Finance subject gives them full information about their past

spending practices and financial future through their lessons. While the others, 55 or

28.06% agreed that Finance subject helps them to stop worrying about money

shortage and 50 or 25.51% agreed that Finance subject taught them that they can

easily afford their needs and wants if they save money.

Conclusion

After conducting the survey, the researchers concluded the following:

In this study, most of the respondents are 17 years of age. Also, the majority of them have

daily allowances ranging from Php101 to Php150. Based on the researchers’ findings, Finance

subject strongly helped the respondents in their money decision-making skills such as

understanding the importance of budgeting. The researchers also found out that, the subject

Finance highly contributed to the saving practices of the students involved in the study including

saving a portion of their allowance daily. The respondents also agreed that Finance benefited them

38
in their expenditure practices in terms of resisting their temptations to exceed the allotted budget

for their expenses. In terms of money management skills, Finance has been a great help in

teaching the students to allocate their allowance towards all their school expenses such as

photocopies, group contribution and the like. Correspondingly, the results showed the financial

stability among students in being at ease to buy what they want and need once they saved money.

Recommendation

The following recommendations are offered for related research in the field of Finance

education:

 The researchers recommend that similar researches should be conducted in other schools

to know if Finance subject does really benefit ABM Senior High School Students.

 The researchers recommend that other schools should also make inquiries in the status of

teaching in Finance subject.

 The researchers recommend that the students should know the benefits of finance subject

not only for businesses but also for personal budgeting.

 Have patience, perseverance, and effort in this kind of research as well to other research.

 Finance subject as a source of knowledge for personal budgeting not only for other

business purposes

 The researches recommend that other analysis and study should be done by the different

schools in order to know if Finance subject can surely help the ABM Senior High School

Students especially in terms of personal budgeting.

39
 BIBLIOGRAPHY

Books

Idris, F.H., Krishnan, K.S.D., Azmi, N., 2013. Relationship between financial literacy and financial

distress among youths in Malaysia: An empirical study, Malaysian Journal of Society and

Space, 9(4): 106 – 117.

Campbell, John Y., Stefano Giglio, and Parag Pathak. 2011. “Forced Sales and House Prices:

Dataset.” American Economic Review. http://www.aeaweb.org/articles.php?

doi=10.1257/aer.101.5.2108.

Gajo, A.(2013) NCCC Davao spearheads financial literacy program. Retrieved

fromhttp://edgedavao.net/the-economy/2013/11/12/nccc-davao-spearheads-financial-

literacy-program/

Benjamin, D., Brown, S. and Shapiro, J. (2013). Who is ’behavioral’? Cognitive ability and

anomalous preferences. Available at SSRN: http://ssrn.com/abstract=675264.

Sloan, (2012) Nan Morrison to become President and Chief Executive Officer of the Council for

Economic Education. Retrieved from http://councilforeconed.org/2010/04/01/nan-morrison-

to-become-president-and-chief-executive-officer-of-the-council-for-economic-education/

Studies

Dones, (2016) Basic education curriculum to include financial education. Retrieved from

http://www.deped.gov.ph/press-releases/basic-education-curriculum-include-financial-

education

40
Mendez, C. (November 12, 2015) The Philippine Star. Poor financial literacy hampers Philippine

growth. Retrieved from Philstar Global.

Mitchell (2009) Financial Literacy: Evidence and Implications for Financial Education. Implications

forFinancial Education Program, 6. Retrieved

fromhttp://www.dartmouth.edu/~alusardi/Papers/T&I--Financial%20Literacy--Lusardi

%20and%20Mitchell.pdf

Varcoe, K., Martin, A. Devitto, Z. & Go, C. (2007) Using a financial education curriculum for teens.

Financial Counseling and Planning 16 (1): 63-71.

Grimes, P., Rogers, K. and Smith, R.(2010) High school economic education and access to

financial services. Journal of Consumer Affairs 44 (2) (Summer): 317-35.

41
Appendices

42
Appendix A

43
 Appendix B
September 11, 2017
Dear Respondents:
The undersigned is currently conducting a study entitle “BENEFITS OF FINANCE SUBJECT IN
THE PERSONAL BUDGETING OF SELECTED GRADE 12 ABM STUDENTS IN
TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES, ACADEMIC YEAR 2017-2018”. This is in
partial fulfillment of the course requirement in Practical Research 002.
We wish to solicit your valuable assistance on the identified aspect of the subject to provide them
with the needed data through the attach survey-questionnaire.
You are assured that every response made will be treated with utmost confidentiality and will only
be used for the purpose of the study.
Respectfully yours,

Carlos Alfred R. Iloseo

ABM-A1 Group 8 Leader
Members:
Rosalin Mai S. Banagan
Trishia Lynne A. Bautista
Abigail Frances T. Jallores
Ann-Clarice R. Mislang
Rose Anne N. Sulayao

44
 Appendix C
ABM-A1
LEARNER’S NAME Sex 32 Maliwat, Melliza Female Accountancy
(Last Name, First Name, (Male/ Field of Interest Joyce H.
Middle Initial) Female) 33 Maranan, Rain Male Accountancy
Maxwell T.
1 Abucot, Hazel O. Female Accountancy 34Marbella, Gracelyn T. Female Accountancy
2 Ahig, Abigail Female Accountancy 35 Mariano, Raquel C. Female Accountancy
3 Alturas, Claudia P. Female Finance 36 Marquez, Trisha Mae Female
4 Andig, Princess Day Female Accountancy A.
Anne M. 37 Mislang, Ann-Clarice Female Accountancy
5 Baliza, Mariel U. Female Accountancy R.
38 Moina, Rosemarie S. Female Accountancy
6 Baltazar, Joshua D. Male Accountancy
39 Nolasco, Laleine Joy Female Accountancy
7 Banagan, Rosalin Mai Female Accountancy
S. 40 Payong, Ed Monique Female Accountancy
8 Bautista, Trisha Lynne Female Accountancy L.
A. 41 Petallar, Mylene Female Finance
9 Cabrera, Leslie Mae L. Female Accountancy Dianne M.
42 Plazos, Lloyd Alvin D. Male Accountancy
10 Cariño, Ivia Jenny E. Female Business
C.
Management
43 Quirino, Nikka Female Accountancy
11 Castro, Gywneth E. Female Accountancy
Laleine L.
12 Celestino, Denzel M. Male Accountancy 44 Rebeche, Krista Mae Female Accountancy
13 Cervantes, Kestrel Female HRM C.
Kellner G. 45 Reyes, Alyssa Alex Female Accountancy
14 David, Francis Mae Female Accountancy S.
T. 46 Rodriguez, Angelica Female Accountancy
15 De Guia, John Male Accountancy Trixie D.
Edward A. 47 Rodriguez, Ronna Female Accountancy
16 De Leon, Jennylaine Female Accountancy Mae N.
T. 48 Santillan, Jaimie A. Female Business
17 Dela Rosa, Florraine Female Accountancy Management
Kazelle D. 49 Sulayao, Rose Anne Female Accountancy
18 Driz, Yloiza D. C Female Accountancy N.
19 Dunggan, Reynalyn Female Accountancy 50 Sumajit, Female Accountancy
B. Charlemagne Andre E.
20 Embase, Joshua Male Accountancy 51Tumarin, Isnaidah D. Female Accountancy
Anthony D. 52 Turpias, Evine Joy Y. Female Business
21 Farin, Andre Jezreel Male Accountancy Management
H. 53 Uy, Hanna Faye M. Female Tourism
22 Garcia, Angelica D. Female Accountancy
23 Geromo, John Carlo Male Accountancy 54 Villadiego, Mark Male Accountancy
B. Anthony Q.
24 Herbolario, Gwyneth Female HRM 55 Villanueva, Sherwin Male Accountancy
Kyle H.
25 Iloseo, Carlos Alfred Male Accountancy
R.
26 Jallores, Abigail Female Accountancy
Frances T.
27 Lalim, Arvin Stephen Male Accountancy
S.
28 Liceralde, Edilyn M. Female Accountancy
29 Limbo, Louise Janine Female Accountancy
S.
30 Maaño, Joan P. Female Accountancy
31Malaluan, Avegail D. Female Accountancy

45
 Appendix D
ABM-A2
LEARNER’S NAME Sex Field of Interest 27 Lim, Maica Mae B. Female Accountancy
(Last Name, First Name, (Male/ 28 Lipon, Reolita M. Female Accountancy
Middle Initial) Female) 29 Lobreo, Archel Joy Female Accountancy
1 Amestoso, Rovey Female Accountancy M.
L. 30 Mahinay, Maria Female Business
2 Amit, Ernest C. Male Accountancy Gabrila G. Administration
3 Angeles, Mark Emil Male Accountancy 31 Maliksi, Irish B. Female Accountancy
A. 32 Manlangit, Brix Male Accountancy
4 Arellano, Thalia Female Business Matthew V.
Kyla G. Administration 33 Matining, John Male Business
5 Ariston, Frank Male Accountancy Marcial M Administration
Joseph C. 34 Merilles, Judith M. Female Accountancy
6 Babasa, Ma. Erica Female Accountancy 35 Moneda, Junvinz Male Accountancy
L. Anthony S.
7 Balagosa, Melodie Female Accountancy 36 Navejas, Jamaica Female Business
- M. Administration
8 Barboza, Jonyl Male Accountancy 37 Pradas, John Alwin Male Business
Patrick C. C. Administration
9 Buraga, Hannah M. Female Business 38 Ranara, Erica Jane Female Accountancy
Administration M.
10 Calpito, Yves Male Accountancy 39 Ras, Hanna Female Business
Lourent M. Monique A. Administration
11 Campos, Drew Female Business 40 Reyes, Marianne Female Business
Mairee Von M. Administration Louise M. Administration
12 Carreon, Gerruti E. Male Logistics 41 Reynoso, Raisa D. Female Business
13 Castro, Mark Ernie Male Accountancy Administration
R. 42 Salamangca, John Male Business
14 Claro, Dave Male Business Gerald Administration
Francis M. Administration 43 Salvador, Judie Female Accountancy
15 Cuntapay, Mary Female Accountancy Ericka P.
Joy B. 44 Sanchez, Sandy Female Accountancy
16 Dacio, Lianne Gail Female Business Dianne A.
R. Administration 45 Santos, Ron Harold Male Accountancy
17 De Leon, Glenda Female Accountancy D.
P. 46 Sismundo, Female Accountancy
18 Darang, Angelica Female Accountancy Katherine Ann Q.
B. 47 Tatel, Realyn S. Female Tourism
19 Delos Santos, Female Accountancy 48 Tiamzon, Alfonso Male Business
Clarisse B. Miguel R. Administration
20 Empag, Kyla Marie Female Business 49 Tiamzon, Junette Female Business
R. Administration C. Administration
21 Endaya, Maria Female Accountancy 50 Torres, Armand Male Accountancy
Lhen V. Haggai S.
22 Enriquez, Female Accountancy 51 Valdecañas, Female Business
Alesandra Marie R. Coreen R. Administration
23 Fiel, Nika E. Female Accountancy 52 Valdez, Lhea D. Female Business
24 Flores, Marchie Female Accountancy Administration
Khrystalo 53 Valencia, Raymond Male Accountancy
25 Gadingan, Eugenio Male Accountancy Peter A.
S. 54 Villarias, Beatriz Female Accountancy
26 Gonzales, Mark Male Accountancy Narazene M.
Andrew D.

46
 Appendix E
ABM-A3
LEARNER’S NAME Sex Field of Interest 8
(Last Name, First Name, (Male/ 2 Gonzales, Kumberly Female Business
Middle Initial) Female) 9 G. Administration
1 Acebedo, Allen C. Male Business 3 Gudoy, Rizza Kyla Female Accountancy
Administration 0 R.
2 Alunan, Aubrey Female Accountancy 3 Isoli, Khelly Nicole Female Accountancy
Justine B. 1 S.
3 Arancel, Leah Female Business 3 Kindica, Mary Grace Female Tourism
Zephaniah O. Administration 2 A.
4 Arrieta, Mary Grace Female Business 3 Lapid, Jade Yancee Female Accountancy
M. Administration 3 M.
5 Astillero, Jianne Female Accountancy 3 Libria, Rozene Female Tourism
Ysabelle B. 4 Janielle P.
6 Bagante, Rose Female Business 3 Llaguna, Angleo M. Male Business
Marie P. Administration 5 Administration
7 Bardelosa, Casey Female Accountancy 3 Lolo, Juvy Christhel Female Business
Mhae P. 6 H. Administration
8 Bon, Rhea Rose M. Female Accountancy 3 Mapa, Nhicole Female HRM
9 Buenaventura, Male Accountancy 7 Deniece B.
Aljune Joseph R. 3 Maravillas, Female Accountancy
1 Buenaventura, Joy Female Business 8 Margarita Frances I.
0 Erica B. Administration 3 Pacaldo, Karen E. Female Accountancy
1 Carcole, Jennifer D. Female Business 9
1 Administration 4 Paduga, Martina Ira Female HRM
1 Cojo, Junmarie Female Business 0 C.
2 Shella C. Administration 4 Payyad, Iana Alexia Female HRM
1 Culibra, Aira B. Female Business 1 A.
3 Administration 4 Perez, Alexandra Female Accountancy
1 De Villa, Noel A. Male Business 2 Keesha Kayze G.
4 Administration 4 Perjes, Angel Faith Female Business
1 Deiparine, Princess Female Business 3 G. Administration
5 Shane Q. Administration 4 Quintar, Mary Grace Female Business
1 Del Rosario, Rose Female Business 4 L. Administration
6 Ann I. Administration 4 Robles, Cherilyn S. Female Business
1 Dela Cruz, Nelson Male Business 5 Administration
7 Jr. E. Administration 4 Ruivivar, Jherwin A. Male Business
1 Dela Paz, Danilyn L. Female Business 6 Administration
8 Administration 4 Salazar, Marc Male Business
1 Doctolero, Anjielyn Female Business 7 Angelo S. Administration
9 Bianca B. Administration 4 Seriosa, Joven P. Male Marketing
2 Edad, Jonnel J. Male Business 8
0 Administration 4 Seroma, Ma. Female Accountancy
2 Encinas, Mariel - Female Business 9 Micaela Lu S.
1 Administration 5 Sumio, Arsenio Jr. Male Business
2 Enguas, Gabirelle Female Accountancy 0 T. Administration
2 E. 5 Taño, Jessel C. Female Banking and
2 Esparas, Denise Female Finance 1 Finance
3 Anne C. 5 Tampipi, Jonelyn O. Female HRM
2 Flores, Erika A. Female Accountancy 2
4 5 Trangia, Sharmaine Female Banking and
2 Foronda, Jeromy Male Business 3 V. Finance
5 Stylite C. Administration 5 Valentine, Haidee Female Banking and
2 Fototana, Christian Male Business 4 R. Finance
6 Paul E. Administration 5 Villabroza, Don Male Banking and
2 Galino, Julie Anne Female Business 5 Alphonse T. Finance
7 A. Administration
2 Gener, Shareef D. Male Accountancy
47
 Appendix F
ABM-A4
LEARNER’S NAME Sex Field of Interest Julienne H.
(Last Name, First (Male/ 28 Bueno, Mary Ann Female Accountancy
Name, Middle Initial) Female) E.
1 Abad, Malvin D. Male Banking and 29 Evangelista, Female Marketing
Finance Cathleen Kaye C. Management
2 Acacio, Ariane Female Marketing 30 Fandinola, Ma. Female Business
Denisse P. Management Beverly D. Management
3 Alean, Female Accountancy 31 Ferrer, Quellie Female Entrepreneurship
Evangeline O. Rose U.
4 Alparo, Kyle Male Marketing 32 Hugo, Ariela Female Accountancy
Andrew S. Management Ayyin F.
5 Ambre, Jenny Joy Female Accountancy 33 Jalbuna, Andrea Female Accountancy
A. Female B.
6 Avenido, Francis Male Marketing 34 Javines, Mariella Female Accountancy
Ryan D. Management T.
7 Bacungan, Rocky Male Business 35 Lazaro, Lorraine Female Accountancy
M. Management N.
8 Billojan, Ericka Female Accountancy 36 Lofranco, John Male Business
Anne B. Christian G. Management
9 Birung, Christal Female Accountancy 37 Manuel, Jamie Female Tourism
Ann S. Anne D. Management
10 Buluran, Chelsea Female Accountancy 38 Mayangao, Nicole Female H.R.M
Louise B. Anne R.
11 Camacho, Arthur Male Accountancy 39 Nachura, Jean Female Accountancy
F. Cate B.
12 Castillo, Jonel Male Accountancy 40 Negrillo, Female Business
Vince J. MArgareth Ellen Management
13 Castor, NC Carla Female Marketing N.
L. Management 41 Ola, Cesar Ryan Male Human Resources
14 Catalan, Jayson Male Business P.
B. Management 42 Oraya, Jyzel Xyra Female Accountancy
15 Catalan, Justine Female Accountancy G.
S. 43 Pagcu, Andrea Female Tourism
16 Cervo, Janna Female Banking and Beatriz V.
Louisse Z. Finance 44 Pandan, Marry Female Entrepreneurship
17 Colanta, Kimberly Female Business Joy A.
S. Management 45 Panelo, Danica Female Business
18 Concepcion, Ma. Female Accountancy G. Management
Jeanelle T. 46 Papin, Mariefe C. Female Business
19 Cruz, Vencie S. Female Accountancy Management
20 Dacanay, Female H.R.M 47 Pasion, Lyza Female Business
Elizabeth Kay R. Nicole A. Management
21 Damaso, Abigail Female Accountancy 48 Peralta, Anlene Female Accountancy
D. C.
22 Devora, Eleazar Male Marketing 49 Petulan, Jeorge Male Marketing
R. Management L. Management
23 Dumalague, Ella Female Accountancy 50 Pisuena, John Male Accountancy
R. Louise A.
24 Edulian, Kyla Female Flight Attendant 51 Rollo, Azekeil R. Female Accountancy
Micah C. 52 Rosario, John Male Business
25 Encienzo, Female Business Jaymar P. Management
Darlynn Ross B. Management 53 Serrano, Rica Female Marketing
26 Enconado, John Male Accountancy Elaine C. Management
Paul E. 54 Sinohin, Andrea Female Accountancy
27 Estadilla, Female Tourism Mariz L.
48
55 Tangon, Marbelle Female Airline Operation
N.
56 Tiongco, Aleleen Female Business
S. Management

49
 Appendix G
ABM-A5
LEARNER’S NAME Sex Field of Interest 26 Encarnacion, Female Business
(Last Name, First (Male/ Claire F. Management
Name, Middle Initial) Female) 27 Estioco, Katrina Female Business
1 Agustin, Kyla Female Tourism Mae O. Management
Shane R. 28 Gilezon, Andrei Male Accountancy
2 Alam, Marvick Joy Female Accountancy Lanz C.
U. 29 Jao, Chini L. Female H.R.M
3 Antonio, Renfred Male Accountancy 30 Labenia, Ella Female Accountancy
A. Jane T.
4 Arrelano, Pia M. Female Accountancy 31 Lazaro, Patricia Female Accountancy
5 Arevalo, Frances Female Accountancy Nicole G.
Jean Claudette S. 32 Ligon, Niza Erika Female Accountancy
6 Basco, Lovely Female Accountancy C.
Nicole B. 33 Lopez, Justine E. Female Accountancy
7 Belo, John Male Accountancy 34 Magwili, Rachelle Female Accountancy
Eugene M. Marie B.
8 Binlayo, Carmela Female Business 35 Mojica, Frederick Male Business
Shanel B. Management Carl L. Management
9 Borja, Ralph Male Accountancy 36 Moscosa, Cyril Male Accountancy
Christopher M. Dominic R.
10 Briones, Mozart Male Accountancy 37 Mota, Arvin Jay A. Male H.R.M
C. 38 Natividad, Marc Male Business
11 Broqueza, Female Business Jake D. Management
Mirabelle Joyce Management 39 Paitan, Khristin Female Accountancy
D. Joie D.
12 Buela, Angelica Female Accountancy 40 Palacio, Aira Female Accountancy
P. 41 Poldo, Kyle Female Accountancy
13 Cadag, Alaine Female Accountancy Denise O.
Shayne E. 42 Quirante, Leilanie Female Business
14 Caluma, Female Accountancy R. Management
Stephanie M. 43 Ramos, Ma. Female Business
15 Castillo, Akielah Female Accountancy Theresa M. Management
Bianca B. 44 Ramos, Regine A. Female Accountancy
16 Chavez, Arjaylyn Female Accountancy 45 Ranches, Jackie Female Accountancy
M. Mhae R.
17 Colanat, Jhon Male H.R.M 46 Resare, Princess Female Accountancy
Kennith C. Grace O.
18 Colongon, Quinee Female Business 47 Rivera, Angelica Female Business
Management T. Management
19 Cruz, Audrey Female H.R.M 48 Rivera, Patrick C. Male Accountancy
Margarette A. 49 Roque, Jim B. Male Accountancy
20 Cruz, Anndrey Female Tourism 50 Rosales, Mary Female Accountancy
Marjorie A. Joy Angel L.
21 Delos Santos, Female Accountancy 51 Tamboy, Jan Male Business
Keana M. Lenard A. Management
22 De Vera, Jeatricia Female Accountancy 52 Tan, Nicole Female Accountancy
Elese M. Andrea S.
23 Del Castillo, Male Tourism/Aviation 53 Torres, Joana Female Accountancy
Brixter B. Marie R.
24 Diaz, Daryl Female Accountancy 54 Valena, Gian D. Male Business
Deanne S. Management
25 Dutong, Ma. Female Business 55 Velasquez, Male Accountancy
Princess Angelika Management Reswin A.
T.

50
 Appendix H
ABM-A6
LEARNER’S NAME Sex Field of Interest 28 Cruz, Karen C. Female Accountancy
(Last Name, First Name, (Male/ 29 Duerme, Kristalyn Female Business
Middle Initial) Female) S. Administration
1 Agnabo, Mel Male Accountancy 30 Enqriquez, Andrea Female Accountancy
Randolf B. Nicole R.
2 Baliag, Mark Male Business 31 Flores, Caryl Grace Female Business
Stephen Q. Administration L. Administration
3 Ballarta, Eric Male Business 32 Gianan, Angelica Female Accountancy
Christian O. Administration A.
4 Cabuhat, Jairem C, Male Business 33 Gregorio, Diane De Female Accountancy
Administration Luna
5 Chan, Keith Philip Male Accountancy 34 Lauagan, Fe Andre Female Business
B. B. Administration
6 Cunanan, Michael Male Accountancy 35 Lavares, Jinky A. Female Business
San Pedro Administration
7 Dulay, Darwin G. Male Business 36 Llorin, Nadine Female Business
Administration Beatriz G. Administration
8 Estrellado, Edliz M. Male Accountancy 37 Martinez, Jan Female Business
9 Efa, John Michael Male Accountancy/H.R.M Kathleene G. Administration
C. 38 Martinez, Michelle Female Business
10 Javier, Sitiel C. Male Business Diane C. Administration
Administration 39 Matias, Dareen R. Female Accountancy
11 Lopez, Albert Jr. C. Male Business 40 Minoza, Ysabelle Female Accountancy
Administration Frances S.
12 Mendoza, Male Accountancy 41 Molina, Alysson B. Female Accountancy
Alejandro P. 42 Montano, Cecille Female Business
13 Olea, Rico Angelo Male Accountancy Delos Santos Administration
T. 43 Morata, Kimberly Female Accountancy
14 Perez, Nexander Male Business P.
Mico R. Administration 44 Ramirez, Kristine Female Accountancy
15 Runez, Luigi Male Business Anne S.
Administration 45 Ramiscal, Anne Female Business
16 Sucgang, Ian Lee Male Business Mae S. Administration
Delos Reyes Administration 46 Ranario, Allina Bea Female Business
17 Ta-a, Clark Daniel Male Business M. Administration
H. Administration 47 Reyes, Misha Female Business
18 Zapico, Raynald V. Male Business Allana Administration
Administration 48 Sabiano, Nadine C. Female Business
19 Aguihap, Joanna Female Accountancy Administration
Marie L. 49 Sangalang, Patricia Female Business
20 Alcantara, Kim Female Accountancy Mae V. Administration
Loren Sophia P. 50 Sevilla, Richa Mae Female Business
21 Antoc, Lieze R. Female Accountancy F. Administration
22 Arquillo, Pamela Female Business 51 Siasoco, Richa Female Business
Cleo V. Administration Mae F. Administration
23 Basmayor, Rose Female Accountancy 52 Solivar, Kimberly Female Accountancy
Jeanette D. R.
24 Belches, Rose Ann Female Business 53 Uayan, Christina Female Accountancy
Mae A. Administration Gabrielle D.
25 Buencamino, Female Accountancy 54 Vallar, Frianne Female Accountancy
Abigail A. Erika M.
26 Casingal, Female Accountancy 55 Villarubia, Jahziel Female Business
Alexandra E. Jirah E. Administration
27 Catubig, Mary Jon Female Accountancy

51
 Appendix I
ABM-A7
LEARNER’S NAME Sex Field of Interest Bianca A.
(Last Name, First (Male/ 27 Hashimoto, Kenji Male Accountancy
Name, Middle Initial) Female) F.
1 Aberia, Jasper Male Banking and 28 Lanot, Henry Male Marketing
Ray M. Finance Nathaniel R.
2 Acdal, Abegyl - Female Accountancy 29 Lichauco, Female Business
3 Alphahora, Lea Female Tourism Florence Liliana Administration
O. V.
4 Aviguetero, Louell Male HRM 30 Luniza, Jefferson Male Accountancy
Jhay S. J.
5 Bangero, Mark Male Accountancy 31 Madla, Jerico A. Male Marketing
Andrew T. 32 Maggay, John Male Accountancy
6 Barlis, Abigail R. Female Accountancy Michael D.
7 Benoza, Female Accountancy 33 Makinano, Male Accountancy
Dominique Anne Angelito Jr. Del
B. Socorro
8 Borjal, Christine Female Accountancy 34 Malazo, Jerome Male Logistic
E. Z. Management
9 Borre, Angel Female Accountancy 35 Milan. Sofia Female Accountancy
Marie - Jubelle G.
10 Bulagnir, Regine Female Accountancy 36 Montana, Austin Male Marketing
Ross I. Moses M.
11 Bulawan, Alondra Female Business 37 Oropesa, Pamela Female Tourism
T. Ruth B.
12 Capito, Mary Dail Female Accountancy 38 Paciente, Jessel Female Accountancy
P. Y.
13 Casimiro, Sophia Female Business 39 Pagaling, Van Male Business
L. Administration Cary R. Administration
14 Catacutan, Jan Male Accountancy 40 Parreno, Mary Male Human Resource
Harold A. Joice C.
15 Cruz, Jhenalyn D. Female Tourism 41 Pena, Jezreel T. Female Accountancy
16 Dallo, Leila Female Business 42 Pineda, Jazz Male Mechanical
Shannen D. Administration Darwin D. Engineering
17 Datugan, Jessica Female Marketing 43 Plaza, Cryzel Female Tourism
S. Kaye P.
18 De Guzman, Female Accountancy 44 Rhamley, Male Accountancy
Shanen - Abdulhalim T.
19 Delos Reyes, Male Accountancy 45 Salameda, Male Business
Paul Lyndel A. Edward S. Administration
20 Dionela, Ezra Female Accountancy 46 Salas, Andrei Male Business
Micah I. Nigel E. Administration
21 Doria, Ma. Patria Female Tourism 47 Salud, Christian Male Accountancy
Kayla G. Marc -
22 Fabrigar, Mary Female Accountancy 48 Sison, Nichola Male Accountancy
Eloise D. Anton P.
23 Froyalde, Leonel Male Banking and 49 Solitario, Mary Female Accountancy
D. Finance Anthonette B.
24 Gallego, Gwyneth Female Marketing 50 Tagal, Princess Female Business
B. Krizhan B. Administration
25 Gregorio, Mary Female Banking and 51 Tambua, John Male Tourism
Ivy D. Finance Marwin S.
26 Guolvez, Princess Female Marketing 52 Titong, Kimberly Female Logistic

52
 E. Management
53 Udani, Danna Female Tourism
Jean D.
54 Uyboco, Camille Female Tourism
Joy O.
55 Velarde, Shiela Female Tourism
May A.

53
54