CHAPTER 1

THE PROBLEM

Introduction

Financial literacy is more important than ever in today’s world. One of the most

significance experiences of the researcher was to learn about Financial Literacy. Being

aware of these money management, income, saving, and spending can help her equip

with knowledge to fight fraud and take charge of her finances. Researcher heart wants to

share her knowledge to young people. The researcher’s theory in this study is that as

teachers in the time of the Covid-19 pandemic, we should devote ourselves to teaching

students how to apply knowledge. We are living in an age of unprecedented debt and

students are destined to face challenging times financially. We are responsible for

educating and preparing our students not only for academic performance but to prepare

for their future by teaching Financial Literacy through technological learning. Through

this, teachers will help to address the needs and challenges of the students. Today’s

common lack among students and parents is without knowing the importance of financial

Literacy specifically financial planning & Budgeting and the usefulness of technology

apps in financial technology learning. It is imperative that educators begin to equip

students with the knowledge and skills to succeed as consumers in today’s global

1
economy. Students must be prepared for their entrance into a global economy. With

finance and technology innovation and research, today, all opportunities to educate

people, particularly senior high school students would be possible.

In today’s economy, Education is relying on the individual as well as the family’s

desire to use money effectively as a resource. Money can and often does lead to

fulfillment and happiness, but sometimes it is mismanaged. Individuals and families of

today must be ready for financial education and a financial foundation. Educators have a

unique opportunity to develop a deeper understanding of how the constant evolution of

technology transforms students learning, and the ways in which they can connect to

students through technology (Borges, 2013). Providing students with access to

technology has the potential to transform the way students learn and help prepare them

for success by enhancing their knowledge and application of technology in ways that will

inform their future careers (TDSB, 2012).

Teaching financial literacy through technology would be a great help to the Senior

High Schools Students. This would be a big help to teach them the important life skill of

financial literacy. This will prove helpful for educators as technology allows them to take

advantage of tools which interests children. The benefits of teaching technology in

schools cannot be denied - from personalized learning experiences to greater student

choice, a combination of these two areas of interest promises to be enlightening.

The Wisconsin Hope Lab recently released a report last 2018 that looked at 43,000

students from 66 colleges, universities, and community colleges from 20 states and the

2
District of Columbia. The survey found that 36 percent of university students don't have

enough money for enough food – and 42 percent of community college students are

hungry or not getting a balanced diet (Goldrick-Rab, Richardson, Schneider, Hernandez,

& Clare, 2018). Learning financial literacy is a promising way to improve financial

capacity for today’s young people (Duquette, 2018). From this idea, the researcher is

motivated to know the biggest challenges of the students, like maybe their Tuition fees &

Allowances, Food & Shelter, Health, Technology and Others. Students tend not to know

what to value first, and they tend to spend it on things that are not important. That is why

it becomes inevitable for people to overspend when they buy things, because they do not

know how to prioritize the significant ones (Paine, 2012). Not knowing what to prioritize

is the time when financial planning comes in. Based on the book" Researchers believe

financial planning is the ability to manage and budget your money in the future. Financial

planning will help people, particularly students, to secure their money for future use. As

early as now, students must know how to handle money properly. In financial planning

we need to learn how to budget our money properly. Planning to do something without

involving budgeting your money will bring you problems in the future.

The purpose of conducting this study was to determine the students’ challenges,

prior knowledge, and students’ performance towards Teaching Financial Literacy through

technology learning: The Masbate Southeastern Institute Senior High School experience

located at Brgy. Poblacion, Pio V. Corpus, Masbate. In this study, the researcher will

conduct an actual teaching the materials will be of good use Survey questionnaire to get

the information of the respondents, assessment for self-assessment and self-re-

3
assessment, feedback evaluation form and student’s hand-outs. This research aimed to

collect data which will shed light on how teachers can use digital technology effectively

in their classrooms to help students actively engage in the learning of financial literacy.

Financial literacy has ever-increasing importance in our day. Especially in economic and

financial domains, whether people are financially knowledgeable helps greatly in

explaining various financial or economic behavior. One way or another, understanding

financial concepts and recognizing financial instruments seems substantially essential for

individual’s all financial decisions.

Statement of the Problem

This study aimed at Teaching Financial Literacy through technology

learning: The Masbate Southeastern Institute Senior High School experience in Pio V.

Corpus, Masbate.

Specifically, it seeks to answers to the following questions were sought:

1. What challenges are today's high school students facing in financial literacy

through technology learning?

2. What is the knowledge of Senior High School students about financial literacy

through technology learning, especially of different technology apps?

3. What is the performance of Senior High School students after conducting?

teaching of financial literacy through technology learning, focusing on the

following.
4
 a. Financial planning & Budgeting

b. Technology Apps

c. Finance technology apps

4. Is there a significant result in teaching financial literacy through learning

technology apps to Senior High School students?

5. Is there a significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans?

Assumptions

At the beginning of the study, the researcher advanced the assumptions that:

(1) There is a need for a Senior High School students to learn in school about

Financial Literacy through technology learning.

(2) The respondents cooperated and gave fair answers to the items in the

questionnaire objectively.

Scope and Delimitation

The study focused on the good application of Teaching Financial Literacy through

technology learning, focusing on the following: Financial planning and budgeting,

Technology Apps, Finance technology apps. Students will learn the seven areas of

financial planning are cash management, college planning, estate planning, investment

5
planning, risk management, retirement planning and tax management. Researchers want

to introduce the students today to learn about technology apps like YouTube, Skype,

Microsoft Forms, Google Drive and Bubbl.us. Also exploring to learn about the five Top

Financial Technology apps like GCash, BPI Mobile, BDO Digital Banking, Maya,

Coins.ph. The students will find out the Philippines-Based Fintech Companies.

The respondents of the study were selected Senior High School class composed of G-11

57 students and G-12 39 students towards in answering the use of the: a survey

questionnaire, actual teaching with the provided topic of the researcher, assessment, and

feedback evaluation form. This is the heart of the research study to impart knowledge

with the students.

This will be used as a basis for measuring the effectiveness of the use of the proposed

plan for Teaching Financial Literacy through learning technology.

Locale of the Study

This study will be conducted in Masbate Southeastern Institute.

Masbate Southeastern Institute (MSI), established in 1951, located at Brgy.

Poblacion, Pio V. Corpus, Masbate. It is part of the third legislative district of Masbate.

MSI is a private institution caters in Junior & Senior High School that provides students

formal education and equipped with 21st century skills for more effective work force and

for high level manpower in Academic, Technical, and Livelihood fields to meet the needs

6
of manpower requirements both local and global industries. MSI is a private school now

officially part of the DIOCESAN Schools (Catholic school). Registered in the Securities

and Exchange Commission under CS Number 7642, and accredited by the Department of

Education, Commission on Higher Education. Having carved its niche in any sectors, the

school now position itself as a provider of high-quality education. To date, it has a

population of 286 students for 2022-2023. Its vision Masbate Southeastern Institute is an

institution of learning totally dedicated and committed to the full development of the

human mind the heart and the spirit by elevation education to the highest level of all

human aspiration in the service of God and his people. Its mission to provide formal

education for the holistic formation of graduates prepared to meet the needs and

challenges of local and global community.

For Junior High School, the total number of 190 students and for Senior High

School, the total number of 96 students. It implements a K-12 basic education

program.MSI offers the following strands: for academic track General Academic Strand

(GAS), Accountancy and Business Management (ABM), Humanities and Social Sciences

(HUMSS), as well as technical-vocational-livelihood (TVL) track, Bread and Pastry

Production (NC II), Computer Servicing System (NCII), Food & Beverage Services NC

II, Housekeeping NC II, Food Processing NC II.

Pio V. Corpus is a 4th class municipality in the province of Masbate, Philippines.

According to the 2020 census, it has a population of 23,744 people. It is political

subdivided into 18 Barangays with a density of 270 inhabitants per square kilometer

or 700 inhabitants per square mile. As of 2018, it is 29.74% below the poverty line.
7
Belong to the Third District mainland- Uson, Dimasalang, Palanas, Placer, Pio. V.

Corpus, Cawayan and Esperanza.

Pio V. Corpus, formerly known as Limbuhan, is a coastal municipality in the

island province of Masbate. According to philatlas the municipality has a land area of

89.33 square kilometers or 34.49 square miles which constitutes 2.16% of Masbate's total

area. In 1951, the barrios of Limbuhan, Guindawahan, Palho, Casabangan, Salvacion,

Alegria, Tanque, Bunducan, Bugtong, and Cabangrayan were separated from the town of

Cataingan and created into the town of Limbuhan. The town got its current name in 1954,

and was named after the former Congressman and Governor, Pio Vicente Corpus (1883–

1944). Born on July 11, 1883, in Nueva Ecija, he migrated to Masbate, and he would

later serve in the war time Japanese sponsored Government and was unfortunately

assassinated by the Japanese Intelligence due to mistrust on February 7, 1944, in Manila.

Its first mayor was Daniel Señoron. 6 The province of Masbate which is a part of the

Bicol region located almost at the heart of the Philippine archipelago. It is composed of

21 municipalities and one component city, the capital town. The province is composed of

three main islands, Masbate Ticao, Burias, in addition to several smaller islands and

islets. The island Masbate is the biggest island located southwest of Sorsogon and

separated from Panay by the Jintotolo channel. Its southwestern coast faces the Sibuyan

sides while its southern portion encloses Asid Gulf. The whole province has an area of

404, 769 hectares and a population of 590, 915 (1990 Census). The general terrain is

rugged with a very limited expanse of level land and relatively broad bands of lowlands

and undulating hills., Mainland Masbate is mountainous with numerous streams and
8
rivers. The province is known for cattle and gold. Rich fishing grounds surround the

province and fishing boats from neighboring provinces fish in the waters the whole year

round. The province is divided into three Congressional Districts. The two municipalities,

San Pascual, and Claveria, located in Burias Island, and the four municipalities, San

Jacinto, Monreal, San Fernando and Batuan, located in Ticao Island, compose the First

congressional district. The City of Masbate and the municipalities of Mobo, Baleno,

Aorory, Milagros, Mandaon, and Balud, belong to the Second District. The rest of the

municipalities on the mainland- Uson, Dimasalang, Palanas, Placer, Pio. V. Corpus,

Cawayan and Esperanza- belong to the Third District. Masbate, the capital of the

province, became a component city on September 20, 2001, by virtue of R.A.No. 8807.

The city has an area of 18, 739 hectares divided into 30 barangays. 7 The capital is the

commercial, business, and educational center of the province. It has its share of

commercial establishments as department stores, food stores and restaurants, banking

facilities recreational centers, school, and health facilities. Water and air transportation

facilities connect the City to Manila, Cebu, and neighboring provinces.

Figure 1 shows the Demographics of Pio V. Corpus

Figure 2 shows the Map of Masbate highlighting the town of Pio V. Corpus

Figure 3 shows the Main Campus School of Masbate Southeastern Institute

9
Source: Philippine Statistics Authority

10
 Figure 1

Demographics of Pio V. Corpus

11
Legend:

Figure 2

Map of Masbate Highlighting the Town of Pio V. Corpus

12
 Figure 3

Main Campus School of Masbate Southeastern Institute

13
Significance of the Study

The result of this study would serve as a basis for an action plan to increase

students’ preparation for their future endeavors towards teaching Financial Literacy

through technology learning.

The researcher shows in the study as early as now, we need to ensure our

students, even our children learning financial literacy through technology because it will

help them go along their way. Of course, the school will benefit, and the parental

involvement/guidance program of the said institution will become successful. Someday,

our dream is that the school will not receive students’ drop out. Because of not having to

pay for the tuition, having no allowance and being able to pursue college.

The benefits accruing to the succeeding beneficiaries are discussed below:

Students. Would experience and learn Financial Literacy through technology

learning. Able to learn at their young age and use it the future.

Teachers. Would be able to responsible for educating and preparing the students

not only for academic performance but to prepare for their future by teaching Financial

Literacy through technological learning. Through this, teachers will help to address the

needs and challenges of the students. In pinpointing these challenges, prior knowledge,

and performance the study will greatly help in identifying which of these difficulties can

14
be overcome by appropriate teaching activities and which can be remedied by other

means. Teachers will help the students better understand the Financial Literacy through

technology learning.

School Administrators. Since the school heads are directly in-charge of planning

and coordinating in-service training activities, the findings of this study will serve as

guide in selecting the kind of in-service trainings to hold, and will therefore, facilitate the

programming of such activities according to the needs of teachers and students. A

knowledge of such specific training needs will eliminate unnecessary waste of time and

effort in the preparation of such schedule. Hence, this will improve administrative

policies and supervisory strategies as far as the teaching of the Senior High School

Teaching Financial Literacy through technology learning is concerned. Purpose of the

study that the school will benefit, and the parental involvement/guidance program of the

said institution will become successful.

Curriculum Planners/ Makers. Curriculum planners/makers keep abreast of

current needs as far as training experiences are concerned. The study will provide basic

information on such need’s modification especially along the line of teachers’ preparation

on the subject.

Research subjects. Since the research subjects in this study are the students

themselves, the study brings into focus in clear and vivid terms the need for appropriate

activities. Identifying their needs makes the research subjects aware of their difficulties

and perceived solutions and how these needs may be met. Today’s common lack among

15
students and parents is without knowing the importance of financial planning and the

usefulness of technology apps. With finance and technology innovation and research,

today, all opportunities to educate people, particularly senior high school students would

be possible.

Future researchers. The study has made the researcher more aware of the

training needs of his fellow teachers and thus a concerted and unified program can be

formulated with this study as a model which may lead to further research and may

include even other subject fields.

Community and Parents. More competent and knowledgeable teachers

encourage students to study more and develop a greater interest in their studies and about

teaching Financial Literacy through technology thus resulting in better achievement of

the students. Such knowledge towards the teachers and the school making them more

responsive to the school activities and thus forging stronger and firmer school-

community relations.

16
Definition of Terms

To achieve clarity and understanding of the text and actual discussion the

following terms are defined:

Bank (www.investopedia.com) -A bank is a financial institution licensed as a receiver of

deposits and can also provide other financial services, such as wealth management,

currency exchange, and safe deposit boxes. There are several different kinds of banks

including retail banks, commercial or corporate banks, and investment banks. In most

countries, banks are regulated by the national government or central bank.

Bankaroo (https://www.bankaroo.com) is a virtual bank for kids, where you can teach

them about the value of money in a safe environment.

Bonds are the best choice for conservative Filipinos who want safe investments, as

opposed to taking a gamble on the stock market. Bonds are not directly affected by the

highs and lows of the stock market, so it’s less likely that you will incur losses. It is the

17
better option for people who prefer the predictable passive income from the periodic

interest that their bonds receive.

Bubbl.us is an online mind-mapping tool which allows you to visualize and structure

information, helping you to better understand, remember and generate new ideas. Create

simple flowcharts and webs to diagram ideas, writing assignments, and projects.

Budget is a way to balance income, expenses, and financial goals for a specific length of

time.

Budgeting is done by individuals, families, groups, companies, and the government—to

plan, monitor, and control finances. It is everywhere; homemakers use it to manage their

monthly expenses and savings; the government relies on it to run the nation.

Cash Budget: It is simply a cash flow prepared in advance. It documents anticipated

payables and receivables for an upcoming period. It is prepared to ensure that the

business has enough money to run the organization effortlessly. 

Cash Management is the heart and soul of your current or future retirement planning.

College planning most families pay for college using some combination of savings,

income, and financial aid. Financial aid can include grants and scholarships as well as

loans. College costs may include Tuition and fees, Room and Board, Books and Supplies,

Personal Expenses, and transport.

18
Corporate bonds are those issued by private corporations listed on the stock exchange.

Corporations may issue bonds to investors to expand their business or sustain their

operations.

Corporate Budget: It is a plan to maintain cash flow, operating cash, and emergency

funds efficiently. It comprises sales, material, production, and factory overheads.

Estate planning should ideally start as soon as a person turns 18. Having the basic estate

planning documents (will, durable power of attorney for finance and health and a living

will) can give you peace of mind.

Estimated expenditure is the cash outflow that an individual, firm, or government

expects to make in the upcoming period. https://www.wallstreetmojo.com/budgeting/

Export Trade: When a trader from his home country sells his goods to a trader located

in another country, it is called export trade. For e.g., a trader from India sells his goods to

a trader located in China.

External Trade is also called foreign trade. It refers to buying and selling between two

or more countries. For instance, if Mr. X, who is a trader from Mumbai, sells his goods to

Mr. Y, another trader from New York, then this is an example of foreign trade. External

trade can be further sub-divided into three groups, viz.,

Financial Budget: It incorporates assets, liabilities, and shareholders’ equity. It charts a

company’s short-term and long-term financial goals.

19
Financial Literacy -is the ability to understand and effectively use various financial

skills, including personal financial management, budgeting, and investing. –

www.investopedia.com-

Financial planning-is useful for both short-range and long-range plans. Financial

planning serves as the basis of the operations or the allocation of funds the person has to

undergo. Financial planning summarizes in one word: ‘budgeting. From this we need

financial knowledge. Maybe it can start at home. Today, financial knowledge has become

an instrument in ensuring a financially healthy society (Odek, 2015).

Financial technology (fintech) apps in the Philippines soared during the COVID-19

pandemic, driven by strong user demand and aggressive marketing, according to

analytics company AppsFlyer.

Fintech now includes different sectors and industries such as education, retail banking,

fundraising and nonprofit, and investment management, to name a few. Fintech also

includes the development and use of cryptocurrencies, such as Bitcoin. -

www.investopedia.com/terms/f/fintech.asp

Fintech describes any company that uses the internet, cloud services, mobile devices, or

software technology to either connect with financial services or to use them. -

www.google.com-

Fixed Income- Depending on the type of bonds you buy, interest can be paid

periodically, giving you fixed passive income on top of your other sources of income or

revenue.
20
Flexible Budget: It is a realistic approach adopted by businesses. A flexible plan

considers changes in expenses and costs over the period and adjusts accordingly.

GCash (Mynt - Globe Fintech Innovations, Inc.) Gcash, today it is known for being

easy to buy loads, pay bills, send money

Google Drive is a free cloud-based storage service that enables users to store and access

files online. The service syncs stored documents, photos and more across all the user's

devices, including mobile devices, tablets and PCs.

Government bonds, also known as sovereign bonds, are either placed up for auction

with institutions that have the capacity to distribute them further to the retail investors or

sold directly to the public.

Government Budget: A financial plan prepared by the federal government accounts for

the estimated national revenue for a particular financial or fiscal year. The revenue comes

from taxes, fees, and grants. It also considers the anticipated expenditure on public

services and infrastructure. There are two types of federal budget-capital and revenue.

Import Trade: When a trader in his home country obtains or purchases goods from a

trader located in another country, it is called import trade. For e.g., a trader from India

purchases goods from a trader located in China.

Insurance is a way to manage your risk. When you buy insurance, you purchase

protection against unexpected financial losses. The insurance company pays you or

someone you choose if something bad happens to you. If you have no insurance and an

accident happens, you may be responsible for all related costs. - consumer finance.gov-
21
An insurance policy is a written contract between the policyholder (the person or

company that gets the policy) and the insurer (the insurance company).

Internal Trade is also known as home trade. It is conducted within the political and

geographical boundaries of a country. It can be at local level, regional level, or national

level. Hence, trade carried on among traders from Delhi, Mumbai, etc. is called home

trade. Internal trade can be further sub-divided into two groups, viz.,

Investment planning is more than just buying and selling securities.

Financial planners can help you find the right financial tools to meet your unique

needs.

Labor Budget: It is tailor-made for labor-intensive firms. Businesses that are heavily

reliant on employees need a systematic plan balancing revenue and wages.

Master Budget: It is a culmination of various lower-level budgets prepared for different

areas of business operations. It is a consolidated business plan. 

Microsoft Forms is an application which allows you to create shareable surveys,

quizzes, and polls in minutes. Forms track participant responses, providing real-time

results and analytics for your survey.

Mutual funds- A Mutual Fund is an investment company that pools the funds of many

individual and institutional investors to form a massive asset base.   The assets are then

entrusted to a full-time professional fund manager who develops and maintains a

22
diversified portfolio of security investments.  People who buy shares of a mutual fund are

its owners or shareholders.  Their purchases provide the money for a mutual fund to buy

securities such as stocks and bonds.  A mutual can make money from its securities

investments in two ways: a security can pay dividends and interest to the fund, or a

security can rise in value.  The fund passes any dividends, interest, or profits on the sale

of its portfolio securities, less fund expenses, to shareholders in the form of distributions.

-www.pifa.com.ph-

Online banking is one of the conveniences we have right now. It gives benefit not only

benefits the customers but also to the respective banks. Both businesses and customers

can save a lot of time, money, and effort by having an online banking system to facilitate

online transactions over the internet.

Operating Budget: It is created at the beginning of a given period. It reflects the profit

and loss accounting—accounts for fixed, non-operating, variable, and capital

expenditures.

Personal Budget: An individual or family plans their monthly earnings and expenses to

ensure that they don’t run out of cash before the next paycheck.

The policyholder is not necessarily the insured. An individual or company may get an

insurance policy (making them the policyholder) that protects another person or entity

(who is the insured). For example, when a company buys life insurance for an employee,

the employee is the insured, and the company is the policyholder.

23
Portfolio diversification- As the saying goes, don’t put all your eggs in one basket. If

you’re planning on investing in multiple investment products, the low-risk features of

bonds can offset potential losses that high-risk investments may incur.

Static Budget: It is mostly formulated by the government and non-profit organizations. It

is rigid and does not allow variations depending on the activity of the institution. It is a

prediction of revenue and expenses—based on anticipated values. The actual results may

vary from the predicted values.

Retail Trade: It involves buying in smaller lots from the wholesalers and selling in very

small quantities to the consumers for personal use. The retailer is the last link in the chain

of distribution. He establishes a link between wholesalers and consumers. There are

different types of retailers, small as well as large. Small-scale retailers include hawkers,

pedlars, general shops, etc.

Risk management insurance is our way to partner up with insurance companies to

transfer the unexpected risk and share the exorbitant cost of unplanned events.

Retirement planning and tax management go almost together. Comprehensive

financial planning provides a clear picture of your current financial profile, and it aids the

planner tremendously to strategize and offer guidance for your future. Moreover,

planning should be adjusted and evolve with you as your goals and financial status

change.

Skype (voice-over-Internet service) is a brand name for an application for

communicating with other people over the internet using video or voice calls.

24
A stock, also known as equity, is a security that represents the ownership of a fraction of

the issuing corporation. Units of stock are called "shares" which entitle the owner to a

proportion of the corporation's assets and profits equal to how much stock they own. -

www.investopedia.com-

Stock market - COL Financial started investing in the stock market and opening an

account. Minimum Investment P5000

Read more: https://www.thinkpesos.com/how-to-open-an-account-in-col-financial-and-

start-investing-in-stock-market/

Technology will help the person be technology- literate as a way of being aware of the

use of apps. Also, these technological apps will help you get information, allow

opportunities to learn, use it for communication, store data and organize the data.

Technology helps research studies. Students who know how to use technology have an

advantage over others.

Treasury bills- Treasury Bills or popularly known as T-Bills are peso-denominated

short-term fixed income securities issued by the Republic of the Philippines through its

Bureau of Treasury. -www.pnb.com.ph- 

UITF- Unit investment trust fund. This is basically another ‘paper asset’ that can help

our money grow. In a layman’s term, it is another pool of funds which is operated or

managed by a trust entity, usually by banks. Individual and private investors pooled their

money into different types of unit investment trust fund they selected, and the unit fund

manager will take care of the investing decisions. Read more:

25
https://www.thinkpesos.com/how-to-invest-in-unit-investment-trust-fund-in-the-

philippines/

Wholesale Trade: It involves buying in large quantities from producers or manufacturers

and selling lots to retailers for resale to consumers. The wholesaler is a link between

manufacturer and retailer. A wholesaler occupies a prominent position since

manufacturers as well as retailers are both dependent upon him. Wholesalers act as an

intermediary between producers and retailers.

YouTube is a video sharing service that allows users to watch videos posted by other

users and upload videos of their own.

NOTES

1
Candice Arrington Tschache (2009). Importance of financial literacy and financial

literacy content in curriculum.

https://scholarworks.montana.edu/xmlui/bitstream/handle/1/2449/TschacheC0809.pdf

2
Neha Arora (2016). Using Digital Technology to Teach Financial Literacy in

Elementary Schools

https://tspace.library.utoronto.ca/bitstream/1807/72146/1/Arora_Neha_201606_M

T_MTRP.pdf

26
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature and studies is presented in this chapter. This

chapter includes review of literature related to financial literacy. The researcher collected

various published materials like journals, theses, and electronic references to supplement

this study.

Review of Literature

Defining Financial Literacy

Despite the extant research of financial literacy, there has been a lack of

standardized definition of financial literacy (Schmeiser & Seligman 2013) and available

measures lack consistency concerning the definition of financial literacy (Selim &

Aydemir 2014). Meanwhile, a plethora of definitions for financial literacy has resulted in
27
the term ‘financial educations’ and ‘financial knowledge’ being used ubiquitously to

identify financial literacy (i.e., AL-Tamimi, Hussein A. Hassan, Bin Kalli Anood 2009;

Smith et al. 2011; Yoong et al. 2012).

To begin identifying financial literacy, it is first important to review the various

definitions provided in previous study. Servon and Kaestner (2008, p.273) defines

financial literacy as “a person’s ability to understand and make use of financial

concepts”. Huston (2010, p.306) described financial literacy as “measuring how well an

individual can understand and use personal finance-related information”. While Remund

(2010, p293) conceptualize financial literacy as “a measure of the degree to which one

understands key financial concepts and possesses the ability and confidence to manage

personal finances through appropriate short-term decision-making and sound, long-range

financial planning, while mindful of life events and changing economic conditions”. The

definition of financial literacy can be categorized into two sections: conceptual definition

(i.e., Servon & Kaestner 2008) and operational definition (i.e., Lusardi et al. 2010).

Conceptual definitions explain abstract financial concepts in concrete terms while

operational definitions convert conceptual definitions into measurable criteria (Remund

2010). Most of the conceptual definitions provided in previous study can fall into five

categories: “1) knowledge of financial concepts, (2) ability to communicate about

financial concepts, (3) aptitude in managing personal finances, (4) skill in making

appropriate financial decisions and (5) confidence in planning effectively for future

financial needs.” (Remund 2010, p.278). This description is coherent with both the other

literacy concepts and definitions in the extant financial literature. Nevertheless, due to the

28
number of definitions in the literature, there is no universally accepted conceptual

definitions for financial literacy (Huston, 2010). Previous studies have shown that

measuring the financial literacy level is crucial in identify the effect of financial literacy

on individual financial behaviour (i, e., Lusardi et al. 2010) as well as identify potential

needs and gaps (i.e., Schmeiser & Seligman 2013). However, different studies have

defined and measured financial literacy in many ways (Huston, 2010). Indeed, the used of

measures are not comprehensive (i.e., Lusardi et al. 2010), lack of construct clarification

(i.e., Lusardi & Mitchell 2014) and lack of consistency in instrument interpretation

(Servon & Kaestner 2008). Academic work has concluded that financial literacy can be

measured both objectively (performance tests) and subjectively (self-reported methods)

(Xiao et al. 2014). Nevertheless, existing measures of financial literacy are dominated by

measures of objective knowledge (i.e., Lusardi et al. 2010; Fernandes et al. 2014). There

is ample evidence in past literature of large disparities between the objectively

(performance tests) and subjectively (self-reported methods) measures (Xiao et al. 2014).

Thus, some recent studies (i.e., Lusardi & Mitchell 2014) combined both objective

measure and subjective evaluation of financial literacy to offers “robust and nuanced

insights about how the two different dimensions of financial literacy work together to

influence financial outcomes”. (Lusardi & Mitchell 2014, p.7).

According to National Economic and Development Authority (NEDA) (2018),

Financial literacy, financial knowledge and financial education are used interchangeably

in formal literature and popular media. Various sources provide various definitions to

29
financial literacy but have one thing in common— everything revolves around money,

knowledge, and use.

Mandell (2009) defines financial literacy as “the ability to use knowledge and

skills to manage one’s financial resources effectively for lifetime financial security.”

Huston (2010) explains that financial literacy is made up of two elements: understanding

and use. Understanding financial literacy implies that a person is knowledgeable about

personal finance and applies such knowledge in dealing with one’s finances.

Meanwhile, Hastings, et al (2013) refers to financial literacy as: Knowledge of financial

products (e.g., what is a stock vs. a bond; the difference between a fixed vs. an

adjustable-rate mortgage). 1. Knowledge of financial concepts (inflation, compounding,

diversification, credit scores). 2. Having the mathematical skills or numeracy necessary

for effective financial decision making; and 3. Being engaged in certain activities such as

financial planning. Determinants of financially literate persons: 1. Plans, saves, invests

in stocks, accumulate more wealth (Lusardi and Mitchell, 2014). 2. Less credit card debt.

3. When they borrow, they manage their loans better, paying off the full amount each

month rather than just the minimum due. 4. They refinance their mortgages when it

makes sense to do so. 5. Less likely to use high-cost borrowing methods

More knowledgeable individuals “invest in more sophisticated assets, generating higher

expected returns on retirement saving along with lower nonsystematic risks,” according

to Mitchell (2014).

30
Financial literacy is a person’s ability to manage finances so that life can be more

prosperous in the future. The ability to manage finances and the ability to make financial

decisions today will have an impact on the welfare of life in the future (Chen & Volpe,

1998). Financial literacy is a person’s ability to manage economic information and make

decisions for financial planning, financial accumulation, retirement, and debt (Lusardi

and Mitchell, 2014).

Overview of financial literacy definitions.

Author Year of Definition of financial literacy

publishing
PISA, 2017 [In young people] knowledge and
Organization understanding of financial concepts
for Economic [In young people] knowledge and
Co-operation understanding of financial concepts and
and risks, and the skills, motivation, and
Development confidence to apply such knowledge and
understanding to make effective decisions
across a range of financial contexts, to
improve the financial well-being of
individuals and society, and to enable
participation in economic life.

31
Xiao 2016 Financial literacy has not yet been directly
linked to how household choose among
different kinds of assets.
Lusardi and 2014 Financial literacy is peoples’ ability to
Mitchel process economic information
and make informed decisions about
financial planning, wealth
accumulation, debt, and pensions.
Financial literacy has been defined as the
level of financial knowledge
and the ability to apply the knowledge to
improve financial status.
Delgadillo 2014 Financial literacy is knowledge of financial
concepts and how the knowledge is used to
make financial decisions, considering
available resources and the unique situation
for each individual or family.
OECD/INFE 2012 Financial literacy is a combination of
awareness, knowledge, skill,
attitude and behavior necessary to make
sound financial decisions and
ultimately achieve individual financial well-
being.
Gale and 2010 Financial literacy is the ability to make
Levine informed judgments and
Financial literacy is the ability to make
informed judgments and
Financial literacy is the ability to make
informed judgements and effective
decisions regarding the use and
management of money and wealth.
Financially illiterate households make poor
choices that affect not only the decision-
makers themselves, but also their families
and the public at large, making the
improvement of financial literacy a first-
order concern for public policy.

Bernheim and 2003 Financial literacy is not an isolated category

Garrett but it is a specialized part
Financial literacy is not an isolated category
but it is a specialized part
Financial literacy is not isolated category,
but it is a specialized part of economic
literacy which is related with the ability to
32
 ensure income, to move on the labor
market, to make decisions about own
payments and the ability to realize the
possible consequences of the own decisions
on the current and future income.

Noctor, 1992 ancial literacy is an ability to make

Stoney and informed judgments and to take
Stradling Financial literacy is an ability to make
informed judgements effective decisions
regarding the use and management of
money.
Source: Xiao (2016); OECD (2017); Gale and Levine (2010); GAO (2014); Lusardi and

Mitchell (2014, 2006); Bernheim and Garrett (2003); Noctor et al. (1992); Kempson et al.

(2017); PISA (2017)

Financial Technology

Financial technology is a communication technology and existing financial capabilities

by exploring factors that increase and hinder the adoption of technology related to

financial management and the effects of using financial services on financial capacity

(Yeo & Fisher, 2017). The use of financial technology refers to financial technology and

is currently a new technology financial service that allows consumers to use easily

accessible financial services on their mobile devices, which leads to less interaction with

commercial providers as consumers are no longer required to go to banks or financial

institutions. Bancou (2018) measures the use of financial technology using indicators of

easiness, quickness of Fintech tools, innovation, and security.

The development of digital technology in the financial sector or financial technology

gives convenience for users in making transactions. Financial technology as an

33
innovation in financial services purposes to make it easier for people to access financial

products and facilitate transactions. Technology drives performance enhancements.

The Importance of Financial Literacy

If students want to enter the workforce and succeed, they need to be prepared financially.

Knowing how to budget finances is one of the essential skills that a working individual

can have these days, and this skill must be taught from a young age. 

Going out into the real world with no knowledge of finances and how to spend money

appropriately is a death wish, which is why it’s so important to prepare your learners with

financial literacy. What better way to do that than with technology – the thing they’ve

been surrounded by their entire lives. 

The researcher encourages individuals while we are still discovering all of the benefits

that education technology has to offer, one certainty is its ability to promote financial

literacy. With technology, teaching finances to your students never has to be a challenge

again.

34
Related Literature

Foreign

As stated in the Journal of Consumer Affairs, “. . . young people are leaving

school without the basic skills to manage their personal financial affairs, putting them at a

high risk for not being able to plan responsibly for their financial future.” (Howlett, Kees,

& Kemp, 2006, p. 240). To obtain competence in financial literacy, consumers and/or

students must understand the problems faced in the marketplace. They must have the

training, skills, and knowledge to discern the best way to protect them from becoming

victims of financial ignorance. This ignorance can be tempered through financial

education. Educating our future leaders about financial literacy becomes a pressing

issue.

Financial literacy is a basic knowledge that people need to survive in a modern

society. People should know and understand credit card and mortgage interest, insurance,

and saving and investing for the future. Garman & Forgue (2000) defines financial

literacy as knowing the facts and vocabulary necessary to manage one’s personal finances

successfully. Having knowledge of personal financial management and the marketplace

is indicative of a greater ability to manage the family’s financial resources (Godwin,

1994). People are more likely to achieve their financial goals with appropriate

knowledge. Lack of personal financial knowledge limits personal financial management

and may cause financial problems, resulting in lower financial well-being. Recent

surveys show many Americans lack basic financial knowledge. A 1994 Merrill Lynch

35
survey of financial literacy revealed that many Americans did not understand the basic

financial concepts and economic data. Less than one-fifth of all respondents passed the

test. A 1996 study by the Investor Protection Trust found that only 18% of the investors

surveyed were truly literate about financial topics on investing. Most did not know basic

financial terms nor were they familiar with the performances of different investments.

Only 38%t of surveyed investors knew that when interest rates go up the prices of bonds

usually go down (“The Facts on Saving and Investing”, 1998). The 1996 Retirement

Confidence Survey found that most American workers have a limited financial

knowledge regarding issues important in planning and saving for retirement. Only one-

third of workers had a high degree of financial knowledge, while 55% had a moderate

level, and 11% had low knowledge levels (“Mutual fund...”, 1997). Young adults were

surveyed by the Jump$tart Coalition for Personal Financial Literacy which administered

a test on personal finance knowledge to 1509 high school seniors across the country

(Jump$tart, 1998). The survey probed the high school seniors’ knowledge of credit use,

saving and investing, budgeting, taxes, insurance, inflation, and retirement issues. The

average score on the test was 57.3%, with only 10% of the seniors 15 getting a C or

better, indicating that young adults graduate from high school with little personal finance

knowledge. There was a relationship between not knowing about personal finances and

having financial problems, such as being targets of investment fraud; being delinquent on

credit cards; and bankruptcy (Jump$tart, 1998). Survey results showed that states with

high numbers of adults declaring personal bankruptcy also had high numbers of 12th

graders who scored poorly when tested on personal finance subjects. Georgia, Alabama,

Mississippi, and Tennessee, where the annual rate of personal bankruptcy filings was the
36
highest per household, were among the seven states with the lowest mean score on tests

(Jump$tart, 1998). Chen and Volpe (1998) studied the financial knowledge level of

college students. They found that participants (n=924) got 53% of questions correct.

Students with a low knowledge level tended to have wrong opinions and made incorrect

decisions. NationsBank and the Consumer Federation of America supported a telephone

interview survey with a representative sample of 1,770 households nationwide on their

financial goals, financial strategy, and basic knowledge about important financial matters.

Among 1,533 savers, only 8% of respondents got at least three- quarters of the 14-

question test of knowledge correct. Sixty-one percent got fewer than half of the questions

correct, and the average score was only 42%. Those with higher knowledge scores had

higher saving levels than those with lower scores (Princeton Survey Research Associates,

1997). Another survey by Princeton Survey Research Associates in 1999 studied

knowledge about consumer rights and regulations and investment issues. Forty-two

percent thought that loan payments could not be deducted from the homeowner’s

paycheck and 15% were not sure, while 43% answered correctly. Based on four

questions, 64% of 16 respondents were described as having some knowledge or little or

no knowledge about investments. In summary, financial knowledge equips people to

manage their money and handle saving and investing decisions. A low level of financial

knowledge implies a need for financial education. Financial illiteracy may result in being

a victim of investment fraud, mismanagement of credit, bankruptcy, and a lack of

preparation for retirement.

37
 Financial literacy according to Balatti (as cited in Chinen & Endo, 2014) is

“exercising in real life situations the ability to make informed judgments and to take

effective decisions regarding the use and management of money” (p.95). According to

Beverly and Burkhalter (2005, p. 1), the definition of financial education or financial

literacy is the “knowledge and skills related to money management.”

Financial literacy is characterized as a "significance influencing process" in which

people to utilize a mix of abilities, assets, and relevant learning to process data and settle on

choices with information of the budgetary outcomes of that choice (Mason and Wilson,

2000). According to (Hogarth, 2002, pp. 15-16) depicted the textures in behavioral terms,

expressing that people who are financially educated are: 1) proficient, taught, and educated

on the issues of overseeing cash and resources, saving money, speculations, credit,

protection, and expenses; 2) comprehend the essential ideas fundamental the administration

of cash and resources; and 3) utilize that learning and comprehension to plan and execute

money related choices.

This creates the opportunity to shape our future citizens into a consumer savvy

population. Giving individuals skills that will equip them with knowledge about money,

and influencing their attitudes toward making rational financial decisions, is why the

Commonwealth 7 Credit Project (CCP) was introduced (Bowen & Jones, 2006). In this

project, freshman and sophomores in high school are educated on credit card issues as

well as other money matters. Through evaluation of this project, it was indicated that a

financial education program can help increase students’ knowledge and influence the way

they feel about money (Bowen & Jones, 2006).

38
 As with others, many Americans have been called to support financial literacy

and educating our youth. National campaigns have jumped to the aid of educating our

young citizens. These include federal plans that support financial education which

increases the life skills of future leaders. Several federal agencies are serving as partners

including the U.S. Department of the Treasury, the U.S. Department of Labor, the

Federal Reserve System, and the Securities and Exchange Commission. Treasury

Secretary Lawrence Summers brought this effort together in April of 2000. It is the hope

of the National Partners for Financial Empowerment to increase public awareness in the

field of financial literacy and to encourage our young people in this endeavor (NPFE,

2000).

Financial literacy can improve prospects for the success of every child because it

will allow them to make informed decisions about their finances in the future and help

them to improve their confidence and self-esteem. Finally, financial literacy contributes

to the development of knowledgeable and compassionate citizens. Educators have a

responsibility to provide students with an understanding of responsible, ethical, and

compassionate financial decision making to contribute to meeting that goal.

Implementing Financial Literacy There have not been many studies conducted or

articles written which focus on the implementation of financial literacy within secondary

schools. It is important to see the significance of teaching financial literacy and how it

can be effectively implemented. “To ensure that students make sound financial decisions

as adults, financial education experts contend that schools and families should start

fostering financial literacy before the teen years” (Allen, 2009, p. 5). If the benefits of
39
implementing financial literacy in the long term are explored, it can be speculated that to

prepare a generation ready to work and thrive in the global economy, educators must

prepare students to be financially literate from a young age.

Upon (2012) outlines the significance of teaching financial literacy, along with

suggesting teaching strategies for instructing about money and pointing out resources

which are relative to teaching about financial literacy. According to Supon, a reasonable

approach to teach students about being financially literate is through providing them with

varied instructional strategies. In this paper, teachers are encouraged to incorporate

financial literacy into their curriculum and academic content, like the initiative launched

by the Ministry of Education in Ontario.

Nevertheless, there is a large and growing body of literature revealing that individuals

have the deficiency of financial literacy which would assist them to make wise financial

decisions (e.g., Guiso and Jappelli, 2008, pp. 1-36; Al-Tamimi and Bin Kalli, 2009, pp.

500-516; Shahrabani, 2012, pp. 156-163). In a study conducted by OECD in 14

countries, Atkinson and Messy (2012, p.7) concludes that financial illiteracy is prevalent

in many countries (e.g., Albenia, Poland, Malaysia, UK, South Africa). It seems that

people around the world suffer from the lack of financial knowledge no matter in which

country they live-developed or not. Besides, recent evidence displays that being unable to

understand financial topics may be the underlying reason of portfolio under

diversification (Guiso and Jappelli, 2008, pp. 1-36), lower stock participation (Van

Rooij, Lusardi and Alessi, 2007, pp. 1-46), unpreparedness for post-retirement times

(Lusardi and Mitchell, 2007b, pp. 35-44), wealth accumulation (Van Rooij, Alessi and
40
Lusardi, 2012, pp. 449-478), etc. Limited studies have examined several variables other

than financial literacy such as risk aversion (Van Rooij et al., 2011, p.23), self-regulation,

future orientation (Howlett, Kees and Kemp, 2008, pp.227-230), risk tolerance (Van

Rooij, Kool and Prast, 2007, p.705), negative emotions, past behaviors and attitudes

(Shahrabani, 2012, pp. 157-158), role of self-perception (i.e., internal versus external

locus of control) (Perry and Morris, 2005, p.300), trust (Lachance and Tang, 2012,

p.213). A great majority of studies regressing a tough and complicate financial decision

making or intricate financial behavior on merely financial literacy estimator implies that

relevant literature requires to be expanded for more thoroughly comprehension of this

complex and uneasy processes.

History of Financial Education

History is interesting, but the real knowledge comes from connecting that

information with the circumstances that might apply in today’s world. 1700s – 1800s

Even as early as 1795, a clergyman, David Davies began collecting receipts and keeping

track of expenditures. In Berkshire, England there were six families of laborers that Mr.

Davies saw the difficulties they were having in covering their livings costs with the

income they received. In the book, The Case of Labourers in Husbandry Stated and

Considered, the budgets of 135 families were reported by Mr. Davies (Davies, 1795).

Even in the 1700s, people were concerned about budgeting and financial literacy. The

founder of the modern empirical household budgetary analysis, Pierre Guilliame Fredrick

Le Play (1806-1882) believed that if the income and expenditures of a family were
41
analyzed, a researcher could have complete knowledge of that family. Through living

with families, he gained knowledge about the social and economic factors that affected

the families’ well-being (Zimmerman & Frampton, 1935).

Through compiling data and careful analysis, the importance of finances became

apparent even in the early 1800s. The total well-being of a family could be determined by

observations made by a researcher, another indication that financial concepts were

important and could influence the representation a family had in the community. When

the Morrill Act was passed in 1862 and the Department of Agriculture was established,

each state was authorized to establish a land grant institution. These institutions were to

educate our citizens in agriculture, home economics, mechanical arts, and other practical

professions (Liston, 1993). During that same time, Ellen H. Richards created the

profession of home economics. Her literature possessed ideas on increased costs of the

standard of living and how habits need to adjust to expenditures to “keep” a house

(Richards, 1915). There became an interest in educating the citizenship about subjects

such as budgeting and consumer skills which came under the content area of home

economics. 1900s – Cooperative Extension Service The financial education movement

has been publicly supported through many organizations and affiliations since early in the

1900s. The Cooperative Extension Service was established through the Smith-Lever Act

in 1914 with the main objective being to provide learning experiences that would develop

skills that people needed at home, on the farm, and in their community. The Extension

Service used the research that they obtained through the U.S. Department of Agriculture

and the state land-grant colleges and universities, to educate community members and

42
youth through the sponsorship of Four-H Clubs (Cooperative Extension Service, 2000).

Even then, people were seeking help with finances and wanting to develop skills that

would help them acquire knowledge to solve economic problems. 1950s – 1990s During

the 1950s, the issues of financial management, income and expenditure, security and

retirement, housing, budgeting, saving, and marital adjustment comprised fifty percent of

the research that was done in the field of home economics (Israelson, 1991). These

subject areas were gaining in importance. Our country was becoming aware of how each

of these areas was an essential part of education. In the 1990s, organizations began to

realize that financial education was necessary for the youth of today to make consumer

decisions in their future. To determine the financial literacy level of high school seniors,

the Jump$tart Coalition for Personal Financial Literacy has been performing surveys

since 1997. The average score of high school seniors later in 2005 was a 52%-a failing

score on most United States grading scales. It was also found that only 16% of the

respondents had taken an entire course in Personal Finance in high school (Duguay,

2006). This survey provides evidence that students have not had the training or the

knowledge to make wise decisions about their economic future or their financial well

being

2000 – Today in addition to the JumpStart Coalition, the Department of the

Treasury has been a leader in encouraging the development of financial education.

Through their efforts, the Office of Financial Education was developed in May of 2002.

Part of their mission is to help Americans make better choices in managing their finances

especially in areas as saving, home ownership, retirement planning, and credit

43
management. Through the Department of the Treasury, the Financial Literacy and

Education Commission has been working to develop financial education for all people in

the United States (United States Department of the Treasury, 2009). This agency is very

aware of the amount of debt in our country and how the conventional means of the past

have caused a negative economic outlook. It is through these efforts that progress can

continue to be made to reverse the current trend in our spending consumerism. In October

of 2002, the Treasury Department released The Treasury Department White Paper —

Integrating Financial Education into School Curricula. This White Paper was the result of

a panel consisting of key national youth education groups and was spotlighting the

advantages of adding financial education to math and reading curriculum in a standards-

based education system. In this report, there were five areas to bring financial education

to schools called access points. They were through textbooks, testing, financial education

materials, state standards for education, and teacher training. The Treasury Department

indicated that this report could serve as a guiding force in helping to develop financial

education (United States Department of Treasury, Integrating Financial Education into

School Curricula). This is again providing us with another way the United States

Treasury has been instrumental in helping to create a movement to remedy a sticky

financial predicament. One of first educational acts that helped establish the importance

of financial literacy was the Financial Literacy and Education Improvement Act. It was

part of the Fair and Accurate Credit Transactions (FACT) Act of 2003 which was to

improve financial literacy and education in the United States. It named the Secretary of

the Treasury as the head of the Financial Literacy and Education Commission. It also

mandated that 19 other federal agencies and bureaus, including the Commission, would
44
organize the promotion of financial literacy between the public and the private sectors

(United States Department of the Treasury, 2002). With this act, there were many

strategies developed, one of which was the Treasury Department and Midwestern

University Collaborate to Develop Money-Based Math Curriculum. In 2001, the U.S.

Department of the Treasury, working with Midwestern University, developed Money

Math: Lessons for Life. It is a curriculum that uses real-world personal financial

scenarios to teach mathematical concepts and basic finance to students in grades seven

through nine (Financial Literacy and Education Commission, page 108). This endeavor

shows education and government working hand in hand to provide training and guidance

to help students learn basic financial ideas. President George W. Bush created a

President’s Advisory Council on Financial Literacy on January 22, 2008, which

recognized the need to help Americans to understand financial matters. The members of

the Council include representatives from Iowa State University, Junior Achievement

USA, National Endowment for Financial Education, Charles Schwab Corporation, and

many other industries that delivery financial education to the people of the United States

(President’s Advisory Council on Financial Literacy, 2008). This council is working to

increase skills and knowledge for our youth and for adults in the workplace.

Financial Education The consumer has financial stresses that go beyond the

housing market and continue into financial institutions. The meltdown in the financial

markets as well as the marketplace incurring debt over their capacity to pay, has

increased the need for financial education as well as financial literacy. Consumers need

the bailout more than businesses. The citizens of our global economy are looking for the

45
answers and the motivation for financial education is at an all-time high. Financial

education can be presented in various ways to both the student and the public. In the

Journal of Consumer Affairs, it was suggested that financial products should be

standardized and rated much like nutrition labels. Labels would help consumers decide

on various financial products. Another suggestion was to provide a financial driver’s

license and it would only be issued if the consumer demonstrated a certain level of

financial literacy (Kozup & Hogarth, 2008). The following paragraphs bring to light how

states, colleges, and consumers are being presented with financial education.

Many states have also realized the need for financial education for all. In

Wisconsin, the state has provided training for teachers to become more effective as

financial education instructors. Through a Governor’s Task Force, it was recommended

that financial education standards be put into academic standards and a course in Personal

Finance for high school students should be required for graduation. Through this effort,

they have developed a set of practical guidelines for high school teachers and have linked

these guidelines to supplemental curriculum for the classroom (McDaniel & Schug,

2004).

Local

Financial education should be the best tool to effectively come up with better financial

outcomes. Previous studies have shown that lower levels of financial literacy are

associated with lower rates for planning for retirement, lower rates of asset accumulation,
46
using higher-cost financials services, lower participation in the stock market, and higher

levels of debt.

Saving is imperative to improve individual and societal welfare. At the personal level,

savings help households achieve smooth consumption patterns. Savings also help finance

productive investments in human and business capital. At the macroeconomic level,

savings rates are strongly predictive of future economic growth.

However, access to financial education does not guarantee that poor financial practices

are provided with solutions. In saving, learners should be taught the best way to save and

safeguard their money. Although saving is now taught in schools and various

conferences, policymakers need to investigate teaching people the possibility of saving

more by paying down existing debt. In the Philippines, the current administration has

been taking small steps to pin down the problem on debts and encourage saving more by

offering lower loan rates to micro and small business enterprises.

According to National Economic and Development Authority (NEDA) (2018) Financial

literacy among Filipinos.

The Filipino mindset upon receipt of salaries, as commonly known, is that upon receipt of

salaries, spending comes in before saving. What is left, is saved. If there’s none left, then,

there’s nothing saved.

47
According to a study conducted by Philam Life, 96 percent of Filipinos are concerned

about their own and their family’s health, however, only 16 percent of them are prepared

to pay for medical costs in case they are diagnosed with a critical illness.

There is a rising number of senior-dependents or those retirees who depend on their

children for financial help, due to lack of financial education.

Financial planning teaches individuals to be responsible when it comes to their finances,

and instills the discipline needed to keep track of their financial goals.

Financial planning involves educating Filipinos on the different types of goals that they

should set short-term, medium-term, and long-term. Short-term goals involve monthly

living expenses that need to be paid, or the person’s basic needs, including the setting-up

of an emergency fund.  In contrast, medium term goals are those you want to achieve in

one to five years like buying a house or a car, while long term goals are those that take

longer than five years to achieve.

To address the growing demand for more investments in the country, the financial

industry advises that Filipinos should save first and spend whatever is left after putting

their savings aside. What can the government and financial institutions do to make

Filipinos financially-literate? 1. Develop financial education policies and set up robust

financial products available to the financial intermediaries and their customers. 2.

Develop financial education policies and set up robust financial consumer protection

frameworks to ensure that consumers are informed and understand the financial products

available to them. 3. Involve financial service providers and other key stakeholders to
48
build the financial capabilities of the youth and adults through a variety of delivery

channels. 4. Empower teenagers to deliver financial education on issues such as savings

to younger children. This peer-to-peer approach is useful because young people tend to

listen to their peers more than adults, and the participative approach helps foster youth as

agents of change in their own communities.

Related studies

Foreign

According to the Organization for Economic Cooperation and Development

(OECD) (2015, p. 9), financial literacy is "knowledge and understanding of financial

concepts and risks, and the skills, motivation, and confidence to apply that knowledge

and understanding to make effective decisions in a range of financial contexts, improve

the financial wellbeing of individuals and society, and enable participation in economic

49
life." In 2017 the OECD stated that financial literacy is an essential life skill. Achieving

financial literacy goals is linked also to financial education.

Amagir et al. (2018) conducted a review of financial literacy education programs

for children and adolescents. They found no differences in effectiveness between

programs integrated into existing curricula and stand-alone classes (for both for primary

and secondary education). However, their analysis of research on school-based financial

literacy programs showed that these programs can improve students' financial knowledge

and attitudes. Chetty et al. (2014) found that teachers have a significant impact on

students' academic outcomes and later life outcomes. It is also important that teachers

have adequate training (Loibl, 2008) because the lack of teacher training is an important

barrier to integrating financial education into K-12 education

One in five 15-year-olds in the U.S. lack basic financial literacy, U.S. News reports.

And although children begin forming their attitudes towards money as young as the age

of six, most parents and schools don’t teach them money management (only a third of

U.S. states require students to take a personal finance class to graduate high school).

Fortunately, education technology makes it easier for both teachers and parents to teach

financial literacy and better prepare students for the financial responsibilities of adult life.

The importance of teaching children how to budget: In 2019, only 67% of Americans

have their family on a budget, despite 25% believing everyone should budget. It’s easy

for people to hope for the best and not want to plan for the worse, but lack of financial

50
planning can negatively impact everyone in all stages of life — especially young adults

leaving home for the first time and looking to take out college loans.

Thankfully, however, younger generations have a more proactive approach towards

budgeting. 50% of people aged 22 and under and 74% of 23–38-year-olds were found to

stick to a budget, according to the source just cited. And it’s all because financial

technology — including programs like Mint, Tiller custom spreadsheets, and various

apps allowing real-time budget tracking — is now making financial literacy more

accessible and appealing for young people than ever before.

Its crucial educators make use of financial technology to teach students the importance of

budgeting, as well as other key money lessons (like necessary vs. unnecessary purchases,

the difference between saving and investing, and how credit and loans work). Research

(such as, a 2017 study by T. Rowe Price) shows when children don’t learn financial

literacy in school, they adopt their parent’s financial habits instead — good or bad.

Benefits of teaching finance with edtech: Using education technology to teach students

financial literacy skills can fill in knowledge gaps not being addressed by their parents at

home — 83% of teens end up not knowing how to manage money. Education technology

helps children learn these skills in engaging and highly personalized ways, ultimately

allowing them to learn at their own pace.

Finance can be a complex topic which intimidates kids and adults alike, but education

technology can simplify and break the subject down into manageable chunks.

51
Since children have access to financial technology and digital tools both at school and at

home, they’re able to feel more in control of their own learning process.

In turn, teachers can also quickly identify areas of struggle for each student as shown on

the learning management system. This allows them to better provide targeted support to

help students on their learning journey.

Math, social studies, business, and computing are some of the classes’ educators can use

to teach financial literacy. Teachers can even assign homework instructing students to

complete finance-related digital modules.

Gamifying the education process: Education technology can be used to gamify finance,

which makes children much more engaged and receptive during the learning process.

Learning management systems include class-wide games and a customizable leaderboard

and allow students to win points and badges.

Children can also learn financial literacy with digital apps. In particular,  Bankaroo is a

bilingual (English/Spanish) virtual bank app designed for children aged 5-14. Children

get to learn how to budget and save money, set financial goals, and practice basic

accounting skills. The app also allows schools to manage individual student accounts for

book fairs, lunch money, and more.

Another study demonstrated that people without financial education or training are more

likely to lose in the investment market. It is common for people lacking the basis of

financial education and literacy to accumulate many experiences of failed investment,

52
including high borrowing costs, or increasing unnecessary expenses, rather than

cultivating long-term and stable investment habits.

In case you had any doubts, teaching children about financial literacy actually works — a

recent meta-analysis of 126 studies found that financial education has a significant impact

on children’s financial behaviors and financial literacy. However, it’s important to focus

on skills applicable to children’s everyday lives, so they’re able to start relevant

conversations with their parents at home (understanding the difference between wants

and needs and budgeting, for example).

Ultimately, using education technology to teach finance to students provides them with a

fun, interactive, and personalized learning experience which sets them up for success.!

“The future of our country depends upon making every individual, young and old, fully

realize the obligations and responsibilities belonging to citizenship...The future of each

individual rests in the individual, providing each is given a fair and proper education and

training in the useful things of life...Habits of life are formed in youth...What we need in

this country now...is to teach the growing generations to realize that thrift and economy,

coupled with industry, are necessary now as they were in past generations.”

--Theodore Vail, President of AT&T and first chairman of the Junior Achievement

Bureau (1919, as quoted in Francomano, Lavitt and Lavitt, 1988)

“Just as it was not possible to live in an industrialized society without print literacy—the

ability to read and write, so it is not possible to live in today's world without being

53
financially literate... Financial literacy is an essential tool for anyone who wants to be

able to succeed in today's society, make sound financial decisions, and—ultimately—be a

good citizen.”--Annamaria Lusardi (2011)

Local

According to an article written by Michael Singh is the CEO and co-founder of

AsiaKredit. Many Filipinos have low income. According to the World Bank, less than

10% of the population could be considered middle class in 2015 — a figure that has

remained stagnant since 2002. Part of the reason the poor stay poor is a lack of financial

literacy. Even the most responsible Filipinos are placed at greater risk when attempting to

access credit needed to rise above poverty or go up in social class, as most Filipinos have

or will take on debt. According to a survey conducted by the Bangko Sentral ng Pilipinas

(BSP) in 2015, only 19.1% of adults do not borrow at all. And those who borrow greatly

prefer informal sources over banks; 61.9% of them borrow from friends and family, and

10.1% borrow from informal lenders.

Furthermore, a World Bank survey in 2015 discovered that Filipinos who are

knowledgeable about financial matters are more likely to report that they have money left

after paying for necessities, and less likely to say that they’ve borrowed beyond their

means. Financial literacy, unfortunately, is a double-edged sword. One must have

disposable income to learn how to use it. But to have disposable income, Filipinos need

to apply financial knowledge. Breaking this cycle is, in parts, why BSP launched the
54
“Economic and Financial Learning Program” (EFLP), a flagship initiative to introduce

financial education to students, working adults, overseas workers, and unbanked

populations. “Passing a financial literacy class does not make you a good money

manager. The one major reason why so many of us are so bad with handling our finances

is not because we are financially illiterate but because of the way we behave. So,

ultimately, getting better with our money is about changing our behavior.” The term

“financial inclusion” shouldn’t just focus on imparting knowledge, but inoculating

behaviors as well. When participants get back home, they face the herculean task of

having to put all these lessons into practice at once. It is much easier for them to fall back

into poor habits that have been built over time. Without supervision, without immediate

gratification, and without practice, people will forget what they learned in these courses

and seminars. Where fintech’s play a part, behavior change is exactly where fintech’s

shine. FinTech can cultivate healthier financial education in a more practical sense, and

without bogging down users with too much information in one go. According to the

World Economic Forum, the Philippines’ middle class is on track to outspend Italy’s by

2030. We have a growing tech-savvy population, a snowballing digital economy, and a

robust regional trading network. Financial literacy is crucial to ensure that those who rise

in their economic status don’t slide back into poverty.

 According to an article written by Joann Villanueva (2018), Financial literacy in the

Philippines gets boost. MANILA -- Teaching financial literacy to students got another

lift through a multi-sectoral program to educate teachers on this topic and provide tools

that will make financial education more interesting. Global payment technology provider

55
Visa has partnered with the Bangko Sentral ng Pilipinas (BSP), education-focused non-

profit organization Teach for the Philippines (TFP) and Tanghalang Pilipino (TP) for the

roll-out of a theater production called “Lukot-lukot, Bilog-bilog (Crumpled, Round)

aimed at teaching students the value of savings and proper utilization of money.

On the partnership’s second year, Visa is funding a teacher training program using TFP’s

network to produce in digital format a play on financial literacy, in hopes of reaching

more students. Visa Country Manager for the Philippines and Guam Stuart Tomlinson, in

his speech before the launch of the financial literacy play in Makati City said they join

the BSP in its commitment to promote financial literacy “to equip all Filipinos with

money management knowledge because it is such an important life skill.”

She said the partnership with BSP, TFP and TP has “created a powerful outreach

program to scale our financial literacy efforts.” “The program will echo the central bank’s

effort in ensuring more Filipinos are empowered with knowledge to make critical money

management decisions that will transform their lives,” she said. BSP Inclusive Finance

Advocacy Office head Pia Roman-Tayag told reporters after the show that financial

education is currently incorporated in the curriculum being provided by the Department

of Education (DepEd). She, however, said that teaching tools and learning materials,

aside from books, are needed to make this lesson interesting to students.

She said the program will be institutionalized next school year, with the help of the

teachers’ training program.

56
Assessing the effectiveness efforts to instill financial literacy among students is hard but

Tayag said they are in touch with DepEd on a monitoring framework on this. She said

financial literacy is best reflected in one’s life decisions, thus, it is hard to track.

Citing a World Bank (WB) study, the BSP official said it was found out that only two

percent of Filipino adults were able to correctly answer seven financial literacy questions

used to compare financial literacy levels among countries. “So, we definitely have a long

way to go and the BSP is happy to continue this creative and productive and partnership

with like-minded organizations like Visa,” she said.

“Overall, our objective, at least, is to keep doing these things, (these) partnerships to be

institutionalized through DepEd so that our raking on global measures will improve at

least in the next two to three years,” she added. TFP Chief Strategy Officer Patricia Feria-

Lim said around 100 hundred educators will be included in the first teachers’ training,

eyed to be implemented in October this year. She said these educators are TFP fellows

who are deployed to various public schools and help teach Math, Science, and English as

well as run schools’ programs like the Batang Bayani (Young Hero) Life Skills Program.

“The idea is for them to bring the lessons to their school communities. The way Teach for

the Philippines runs these trainings is we want to empower the teachers to help each

other,” she said.

Lim said the initial batch of teachers who will undergo financial literacy training will

come from 36 school communities, 22 cities and municipalities, and 11 regions. She

57
explained that the teachers’ training is part of TFP’s Batang Bayani program, which also

provided training to students from April to July this year. (PNA) 

According to Arjay Tilan and Esmen M Cabal (2021), To enhance students’ financial

literacy skills, financial education programs need to be effective. These programs must be

built around the various dimensions of financial literacy such as financial knowledge,

financial behavior, and financial attitudes so that students will benefit the most out of

financial literacy programs.

In the Philippines, Education former Secretary Leonor Briones was considering making it

mandatory for teachers to take financial literacy workshops, given the recent controversy

over teachers’ loan payments. Briones in Cepeda said teachers themselves must be wise

in their finances to set a good example to their students, who will soon count financial

literacy among their subjects in compliance with Republic Act No 10679 or the Youth

Entrepreneur Act. The Department of Education (DepEd) chief also cited Republic Act

No 10922, which declares every second week of November as Economic and Financial

Literacy Week. Briones is now mulling requiring financial literacy for current teachers

after their debts from the Government Service Insurance System’s (GSIS) loan programs

have reached P123 billion in December 2016. Teachers nationwide also owe private

lending institutions around P178 billion. These huge debts prompted Briones to sign

DepEd Order No 38, series of 2017 in July, which prioritized deductions from teachers’

salaries to pay off GSIS and Pag-IBIG Fund loan payments DepEd Order No 55 was

signed recently guaranteeing teachers’ salaries will not go lower than P4,000 even if

GSIS and Pag-IBIG Fund loan payments will be deducted.

58
Synthesis of the State- of-the-Art

The reviewed related literature and studies by the researcher contributed a lot to

strengthen the views and factors that have gave importance to the “Teaching Financial

Literacy through technology learning: The Masbate Southeastern Institute Senior High

School experience”.

Among the foreign literatures reviewed were those of Candice Arrington

Tschache (2009). Importance of financial literacy and financial literacy content in

curriculum. Neha Arora (2016). Using Digital Technology to Teach Financial Literacy in

Elementary Schools. Selim Aren and Sibel Dinç Aydemir (2014) A literature review on

Financial Literacy.

The local literatures reviewed includes National Economic and Development

Authority (NEDA) (2018) Financial literacy for Filipinos: understanding for better living.

Michael Singh (2019) Let’s do more for financial literacy in the Philippines. Arjay Tilan and

Esmen M Cabal (2021) Financial Literacy of Filipino Public School Teachers and

Employees: Basis for Intervention Program

59
 Along the foreign and local here are the related reviewed studies. Foreign studies

Lovšin Kozina, F., & Metljak, M. (2022). Integrating the contents of financial literacy in

the teaching process: Teachers’ perspectives. Hong-Cheng Liu and Jie-Shin Lin (2021)

Impact of Internet Integrated Financial Education on Students’ Financial Awareness and

Financial Behavior for Local studies Michael Singh is the CEO and co-founder of

AsiaKredit. Joann Villanueva (2018), Financial literacy in the Philippines gets boost.

Gap- Bridged by the Study

The different research and studies all pointed out in today’s common lack among

students and parents is without knowing the importance of financial Literacy specifically

financial planning & Budgeting and the usefulness of technology apps in financial

technology learning. Teaching financial literacy through technology would be a great

help to the Senior High Schools Students. This would be a big help to teach them the

important life skill of financial literacy. This will prove helpful for educators as

technology allows them to take advantage of tools which interests children. The benefits

of teaching technology in schools cannot be denied - from personalized learning

experiences to greater student choice, a combination of these two areas of interest

promises to be enlightening. Thus, there is a need to understand the importance of

teaching Literacy through technology to aid not just students’ but as well as the teachers

and parents. This is the research gap that this study hopes to bridge.

60
Theoretical Framework

This study is based on the following theories: The four pillars of education

developed by the International Commission of Education for the Twenty First Century

(UNESCO, 1996), which the researcher believed can be applied to financial education,

can be helpful in illustrating the described phenomenon of the distance between the

acquired knowledge and the activity.

RESEARCHER’S THEORY

As teachers we should devote ourselves to teaching students

how to apply knowledge. We are responsible for educating and
preparing our students not only for academic performance but to
prepare for their future by teaching Financial Literacy through
technological learning.

61
 Figure 4 THEORETICAL PARADIGM
Four pillars of Education.

Source: based on: International Commission of Education for the Twenty First

Century, Delors and Inni (1996), p. 85.

In financial education, it is not enough to explore pillar 1 alone, i.e., it is not enough

to learn to know, it is necessary to gradually learn to improve skills that can be used in

practice, to use the acquired knowledge to change one’s attitudes and behaviors. The

pillars 3 and 4 seem to be of slightly less significance, although in financial education

it is necessary to learn to live together with others (pillar 3), to be part of society, to

not expand the group of financially excluded people, and to learn that money is a tool

(Pillar 4) and should not be considered an end.

Conceptual Framework

To conceptualize the study, the system approach was used the three components,

namely input, process, and output was utilized.

The input consists of the challenges are today's high school students facing in

financial literacy through technology learning, the knowledge of Senior High School

students about financial literacy through technology learning, especially of different

62
technology apps, the performance of Senior High School students after conducting the

actual teaching of financial literacy through technology learning, the significant result in

teaching financial literacy through learning technology apps to Senior High School

students and the significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans.

The process consists of the survey, questionnaire rating scale, presentation,

observation, data gathering, analysis and interpretation of the data.

The output are the identified Challenges are today's high school students facing

in financial literacy through technology learning, checked the knowledge of Senior High

School students about financial literacy through technology learning, especially of

different technology apps, determined the performance of Senior High School students

after conducting the actual teaching of financial literacy through technology learning,

discovered the significant result in teaching financial literacy through learning technology

apps to Senior High School students and discovered the significant relationship between

learning while applying financial literacy skills through learning technology apps for the

use of student plans. Feedback is shown by a line from the output to the input and a

dotted line to the process. Figure 5 shows the conceptual paradigm.

63
 INPUT
Challenges are today's high
school students facing in
financial literacy through
technology learning
The knowledge of Senior High
School students about financial
literacy through technology
learning, especially of different
technology apps
The performance of Senior
High School students after
conducting the actual teaching
of financial literacy through
technology learning
The significant result in
teaching financial literacy
through learning technology
apps to Senior High School
students and
The significant relationship
between learning
while applying financial
literacy skills through learning
technology apps for the use of
student plans.
PROCESS OUTPUT
Identified Challenges are
today's high school students
Survey facing in financial literacy
through technology learning,
Checked the knowledge of
Questionnaire Rating Senior High School students
about financial literacy
through technology learning,
especially of different
Scale technology apps,
Determined the performance
of Senior High School
Presentation students after conducting the
actual teaching of financial
literacy through technology
learning,
Observation
Discovered the significant
result in teaching financial
literacy through learning
technology apps to Senior
Data Gathering
High School students and
Discovered the significant
relationship between learning
Analysis
while applying financial
literacy skills through
learning technology apps for
the use of student plans.
and Interpretation of
the Data
64
 Feedback
Figure 5

CONCEPTUAL PARADIGM

Statement of the Hypotheses

Based on the problems presented in this study, the following hypotheses were

formulated at the beginning of the study:

HO1: There is no significant result in teaching financial literacy through learning

technology apps to Senior High School students.

HA1: There is significant result in teaching financial literacy through learning technology

apps to Senior High School students.

HO2: There is no significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans.

HA2: There is significant relationship between learning while applying financial literacy

skills through learning technology apps for the use of student plans.

65
 NOTES

1
Candice Arrington Tschache (2009). Importance of financial literacy and financial

literacy content in curriculum.

https://scholarworks.montana.edu/xmlui/bitstream/handle/1/2449/TschacheC0809

.pdf

2
Neha Arora (2016). Using Digital Technology to Teach Financial Literacy in

Elementary Schools.

https://tspace.library.utoronto.ca/bitstream/1807/72146/1/Arora_Neha_201606_M

T_MTRP.pdf

3
Selim Aren and Sibel Dinç Aydemir (2014) A literature review on Financial Literacy.

https://www.researchgate.net/publication/

267641595_A_Literature_Review_On_Financial_Literacy

66
4
National Economic and Development Authority (NEDA) (2018) Financial literacy for

Filipinos: understanding for better living. https://nro13.neda.gov.ph/financial-

literacy-for-filipinos-understanding-for-better-living/

5
Michael Singh (2019) Let’s do more for financial literacy in the Philippines.

https://www.bworldonline.com/editors-picks/2019/10/31/262141/lets-do-more-for-

financial-literacy-in-the-philippines/

6
Matthew Lynch (2022) Teaching students’ financial literacy with education technology.

https://www.thetechedvocate.org/teaching-students-financial-literacy-with-education-

technology/

7
Arjay Tilan and Esmen M Cabal (2021) Financial Literacy of Filipino Public School

Teachers and Employees: Basis for Intervention Program.

https://www.researchgate.net/publication/

355680249Financial_Literacy_of_Filipino_Public_School_Teachers_and_Employees_Ba

sis_for_Intervention_Program

8
Mamik Nur Farida*, Yoyok Soesatyo and Tony Seno Aji (2021) Influence of Financial

Literacy and Use of Financial Technology on Financial Satisfaction through Financial

Behavior. https://files.eric.ed.gov/fulltext/EJ1286082.pdf

9
Lovšin Kozina, F., & Metljak, M. (2022). Integrating the contents of financial literacy

in the teaching process: Teachers’ perspectives. European Journal of Educational

Research, 11(4), 2265-2273. https://doi.org/10.12973/eu-jer.11.4.2265

67
10
Hong-Cheng Liu and Jie-Shin Lin (2021) Impact of Internet Integrated Financial

Education on Students’ Financial Awareness and Financial Behavior

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8506006/

11
Beata Swiecka Swiecka (2019) 1. A theoretical framework for financial literacy and

financial education

https://www.researchgate.net/publication/

331841533_1_A_theoretical_framework_for_financial_literacy_and_financial_education

68
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, respondents and sampling, instrument

used, variables and procedure, as well as the statistical measures of data.

Research Design

The researcher is looking into the good application of the study, it used survey

questionnaire intended to find out the views of the study and elicit the personal

information of the respondents and others related research questions the second part

requires student’s insights into different aspects of the professional quality of high school

teachers. Researcher used self-assessment test to check the prior knowledge of the

students, then conduct the actual teaching/lecture, then after, the researcher will have a

self-re-assessment test to identify the performance of learning of the students after the

lecture. Also, with this study, the students or the learner will have a chance to give

feedback to the one who will discuss them, maybe it be the teacher or the speaker. That

means students are required to rate the one who teaches them and will use a feedback

evaluation form to acknowledge their participation. This study is intended to find out if

69
there is a significant result in teaching financial literacy through learning technology apps

to Senior High School students at Masbate Southeastern Institute. And if there a

significant relationship between learning while applying financial literacy skills through

learning technology apps for the use of student plans.

The researcher will ensure that the teaching will be significant learning for

students. And the significant relationship between financial literacy and technological

learning will be of good use in the life of senior high school students by preparing them

to learn and apply for future use. This will be used as a basis for measuring the

effectiveness of the use of the proposed plan for Teaching Financial Literacy through

learning technology.

The researcher used the total score of the respondents with the frequency,

percentage, and Weighted mean will be computed to interpret the score and the answer of

the learners.

Respondents and Sampling

The study was conducted in Masbate Southeastern Institute. This is a private

school located in Brgy. Poblacion, Pio V. Corpus, Masbate.

Masbate Southeastern Institute (MSI), established in 1951, located at Brgy.

Poblacion, Pio V. Corpus, Masbate. It is part of the third legislative district of Masbate.

70
MSI is a private institution caters in Junior & Senior High School that provides students

formal education and equipped with 21st century skills for more effective work force and

for high level manpower in Academic, Technical, and Livelihood fields to meet the needs

of manpower requirements both local and global industries. MSI is a private school now

officially part of the DIOCESAN Schools (Catholic school). Registered in the Securities

and Exchange Commission under CS Number 7642, and accredited by the Department of

Education, Commission on Higher Education. Having carved its niche in any sectors, the

school now position itself as a provider of high-quality education. Its vision Masbate

Southeastern Institute is an institution of learning totally dedicated and committed to the

full development of the human mind the heart and the spirit by elevation education to the

highest level of all human aspiration in the service of God and his people. Its mission to

provide formal education for the holistic formation of graduates prepared to meet the

needs and challenges of local and global community. To date, it has a population of 286

students for 2022-2023. For Junior High School, the total number of 190 students and for

Senior High School, the total number of 96 students.

It implements a K-12 basic education program.MSI offers the following strands:

for academic track General Academic Strand (GAS), Accountancy and Business

Management (ABM), Humanities and Social Sciences (HUMSS), as well as technical-

vocational-livelihood (TVL) track, Bread and Pastry Production (NC II), Computer

Servicing System (NCII), Food & Beverage Services NC II, Housekeeping NC II, Food

Processing NC II.

71
 Pio V. Corpus is a 4th class municipality in the province of Masbate, Philippines.

According to the 2020 census, it has a population of 23,744 people. It is political

subdivided into 18 Barangays with a density of 270 inhabitants per square kilometer or

700 inhabitants per square mile. As of 2018, it is 29.74% below poverty line.

The data gathered last August 31, 2022, time 12:30pm to 3:30pm at MSI campus. Eighty-

one (81) Senior High School participated in this study. For Grade 11 Aristotle total of 51

students and Grade 12 Plato total of 30 students.

Instrument Used

The main instruments used in gathering the data needed for the study are consisted

of a survey questionnaire, self-assessment test, actual teaching, self-re-assessment test

and feedback evaluation form. All the instruments will be a good use in this study to

focus on the “Teaching Financial Literacy through technology learning: The Masbate

Southeastern Institute Senior High School experience”.

The rating scale provided values from one to five as the five options. This rating

scale was used to quantify the degree of desired of students of Part II of survey

questionnaire.

Weight Descriptive Rating

5 Most Desired

4 Very Desired

72
 3 Fairly Desired

2 Slightly Desired

1 Least Desired

The rating scale provided values from one to four as the four options. This rating

scale was used to quantify the degree of satisfactory of the students on certain questions

of Feedback Evaluation Form.

Weight Descriptive Rating

4 Outstanding

3 Very Satisfactory

2 Satisfactory

1 Fair satisfactory

Variables and Procedure

73
 The rating scale was validated by set of jurors composed of my thesis adviser

Ma’am Dinnah and sir Jonald, their suggestion and recommendations were noted and

incorporated in the revision of the rating scale. The rating scale was finalized and printed

and was ready for distribution to respondents.

Procedure

-Survey questionnaire composed of Part I Respondents Profile and follow-up questions 1-

20, Students’ Determination in Studies which is answer by Always, Sometimes, or never,

number 1-10. Students’ Financial Knowledge, which is answer by yes or no, number 1-7.

Students’ Technology Knowledge, which is answer by yes or no, number 1-6. Part II This

section attempts to determine student’s views on professional qualities of Senior High

School teachers at Masbate Southeastern Institute. Response by the legend 5- Most

Desired, 4-Very Desired, 3-Fairly Desired, 2-Slightly Desired, and 1-least Desired for

Knowledge, skills and attitude.

-Self-assessment test – this term is the act of monitoring one's processes to make

adjustments that deepen learning and enhance performance. This is a questionnaire type

74
of exam answer by yes/no/maybe composed of 1-20 questions. This will be given to the

participants. The purpose of the test is to know the prior knowledge of the students. It

consists of questions related to the teaching of financial literacy through technology

learning. It will measure the performance of the participants before teaching Financial

Literacy through technology learning. To mark their performance in the pre-test grades, it

will be fair satisfactory, satisfactory, very satisfactory, outstanding learning. To get the

individual score of the student or the respondents and his corresponding remark.

For the Self-Assessment score, the interpretation is as follows:

If No: 20/20 Fair satisfactory

If Maybe: 15/20 Fair satisfactory

- Your score could be better, but don’t despair. It’s never too late to take action to

improve.

If Yes: 15/20 Satisfactory

-You are doing a satisfactory job and have taken some steps in the right direction

75
If Yes: 17/20 Very Satisfactory

-You are doing a very satisfactory job and are above average.

If Yes: 20/20 Outstanding

-You are excellent. Keep up the good work!

-Actual Teaching – About teaching financial literacy through technology learning,

focusing on the following: Financial Planning & budgeting, Technology Apps, Financial

technology apps. Teacher will distribute student’s hand-out, prepare a lesson plan.

- Self -Re-assessment test –the other term of this is post-test of the students. This will

have determined the performance of learners after the teaching. The test comprises

questions related to the lessons indicated in the teaching. To mark their performance in

the post test grades, it will be fair satisfactory, satisfactory, very satisfactory, outstanding

learning. To get the individual score of the student or the respondents and his

corresponding remark.

For the Self-Re-Assessment score, the interpretation is as follows:

0-4 Fair satisfactory

76
- Your score could be better, but don’t despair. It’s never too late to take action to

improve.

5-7 Satisfactory

-You are doing a satisfactory job and have taken some steps in the right direction

8-9 Very Satisfactory

-You are doing a very satisfactory job and are above average.

10-10 Outstanding

-You are excellent. Keep up the good work!

- Feedback evaluation form–the researcher will provide a form for the students after the

teaching. To mark the performance of the teacher and their learning experience, it will be

fair satisfactory, satisfactory, very satisfactory, outstanding in their learning.

Statistical Measures

To determine the extent of the problems met by the senior high school students

regarding the teaching. The researcher used the total score of the respondents with the

frequency, percentage, and Weighted mean will be computed to interpret the score and

77
the answer of the learners. The weighted mean was computed using the following

formula:

w=FW

Where:

__

Xw= weighted mean

F= frequency or number of responses

W= weight of the category of responses

N= number of responses

NOTES

78
1
Selim Aren and Sibel Dinç Aydemir (2014) A literature review on Financial Literacy.

https://www.researchgate.net/publication/

267641595_A_Literature_Review_On_Financial_Literacy

79
 CHAPTER 4

TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING:

THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL
EXPERIENCE

The results of the study together with the analyses of data gathered and

interpreted and the discussions are included in this chapter.

After the respondents answered the survey-questionnaire and rating scale given

and the data gathered were statistically treated and interpreted, the results of this study

are the following:

1. Challenges are today's high school students facing in financial literacy

through technology learning

Table 1 shows the Respondents profile with and follow-up questions, Students’

Determination in Studies, Students’ Financial Knowledge, Students’ Technology

Knowledge, Part II This section attempts to determine student’s views on professional

qualities of Senior High School teachers at Masbate Southeastern Institute. In order to

know the challenges let’s take a look at first the profile of our students deeper. As shown,

80
in table the data indicates that the total number of respondents was eighty-one (81) and

the most or the highest number of respondents are aged of 15-17 with the total number of

60, with .60 percent and weighted mean of 0.27. Males have the greater number of

respondents with the number of 42, 0.42 percent and 0.405 weighted mean. Singles have

the greater number of respondents with the total of 81, 0.81 percent, and 0.405 weighted

mean. Grade 11 have the greater number of respondents with the number of 51, 0.51

percent, and 0.405 weighted mean. The SHS of Masbate Southeastern Institute for batch

2022-2023 got the highest Academic number of 73, 0.73 percent and 0.27 weighted

mean. GAS have the greatest number of students with total of 69, 0.69 and 0.13 weighted

mean, for number of ABM 3, HUMMS 6, ICT 14. The daily allowance of 20 below got

the highest number of respondents 67, 0.67 percent and 0.20 weighted mean. From the

survey most of the common occupation of the mother was a housewife and the father

occupation was a farmer. Mother educational attainment mostly only high school

graduates and father educational attainment elementary graduates. The average grade of

85-89 is the highest grade with the number of respondents 34, 0.34 and 0.2025 weighted

mean.

The data indicates that Q1 shown that the SHS students in the last month, they

have been experienced biggest challenges rank 1 Tuition Fee & Allowances with number

of respondents 58, 0.58 percent and 0.162 weighted mean. Rank 2 other respondents of

12, 0.12 percent. Rank 3 Heath respondents of 5, 0.05 percent. Rank 4 Technology

respondents of 4, 0.04 percent. Rank 5 Food & Shelter respondents of 2, 0.02 percent.

The data indicates that Q2 shown that mostly wants to go to college with 74

answered yes, 0.74 percent and 0.27 weighted mean, but there is still answered maybe,
81
not sure if they will go to college with the number of respondents 7, 0.07 percent. Q3

shown that respondents rank 1 dream course is Education with 36, 0.36 percent and 0.162

weighted mean. Q4 The respondents biggest dream job after college mostly teacher and

computer science and others. Q5 Only 16 respondents, 0.16 percent did not hear about

the teaching of financial literacy through technology. The 65, 0.65 percent of students

already heard about it earlier because the researcher asked to help the adviser to inform

the class. Q6 the students heard about the teaching is first from teacher, second from

Financial Planner, third from social media, but there are still don’t hear about it 5

respondents, 0.05 percent and 0.2025 weighted mean. Q7 respondent’s highest times they

have tried to save money is More than once with respondents of 51, 0.51 percent and 0.27

weighed mean. But there are still once with 21, 0.21 percent and none with respondents

of 9, 0.09 percent. Q8 there are respondents want to learn about the teaching of financial

literacy through technology learning with 80, 0.8 percent and 0.405 weighted mean. But

there is one don’t want to learn. Q9 there are all respondents want to learn how to budget

money for them to learn how to save with 81, 0.81 percent and 0.405 weighted mean.

Q10 the respondents trying to learn about the seven areas of financial planning Rank 1

College planning with respondents of 60, 0.6 percent and weighted mean 0.134285714.

Rank 2 Investment planning with 13, 0.13 percent. Rank 3 Cash management with 9, 0.9

percent. Rank 4 Retirement planning and tax management with 6, 0.6 percent. Rank 5

Risk management with 3, 0.3 percent. Rank 6 Estate planning with 2, 0.2 percent. Q11

the respondents trying to learn about technology apps Rank 1 YouTube with respondents

of 42, 0.42 percent and 0.172 weighted mean. Rank 2 Microsoft Forms with 24, 0.24

percent. Rank 3 Google Drive with 17, 0.17 percent. Rank 4 Bubbl.us with 2, 0.2 percent.
82
Rank 5 Skype with 1, 0.01 percent. Q12 the respondents trying to learn about the top five

financial technology apps Rank 1 GCash with respondents of 60, 0.6 percent and 0.164

weighted mean. Rank 2 BDO Digital Banking with 14, 0.14 percent. Rank 3 Coins.ph

with 4, 0.04 percent. Rank 4 BPI Mobile with 3, 0.03 percent. Rank 5 Maya with 1, 0.01

percent. Q13 the respondents only know the Philippines-Based Fintech Companies are

about 31, 0.31 percent but who do not is 50, 0.5 percent and 0.405 weighted mean. Q14

the respondents confirmed yes is about 62, 0.62 and 0.405 weighted mean that there is a

lack in learning financial literacy and technology among senior high school students and

there are also don’t agree answered with no 19, 0.19 percent. Q15 there are respondents

believed in teaching Financial Literacy through technology will help increase students'

engagement, retention, and academic achievement with highest number 69, 0.69 percent

and 0.405 weighted mean. Q16 the highest number of respondents answered yes that

there are ways that can further teach them to acquire more knowledge with 71, 0.71

percent and 0.405 weighted mean. Q17there are respondents find the topic interesting

with the highest numbered answered yes 79, 0.79 percent and 0.405 weighted mean. 2,

0.02 percent respondents answered no they did not find the topic interesting. Q18 the

highest rate experience with the survey of respondents is very good with respondents of

43, 0.43 percent and 0.162 weighted mean. Q20 there are all participate in the study with

the highest number of 81, 0.81 percent and 0.405 weighted mean.

For Students’ Determination in Studies, Q1 there are respondents always eager to go to

school everyday with the highest number of respondents 73, 0.73 percent and 0.27

weighted mean, but sadly there are also respondents answered they are sometimes 7, 0.07
83
percent of respondents and 1, 0.01 percent for never eager to go to school every day. Q2

there are respondents always do his projects with the highest number of respondents of

53, 0.53 percent and with same weighted mean for Q1. But sadly, there are respondents is

sometimes do his project with number of 28, 0.28 percent. Q3 there are respondents

always passed his project on time with the highest number of respondents of 53, 0.53

percent and with same weighted mean for Q1. But sadly, there are respondents is

sometimes passed his project on time of 28, 0.28 percent. Q4 there are respondents

always participated in every class discussion with the highest number of respondents of

41, 0.41 percent and with same weighted mean for Q1. But sadly, there are respondents is

sometimes participated in every class discussion. Q5 there are respondents always do

extra-curricular activities with the higher number of respondents of 30, 0.30 percent and

with same weighted mean for Q1. Sometimes is the highest with number of respondents

34, 0.34 percent. But sadly, there are respondents never do his extra-curricular activities.

Q6 there are respondents always read books for extra knowledge with the higher number

of respondents of 27, 0.27 percent and with same weighted mean for Q1. Sometimes is

the highest number of respondents with 54, 0.54 percent. Q7 there are respondents always

do his homework with the highest number of respondents of 66, 0.66 percent and with

same weighted mean for Q1. But sadly, there are respondents sometimes do his

homework with respondents of 15, 0.15 percent. Q8 there are respondents always do

advanced studies with the higher number of respondents of 40, 0.40 percent and with

same weighted mean for Q1. For always 40, 0.40 percent. Q9 there are respondents

always take down note’s homework with the highest number of respondents of 41, 0.41

percent and with same weighted mean for Q1. But sadly, there are also sometimes with
84
31, 0.31 percent. Q10 there are respondents always join the school program for additional

points with the highest number of respondents of 41, 0.41 percent and with same

weighted mean for Q1. But sadly, there are also sometimes with 40, 0.40 percent.

For Students’ Financial Knowledge, Q1 there are respondents confidently answered yes

have knowledge and ability to manage my finances with the highest number of 70, 0.70

percent and 0. 405 weighted means but there are still answered no don’t have confident.

Q2 there are respondents answered yes considered herself to be financially literate (able

to maximize present money to gain financial stability) with the highest number of 55,

0.55 percent and same with the weighted mean of Q1 but there are still don’t considered

herself answered with no 26, 0.26 percent respondents. Q3 there are respondents aware of

the exchange rate of the peso the highest answered is yes with 60, 0.60 percent and same

with the weighted mean of Q1 and the lowest don’t know yet answered with no 21, 0.21

percent. Q4 there are respondents aware of the exchange rate of the peso the highest

answered is yes with 56, 0.56 percent and same with the weighted mean of Q1 and the

lowest is 21, 0.21 percent answered by no. Q5 there are respondents first read and

understand a contract/s especially involving money before signing with the highest

answer of yes 61, 0.61 percent and same with the weighted mean of Q1 and the lowest is

20, 0.2 percent answered by no. Q6 there are respondents learn financial management and

obtain financial knowledge through their parents with the highest answer of yes 71, 0.71

percent and same with the weighted mean of Q1 and the lowest 10, 0.10 answered by no.

Q7 there are respondents obtain financial knowledge and learn financial management on
85
their own with the highest answer of yes 41, 0.41 percent and same with the weighted

mean of Q1 and the lowest 40, 0.40 percent answered no.

For Students’ Technology Knowledge, Q1 there are respondents confidently answered

yes have knowledge and ability to use technology apps with the highest number of 61,

0.61 percent and 0.405 weighted mean and the lowest 20, 0.20 percent answered no. Q2

there are respondents considered herself technology- literate with the highest number of

yes 53, 0.53 percent and same with the weighted mean of Q1 and the lowest 28, 0.28

percent answered no. Q3 there are respondents aware of the different technology apps

with the highest number of yes 60, 0.60 percent and same with the weighted mean of Q1

and the lowest 21, 0.21 percent answered no. Q4 there are respondents aware of the

usefulness of learning technology apps with the highest number of yes 72, 0.72 percent

and same with the weighted mean of Q1 and the lowest 9, 0.9 percent answered no. Q5

there are respondents learn knowledge technology through their parents with the highest

number of yes 45, 0.45 percent and same with the weighted mean of Q1 and the lowest

36, 0.36 percent answered no. Q6 there are respondents obtain technology knowledge and

learn technology apps on their own with the highest number of yes 54, 0.54 percent and

same with the weighted mean of Q1 and the lowest 27, 0.27 percent answered no.

The researcher wants to know the performance of the teachers of the respondents.

This part is important for the respondents rate the performance of their teachers or

adviser. Part II The professional qualities of a Senior High School teachers at

Masbate Southeastern Institute A. Knowledge: Q1 The teacher has mastery of her/his

86
major/specialization has performance of Rank 1 Slightly Desired with 29, 0.29 percent

and 0.162 weighted mean. Q2 The teacher updated knowledge of the current curriculum

specialization has performance of Rank 1 Fairly Desired 28, 0.28 percent and

weighted mean same with Q1. Q3 The teacher employs different methods/strategies

appropriate for Student’s ability has performance Rank 1 Very Desired 30, 0.30 percent

weighted mean same with Q1. Q4 The teacher provide instructional materials for

effective teaching has performance Rank 1 Very Desired 37, 0.37 percent and weighted

mean same with Q1. Q5 The teacher imparts Knowledge to the students has performance

Rank 1 Most Desired 36, 0.36 percent and weighted mean same with Q1. B. Skills: Q1

The teacher can craft syllabus for the perusal of students has performance Rank 1 Fairly

Desired 30, 0.30 percent and weighted mean same with Q1. Q2 The teacher has the

ability to make the split-second decision on the challenges met or encountered in the

classroom has performance Rank 1 Very Desired 36, 0.36 percent and weighted mean

same with Q1. Q3 The teacher has the ability to deliver her lessons in the widest

perspective view has performance Rank 1 Most Desired 30, 0.30 percent and weighted

mean same with Q1. Q4 The teacher has communication skills in delivering the lesson

view has performance Rank 1 Very Desired 45, 0.45 and weighted mean same with Q1.

Q5 The teacher has the art of asking questions has performance Rank 1 Most Desired

34, 0.34 percent and weighted mean same with Q1. C. Attitude: Q1 The teacher has a

passion for teaching has performance Rank 1 Most Desired 37, 0.37 percent and

weighted mean same with Q1. Q2 The teacher attends all faculty meetings and

extracurricular activities has performance Rank 1 Most Desired 29, 0.29 percent and

weighted mean same with Q1. Q3 The teacher has attends seminars/training to keep
87
abreast with the current trends in teaching has performance Rank 1 Very Desired 35, 0.35

percent and weighted mean same with Q1. Q4 The teacher has a Commitment by

meeting his/her class religiously has performance Rank 1 Very Desired 33, 0.33 percent

and weighted mean same with Q1. Q5 The teacher has fair treatment for every student

has performance Rank 1 Most Desired 28, 0.28 percent and weighted mean same with

Q1.

88
 Table 1

TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING:

THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL

EXPERIENCE

SURVEY QUESTIONNAIRE
Weighted
F % Interpretation
Indicators Mean
I.    Personal
Information/Conforme
Respondents Profile        
Age:        
15-17 60 0.6 Most /Highest
18-19 20 0.2 0.27 More/Higher
20-above 1 0.01 Much/High
Gender:        
Male – 42 0.42 Greater
0.405
Female- 39 0.39 Great
Civil Status:        
Single - 81 0.81 Greater
0.405
Married- 0 0 Great
Grade Level:        
Grade 11 51 0.51 Greater
0.405
Grade 12 30 0.3 Great
Tracks:        
Academic 73 0.73 Most /Highest
TVL 2 0.02 0.27 Much/High
Sports and Arts 6 0.06 More/Higher
Academic:        
GAS 69 0.69 Most /Highest
ABM 3 0.03 Much/High
HUMMS 6 0.06 More/Higher
0.13
BAM 0 0  
HESS 0 0  
STEM 0 0  
TVL:        

89
HE - 0 0  
NCI - 1 0.01 High
BBP NCII - 0 0  
0.028333333
ICT- 14 0.14 Highest
CSS NCII- 0 0  
Sports and Arts: 2 0.02 Higher
School Category:        
Private - 81 0.81 Highest
0.405
Public- 0 0  
School Name: MSI      
School Year:        
2020 - 0 0  
2021 - 0 0 0.27  
2022- 81 0.81 Highest
Daily Allowance:        
20 below - 67 0.67 Highest
21-30- 10 0.1 Higher
0.2025
31-40 - 3 0.03 High
41 above- 1 0.01 Lowest
Mobile Number:
_________________        
Mother Occupation:
______________        
Father Occupation:
_______________        
Mother
Educational___________
____        
Father Educational:
________________        
Grades Average:        
75-79 - 5 0.05 Lowest
81-84 - 29 0.29 Higher
0.2025
85-89 - 34 0.34 Highest
90 above- 13 0.13 High

90
 Weighted
F % Interpretation
Indicators Mean
1. In the last month,
what have been your
biggest challenges?        
Tuition Fee & Allowances
- 58 0.58 Rank 1
Food & Shelter - 2 0.02 Rank 5
0.162
Health- 5 0.05 Rank 3
Technology- 4 0.04 Rank 4
Others- 12 0.12 Rank 2
2. Do you plan to go to
college?        
Yes- 74 0.74 Highest
No- 0 0 0.27 High
Maybe- 7 0.07 Higher
3. What’s your biggest
dream course?        
Education - 36 0.36 Rank 1
Computer and Information
Sciences- 18 0.18 Rank 3
Accountancy & Banking
and Finance- 2 0.02 0.162 Rank 4
Business Administration
& Entrepreneurship- 0 0 Rank 5
Others, please specify?
_____________ 25 0.25 Rank 2
4. What’s your biggest
dream Job after college?
________________        
5. Did you hear about
the teaching of financial
literacy through
technology learning,
focusing on the
following: financial
planning & budgeting,
technology apps, finance
technology apps?        
Yes - 65 0.65 0.405 Highest
91
 No- 16 0.16 Lowest
6. How did you hear
about the number 5
question?        
Teacher- 34 0.34 First
Financial Planner- 25 0.25 Second
0.2025
Social Media- 17 0.17 Third
None 5 0.05 Fourth
7. How many times have
you tried to save money?        
None - 9 0.09 High
Once- 21 0.21 0.27 Higher
More than once- 51 0.51 Highest
8. Do you want to learn
about the number 5
question?        
Yes- 80 0.8 Highest
0.405
No- 1 0.01 Lowest
9. Do you want to learn
how to budget your
money for you to learn
how to save?        
Yes - 81 0.81 Highest
0.405
No- 0 0 Lowest
10. What are you trying
to learn about the seven
areas of financial
planning?        
Cash management- 9 0.09 Rank 3
College planning 60 0.6 Rank 1
Estate planning- 2 0.02 Rank 6
Investment planning- 13 0.13 Rank 2
Risk management- 3 0.03 0.134285714 Rank 5
Retirement planning and
tax management- 6 0.06 Rank 4
Others, please specify?
_____________ 1 0.01 Rank 7
11. What are you trying
to learn about
technology apps?        
YouTube - 42 0.42 Rank 1
0.172
Skype- 1 0.01 Rank 5
92
Microsoft Forms - 24 0.24 Rank 2
Google Drive - 17 0.17 Rank 3
Bubbl.us- 2 0.02 Rank 4
12. What are you trying
to learn about the top
five financial technology
apps?        
GCash- 60 0.6 Rank 1
BPI Mobile- 3 0.03 Rank 4
BDO Digital Banking- 14 0.14 0.164 Rank 2
Maya- 1 0.01 Rank 5
Coins.ph- 4 0.04 Rank 3
13. Do you know the
Philippines-Based
Fintech Companies?        
Yes - 31 0.31 Highest
0.405
No- 50 0.5 Lowest
14. Is there a lack in
learning financial
literacy and technology
among senior high
school students?        
Yes - 62 0.62 Highest
0.405
No- 19 0.19 Lowest
15. Do you believe
teaching Financial
Literacy through
technology will help
increase students'
engagement, retention,
and academic
achievement?        
Yes - 69 0.69 Highest
0.405
No- 12 0.12 Lowest
16. Is there any way that
we can further teach you
about financial planning
through technology,
learning to make you
acquire more
knowledge?        
Yes - 71 0.71 Highest
0.405
No- 10 0.1 Lowest
93
17. Do you find the topic
interesting?        
Yes - 79 0.79 Highest
0.405
No- 2 0.02 Lowest
18. How would you rate
your experience with the
survey?        
Very bad- 0 0 Lowest
Bad- 0 0 Lowest
About Average - 4 0.04 0.162 High
Good- 34 0.34 Higher
Very good- 43 0.43 Highest
19. Is there any way that
you can help with the
studies?        
Yes – 81 0.81 Highest
0.405
No- 0 0 Lowest
20. Would you
participate in the study?        
Yes - 81 0.81 Highest
0.405
No- 0 0 Lowest

Students’ Determination in Studies

Directions: Put check and rate your honesty based on what you do.

LEGEND: (3) always (2) sometimes (1) never

Indicators F % Weighted Interpretation

94
 Mean
1) I am eager to go to school every day.        
ALWAYS 73 0.73 Highest
SOMETIMES 7 0.07 0.27 Higher
NEVER 1 0.01 High
2) I always do my projects.        
ALWAYS 53 0.53 Highest
SOMETIMES 28 0.28 0.27 Higher
NEVER 0 0 High
3) I passed my project on time.        
ALWAYS 53 0.53 Highest
SOMETIMES 28 0.28 0.27 Higher
NEVER 0 0 High
4) I participated in every class
discussion.        
ALWAYS 41 0.41 Highest
SOMETIMES 40 0.4 0.27 Higher
NEVER 0 0 High
5) I do extra-curricular activities        
ALWAYS 30 0.3 Higher
SOMETIMES 34 0.34 0.27 Highest
NEVER 17 0.17 High
6) I read books for extra knowledge        
ALWAYS 27 0.27 Higher
SOMETIMES 54 0.54 0.27 Highest
NEVER 0 0 High
7) I do my homework        
ALWAYS 66 0.66 Highest
SOMETIMES 15 0.15 0.27 Higher
NEVER 0 0 High
8) I do advanced studies        
ALWAYS 40 0.4 Higher
SOMETIMES 41 0.41 0.27 Highest
NEVER 0 0 High
9) I always take down notes.        
ALWAYS 50 0.5 Highest
SOMETIMES 31 0.31 0.27 Higher
NEVER 0 0 High
10) I always join the school program
for additional points        
95
 ALWAYS 41 0.41 Highest
SOMETIMES 40 0.4 0.27 Higher
NEVER 0 0 High

Students’ Financial Knowledge

Directions: Answer honestly with yes or no based on what you know and do.

Indicators F % Weighted Mean Interpretation

1. I feel confident in my knowledge and
ability to manage my finances.        

96
 YES 70 0.7 Highest
0.405
NO 11 0.11 Lowest
2. I consider myself to be financially
literate (able to maximize present money
to gain financial stability)        
YES 55 0.55 Highest
0.405
NO 26 0.26 Lowest
3. I am aware of the exchange rate of the
peso.        
YES 60 0.6 Highest
0.405
NO 21 0.21 Lowest
4. I am aware of the inflation rate in the
Philippines        
YES 56 0.56 Highest
0.405
NO 25 0.25 Lowest
5. I read and understand a contract/s
especially involving money before
signing.        
YES 61 0.61 Highest
0.405
NO 20 0.2 Lowest
6. I learn financial management and
obtain financial knowledge through my
parents        
YES 71 0.71 Highest
0.405
NO 10 0.1 Lowest
7. I obtain financial knowledge and learn
financial management on my own.        
YES 41 0.41 Highest
0.405
NO 40 0.4 Lowest

Students’ Technology Knowledge

Directions: Answer honestly with yes or no based on what you know and do.

Indicators F % Weighted Mean Interpretation

97
 1. I feel confident in my knowledge and
ability to use technology apps.        
YES 61 0.61 Highest
0.405
NO 20 0.2 Lowest
2. I consider myself technology- literate        
YES 53 0.53 Highest
0.405
NO 28 0.28 Lowest
3. I am aware of the different technology
apps.        
YES 60 0.6 Highest
0.405
NO 21 0.21 Lowest
4. I am aware of the usefulness of
learning technology apps.        
YES 72 0.72 Highest
0.405
NO 9 0.09 Lowest
5. I learn knowledge technology through
my parents.        
YES 45 0.45 Highest
0.405
NO 36 0.36 Lowest
6. I obtain technology knowledge and
learn technology apps on my own.        
YES 54 0.54 Highest
0.405
NO 27 0.27 Lowest

Part II. This section attempts to determine your views on different aspects of the
professional qualities of Senior High School teachers.

Please encircle the items the professional qualities of Senior High School teachers at
Masbate Southeastern Institute: taking note of the following code or legend.
5- Most Desired 3-Fairly Desired 1-least Desired
4-Very Desired 2-Slightly Desired

98
 Weighted Interpretatio
F %
Indicators Mean n
A. Knowledge        
1.) Has mastery of her major/specialization        
5 15 0.15 Rank 3
4 28 0.28 Rank 2
3 9 0.09 0.162 Rank 4
2 29 0.29 Rank 1
1 0 0 Rank 5
2.) Updated knowledge of the current
curriculum        
5 15 0.15 Rank 3
4 24 0.24 Rank 2
3 28 0.28 0.162 Rank 1
2 11 0.11 Rank 4
1 3 0.03 Rank 5
3.) Employs different methods/strategies
appropriate for Student’s ability        
5 24 0.24 Rank 2
4 30 0.3 Rank 1
3 19 0.19 0.162 Rank 3
2 7 0.07 Rank 4
1 1 0.01 Rank 5
4.) Provide instructional materials for
effective teaching        
5 25 0.25 Rank 2
4 37 0.37 Rank 1
3 14 0.14 0.162 Rank 3
2 5 0.05 Rank 4
1 0 0 Rank 5
5.) Impart Knowledge to the students        
5 36 0.36 Rank 1
4 23 0.23 Rank 2
3 15 0.15 0.162 Rank 3
2 6 0.06 Rank 4
1 1 0.01 Rank 5
B. Skills
1.) Can craft syllabus for the perusal of
students        
5 14 0.14 Rank 3
0.162
4 28 0.28 Rank 2

99
 3 30 0.3 Rank 1
2 9 0.09 Rank 4
1 0 0 Rank 5
2.) Ability to make the split-second
decision on the challenges met or
encountered in the classroom        
5 18 0.18 Rank 2
4 36 0.36 Rank 1
3 18 0.18 0.162 Rank 2
2 8 0.08 Rank 3
1 1 0.01 Rank 4
3.) Ability to deliver her lessons in the
widest perspective view        
5 30 0.3 Rank 1
4 28 0.28 Rank 2
3 23 0.23 0.162 Rank 3
2 0 0 Rank 4
1 0 0 Rank 4
4.) Has communication skills in delivering
the lesson        
5 19 0.19 Rank 2
4 45 0.45 Rank 1
3 14 0.14 0.162 Rank 3
2 3 0.03 Rank 4
1 0 0 Rank 5
5.) Has the art of asking questions        
5 34 0.34 Rank 1
4 30 0.3 Rank 2
3 15 0.15 0.162 Rank 3
2 1 0.01 Rank 4
1 1 0.01 Rank 4
C. Attitude        
1.) Has a passion for teaching        
5 37 0.37 Rank 1
4 24 0.24 Rank 2
3 11 0.11 0.162 Rank 3
2 8 0.08 Rank 4
1 1 0.01 Rank 5
2.) Attends all faculty meetings and
extracurricular activities        
5 29 0.29 0.162 Rank 1
100
 4 28 0.28 Rank 2
3 16 0.16 Rank 3
2 5 0.05 Rank 4
1 3 0.03 Rank 5
3.) Attends seminars/training to keep
abreast with the current trends in teaching        
5 16 0.16 Rank 3
4 35 0.35 Rank 1
3 20 0.2 0.162 Rank 2
2 10 0.1 Rank 4
1 0 0 Rank 5
4.) Commitment by meeting his/her class
religiously        
5 27 0.27 Rank 2
4 33 0.33 Rank 1
3 17 0.17 0.162 Rank 3
2 2 0.02 Rank 4
1 2 0.02 Rank 4
5.) Has fair treatment for every student        
5 28 0.28 Rank 1
4 25 0.25 Rank 2
3 25 0.25 0.162 Rank 2
2 2 0.02 Rank 3
1 1 0.01 Rank 4

2. The prior knowledge of Senior High School students about financial literacy

through technology learning

As presented in Table 2, Self-Assessment test overall score of the respondents got

the highest number of respondents a Rank 1 with Fair satisfactory 60, 0.6 percent with

verbal interpretation “Your score could be better, but don’t despair. It’s never too late to

take action to improve”. Rank 2 Satisfactory 11, 0.11 percent with a verbal interpretation

101
“You are doing a satisfactory job and have taken some steps in the right direction”. Rank

3 Very Satisfactory 10, 0.10 percent with a verbal interpretation “You are doing a very

satisfactory job and are above average”. Rank 4 Outstanding with no respondents. The

overall weighted mean got 0.2025. Based with the overall score the prior knowledge of

the respondents is low at this time.

Table 2

TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING:

THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL
EXPERIENCE
SELF-ASSESSMENT TEST OVERALL SCORE
Indicators F % Weighted Mean Interpretation
If No: 20/20 Fair - Your score could be better, but
satisfactory; If don’t despair. It’s never too late to
Maybe: 15/20 Fair take action to improve.
satisfactory 60 0.6
0.2025 -You are doing a satisfactory job
If Yes: 15/20
Satisfactory and have taken some steps in the
11 0.11 right direction
If Yes: 17/20 Very -You are doing a very satisfactory
Satisfactory 10 0.1 job and are above average.

102
 If Yes: 20/20 -You are excellent. Keep up the
Outstanding 0 0 good work!

3. The performance of Senior High School students after conducting teaching

of financial literacy through technology learning

Table 3 shows the Self-Re-Assessment test overall score of the respondents got

the highest number of respondents a Rank 1 with Outstanding 38, 0.38 percent with

verbal interpretation “You are excellent. Keep up the good work!’’ Rank 2 Satisfactory

24, 0.24 percent with a verbal interpretation “You are doing a satisfactory job and have

taken some steps in the right direction”. Rank 3 Very Satisfactory 17, 0.17 percent with a

verbal interpretation “You are doing a very satisfactory job and are above average”. Rank

4 Fair satisfactory 2, 0.02 percent with a verbal interpretation “Your score could be

better, but don’t despair. It’s never too late to take action to improve’. The overall
103
weighted mean got 0.2025. Based with the overall score the performance of Senior High

School students after conducting a teaching the level of learning was high results.

Table 3

TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING:

THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL
EXPERIENCE
SELF-RE-ASSESSMENT TEST OVERALL SCORE
Indicators F % Weighted Mean Interpretation
- Your score could be better, but
0-4 Fair satisfactory don’t despair. It’s never too late to
2 0.02 take action to improve.
-You are doing a satisfactory job and
5-7 Satisfactory have taken some steps in the right
0.2025
24 0.24 direction
8-9 Very Satisfactory -You are doing a very satisfactory job
17 0.17 and are above average.
10-10 Outstanding -You are excellent. Keep up the good
38 0.38 work!

104
 4. Is there a significant result in teaching financial literacy through learning

technology apps to Senior High School students?

Looking at the result of Table 3, it indicates the result of the Self-Re-Assessment after the

“Teaching Financial Literacy through technology learning: the Masbate Southeastern

Institute Senior High School experience”. It shows with the significant value of the

teaching.

The table also shows that the following hypotheses are.

HO1: There is no significant result in teaching financial literacy through learning

technology apps to Senior High School students. (Null) REJECTED.

HA1: There is significant result in teaching financial literacy through learning

technology apps to Senior High School students. (Alternative) ACCEPTED.

5. Is there a significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans?

105
 Looking at the result of Table 3, it indicates the significant relationship between

learning while applying as the highlight of the result it is good application to have

always have a self-re-assessment test.

The table also shows that the following hypotheses are.

HO2: There is no significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans. (Null)

REJECTED.

HA2: There is significant relationship between learning while applying financial literacy

skills through learning technology apps for the use of student plans. (Alternative)

ACCEPTED.

106
 Table 4

TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY LEARNING:

THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH SCHOOL EXPERIENCE
FEEDBACK EVALUATION FORM
Indicators F % Weighted Mean Interpretation
A. Knowledge        
1.) The teacher has the
mastery of her/his topic and  
discussion      
1- Fair satisfactory 2 0.02 Rank 3
2- Satisfactory 2 0.02 Rank 3
0.2025
3- Very satisfactory 33 0.33 Rank 2
4- outstanding 44 0.44 Rank 1
2.) The teacher has updated
knowledge of the current  
financial literacy      
1- Fair satisfactory 0 0 Rank 4
2- Satisfactory 4 0.04 Rank 3
0.2025
3- Very satisfactory 30 0.3 Rank 2
4- outstanding 47 0.47 Rank 1

3.) The teacher employs

different methods/strategies  
appropriate for Student’s
ability      
1- Fair satisfactory 2 0.02 Rank 4
2- Satisfactory 8 0.08 Rank 3
0.2025
3- Very satisfactory 28 0.28 Rank 2
4- outstanding 43 0.43 Rank 1
4.) The teacher provides
instructional materials for  
effective teaching      
1- Fair satisfactory 5 0.05 Rank 4
2- Satisfactory 7 0.07 Rank 3
0.2025
3- Very satisfactory 35 0.35 Rank 1
4- outstanding 34 0.34 Rank 2
107
5.) The teacher imparts  
knowledge to the students      
1- Fair satisfactory 0 0 Rank 4
2- Satisfactory 3 0.03 Rank 3
0.2025
3- Very satisfactory 33 0.33 Rank 2
4- outstanding 45 0.45 Rank 1
B. Skills        
1.) The teacher can craft a
syllabus for the perusal of  
students      
1- Fair satisfactory 3 0.03 Rank 4
2- Satisfactory 6 0.06 Rank 3
0.2025
3- Very satisfactory 45 0.45 Rank 1
4- outstanding 27 0.27 Rank 2

2.) The teacher’s ability to

make the split-second
decision on the challenges  
met or encountering in the
classroom      
1- Fair satisfactory 2 0.02 Rank 3
2- Satisfactory 5 0.05 Rank 2
0.2025
3- Very satisfactory 37 0.37 Rank 1
4- outstanding 37 0.37 Rank 1

3.) The teacher’s ability to

deliver her/his lessons in the  
widest perspective view      
1- Fair satisfactory 0 0 Rank 4
2- Satisfactory 6 0.06 Rank 3
0.2025
3- Very satisfactory 39 0.39 Rank 1
4- outstanding 36 0.36 Rank 2
4.) The teacher has
communication skills in  
delivering the lesson      
1- Fair satisfactory 1 0.01 Rank 4
2- Satisfactory 4 0.04 Rank 3
0.2025
3- Very satisfactory 25 0.25 Rank 2
4- outstanding 51 0.51 Rank 1
5.) The teacher has the art of  
asking questions      

108
1- Fair satisfactory 4 0.04 Rank 3
2- Satisfactory 4 0.04 Rank 3
0.2025
3- Very satisfactory 38 0.38 Rank 1
4- outstanding 35 0.35 Rank 2
C. Attitude        
1.) The teacher has a passion  
for teaching      
1- Fair satisfactory 5 0.05 Rank 3
2- Satisfactory 4 0.04 Rank 4
0.2025
3- Very satisfactory 28 0.28 Rank 2
4- outstanding 44 0.44 Rank 1

2.) The teacher attends

seminars/training to keep  
abreast with the current trends
in teaching      
1- Fair satisfactory 5 0.05 Rank 4
2- Satisfactory 7 0.07 Rank 3
0.2025
3- Very satisfactory 28 0.28 Rank 2
4- outstanding 41 0.41 Rank 1
3.) The teacher has
commitment by meeting  
his/her class      
1- Fair satisfactory 3 0.03 Rank 3
2- Satisfactory 3 0.03 Rank 3
0.2025
3- Very satisfactory 36 0.36 Rank 2
4- outstanding 39 0.39 Rank 1
4.) The teacher has fair  
treatment for every student      
1- Fair satisfactory 5 0.05 Rank 3
2- Satisfactory 5 0.05 Rank 3
0.2025
3- Very satisfactory 29 0.29 Rank 2
4- outstanding 42 0.42 Rank 1
D. Student’s Learning and Experience
1.) I consider myself to be
financially literate and  
technology- literate      
1- Fair satisfactory 7 0.07 Rank 3
2- Satisfactory 7 0.07 0.2025 Rank 3
3- Very satisfactory 42 0.42 Rank 1

109
 4- outstanding 25 0.25 Rank 2

2.) I learn financial

management and obtain  
financial knowledge through
my teacher      
1- Fair satisfactory 0 0 Rank 4
2- Satisfactory 12 0.12 Rank 3
0.2025
3- Very satisfactory 44 0.44 Rank 1
4- outstanding 25 0.25 Rank 2
3.) I feel confident in my
financial knowledge and  
ability to use technology      
1- Fair satisfactory 2 0.02 Rank 4
2- Satisfactory 13 0.13 Rank 3
0.2025
3- Very satisfactory 36 0.36 Rank 1
4- outstanding 30 0.3 Rank 2

As presented in Table 4, it indicates the result of the feedback evaluation form after

all answering the assessment and actual teaching the students rate the researcher as their

teacher for this study. To highlight with the feedback results the SHS students at Masbate

Southeastern Institute gave good feedback to the researcher.

NOTES

110
1
Selim Aren and Sibel Dinç Aydemir (2014) A literature review on Financial Literacy.

https://www.researchgate.net/publication/

267641595_A_Literature_Review_On_Financial_Literacy

2
Arjay Tilan and Esmen M. Cabal (2021) Financial Literacy of Filipino Public School

Teachers and Employees: Basis for Intervention Program

https://www.researchgate.net/publication/

CHAPTER 5
111
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and recommendations

of the study.

Summary

The researcher’s theory in this study is that as teachers in the time of the Covid-19

pandemic, we should devote ourselves to teaching students how to apply knowledge. We are

living in an age of unprecedented debt and students are destined to face challenging times

financially. We are responsible for educating and preparing our students not only for academic

performance but to prepare for their future by teaching Financial Literacy through technological

learning. Through this, teachers will help to address the needs and challenges of the students.

Today’s common lack among students and parents is without knowing the importance of

financial planning and the usefulness of technology apps. It is imperative that educators begin to

equip students with the knowledge and skills to succeed as consumers in today’s global economy.

Students must be prepared for their entrance into a global economy. With finance and technology

innovation and research, today, all opportunities to educate people, particularly senior high school

students would be possible.

Teaching financial literacy through technology would be a great help to the

Senior High Schools Students. This would be a big help to teach them the important life

skill of financial literacy. This will prove helpful for educators as technology allows them

to take advantage of tools which interests children. The benefits of teaching technology in

112
schools cannot be denied - from personalized learning experiences to greater student

choice, a combination of these two areas of interest promises to be enlightening.

The purpose of conducting this study was to determine the students’ challenges, prior

knowledge, and students’ performance towards Teaching Financial Literacy through technology

learning: The Masbate Southeastern Institute Senior High School experience located at Brgy.

Poblacion, Pio V. Corpus, Masbate. Materials and Methods: The study, the researcher will

conduct an actual teaching the materials will be of good use Survey questionnaire to get the

information of the respondents, assessment for self-assessment and self-re-assessment the

purpose of this is to measure the previous knowledge and performance of the students, feedback

evaluation form and student’s hand-outs. This research aimed to collect data which will shed light

on how teachers can use digital technology effectively in their classrooms to help students

actively engage in the learning of financial literacy.

This study aimed at Teaching Financial Literacy through technology learning:

The Masbate Southeastern Institute Senior High School experience in Pio V. Corpus,

Masbate.

Specifically, it seeks to answers to the following questions were sought:

1. What challenges are today's high school students facing in financial literacy

through technology learning?

2. What is the knowledge of Senior High School students about financial literacy

through technology learning, especially of different technology apps?

113
 3. What is the performance of Senior High School students after conducting?

teaching of financial literacy through technology learning, focusing on the

following.

a. Financial planning & Budgeting

b. Technology Apps

c. Finance technology apps

4. Is there a significant result in teaching financial literacy through learning

technology apps to Senior High School students?

5. Is there a significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans?

Findings

The salient findings of this study were as follows:

1. Challenges are today's high school students facing in financial literacy

through technology learning

There is indication of challenges of today's high school students facing in

financial literacy through technology learning. This is the highlights of the major

challenges found out by researcher based on the profile of the students. From the

respondent’s daily allowance, the highest amount is PHP 20 below got the highest

number of respondents 67, 0.67 percent and 0.20 weighted mean. From the survey most
114
of the common occupation of the mother was a housewife and the father occupation was

a farmer. Mother educational attainment mostly only high school graduates and father

educational attainment elementary graduates. The data indicates that SHS students in the

last month, they have been experienced biggest challenges rank 1 Tuition Fee &

Allowances with number of respondents 58, 0.58 percent and 0.162 weighted mean. Rank

2 other respondents of 12, 0.12 percent. Rank 3 Heath respondents of 5, 0.05 percent.

Rank 4 Technology respondents of 4, 0.04 percent. Rank 5 Food & Shelter respondents

of 2, 0.02 percent. With these challenges among 81 respondents there were students is not

sure if they will go to college with the number of respondents 7, 0.07 percent. Lack in

learning financial literacy and technology among senior high school students was also a

major problem we got the highest response confirmed yes is about 62, 0.62 and 0.405

weighted mean.

For Students’ Determination in Studies there are respondents have

negative attitude towards with their studies. Based on the survey results here are the

following: there are respondents are sometimes 7, 0.07 percent of respondents and 1, 0.01

percent never eager to go to school every day. There are respondents is sometimes do his

project with number of 28, 0.28 percent. there are respondents is sometimes passed his

project on time of 28, 0.28 percent. There are respondents is sometimes participated in

every class discussion, never do his extra-curricular activities. Sometimes do his

homework with respondents of 15, 0.15 percent.

115
 For Students’ Financial Knowledge there are students don’t have a financial

knowledge don’t consider herself/himself financial literate with number of respondents of

26, 0.26 percent.

For Students’ Technology Knowledge there are students don’t have a

Technology knowledge don’t consider herself/himself technology literate with number of

respondents of 20, 0.20 percent.

2. The prior knowledge of Senior High School students about financial literacy

through technology learning

Self-Assessment test overall score of the respondents got the highest number of

respondents a Rank 1 with Fair satisfactory 60, 0.6 percent with verbal interpretation

“Your score could be better, but don’t despair. It’s never too late to take action to

improve”. Rank 2 Satisfactory 11, 0.11 percent with a verbal interpretation “You are

doing a satisfactory job and have taken some steps in the right direction”. Rank 3 Very

Satisfactory 10, 0.10 percent with a verbal interpretation “You are doing a very

satisfactory job and are above average”. Rank 4 Outstanding with no respondents. The

overall weighted mean got 0.2025. Based with the overall score the prior knowledge of

the respondents is low at this time.

3. The performance of Senior High School students after conducting teaching

of financial literacy through technology learning

Self-Re-Assessment test overall score of the respondents got the highest number

of respondents a Rank 1 with Outstanding 38, 0.38 percent with verbal interpretation
116
“You are excellent. Keep up the good work!’’ Rank 2 Satisfactory 24, 0.24 percent with a

verbal interpretation “You are doing a satisfactory job and have taken some steps in the

right direction”. Rank 3 Very Satisfactory 17, 0.17 percent with a verbal interpretation

“You are doing a very satisfactory job and are above average”. Rank 4 Fair satisfactory 2,

0.02 percent with a verbal interpretation “Your score could be better, but don’t despair.

It’s never too late to take action to improve’. The overall weighted mean got 0.2025.

Based with the overall score the performance of Senior High School students after

conducting a teaching the level of learning was high results.

4. Is there a significant result in teaching financial literacy through learning

technology apps to Senior High School students?

It indicates the result of the Self-Re-Assessment test after the “Teaching Financial

Literacy through technology learning: the Masbate Southeastern Institute Senior High

School experience”. It shows with the significant value of the teaching.

The table also shows that the following hypotheses are.

HO1: There is no significant result in teaching financial literacy through learning

technology apps to Senior High School students. (Null) REJECTED.

HA1: There is significant result in teaching financial literacy through learning

technology apps to Senior High School students. (Alternative) ACCEPTED.

5. Is there a significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans?
117
It indicates the significant relationship between learning while applying as the highlight

of the result it is good application to always have a self-re-assessment test.

The table also shows that the following hypotheses are.

HO2: There is no significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans. (Null)

REJECTED.

HA2: There is significant relationship between learning while applying financial literacy

skills through learning technology apps for the use of student plans. (Alternative)

ACCEPTED.

Conclusions

Based on the results, the following conclusions were drawn:

1. This study has demonstrated what student need to know in financial literacy and how

life choices and experiences build financial knowledge. It is important to recognize that

students must prepared for the financial issues they will encounter once they graduate

and move into the workforce. The teacher, even the parents and the school should play

a bigger role supporting the financial information needs of their students. The goal of

118
 this research was to learn how the students gain the financial literacy they need to learn

at their early age.

2. The prior knowledge of Senior High School students about financial literacy

through technology learning is low at first but after the teaching the results is

high.

3. The performance of Senior High School students after conducting teaching of

financial literacy through technology learning with the overall score the

performance of the assessment was having a high result.

4. There is a significant result in teaching financial literacy through learning

technology apps to Senior High School students. It shows with the significant

value of the teaching because after conducting a teaching, the level of learning of

respondents was got high results.

5. There is a significant relationship between learning while applying financial

literacy skills through learning technology apps for the use of student plans based

on the assessment of the respondents.

Recommendations

In view of the findings and conclusions, the researcher offers the following

recommendations:

119
1. The school administrator may consider adopting and contextualizing the proposed

intervention program on financial literacy to be adopted by their respective school

towards promoting literacy on financial planning and management among

teachers, and students in teaching. Someday, our dream is that the school will not

receive students’ drop out. Because of not having to pay for the tuition, having no

allowance and being able to pursue college.

2. Teachers should always ensure among learners that should look at expanding

existing programs and modifying student financial policies to better support the

financial challenges that student might encounter. By developing comprehensive

financial literacy programs, can help its students achieve and deserve this

opportunity.

3. Parents should support this program for the future success of the learners.

120
 BIBLIOGRAPHY

A. Theses and Dissertations

Arora, Neha (2016). Using Digital Technology to Teach Financial Literacy in Elementary

Schools. Unpublished Master’s Thesis, University of Toronto.

https://hdl.handle.net/1807/72146

Gemina, Ramon N. Jr. (2022). Integration of digitized learning resources for selected

senior high school students in the limited face-to-face classes. Unpublished,

Master’s Thesis, Osmena Colleges

Haydon, Darrell (2018). Bridging the financial literacy gap. Unpublished Doctoral

Thesis, California State University East Bay.

http://hdl.handle.net/10211.3/207794

Tschache, Candice Arrington (2009). Importance of financial literacy and financial

literacy content in curriculum. Unpublished Master’s Thesis, Montana State

University Bozeman, Montana.

https://scholarworks.montana.edu/xmlui/handle/1/2449

121
 B. Journals

Aren, S., & Aydemir, S.  (2014). A literature Review on Financial Literacy.

https://www.researchgate.net/publication/267641595_A_Literature_Review_On_

Financial_Literacy

Farida, Mamik Nur; Soesatyo, Yoyok; Aji, Tony Seno (2021). Influence of Financial

Literacy and Use of Financial Technology on Financial Satisfaction through

Financial Behavior. International Journal of Education and Literacy Studies, v9 n1

p86-95 Jan 2021. https://eric.ed.gov/?id=EJ1286082

Lovšin Kozina, F., & Metljak, M. (2022). Integrating the contents of financial literacy in

the teaching process: Teachers’ perspectives. European Journal of

Educational Research, 11(4), 2265-2273. https://doi.org/10.12973/eu-

jer.11.4.2265

Tilan, Arjay and Cabal, Esmen (2021). Financial Literacy of Filipino Public School

Teachers and Employees: Basis for Intervention Program. International Journal of

Science and Research (IJSR) 10(10, October 2021):1104-1113.

https://www.researchgate.net/publication/355680249_Financial_Literacy_of_Filip

ino_Public_School_Teachers_and_Employees_Basis_for_Intervention_Program

C. Online Sources
122
Liu, Hong-Cheng and  Lin, Jie-Shin (2021). Impact of Internet Integrated Financial

Education on

Students’ Financial Awareness and Financial Behavior. Articles from Frontiers in

Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8506006/

Lynch, Matthew (2022). Teaching students’ financial literacy with education technology.

https://www.thetechedvocate.org/teaching-students-financial-literacy-with-

education-technology/National Economic and Development Authority (NEDA)

Region XIII-Caraga (2018). Financial literacy for Filipinos: understanding for

better living. https://nro13.neda.gov.ph/financial-literacy-for-filipinos-

understanding-for-better-living/

Singh, Mike (2019). Let’s do more for financial literacy in the Philippines.

https://www.linkedin.com/pulse/lets-do-more-financial-literacy-philippines-mike-

singh

Swiecka, Beata Swiecka (2019). 1. A theoretical framework for financial literacy and

financial education.https://www.researchgate.net/publication/331841533_1_A_

theoretical_framework_for _financial_literacy_and_financial_education

123
124
 APPENDIX A

PERMIT TO CONDUCT STUDY

May 5, 2022

ARTURO B. ESPENILLA JR.

Masbate Southeastern Institute, School Administrator

Bgy. Poblacion, Pio V. Corpus, Masbate

Sir:

In my earnest desire to earn the degree “Master of Arts in Education (MAEd) Major in
Administration and Supervision, I am asking for your permission to conduct a research
study entitled Teaching Financial Literacy Through Technology Learning: The
Masbate Southeastern Institute Senior High School Experience. This study will
determine students’ challenges, prior knowledge, and students’ performance of Senior
High School   students at Masbate Southeastern Institute (MSI) located at Brgy.
Poblacion, Pio V. Corpus, Masbate along the lines of conducting the research materials
will be of good use: a survey questionnaire, actual teaching with the provided topic of the
researcher, assessment, and feedback evaluation form. The data gathered and the result of
this study would serve as a basis for an action plan to increase students’ preparation for
their future endeavors. Indeed, it shows in the study as early as now, we need to ensure
our students, even our children learning financial literacy through technology, will help
them go along their way. Of course, the school will benefit, and the parental
involvement/guidance program of the said institution will become successful. Someday,
our dream is that the school will not receive students’ drop out. Because of not having to
pay for the tuition, having no allowance and being able to pursue college.

In connection with this, may I request your good office to allow me to conduct the said
study by distributing a questionnaire and conducting an actual teaching session? The
target schedule of the said activities is an afternoon session from 12:30pm to 3: 00pm on
June 5, 2022, at MSI Campus with the senior high school students from Grade 11-12
sections.

Your favorable action on this request will be highly appreciated.

Very truly yours,

125
(Sgd.) RENA M. LIHAYLIHAY
Researcher

Noted:

(Sgd.) DINNAH A. BANARES, Ed.D

Adviser

(Sgd.) JONALD B. SIA, Ed.D

AVPAA/Dean Osmeña Colleges Graduate School, Masbate

Approved:

(Sgd.) ARTURO B. ESPENILLA JR.

Masbate Southeastern Institute, School Administrator

APPENDIX B

SURVEY QUESTIONNAIRE
126
 THESIS TITLE: “TEACHING FINANCIAL LITERACY THROUGH
TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE
SENIOR HIGH SCHOOL EXPERIENCE”.

SURVEY QUESTIONNAIRE

Prepared by: (Sgd.) Rena M. LihayLihay

Researcher

Senior High School Department

Dear Respondents:

127
This survey is intended to find out your views about the study of “Teaching Financial
Literacy through technology learning: the Masbate Southeastern Institute Senior High
School experience.” This idea is a part of our research study for our Thesis Writing, a
subject for MAED students at Osmeña Colleges Graduate School. Bearing this in mind,
we respectfully request your participation by answering this survey. The first part aims to
elicit information on your background and follow up questions with the study. While the
second part requires your insights into different aspects of the professional quality of high
school teachers occurs by signing your name on the conform below, this would mean that
you consent to respond to this survey. We assure you that the information disclosed here
shall not be used for any other purposes except for the ones mentioned above.

Respectfully,
Researcher

I. Personal Information/Conforme
Respondents Profile

Name/Optional: _______________________________
Age: ( ) 15-17 ( ) 18-19 ( ) 20-above
Gender: ( ) Male ( ) Female
Civil Status: ( ) Single ( ) Married
Grade Level: ( ) Grade 11 ( ) Grade 12
Tracks: ( ) Academic ( ) TVL ( ) Sports and Arts
Academic: ( ) GAS ( ) ABM ( ) HUMMS ( ) BAM ( ) HESS ( ) STEM
TVL: ( ) HE ( ) NCI ( ) BBP NCII ( ) ICT ( ) CSS NCII
Sports and Arts: _________________
School Category: ( ) Private ( ) Public
School Name: ______________
School Year: ( ) 2020 ( ) 2021 ( ) 2022
Daily Allowance: ( ) 20 below ( ) 21-30 ( ) 31-40 ( ) 41 above
Mobile Number: _________________
Mother Occupation: ______________
Father Occupation: _______________
Mother Educational_______________
Father Educational: ________________
Grades Average: ( ) 75-79 ( ) 81-84 ( ) 85-89 ( ) 90 above

1. In the last month, what have been your biggest challenges?

( ) Tuition Fee & Allowances ( ) Food & Shelter ( ) Health ( ) Technology ( )

Others

2. Do you plan to go to college? ( ) Yes ( ) No ( ) Maybe

128
3. What’s your biggest dream course?

( ) Education

( ) Computer and Information Sciences

( ) Accountancy & Banking and Finance

( ) Business Administration & Entrepreneurship

( ) Others, please specify? _____________

4. What’s your biggest dream Job after college? ________________

5. Did you hear about the teaching of financial literacy through technology learning,
focusing on the following: financial planning & budgeting, technology apps, finance
technology apps?

( ) Yes ( ) No

6. How did you hear about the number 5 question?

( ) Teacher ( ) Financial Planner ( ) Social Media

7. How many times have you tried to save money? ( ) None ( ) Once ( ) More than once

8. Do you want to learn about the number 5 question? ( ) Yes ( ) No

9. Do you want to learn how to budget your money for you to learn how to save? ( ) Yes
( ) No

10. What are you trying to learn about the seven areas of financial planning?

( ) Cash management

( ) College planning

( ) Estate planning

( ) Investment planning

( ) Risk management

( ) Retirement planning and tax management

129
( ) Others, please specify? _____________

11. What are you trying to learn about technology apps?

( ) YouTube ( ) Skype ( ) Microsoft Forms ( ) Google Drive ( ) Bubbl.us

12. What are you trying to learn about the top five financial technology apps?

( ) GCash ( ) BPI Mobile ( ) BDO Digital Banking ( ) Maya ( ) Coins.ph

13. Do you know the Philippines-Based Fintech Companies?

( ) Yes ( ) No

14. Is there a lack in learning financial literacy and technology among senior high school
students? ( ) Yes ( ) No

15. Do you believe teaching Financial Literacy through technology will help increase
students' engagement, retention, and academic achievement?

( ) Yes ( ) No

16. Is there any way that we can further teach you about financial planning through
technology, learning to make you acquire more knowledge? ( ) Yes ( ) No

17. Do you find the topic interesting? ( ) Yes ( ) No

18. How would you rate your experience with the survey?

( ) Very bad ( ) Bad ( ) About Average ( ) Good ( ) Very good

19. Is there any way that you can help with the studies? ( ) Yes ( ) No

20. Would you participate in the study? ( ) Yes ( ) No

Students’ Determination in Studies

130
Directions: Put check and rate your honesty based on what you do.

LEGEND: (3) always (2) sometimes (1) never

  ALWAYS SOMETIMES NEVER

1) I am eager to go to school every day.      
2) I always do my projects.      
3) I passed my project on time.      
4) I participated in every class discussion.      
5) I do extra-curricular activities      
6) I read books for extra knowledge      
7) I do my homework      
8) I do advanced studies      
9) I always take down notes.      
10) I always join the school program for additional
points      

Students’ Financial Knowledge

Directions: Answer honestly with yes or no based on what you know and do.

Financial Knowledge YES NO

1. I feel confident in my knowledge and ability to manage my finances.
   
2. I consider myself to be financially literate (able to maximize present
money to gain financial stability)
   
3. I am aware of the exchange rate of the peso.    
4. I am aware of the inflation rate in the Philippines
   
5. I read and understand a contract/s especially involving money before
signing.    
6. I learn financial management and obtain financial knowledge through
my parents    
7. I obtain financial knowledge and learn financial management on my
own.    

131
Students’ Technology Knowledge

Directions: Answer honestly with yes or no based on what you know and do.

Technology Knowledge YES NO

1. I feel confident in my knowledge and ability to use technology
   
apps.
2. I consider myself technology- literate    
3. I am aware of the different technology apps.    
4. I am aware of the usefulness of learning technology apps.    
5. I learn knowledge technology through my parents.    
6. I obtain technology knowledge and learn technology apps on
   
my own.

Part II. This section attempts to determine your views on different aspects of the
professional qualities of Senior High School teachers.

Please encircle the items the professional qualities of Senior High School teachers at
Masbate Southeastern Institute: taking note of the following code or legend.
5- Most Desired 3-Fairly Desired 1-least Desired
4-Very Desired 2-Slightly Desired

A. Knowledge Response
1. Has mastery of her major/specialization 54321
2. Updated knowledge of the current curriculum 54321
3. Employs different methods/strategies appropriate for 54321
Student’s ability
4. Provide instructional materials for effective teaching 54321
5. Impart Knowledge to the students 54321

B. Skills
1. Can craft syllabus for the perusal of students 54321
2. Ability to make the split-second decision on the challenges met or 54321
encountered in the classroom
3. Ability to deliver her lessons in the widest perspective view 54321
4. Has communication skills in delivering the lesson 54321
5. Has the art of asking questions 54321

132
C. Attitude
1. Has a passion for teaching 54321
2. Attends all faculty meetings and extracurricular activities 54321
3. Attends seminars/training to keep abreast with the current trends in 54321
In teaching
4. Commitment by meeting his/her class religiously 54321
5. Has fair treatment for every student 54321

My signature would mean that I have understood the aims of this survey and I allow
the researchers to use my responses as part of the research. Likewise, I consent to the
use of my responses solely for research purposes and shall be assured that my identity
shall not be disclosed.

______________________________

Signature of Respondent/ Optional

Approved by:

(Sgd.) DINNAH A. BANARES, Ed.D

Adviser

PANEL OF EVALUATORS

(Sgd.) JONALD B. SIA, Ed.D

Dean Graduate School Osmena Colleges, Masbate

Chairman

133
(Sgd.) MARVIN M. GARCIA, Ed.D (Sgd.) VIOLETA MONTECALVO, Ed.D

Member Member

APPENDIX C

SELF-ASSESSMENT TEST

THESIS TITLE: “TEACHING FINANCIAL LITERACY THROUGH

TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE
SENIOR HIGH SCHOOL EXPERIENCE”.

SELF-ASSESSMENT TEST

Prepared by: (Sgd.) Rena M. LihayLihay

Researcher

134
Please answer the following questions.
Student Name/Optional:
Grade Level:

Directions: 1-20 item test answer / each question responding with yes, no and
maybe.

No. Questions Yes No Maybe

Do you want to experience learning about teaching financial literacy
through technology? Focusing on the following: financial planning &
1 budgeting, technology apps, financial technology apps?       
2 Did you budget your money?      
3 Do you save and invest your money?      
4 Do you have a savings account?              
5 Do you have a daily allowance?      
Do you want to learn about the seven areas of financial planning?
Which are cash management,college planning,estate
planning,investment planning, risk management, retirement planning,
6 and tax management?
Do you want to learn about technology apps? Which is YouTube,
7 Skype, Microsoft Forms, Google Drive, Bubbl.us?      
Do you want to learn about the top five financial technology apps?
Which are GCash, BPI Mobile, BDO Digital Banking, Maya,
8 Coins.ph?      
9 Do you want to learn financial literacy using digital apps?      
10 Do you consider yourself to be financially and technology-literate?      
11 Are you aware of the exchange rate of the peso?      
12 Are you aware of the inflation rate in the Philippines?      
Did you learn financial management and obtain financial knowledge
13 through your parents?      
Do you obtain financial knowledge and learn financial management on
14 your own?      
Do you feel confident in your knowledge and ability to use technology
15 apps?      
16 Are you aware of the usefulness of learning technology apps?      
17 Did you learn knowledge about technology through your parents?      

135
 Do you obtain technology knowledge and learn technology apps on
18 your own?      
Do you want to learn new knowledge and skills about financial
19 planning?      
20 Are you eager to participate in the discussion?      

My signature would mean that I have understood the aims of this self-assessment test
and I allow the researchers to use my responses as part of the research. Likewise, I
consent to the use of my responses solely for research purposes and shall be assured that
my identity shall not be disclosed.

______________________________

Signature of Respondent/Optional

Number of Tally
Yes:
No:
Maybe:

Score:

For the Self-Assessment score, the interpretation is as follows:

If No: 20/20 Fair satisfactory

If Maybe: 15/20 Fair satisfactory

- Your score could be better, but don’t despair. It’s never too late to take action to
improve.

If Yes: 15/20 Satisfactory

136
-You are doing a satisfactory job and have taken some steps in the right direction

If Yes: 17/20 Very Satisfactory

-You are doing a very satisfactory job and are above average.

If Yes: 20/20 Outstanding

-You are excellent. Keep up the good work!

APPENDIX D

ACTUAL TEACHING

“TEACHING FINANCIAL LITERACY THROUGH TECHNOLOGY

LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE SENIOR HIGH

SCHOOL EXPERIENCE”.

137
 Photo Attendance

APPENDIX E

SELF-RE-ASSESSMENT TEST

138
 THESIS TITLE: “TEACHING FINANCIAL LITERACY THROUGH
TECHNOLOGY LEARNING: THE MASBATE SOUTHEASTERN INSTITUTE
SENIOR HIGH SCHOOL EXPERIENCE”.

SELF-RE-ASSESSMENT TEST

Prepared by: (Sgd.) Rena M. LihayLihay

Researcher

Please answer the following questions.

Student Name/ Optional:
Grade Level:

Directions: 1-10 item test answer (X) each question responding to the questions.

1. Did you learn how to get rid of your challenges with your tuition fee & allowance?      

 (    ) Yes   (   ) No   (   ) Maybe 

139
2. Did you learn how to save money?    

(    ) Yes   (   ) No   (   ) Maybe                                                                                       

3. Did you learn how to budget money?   (    ) Yes   (   ) No   (   ) Maybe

4. Did you learn how to make savings?   (    ) Yes   (   ) No   (   ) Maybe                            

5. Did you plan to have a savings account?

(    ) Yes   (   ) No   (   ) Maybe                                                                       

6. Do you learn now how to budget your money from your daily allowance? 

(    ) Yes   (   ) No   (   ) Maybe

7.   Are you learning with the lesson of teaching financial literacy through   technology? 

(    ) Yes   (   ) No   (   ) Maybe                                                                                             

8. Do you want to share your knowledge and skills about financial planning with your
family?

(    ) Yes   (   ) No   (   ) Maybe

9. In the future, will you consider investing and saving in insurance, stocks, trade, and
banks?

(    ) Yes   (   ) No   (   ) Maybe     

10. Learning financial literacy is a promising way to improve financial capacity for
today’s young people.
( ) True ( ) False

My signature would mean that I have understood the aims of this self-re-assessment
test and I allow the researchers to use my responses as part of the research. Likewise, I
consent to the use of my responses solely for research purposes and shall be assured that
my identity shall not be disclosed.

140
______________________________

Signature of Respondent/Optional

Score:

Answer key: 1-9. Yes, 10. True

For the Self-Re-Assessment score, the interpretation is as follows:

0-4 Fair satisfactory

- Your score could be better, but don’t despair. It’s never too late to take action to
improve.

5-7 Satisfactory

-You are doing a satisfactory job and have taken some steps in the right direction

8-9 Very Satisfactory

-You are doing a very satisfactory job and are above average.

10-10 Outstanding

-You are excellent. Keep up the good work!

APPENDIX F

“Feedback Evaluation Form”

141
Please answer the following questions.
Student Name/ Optional: Date:

Grade Level: Teacher/speaker:

Section:

Directions:
Please encircle the code to mark the performance of your teacher and learning
experience. Please rate it as fair satisfactory, satisfactory, very satisfactory, outstanding in
your learning and experience: take note of the following code or legend.

1- fair satisfactory 3- very satisfactory

2- satisfactory 4- outstanding

A. Knowledge Response
1. The teacher has the mastery of her/his topic and discussion 4321
2. The teacher has updated knowledge of the current financial literacy 4321
3. The teacher employs different methods/strategies appropriate for 4321
Student’s ability
4. The teacher provides instructional materials for effective teaching 4321
5. The teacher imparts knowledge to the students 4321
B. Skills
1. The teacher can craft a syllabus for the perusal of students 4321
2. The teacher’s ability to make the split-second decision on the challenges met or 4 3 2 1
encountering in the classroom
3. The teacher’s ability to deliver her/his lessons in the widest perspective view 4 3 2 1
4. The teacher has communication skills in delivering the lesson 4321
5. The teacher has the art of asking questions 4321

C. Attitude
1. The teacher has a passion for teaching 4321
2. The teacher attends seminars/training to keep abreast with the current trends in 4 3 2 1
teaching
3. The teacher has commitment by meeting his/her class 4321
4. The teacher has fair treatment for every student 4321

D. Student’s Learning and Experience

1. I consider myself to be financially literate and technology- literate 4321

142
2. I learn financial management and obtain financial knowledge through my teacher
4321
3. I feel confident in my financial knowledge and ability to use technology 4321

Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

My signature would mean that I have understood the aims of this Feedback
Evaluation Form and I allow the researchers to use my responses as part of the
research. Likewise, I consent to the use of my responses solely for research purposes
and shall be assured that my identity shall not be disclosed.

______________________________

Signature of Respondent/ Optional

CURRICULUM VITAE

143
PERSONAL BACKGROUND

Name : RENA M. LIHAYLIHAY

Place of Birth : Tubog, Pio V. Corpus, Masbate
Date of Birth : September 23, 1995
Sex : Female
Civil Status : Single
Religion : Christian
Citizenship : Filipino
Cell Numbers : 0999-933-4299

EDUCATIONAL BACKGROUND

YEAR
Elementary: Pio V. Corpus Central School 2008
Secondary: Masbate Southeastern Institute 2012
College: Polytechnic University of the Philippines, Manila 2016
Bachelor in Banking and Finance

Post Graduate: Educational units (21) -2019

Osmeña Colleges, Masbate

Master of Arts in Education major in

Administration and Supervision (MAED)
Osmeña Colleges, Masbate
Vocational trade Course: Bread & Pastry NC II-2021
Cataingan Polytechnic Institute, Inc.

ELIGIBILITY

POSITION SCHOOL DATE

Passer Insurance Commission Financial Adviser (Agent) 2017 and 2019

Licensed Professional Teacher December 16, 2022

SHS Teacher II Tanque National High School (For appointment)

144
COMMENDATIONS & AWARDS
 I am a Participant during the "Orientation of the Proper Etiquette and Orientation
of the Deped Policies on application for leave" held at Buenasuerte Integrated
School, Pio V. Corpus on November 25, 2022.
 Participants during the 13th Global Virtual Conference on Multidisciplinary
Trends in Academic Research with the theme: "Converging and Diverging
Paradigms and Approaches: Academic Research in a Changing World, “organized
by LEAD Philippines Global–Portugal in collaboration with Osmeña Colleges,
held virtually on June 17 to 19, 2022 via Zoom.
 Participants during the 10th Global Virtual Conference on Multidisciplinary
Trends in Academic Research with the theme: “Converging and Diverging
Paradigms and Approaches: Academic Research in a Changing World, “organized
by LEAD Philippines –Mexico in collaboration with Osmeña Colleges, held
virtually on December 3 to 5, 2021 via Zoom.
 Member of the International Institute of Influencers – Southeast Asia from
November 2021.
 I am a Participant during the 9th Global Virtual Conference on Multidisciplinary
Trends in Academic Research with the theme: “Converging and Diverging
Paradigms and Approaches: Academic Research in a Changing World,” organized
by LEAD Philippines- Australia in collaboration with Osmeña Colleges, held
virtually on July 23 to 25, 2021.
 Child Assessment training is held from February 8-11, 2022, at Naome’s Beach
Resort, Lahong, Baleno, Masbate.
 Extension teachers at Pio V. Corpus Central School from Oct 2021 to Dec 2021.
Intern under the Government Internship Program (GIP) of the Department of
Labor and Employment (DOLE).
 Brigada Pagbasa Volunteer Tutor Andres Naval Elementary School from Jun
2021 to Oct 2021. Support to the Brigada Pagbasa Program of SDO Masbate as
Brigada Pagbasa Tutor, completing a total number of 60 days
 Participants during the conduct of “Orientation and Capacity Building of
Volunteer, Tutor, Readers per school” held on July 14-15, at Andres Naval
Elementary School, Tubog, Pio V. Corpus, Masbate.
 Training in Bread and Pastry Production NC II and a TESDA scholar at
Cataingan Polytechnic   Institute, Inc., at Crossing, Poblacion, Cataingan,
Masbate with 141 hours duration from March 9, 2021, to April 29, 2021.
 Completed the 15-Day Computer Literacy Training Course in MS Word, MS
Excel and MS Powerpoint through the Computer Education Program of Academy
of Computer Experts Masbate City Incorporated in partnership with the ZM
Research and Training Center from November 30, 2019, to March 7, 2020.

145
 Members of the Board of Judges during the search for Miss Tourism Pio V.
Corpus 2019 in celebration of the Annual Patronal Town Fiesta held at the
Municipal Covered Court on August 14, 2019, given by the Local Government of
Pio V.  Corpus.
 Youth Leadership Award from Gerry Roxas Foundation Education and
Leadership Program given last March 28, 2012

146