PROFILE OF GRADE 12 ACCOUNTANCY, BUSINESS, AND MANAGEMENT

OF GENERAL SANTOS CITY SPED- INTEGRATED SCHOOL

IN FINANCIAL LITERACY AWARENESS

A research paper presented to the faculty of

SENIOR HIGH SCHOOL
General Santos City SPED Integrated School
Brgy. San Isidro, General Santos City

In partial fulfillment of the requirements for the subject Quantitative Research

Practical Research 2

Banang, John Lloyd

Canlas, Justin John
Cano, Zhryk Xis
Carbos, Joan May
Miral, Karl Pevie
Uchi, Johanna Leigh
Yumul, Charlyn
 ABSTRACT

This research paper aims to explore the level of financial literacy awareness among Grade 12 Accountancy,
Business, and Management (ABM) students. The study investigates the extent to which these students possess
knowledge and understanding of fundamental financial concepts and their ability to make informed financial
decisions. The questions assess their familiarity with key aspects of financial literacy, including saving practices
and budgetary management the questionnaire employed a mix of Likert scale and dichotomous questions to
enable participants to express their learning experiences and behavioral attitudes towards financial literacy.

The study utilized a survey to gather data from a sample of students, focusing on their financial practices,
knowledge of basic finance concepts, and ability to manage their allocated funds. The survey results revealed that
the students generally had a daily allowance ranging from 100 to 200 pesos, which was deemed sufficient to
cover their subjective expenses. Analysis of expenditure patterns indicated that the majority of students allocated
a significant portion of their funds towards essential needs such as water, food, and transportation

Moreover, The study highlights their competent handling of financial matters, demonstrated by their prudent
spending habits, understanding of financial concepts, and effective management of allocated funds.

Table of Contents
ABSTRACT 2
CHAPTER l 3
1.1 BACKGROUND OF THE STUDY 4
1.2 OBJECTIVES OF THE STUDY 5
1.3 DEFINITION OF TERMS 6
1.4 STATEMENT OF THE PROBLEM 7
1.5 SCOPE AND DELIMITATIONS 7
1.6 SIGNIFICANCE OF THE STUDY 8
CHAPTER ll 9
REVIEW OF RELATED LITERATURE 9
Money And Allowances 9
Savings and Budgeting 10
Expenses 11
Financial Literacy, Financial Behavior and, Financial decision-making 12
CONCEPTUAL FRAMEWORK 16
CHAPTER lll 17
METHODOLOGY 17
3.1 DATA GATHERING PROCEDURE 17
3.2 DATA RESPONDENTS 18
3.3 RESEARCH INSTRUMENTS 19
3.4 RESEARCH DESIGN 19
3.5 RESEARCH LOCALE 20
3.6 ETHICAL CONSIDERATIONS 21
CHAPTER lV 22
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 22
CHAPTER V 30
SUMMARIZATION OF FINDINGS. CONCLUSIONS, AND RECCOMENDATIONS 30
SUMMARY OF FINDINGS: 30
CONCLUSION: 31
RECOMMMENDATIONS 32

CHAPTER l
INTRODUCTION
1.1 BACKGROUND OF THE STUDY

"You can make either tiny or large blunders if you know Financial Literacy. On the other hand, the ignorance
of literacy, only makes those errors serious and regrettable" (Hamshari, 2021)
Financial literacy equips people with the knowledge, abilities, and resources they need to manage their
finances successfully, make educated financial decisions with confidence, and demand improved financial
services (Ali, 2013). Financial literacy is the assured comprehension of ideas like debt, investing, and saving that
results in a general sense of financial security and self-confidence (McGurran, 2021). People are more
accountable than ever for their financial well-being nowadays. Social welfare and pension systems are under
pressure as a result of the increase in life expectancy (Lusardi, 2019). Understanding and being proficient in the
use of different financial skills, such as investing, budgeting, and personal financial management, is known as
financial literacy. The cornerstone of your relationship with money is the definition of financial literacy, which is a
lifelong learning process (Fernando, 2022). According to Putra, Handayani and Ari's testimony (2014), Financial
literacy and management are particularly crucial given the current expansion in private spending, which is rising
along with household earnings and economic growth. On the other hand, one of the aspects of being financial
literate is
making financial decisions, whether they are about increasing assets or managing loans or debts, necessitates the
ability to perform calculations, including some sophisticated ones. It is crucial to discover ways to provide the
next generation with the knowledge and skills required to make wise financial decisions as we shift accountability
from governments and businesses to individuals (Lusardi, 2012).
In the Philippines, given the rising inflation that occurred since November 2022, reaching its highest level
in 14 years since November, 2008 (Shan, 2022). there is a huge opportunity for the banking industry to raise
financial literacy and education. The need to understand how money is managed properly was another
imperative that became obvious throughout the pandemic (Hani, 2021). Furthermore, the Philippines placed in
the bottom 30 of the 144 countries surveyed in the S&P Rating Services Global Financial Literacy Study where
adult Filipinos only know 25% of the fundamentals of finance (Lusardi, Klapper and Van Ouheusden, 2015)
Therefore, a Senior High School Filipino student, may incur higher costs than before when they’re in Junior
High classes. This might be the result of a number of things, including increased involvement in extracurricular
activities, the requirement to buy books and other materials for more challenging classes, and the need to pay for
transportation or meals. The amount of money given by the parents may vary to aid with bills such as
transportation fees, food, and school expenses. The allowance's size could be influenced by the family's financial
status and the students’ obligations. However, knowing the risks and responsibilities of these would also help
students in decision-making, knowledge and, expanding their skills to be a financial literate in such a challenging
situation.

1.2 OBJECTIVES OF THE STUDY

This study has three purposes. First, it identifies the Senior high school student’s daily allowance.
Second, it examines if the Senior High School Grade 12 ABM students is spending behavior and saving
ability. The Third purpose is to assess the level of awareness of Grade 12 ABM Students in Financial
Literacy.

1.3 DEFINITION OF TERMS

To ensure that our study is well-defined and focused, This particular research project, which aims to
investigate "FINANCIAL LITERACY AWARENESS OF GRADE 12 ABM SPED SENIOR HIGH SCHOOL
STUDENTS." We will provide both theoretical and operational definitions for several key terms.

 Financial literacy: This term may need to be defined to clarify what it means in the context of the
study. Financial literacy generally refers to the knowledge and skills needed to make informed
and effective financial decisions.
 Awareness: This term may also need to be defined to specify what the researchers mean by
"financial literacy awareness." Are they measuring knowledge, attitudes, behaviors, or some
combination of these factors.
 Grade 12: This term likely refers to the final year of secondary school, but the researchers may
need to specify the age range or other characteristics of the students being studied.
 ABM: This acronym stands for "Accountancy, Business, and Management," which is a strand or
specialization within the senior high school curriculum in the Philippines. The researchers may
need to define this term for readers who are not familiar with the Philippine education system.
 Saving Capacity skills: This term
1.4 STATEMENT OF THE PROBLEM
This study aims to measure the ability of the Grade 12 students of General Santos City SPED Integrated
School, to know the extent of their knowledge and the skills they’ve adapted concerning financial decision-
making and effective personal financial well-being.

Specifically, the researchers sought answers to the following question:

• What is the average daily allowance of Grade 12 students?
• What are the students’ saving capacity?
• What is the level of financial literacy awareness of the Grade 12 ABM
students?

1.5 SCOPE AND DELIMITATIONS

This study aims to measure the proficiency of the students of ABM from GSC SPED Integrated
School in terms of their knowledge in financial decision-making. This study focused solely on Grade 12
students' spending habits and wise spending skills.
During the regulated time, the researchers will conduct a questionnaire through printed surveys
and online survey on a provided online link in google form, enough to all of the participants can access
with or without internet. The participants of the Grade 12 ABM Senior High School SPED students are
expected to respond to the survey mentioned.

1.6 SIGNIFICANCE OF THE STUDY

This study will give significant contributions to the following entries:

To the Parents. This study was able to benefit the parents utilizing presenting information and data
about how much students spend daily. It will serve as their foundation for how parents should be aware,
and open-minded about their child's expenses and teach them wise decisions.
To the Students. This study would give an advantage to the students of ABM Senior
High GSC SPED Integrated School by acknowledging opinions, experiences, applying budgeting skills
and decision-making to minimize expenditures by wise handling the expenses with their allocated
money.
To the Teachers. This study will help the teachers to know the financial position of each and every
student of Gr. 12 ABM students of GSC SPED- Integrated School, and therefore serve as their reference
especially in scheduling personal requirements, extracurricular activities, and deadlines.
To the School Administration. This study will help the teachers to know the financial position of each and
every student of Gr. 12 ABM students of GSC SPED Integrated School, and therefore serve as their
reference, especially in school requirements, school programs, and other school expenses.
To the Future Researchers. The study can assist in identifying the fare cost system for improvement and
conducting investigators. Furthermore, this study will be used as a reference for future researchers who
want to seek the broadness of the study.

CHAPTER ll
REVIEW OF RELATED LITERATURE

This chapter complies and synthesizes the relevant literature and studies concerning
this research.

Money And Allowances

Money today is often associated with profanity and for good reason. Every worthwhile social and political reform
appears to be opposed by money, as corporate power influences laws to increase its own profits (Eisenstein,
2011). In contrast to no instrumental qualities, money is regarded as basically profane and utilitarian in modern
society. Personal, societal, and religious values are qualitatively different, nontransferable, and indivisible; money
is qualitatively neutral (Zelizer, 2021). People seek money to exchange for valuable goods and services (Lea and
Webley, 2006). According to Kouchaki, Smith-Crowe, Brief, and Sousa (2013), simply being exposed
to money without having any specific financial goals might have an impact on people's behavior. For instance, it
might encourage people to adopt a practical and businesslike perspective. The foundation of students' financial
situation is their parents' income. The students here depend on their daily allowance for their wants and
requirements. Well, everyone benefits from financial fulfillment, but students especially so because it makes it
easier for them to obtain the resources they need for productive learning. Kids from higher income families will
be more motivated to attend class since they can afford to buy supplies and turn in creative work (Moneva and
Jumag, 2020)
In the Philippines, students normally receive between P150 and P250 per day (excluding transportation money).
The stipend pays for P50 to P100 worth of lunch, P30 to P50 worth of merienda, P20 on average for photocopies,
and P50 to P80 worth of school supplies like printing, purchasing pencils, etc. Thus, students living outside of
Manila, particularly those in localities, often receive between P100 and P150 daily. Another concern is how often
the allowance is given. The typical payment schedule for students who live with their parents is daily or weekly
allowances. Students who relocate for school receive theirs on a weekly or monthly basis. When choosing how
frequently to send allowance to children who live away from home, take into account the time and transaction
costs. It is a good idea to start teaching youngsters about budgeting when they are in high school. Nothing
teaches students about good money management more honestly than the pain of an upset stomach. Canlas
(2014). As a result, the majority of study has historically concentrated on the functional and motivational benefits
of money. For instance, some researchers have looked at how having money affects one's subjective well-being
(Diener, Ng, Harter and, Arora, 2010).
Savings and Budgeting

The uncertainty brought on by COVID-19 has prompted more Filipinos to increase their savings. Based on a recent
survey by the Bangko Sentral ng Pilipinas, Filipinos are eager for a fresh start more than two years after the
pandemic outbreak actually altered their mindset toward saving money. The number of households with savings
climbed slightly to 31.1% from 30.2% in the fourth quarter of 2021, according to the BSP's Consumer Expectations
Survey for the first quarter of 2022 (Leyco, 2021 and Agcaoili, 2022).

In accordance with Perdido, Infante, Fesalbon and, Tanalas, (2016). Most students saved money from
their monthly allowance. Students with high self-control will think things through before making a choice, which
will enable them to save money. Besides parents is a big influence on students’ financial conduct. Hence, the
more parents are involved, the better their financial literacy will be, and better financial literacy will encourage
their children to save more. Moreover, the higher saving behavior will only result from a strong financial literacy
(Chalimah, Martono and, Khafid, 2019). If you're a self-sufficient student, your financial commitments, such as
school fees and other necessities, may consume the majority of your budget. Your ability to enhance your college
savings plan may be severely hampered by unanticipated costs and other important events (Cruz, 2021).
According to the article of Manulife (2023) Students and millennials in particular should begin saving early
because doing so will enable compound interest to expand your money over time. As stated by Henry, Weber, et
al., (2001) claimed that not all students have an ability to be able to manage their money properly.

Expenses

The constraints and demands of the aforementioned financial situations have an effect on students' attitudes and
behavior. Many believe they must make difficult choices about where to put the most value on their time,
energy, and money because the more time they spend studying, the less time they have to work and earn money
to pay for living expenses. A growing number of students are concerned about their financial situation and the
effect that financial hardships have on their ability to study (Devlina, James, and Griggb, 2008). As mentioned, a
while ago, in Money and Allowances, based from Canlas, (2014) the allowance given for students is enough to
sustain for their foods, school supplies and other expenses such as: requirements for sustain class like
photocopies, printed papers, etc. In addition, various research has revealed that students' top expenses include
water, meals, and transportation (Bulanhagui and Calixto, 2021). Regardless of their daily allowance, students are
probably willing to attend class. Students are focused on them schoolwork. They eagerly enter the classroom.
They create initiatives. One task is completed for advanced study. Also, the student's socioeconomic status or
school allowance do not prevent them from achieving their objectives (Moneva, Miralles and, Raman, 2020).
Additionally, high school students have a wide range of expenses, from school supplies to social activities. These
expenses are annually more on school supplies, price of transportation, and etc. This lengthy list of expenses
exemplifies the significance of budgeting for high school students. High school students who are supporting
themselves as well as those whose parents pay for the majority of their expenses can both benefit from learning
how to budget their money (Budgeting tips for high school students. The American Academy. (n.d.).
Financial Literacy, Financial Behavior and, Financial decision-making

Financial literacy is now crucial for managing personal spending and savings in the current environment, when
economic policy changes have a significant negative impact on peoples' savings. Financial Behavior has gained
widespread recognition in the finance sector over the past ten years. Currently, a lot of financial institutions
provide financial services based on behavioral finance-based research.
For instance, behavioral finance research is used in defined contribution pension plans, where participants
choose how to invest their retirement funds, to assist participants in optimizing their investment approaches (De
Bodnt, Mayoral, and Vallelado, 2013).
As explained by Tezel (2015) Financial Behavior is the capacity to see and comprehend the overall effects of
financial actions on one's and to take the appropriate safeguards and utilize possibilities for budget planning. Due
to the deregulation of the financial markets and the fierce competition among financial institutions for market
share, financial literacy has become more crucial. Consumption expenditure has also been made easier by the
widespread acceptance of credit cards and their simple issuance.
Making wise financial decisions will be hampered by a lack of financial knowledge. When people are unable to
handle their money, society has a challenge (Chen and Volpe, 2013). We discovered that the majority of young
adults lack the information and skills necessary to make sound financial decisions. Just 27% of the young adults in
our sample knew the basics of finance, such as risk diversification and inflation, as well as how to calculate simple
interest rates (Michell, Lusardi, and Curto, 2009). In their daily lives, people frequently have to make personal and
professional decisions. Although some of these choices may not have much of an impact, others, like financial
ones, can have a significant impacting people’s social and economic life (Dijkstra, Pligt, and Van Kleef 2013). The
spending habits of colleges and universities are a series of decisions that can either highlight or de-emphasize
undergraduate education and student learning (Hayek, 2001). Based on the existing studies, improving a person's
financial decision-making by expanding their comprehension of fundamental financial concepts might promote
longterm financial well-being (Mislin and Krische, 2020). Some findings showed that 97% of the population of
students knew or could have identified the fundamental financial concepts (Elonge, 2013). Students' perspectives
and behavior are being impacted by the limitations and pressures of the financial situations, A growing number of
students are worried about their financial situation and the impact that financial hardships have on their ability to
study; many believe that they must make difficult decisions about where to put the most value on their time,
energy, and money because the more time they spend studying, the less time they have to work and earn money
to pay for living expenses. (Devlina, James, and Griggb, 2008).
The impact of personal finance instruction given in high school and college is examined. Interest generating
outcomes included household savings rates and investing knowledge assessed years after the financial education
was provided. 1,039 graduates from a major midwestern university were given access to a web-based survey that
asked them about their demographics, financial experiences, income and inheritances, involvement in financial
education, and participation in financial education, among other things (TzuChin, M. P. and Bartholome, S., 2007).
According to the study of (Canceran, S., Gacutan KJ., Manuel, S., Tagayun P., & Ubal, L., 2022), their participants
firmly thought that they first examine product prices before making a purchase, think about their financial
condition before making significant purchases, and feel accountable for their own financial destiny. Before
making a purchase, they must also research their options and compare the available data. their participants
firmly thought that they first examine product prices before making a purchase, think about their financial
condition before making significant purchases, and feel accountable for their own financial destiny. Before
making a purchase, they must also research their options and compare the available data. These finding are
supported by Perdido, et. Al., (2016) which stated that the students were able to save money because of a high
self-control before making choices. These findings are supported by Bulanhuagi and Calixto (2021), which stated
that students’ top expenses include water, meals, and transportation. Due to satisfying financial responsibilities
while having less debts and liabilities, the students' financial lives appear to be calm (Jerald Cano-og Moneva,
2020).
If anyone they know has bought a similar product, they will ask them for insight to help make their purchase
decision as discussed from the article of Forbes (2021).This result is supported by Nasiri, Suktani,et al (2021)
claiming that the students' are motivated to save because of higher education and emergencies.When combined,
financial knowledge and self-confidence have a positive impact on financial behavior (Thiago Borges
Ramalho,Dennis Forte,2019).It investigates whether student perceptions of financial literacy, financial behavior,
confidence, time preferences, risk preferences, and financial literacy vary according to financial literacy level
(John W. Muteba Mwamba, Calvin Mudzingiri, et al. 2018,). This data was supported by Tzu-chin Martina Peng
and Suzzanne Bartholome (2007), which stated that in order to properly prepare students with financial literacy
abilities, we should implement the personal finance class program for ABM students.These findings are also
consistent with Widener's (2017) observation that students frequently struggle to pay their bills and fund their
education. Many of them have low incomes that scarcely cover their costs, poor financial literacy, a propensity
for compulsive spending, and high debt levels.

CONCEPTUAL FRAMEWORK

Figure 1.

This figure shows the process of the researchers sought in this study, they use the IPO structure to
preamble the projectile matter fitted and is applicable to all respondents and so is the researchers.
CHAPTER lll
METHODOLOGY
This chapter reveals the method of research to be employed by the researcher in conducting the study which
includes the research design, respondents of the study, research locale, research instrument, data gathering
procedures, and the appropriate statistical treatment of data.

3.1 DATA GATHERING PROCEDURE

3.1.1 Research Questionnaire Development. The questionnaire covers about basic financial concepts (such
as budgeting and saving), financial management practices, financial behavior, and their awareness of financial
literacy. The questionnaire used the dichotomous questions and Likert scale questions. The questionnaire will be
reviewed by the research adviser to ensure the validity and reliability of the question.
3.1.2 Request for Permission. The researchers requested a permission from the research adviser to
conduct the study. The request will include a letter that outlines the purpose of the study, and the expected
outcomes. The letter will also contain information about the participants, the data collection process, and the
confidentiality of the responses. The research adviser will review the letter and approve it if it meets the ethical
standards and guidelines.
3.1.3 Approval of the Letter. The research adviser provided feedback or suggestions to improve the letter.
When the letter was approved, the researchers proceeded to the data collection process.
3.1.4 Data collection. The study used two (2) types of survey distribution, the printed and online survey.
In printed surveys, researchers used simple random sampling by lottery method, where the researchers picked
random numbers based from the attendance sheet of every class section who served as a participant to the
mentioned survey. While, in online survey, the researchers provided the link online through messenger app. The
researchers explained the purpose of the study, the confidentiality of the responses, and the voluntary nature of
participation. The questionnaire designed to take approximately 30 minutes to complete. The collected data used
descriptive to determine the level of financial literacy among the participant. The statistical analysis used are
stratified sampling followed by cluster sampling distribution.

3.2 DATA RESPONDENTS

Table 1.
Distribution of the Participants
Respondents Population (N) Sample size (n)
Taclindo 51 34
Duma-o 44 34
Gonzaga 49 34
TOTAL 144 102
 The respondents of the study were from the three class sections of the Grade 12 ABM Students
in General Santos City SPED- Integrated School (GSC SPED-IS). The three sections were the total
population of ABM, where the participants were part of. The researchers used scientific stratified
sampling to determine the classifications of participants in terms of following: Taclindo, Duma-o, and
Gonzaga. The cluster sampling distribution were used to determine the average of population of each
section mentioned above the graph, the average of the values for Taclindo, Gonzaga, and Duma-o that
consist thirty- four (34) participants from each sections mentioned.

3.3 RESEARCH INSTRUMENTS

The primary research instrument used for this study is a self-administered questionnaire. The
questionnaire will be designed to measure the financial literacy of the participants and will include a
combination of dichotomous and likert scale questions. The dichotomous questions will assess
participants' knowledge of basic financial concepts (such as, saving and budgeting). The other part of
questionnaire used a combination of likert scale and dichotomous questions that will provide an
opportunity for participants to express their learnings and behaviors toward financial literacy.
The questionnaire is well administered to the participants in a group setting, with instructions
provided to ensure that all participants understand how to complete the questionnaire accurately and
effectively.

3.4 RESEARCH DESIGN

This study used a quantitative research design. The participants of this study will be Grade 12 ABM
students from GSC SPED- IS. A questionnaire will be used as the primary tool for data collection. The
questionnaire will contain questions that assess the students' understanding of financial concepts, financial
management practices, and financial behavior. The random sampling technique to be use is mixed of stratified
sampling with cluster sampling to verify the average population of each section.

3.5 RESEARCH LOCALE

The study is conducted in General Santos City SPED Integrated School in Brgy. San Isidro, Purok. Malipayon, G.S.C.
 Figure 2
Source: Google Maps

This institution was chosen as the research locale due to its relevance to the research topic, which focuses
on the financial experiences and outcomes of student’s financial behavior through their needs and expenses in
school. GSC SPED-IS is a well-established institution with a diverse student population and experienced educators
who specialize in teaching children. Additionally, the institution is conveniently located in Brgy. San Isidro, which
is easily accessible for both the researchers and the participants. The research team has obtained the necessary
permissions from the research adviser to conduct the study and will adhere to all ethical considerations
throughout the research process. Overall, GSC SPED-IS is an ideal research locale that provides an opportunity to
gain valuable insights into the financing experience of students.

3.6 ETHICAL CONSIDERATIONS

Prior to the start of the study, approval was obtained from the appropriate ethics committee. All
participants were provided with written informed consent and were made aware of their right to withdraw from
the study at any time. Participants' privacy and confidentiality were protected by ensuring that all data was
stored securely and anonymously by privacy regulations and ethical standards under the Data Privacy Act of 2012 as
Republic Act no. 10173. Any potentially sensitive information was handled with care. Data was analyzed with
respect for the dignity and rights of all participants. The results of this study will be used solely for academic
purposes and will be presented in a manner that is respectful to all participants.
CHAPTER lV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data gathered from the answers to the
questionnaires distributed to the field. The said data were presented in tabular form in accordance with the
specific questions posited on the statement of the problem.

Figure 4.1

According to the table 4.1 on the daily average allowance of sections Taclindo, Duma-o, and Gonzaga
showed varying percentages across different allowance range. The graph shows that P100 to P200 pesos is the
most common daily allowance of students receiving an allowance. This shows that in accordance with all three (3)
section of ABM, the average allowance of the students is about P100 to P200 pesos. These findings is supported
by Canlas (2014), which explained that the student’s mostly receive P100+ to P200+ pesos on daily and weekly
allowances which is considered sufficient to cover the educational expenses.

Figure 4.2
The data provided gives insight into the percentage of expenses of Grade 12 ABM students in SPED IS
across various expenditure categories. The majority of students spend between 20% to 60% of their
allowance on food and transportation, with 43 students and 23 students respectively falling in this
category. Water and other expenses are relatively less prioritized, with the majority of students spending
between 10% to 20% on water and other expenses. The data shows that the students prioritize
spending on basic needs such as food and transportation, but there is still a significant percentage of
students who spend less than the average in all expense categories. with some students saving a
relatively high percentage of their allowance while others are saving very little (Bonggaoen et al., 2019)

Figure 4.3

The given data represents the percentage of allowance saved by ABM Senior High students in SPED
Integrated School. Out of the total 116 students surveyed, none of them saved 80 to 100% of their
allowance. Six students saved 60 to 80%, while 12 students saved 40 to 60%, and the majority of the
students saved less than 40% of their allowance. Specifically, 37 students saved 20 to 40% of their
allowance, and 61 students saved 10 to 20% of their allowance.These findings are supported by
Bulanhuagi and Calixto (2021), which stated that students’ top expenses include water, meals, and
transportation.

Figure 4.4

2.3 Keeps savings every day.

Based on the given data, out of 102 ABM Senior High students in SPED Integrated School, 77 students
ensure to keep savings every day, while 25 students do not. This suggests that a majority of the
students in this group prioritize saving money on a daily basis. These finding are supported by Perdido,
et. Al., (2016) which stated that the students were able to save money because of a high self-control
before making choices.

2.4 Enough of allowances.

Based on the data provided,102 ABM Senior High Students in SPED Integrated School surveyed, 60
students answered "Yes" when asked if their allowance is enough for their daily expenses, while 42
students answered "No". This means that the majority of students believe that their allowance is
sufficient for their daily expenses. This result is cooperated with the statement of Monerva, Miralles, and
Raman (2020) that regardless of their daily allowance, students are probably willing to attend class.
Furthermore, the student's socioeconomic status or school allowance do not prevent them from
achieving their objectives.

2.5 Educational Expenses.

Based on the given data, out of 102 ABM Senior High students in SPED Integrated School, 97 have
other expenses in school while only 5 students do not. This means that the majority of the students have
additional expenses apart from their daily allowance, such as transportation costs, school supplies,
uniforms, and other miscellaneous expenses. These findings are supported by The American Academy
(2023), asserting that high school students have a wide range of educational expenses, which
exemplifies the significance of budgeting for high school students.

2.6 Remaining of allowance.

Based on the given data, out of the 99 ABM Senior High Students in SPED Integrated School surveyed,
80 students responded that there is a left amount from their allowance at the end of the day while 19
students said no. the majority of students in the sample have some portion of their allowance left at the
end of the day (Jerald Cano-og Moneva, 2020) In general, the data offers perceptions into the spending
patterns of ABM Senior High students, which may be useful for individuals wishing to comprehend more
about how students divide up and manage their allowance.

2.7 Compares the price before buying.

The data provided shows that out of 102 ABM Senior High School students in SPED Integrated School,
92 students compare the cost of items such as foods and supplies at many shops before buying, while
10 students do not. the majority of students are conscious of the prices of items they purchase and take
the time to compare prices before making a purchase decision. If anyone they know has bought a similar
product, they will ask them for insight to help make their purchase decision as discussed from the article
of Forbes (2021). The findings of this survey provide insights into the shopping behavior of ABM Senior
High students, which can be helpful for parents, guardians, or educators interested in educating students
about the importance of making informed shopping decisions and managing finances effectively.

2.8 Budget Plan.

2.9 Able to save money at the end of the day.

The survey conducted among ABM Senior High students indicates that a large
majority of them are able to save some amount from their allowance at the end of the
day. Out of the 102 students surveyed, 89 responded positively while only 13
reported not being able to save any amount. The mean of 1.87 suggests that on average, almost two students out
of 102 are able to save some amount from their allowance each day. This information can be valuable to parents
or guardians who wish to set an appropriate allowance for their children and understand how many students are
able to save some amount each day.
According to the article of Manulife (2023) Students and millennials in particular should begin saving early
because doing so will enable compound interest to expand your money over time. Furthermore, the data may be
useful for educators or researchers who are interested in studying the financial habits and behaviors of high
school students.
2.10 Influenced to save money.
The high number of students responding "YES" suggests that there is a positive influence on saving money among
ABM Senior High students, These findings may be used by parents, teachers, and others to encourage students
to establish sound financial practices and offer advice. Tweens and adolescents are not only prepared and primed
for financial fundamentals, but also learning the advantages of saving money at a young age helps prepare them
for a lifetime of financial stability (Karr, 2023). The information emphasizes the value of encouraging financial
literacy education and offering students skills to learn about and form sound financial practices. This data may be
used by policymakers to create initiatives that encourage students to save money and develop valuable money
management skills.

2.11 Puts money aside in case of emergency.

The data reveals that a survey conducted among 102 ABM Senior High students indicated that the majority of
them regularly save some amount of money for emergencies. Specifically, 93 out of 102 students answered
"YES," while only 9 answered "NO."
The mean of the data is 1.91, which suggests that on average, slightly less than two students answered "YES" to
the question per survey. The mean2 of the data is 3.74,
indicating that some students gave multiple responses or provided additional information. The standard deviation
of 1.35 suggests that the responses varied from the mean by about 1.35 students on average. This result implies
that the majority of the students have developed the habit of financial planning and management. This result is
supported by Nasiri, Suktani, et al (2021) claiming that the students are motivated to save because of higher
education and emergencies. To sum up, the data offers insightful information on the financial attitudes and
practices of ABM Senior High students and may be helpful for parents and educators wishing to encourage
financial responsibility and literacy in their children.

The data provided indicates that ABM Senior High students were asked to assess their financial literacy skills on a
scale of 1-4, where 1 represents "Bad" and 4 represents "Excellent". Out of 99 students surveyed, the majority
rated themselves as having "Good" financial literacy skills, with 42 students falling into this category.
Additionally, 35 students rated their skills as "Very good", while 14 rated themselves as having "Excellent" skills.
Notably, no students rated their skills as "Bad".
The mean rating for the students' financial literacy skills was calculated to be 2.14, which indicates that the
average student rated themselves as having "Good" skills. The standard deviation of 3.35 suggests that while
most students rated themselves in the
"Good" to "Very good" range, there was still some variability in the responses. These findings imply that students
at ABM Senior High have a respectable level of financial literacy. When combined, financial knowledge and self-
confidence have a positive impact on financial behavior (Thiago Borges Ramalho, Dennis Forte,2019)
CHAPTER V
SUMMARIZATION OF FINDINGS. CONCLUSIONS, AND RECCOMENDATIONS

This chapter explains the overall summarizations, recommendations and, conclusions abide to the subjective
matter from the assessment to Grade 12 ABM students, here shows the final statement.

SUMMARY OF FINDINGS:

Based on the discussion, it shows that most of the students in Grade 12 ABM students in GSC
SPED- Integrated School are aware on Financial Literacy, it signifies that the students are able to
manage their finances well, the students expressed their knowledge and skills on the applied situations
such as saving and in wise budgeting.
Furthermore, there are still students who show their lack of comprehension in financial management. As
previewed in the resulting data there are still students who express themselves as not familiar with
certain topics. Moreover, it was mentioned that there is still a need to provide support and education to
those who are not as confident, to ensure that all students have the knowledge and skills necessary to
manage their own finances effectively. Therefore, we researchers take this as an action to show that
even though the majority of the students knows the basic financial concepts, we don’t disregard those
students who showed less knowledge in this matter.

CONCLUSION:

In SOP 1:

 The result shows that the students only have 100-200 pesos allowance a day, enough for them to
spend on their subjective expenses.
In SOP 2:
 It shows that most of the students spend mostly in water, foods and, transportation, considerably
as most consumable expenses to work along with their allocated money.
 Most of the students knows the functions of the basic concepts of finance, these are the
budgeting and saving ability, the findings shows that the student are well experienced in
managing those matters as it is applied to their everyday life.
 The findings shows that the students of Grade 12 ABM students are knowledgeable enough in
managing their management as it shows in yes or no questions, they express well in answering
the survey with all their applied ability in financial practices.
In SOP 3:
The questions made students to express themselves in all honesty. It shows that majority of
students are well aware in Financial Literacy, how they're influenced with financial practices, how
they manage their allocated money. Thus, these explained that they’re financially wellbeing and
erudite in this subjective manner.
RECOMMMENDATIONS

We recommend that the school administration and ABM teachers develop and implement a
comprehensive financial literacy program that targets the other students who don't know the concepts of
financial literacy. The program should be interactive, engaging, and should cater to different learning
styles. It is also recommended that the school explore partnerships with financial institutions such as:
BDO, RCBC, or Metro Bank to provide financial experiences for the students, including financial literacy
seminars, internships, and job shadowing opportunities. Finally, the study recommends that further
research be conducted to evaluate the assessment of financial literacy and the importance of its
concepts to the students.