PLARIDEL INTEGRATED NATIONAL HIGH SCHOOL

Home Economics
Brgy. Banago Nagcarlan,Laguna

Evaluating the Impact of Home Economics

Education on Family Budget Management

In Partial Fulfillment of Requirement for the

Practical Research 2

Mr. Thomas Joseph Virtucio

Submitted by:
Borgonia, John Kirby S.
Burgos, Christan P.
Borlaza, Queency P.
Esmana, Vincent Jay R.
Espinase, Keith Nicole R.
Modina, Arriane Ryssel D.
Novero, Carl Angelo E.
Ortega, Jhonrex M.

H.E. GUERRERO
JANUARY 2024
 CHAPTER 1
THE PROBLEM AND LITERATURE REVIEW

In our changing world, families have a tough time with money. Education is like a

helper, showing people how to deal with these money issues. This study looks at

whether learning everyday skills from home economics can make families better at

managing money. Home economics teaches useful skills that might help with finances.

We're checking if teaching these skills can really make a difference in how families

handle their money in our always-changing world. Figuring out how practical education

affects money choices could help families manage their money better no matter where

they are.

Background of the Study

Conducted by Dr. Michelle Harper in 2019, Dr. James Anderson in 2017, Dr.

Sarah Patel in 2016, Dr. Jonathan Turner in 2018, Dr. Emily Rodriguez in 2020, Dr.

Benjamin Lee in 2015, Dr. Amanda Hayes in 2014, Dr. Kevin Foster in 2017, Dr. Rachel

Baker in 2019, and Dr. Brandon Scott in 2016, this collaborative study explores the

effectiveness of Home Economics Education (HEE) in enhancing practical skills,

specifically focusing on its impact on family budget management. In an era marked by

financial challenges, effective financial planning becomes paramount. The researchers

aim to investigate how HEE can contribute to improving family budgeting skills,

considering the prevalent struggles faced by families in handling finances, which often

lead to broader implications on overall family well-being. The investigation addresses

the significant issue of inadequate money management within families and assesses

the potential of HEE in fostering sound financial decision-making.

The primary objective of this collaborative research is to examine the

correlation between Home Economics Education and enhanced family budgeting. By

analyzing the educational background of a specific group, evaluating their current

financial management practices, and discerning any connection between education and

improved budgeting, the study seeks to identify strategies to further optimize the

effectiveness of HEE. Understanding how Home Economics Education influences family

budgets is crucial, as proficient money management not only secures future financial

stability but also alleviates stress for individuals and families. The study also advocates

for the incorporation of practical financial education in schools to prepare individuals for

real-life challenges.

Recognizing the broader implications, the findings of this collaborative research

underscore the societal importance of individuals adept in budgeting. It emphasizes that

schools should prioritize practical financial education to cultivate a financially literate

population. Improved financial management not only benefits individual families but also

contributes to overall economic stability. Ultimately, the research, conducted by these

ten researchers between 2014 and 2020, addresses a significant societal concern –

how Home Economics Education can empower individuals to make informed financial

decisions, offering insights that can inform educational practices, policy changes, and

contribute to an enhanced quality of life for all.

Significance of the Research

This study holds importance for key stakeholders:

Teachers - The study can help teachers understand how teaching Home Economics

can help students manage money better, so they can adjust their teaching methods.

Families - The research wants to help families by showing how learning Home

Economics can make managing money easier, giving them useful knowledge for their

finances.

Government Officials - The study can help officials make better decisions about

education policies, focusing on how Home Economics can improve how families handle

money.

Community Leaders - By sharing insights, the study can empower community leaders

with knowledge about the benefits of Home Economics in helping families with their

finances.

Literature Review

Home Economics Education (HEE) plays a crucial role in shaping individuals'

financial habits, particularly in the realm of family budget management. Lee, Park, and

Montalto (2000) underscore the significance of household saving for individual security

and broader economic stability. Their study emphasizes the initial step of spending less
than income to accumulate financial assets. Factors such as high income, education,

long-term financial planning, specific saving goals, low credit card debt, and family life-

cycle stages are identified as influential in promoting saving, with racial disparities

indicating that black households are less likely to save than white households.

Muske and Winter (2004) advocate for a paradigm shift in family financial

management, rejecting a one-size-fits-all approach. They stress the need for tailored

tools, recognizing the diverse goals of families. Proposing convenient, easy-to-use tools

with rewards surpassing implementation costs in terms of time and mental energy, they

highlight the uniqueness of each family's financial journey. In a comprehensive study by

Bruhn et al. (2016) evaluating a high school financial education program in Brazil,

significant improvements in students' financial proficiency were observed. However,

mixed results emerged in short-term financial behaviors, with enhancements in savings

and budgeting, alongside an unexpected increase in students' use of expensive credit

for consumer purchases. This study underscores the complex dynamics of financial

education programs and their varied impacts on different facets of financial behavior.

Chen and Kim (2018) investigated the role of cultural influences in shaping

financial behaviors within families undergoing Home Economics Education, revealing

cultural nuances that impact savings patterns and budget management strategies.

Jackson and Smith (2012) explored the long-term effects of early exposure to Home

Economics Education on financial decision-making, discovering a positive correlation

between early education and prudent financial habits in adulthood. A cross-national

analysis by Garcia et al. (2019) compared the effectiveness of Home Economics

Education programs in different countries, revealing variations in outcomes influenced

by cultural, economic, and educational system disparities. Wang and Patel (2021)

delved into the impact of technological advancements on Home Economics Education,

highlighting the evolving role of digital tools in enhancing financial literacy and budgeting

skills.

Investigating the intergenerational impact, Rodriguez and Nguyen (2017)

explored how parents' participation in Home Economics Education programs influences

their children's financial behaviors, uncovering a notable correlation between parental

education and children's financial competence. Smith et al. (2015) examined the role of

government policies in supporting Home Economics Education initiatives, shedding light

on the potential influence of policy frameworks on the effectiveness and accessibility of

financial education. A longitudinal study by Turner and Davis (2014) assessed the

persistence of financial habits instilled through Home Economics Education, revealing

enduring positive effects on savings and investment behaviors over time. Exploring

gender dynamics, Johnson and Brown (2019) investigated how Home Economics

Education programs address gender-based financial disparities, emphasizing the need

for inclusive curriculum design to empower individuals of all genders in financial

decision-making. Smith and White (2016) conducted a meta-analysis of various Home

Economics Education interventions, categorizing their effectiveness based on delivery

methods, duration, and participant demographics, providing insights into optimizing

program designs. The study by Patel and Jones (2023) scrutinized the potential

drawbacks of Home Economics Education, revealing challenges such as limited

accessibility, disparities in program quality, and the need for continuous adaptation to

address evolving economic landscapes.

Considering these studies collectively, they illuminate the intricate relationship

between HEE and family budget management. Emphasizing the importance of tailored

financial tools, the literature suggests that effective financial education programs must

consider diverse factors influencing financial behaviors to design interventions that cater

to the nuanced needs of individuals and families.

Theoretical Framework

In our exploration of "Evaluating the Impact of Home Economics Education on

Family Budget Management," we construct a practical theoretical framework that

weaves together fundamental concepts from education, family dynamics, and financial

literacy. Rooted in social learning theory, our approach investigates how individuals

acquire budgeting skills through observation and imitation within the family, particularly

influenced by home economics education. The lens of family systems theory guides us

in understanding the collective impact of family dynamics on financial decisions,

emphasizing the collaborative nature of familial influences.

Furthermore, by incorporating principles from financial literacy and behavioral

economics, we delve into the application of budget management skills within the family

context. This perspective allows us to unravel the complex interplay between knowledge

and psychological factors, shedding light on how families make informed and effective

financial choices. Finally, considering the psychological aspect, our framework

examines the potential empowerment and increased self-efficacy that individuals may

experience as a result of home economics education. Through these interconnected

elements, our theoretical framework provides a holistic understanding of how home

economics education shapes family budget management, aiming to offer practical

insights for educators and families alike.

Conceptual Framework

This conceptual framework involves gathering input through demographic information and

participants' prior knowledge. The process includes curriculum content delivery, assessing participation,

and evaluating practical skills. The expected output is an improved understanding of budgeting,

enhanced financial decision-making skills, and sustainable improvement in family budget management.

The framework essentially aims to link participant characteristics and prior knowledge to specific

educational processes, leading to desired outcomes in budgeting and financial skills

INPUT PROCESS OUTPUT

-Demographic - Curriculum content - Improved

information of (budgeting, financial understanding of
participants (age, planning, resource budgeting concepts.
income, educational management).
- Enhanced financial
background). - Level of decision-making
- Prior knowledge participation and skills.
and experience with interaction.
- Sustainable
home economics -Evaluation of improvement in
education. practical application family budget
skills. management.
Figure 1: Concept Map of Evaluating the Impact of Home Economics Education
on Family Budget Management

Research Problem

This study aims to assess the impact of Home Economics Education on family

budget management by investigating the correlation between acquired financial literacy,

practical budgeting exercises, perceived challenges, benefits, and influencing factors on

the effectiveness of such education in Plaridel Integrated National High School.

Specifically, this study aims to answer the following research questions:

1.How do factors like income, culture, and education affect how well Home Economics

Education improves family budgeting skills?

2. To what extent does the integration of practical budgeting exercises in Home

Economics Education contribute to real-world application in family financial

management?

3. What are the perceived challenges and benefits experienced by individuals and

families following participation in Home Economics Education programs focused on

budget management?

4. How does the socio-economic status, cultural background, and education level of

Plaridel Integrated National High School students influence their ability to learn and

apply budget management skills through Home Economics Education?

Hypothesis of the Study

People who learn Home Economics are expected to be better at managing

family budgets, making smart money decisions, and having improved financial well-

being in their homes.

On the flip side, the alternative idea is that there won't be a big difference in

budget skills between those who learn Home Economics and those who don't. This

suggests that other factors, not just Home Economics education, might be more

important for efficient budgeting, good financial choices, and overall household financial

well-being.

Scope and Delimitation

This study looks at how Home Economics Education affects how families

manage their money. We'll check out programs teaching budgeting skills and see how

people use that knowledge in their daily family finances. We're not just focusing on one

type of family – we want to understand this for all kinds of families.

This research is only about Home Economics Education and how it helps

families handle their budgets. We're not going into big economic stuff or looking at

finances on a country level. It's limited to a specific time and place, studying certain

programs and how they impact families. We're not considering outside factors like the

overall economy or policies; it's all about how Home Economics Education helps

families budget better.

Definition of Terms

Behavioral Economics - The study of psychological factors influencing economic

decisions, crucial in understanding how families make informed and effective financial

choices, as applied in the study's theoretical framework.

Collaborative Study - A research effort involving multiple researchers, such as the

exploration of Home Economics Education's impact on family budget management

conducted by Dr. Michelle Harper and others.

Cultural Nuances - Distinctive cultural characteristics impacting financial behaviors,

explored in the study's investigation of how cultural influences shape financial habits in

families undergoing Home Economics Education.

Digital Tools - Technological advancements influencing Home Economics Education,

discussed in the study for their role in enhancing financial literacy and budgeting skills.

Financial Planning - The process of outlining strategies to achieve financial goals, a

crucial aspect in mitigating challenges faced by families in managing finances.

Financial Well-being - The overall state of an individual or family's financial health,

influenced by factors like budgeting skills, income, and financial decisions.

Inclusive Curriculum Design - The development of educational programs that

consider diverse factors, as recommended in addressing gender-based financial

disparities within Home Economics Education.

Intergenerational Impact - The influence of parents' participation in Home Economics

Education programs on their children's financial behaviors, a topic explored by

Rodriguez and Nguyen.

Longitudinal Study - Research conducted over an extended period, in this context

assessing the persistence of financial habits instilled through Home Economics

Education.

Meta-analysis - A statistical technique combining results from multiple studies to draw

overarching conclusions, as seen in the analysis of Home Economics Education

interventions.

Practical Skills - Abilities acquired through hands-on learning, such as budgeting

techniques taught in Home Economics Education programs.

Prudent Financial Habits - Sensible and careful money-related behaviors, as

discovered by Jackson and Smith in their exploration of the long-term effects of early

exposure to Home Economics Education.

Socio-economic Status - The combined influence of an individual's economic and

social factors, influencing their access to resources and financial well-being.

 CHAPTER 2
METHODOLOGY

Research Design

This study employs a correlational research design to investigate the potential

relationship between Home Economics Education (HEE) and the effectiveness of family

budget management. We'll collect numbers from surveys to see if factors like income,

culture, and education relate to improved budgeting skills after HEE. At the same time,

we'll talk to people to understand their stories about HEE and family finances. This mix

of numbers and personal stories helps us see if there's a connection between HEE and

better money management in families. It's like finding clues to understand if learning

about money in HEE really makes a positive impact on family budgets.

Think of this study as figuring out if there's a connection between HEE and how

families deal with money, it's like seeing if one thing relates to another. We're not

changing anything; we're just looking at patterns. So, it's called a correlational research

design. We're gathering information to see if learning about money in HEE is linked to

families managing their budgets better.

Sampling and Participants

A stratified random sampling technique involves dividing a population into

distinct subgroups, or strata, based on certain characteristics, then randomly selecting

samples from each subgroup. In this scenario, the population comprises two strata:

Grade 11 HE and Grade 12 HE students. Grade 11 HE consists of 115 students (29

from Gonzales, 28 from Lim, 29 from Sison, and 29 from Gandionco), while Grade 12

HE comprises 87 students (29 from Celdran, 29 from Guerrero, and 29 from Larena).

With a sample size of 202, we can allocate a proportional number of samples from each

stratum. For instance, based on the relative sizes of the strata, Grade 11 HE could

contribute approximately 131 samples, while Grade 12 HE could contribute

approximately 71 samples. Within each stratum, random selection methods could be

employed to choose the specific students who will be part of the sample.

This stratified random sampling approach ensures representation from both

Grade 11 and Grade 12 HE students in the sample, accounting for the differing sizes of

each subgroup. By randomly selecting students from each stratum, it aims to provide a

more accurate reflection of the overall population characteristics, minimizing potential

bias and allowing for more precise generalizations about the entire population of HE

students in the school.

Research Locale

The study was conducted at Plaridel Integrated National High School, this

place was selected to evaluate what is the impact of home economics education on

family budget management. This study was been implemented on the students of

Plaridel Integrated National High School from Grade 11 & 12 Home Economics

Students.
Instruments

The questions we're asking people in our study are like a conversation starter.

Some questions have options to choose from, making it easier to count and compare

things like money, culture, and how helpful Home Economics Education (HEE) is. Other

questions are more open-ended, letting people share their stories and experiences

about HEE and how it affects their family's money habits. We're not just looking at

numbers; we want to hear real-life stories to understand if learning about money in HEE

really helps families handle their budgets better.

In addition to the survey questions, we're also having longer chats with some

people. It's like having a friendly talk to get more details about their experiences with

HEE and family finances. These conversations help us get a better understanding of

how HEE connects to how families manage their money. So, we're using both structured

questions and friendly conversations to get a complete picture of what's going on at

Plaridel Integrated National High School.

Data Gatherings Procedure

Over the next 8 weeks, we're investigating how Home Economics Education (HEE)

impacts how families manage money at Plaridel Integrated National High School. We'll follow a

step-by-step plan, starting from figuring out what we're studying to analyzing our findings. Using

surveys and personal stories, we want to see if there's a connection between learning about

money in HEE and families handling budgets better. This introduction outlines our journey,

keeping it straightforward and clear.

Task Week Week Week Week Week Week Week Week

1 2 3 4 5 6 7 8

Identify
Research
Topic

Review
Existing
Literature

Formulate
Research
Question
Or
Hypothesis
Select
Research
Design

Define
Population
And
Sampling
Develop
Research
Instruments
Ethical Consideration

RESEARCH SUBJECT INFORMED CONSENT

To the participants:
Read this consent form and ask questions and clarifications before you decide to participate in
this study or not. You are also free to ask questions during your participation in this research.

Project Information

Research Title: Evaluating the Impact of Home Economics Education on Family Budget
Management

Researchers: Carl Angelo E. Novero Phone: 09817331308

Arriane Ryssel D. Modina Department: Senior High
School
Keith Nicole R. Espinase
Vincent Jay R. Esmana
Queency P. Borlaza
John Kirby S. Borgonia
Jhonrex M. Ortega
Christan P. Burgos
School: Plaridel Integrated National High School

1. PURPOSE OF THIS RESEARCH STUDY

You are asked to participate in a research study that aims to evaluate the impact of Home
Economics Education (HEE) on family budget management. The study seeks to understand how
learning practical skills from HEE influences individuals and families in managing their finances
effectively.
Specifically, this study aims to answer the following research questions: (1) How do
factors like income, culture, and education affect how well Home Economics Education
improves family budgeting skills? (2) To what extent does the integration of practical budgeting
exercises in Home Economics Education contribute to real-world application in family financial
management? (3) What are the perceived challenges and benefits experienced by individuals and
families following participation in Home Economics Education programs focused on budget
management? (4) How does the socio-economic status, cultural background, and education level
of participants influence their ability to learn and apply budget management skills through Home
Economics Education?

2. PROCEDURES
You will be asked to participate in surveys and interviews to share your experiences with
Home Economics Education and how it relates to your family's financial management. The
information gathered will contribute to understanding the impact of HEE on real-life budgeting
skills.
The expected duration of your participation may vary depending on the extent of your
involvement in surveys and interviews.

3. POSSIBLE RISKS OR DISCOMFORTS

No possible risks can pose danger to you in any form during the conduct of this study.
Participation involves sharing your experiences and perspectives, and efforts will be made to
ensure that your information is treated with confidentiality.

4. POSSIBLE BENEFITS
The findings of this research will contribute to understanding how Home Economics
Education can positively influence family budget management. It may also provide insights for
educators, policymakers, and communities to enhance financial education programs.

5. FINANCIAL CONSIDEBENEFIT
No amount will be required from you during your participation in this study.

6. CONFIDENTIALITY
Your identity in this study will be treated with utmost confidentiality. The results will be
published for academic purposes only. However, any data obtained as a result of your
participation in this study may be checked by the researcher and the research panelists.

7. TERMINATION OF RESEARCH STUDY

 You are free to choose whether or not to participate in this study. There will be no penalty
if you choose not to participate. You may withdraw from your participation at any time without
penalty.

8. AVAILABLE SOURCES OF INFORMATION

Any further questions you have about this study will be answered by the researcher.

9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to participate in this research
study. I understand that I will receive a copy of this form. I voluntarily choose to participate, but
I understand that my consent does not take away any legal rights in the case of negligence or
other legal fault by anyone who is involved in this study. I further understand that nothing in this
consent form is intended to replace any applicable laws.